College Connections

Faculty Submission Form

Current Course Title & Author:

Kinesiology and Motor Learning, Brad Coyle & Thilla Sivakumaran, University of Louisana, Monroe

Topic Focus of Activity:

As the (PETC) creates his/her movement video analysis each presentation must identify the critical elements of motor skill performance in appropriate sequences for the purposes of improving learning. Each scenario should involve a specific learner and learning goal, unique task requirements, and particular situational demands. Each solution should be based on the motor learning concepts and experimental evidence that the authors have presented throughout the book and what we have discussed in class.

Student Learning Objectives:

1. The physical education teacher candidate (PETC) will demonstrate an understanding of physical education (PE) content and disciplinary concepts related to the development of a physically educated person and will be evaluated by the creation of a specific skillful movement video analysis

National Standard Connections:

Standard 1.1

Standard 1.3

Standard 1.4

Description of Idea:

The following are the components of the signature piece:

• Create an instructional movement video analysis presentation and then demonstrate how well you can diagnose, design, and assess a learning experience. Your video movement analysis will be presented to our class.
• Each (PETC) needs to prepare at least 10 PowerPoint slides with video streaming that you use during you presentation. Videotape or use a still–shot photography of 1 student performing a motor task.
• Each motor skill performance should continue for at least one minute, to provide you with video clip segments that span at least 15 seconds. Organize the clips so that similar motor skills are linked together. Set a title slide to start each new motor skill. Provide a voice-over that identifies the developmental stage for each child on each skill and explain why you would identify the performance at that level.
• The (PETC) movement video analysis can take place in a setting that involves common motor skill performance (e.g. sport skills, non-locomotor skills, manipulative skills, and locomotor skills) performed during an instructional physical education setting. Some examples of skills you may want to consider for your presentation are the following: tennis serve, running, drop-kick, striking an object, hopping, and kicking a ball.
• A typed summary of your skill analysis is also needed (four to six paragraphs).

(PETC) will provide supporting evidence of your decisions by compiling a list of research references. Attached is the rubric that will be used to grade your signature piece.

When creating your instructional video analysis, the (PETC) will describe performance concepts and strategies related to skillful movement and physical activity (e.g., fitness principles, game tactics, skill improvement principles). Perhaps the scenario involves a person who wants to learn a new skill or would like to refine an existing skill she or he has performed for years without noticeable improvement. If you can anticipate these or other experiences yourself you should be able to create your own instructional scenario without too much difficulty. Another way you could approach the task of creating an instructional scenario is to interview an experienced movement practitioner: coach, teacher, or physical educator for suggestions. Note: Schmidt and Wrisberg did this in chapter 11 for scenarios 3 and 4. Regardless of how you create your movement video analysis scenarios, try to create a scenario you are most comfortable. Once the (PETC) does this you can begin the task of diagnosing the learning experience.

The (PETC) will identify, select, and implement appropriate learning/practice opportunities based on understanding the student, the learning environment, and the task.

These items address issues such as the following:

• Who is the learner?
• What is the learner’s goal (i.e., What are the types of learning required)?
• What is the target context (i.e., under what conditions will the task have to be performed)?

For each of these questions you will need to provide the appropriate information based on the scenario you have chosen.

• The (PETC) will describe and apply bioscience (anatomical, physiological, and biomechanical) and psychological concepts to skillful movement, physical activity, and fitness.
• Once you identify the factors that are relevant to the learner in your scenario (be sure to include only those factors which are relevant, not the entire list), it’s time to decide how you will design the learning experience. In other words, you need to determine the instructional options listed in table 11.2 that will promote the most effective goal achievement for your learner. You may photocopy this table for your personal use.

· The (PETC) will demonstrate knowledge of approved state and national content standards and local program goals.

· The (PETC) needs to consider the following questions:

· How will communication be established?

· What types of goals will be set (approved national and state content standards and local program goals)?

· How will arousal level be managed?

· How will attention be focused?

· What types of rehearsal will be provided?

· How will rehearsal be structured?

For each of these questions, select only those items that are relevant to your video movement analysis. Attached is the rubric that will be used to grade your signature piece presentation.

Assessment Technique:

Motor Learning Multimedia Project Rubric

Elements	Unacceptable = 0% to 69%	Acceptable = 70% to 89%	Target = 90 to 100%
Standard 1.1 (Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purposes of improving learning).	The candidate identifies less than 5 of the critical elements during a motor performance, and does NOT combine motor skills into appropriate sequences for the purpose of improving learning.	The candidate properly identifies between 6-8 of the critical elements during a motor performance, and combines motor skills into appropriate sequences for the purpose of improving learning a majority of the elements.	The candidate properly identifies 8 or more of the critical elements during a motor performance, and accurately combines motor skills into appropriate sequences for the purpose of improving learning.
Standard 1.3 (Describe performance concepts and strategies related to skillful movement and physical activity (e.g., fitness principles, game tactics, skill improvement principles).	The candidate does not describe performance concepts and strategies related to skillful movement and physical activity at even a minimal level.	The candidate describes 6-8 performance concepts and strategies related to skillful movement and physical activity.	The candidate describes 8 or more performance concepts and strategies related to skillful movement and physical activity.
Standard 1.4 (Describe and apply bioscience (anatomical, physiological, biomechanical, and psychological) concepts to skillful movement, physical activity, and fitness).	The candidate describes and applies bioscience (i.e., Karvonen Formula, 1^st, 2^nd, and 3^rd class levers, parabolic curve, Newton’s Laws, and bone and muscle identification concepts (at least 6 to 7) to skillful movement, and physical activity and fitness.	The candidate describes and applies bioscience (i.e., Karvonen Formula, 1^st, 2^nd, and 3^rd class levers, parabolic curve, Newton’s Laws, muscle and bone identification, Health Belief Model, physics principles, and R.I.C.E.) concepts (at least 8 to 9) to skillful movement, and physical activity, and fitness.	The candidate describes and applies bioscience (i.e., Karvonen Formula, 1^st, 2^nd, and 3^rd class levers, parabolic curve, Newton’ s Laws, muscle and bone identification, Health Belief Model, physics principles, R.I.C.E. performance enhancement, Health & Skill related components of fitness, and the Transtheoretical Model) concepts (at least 10) to skillful movement, and physical activity and fitness.
Motor Analysis Paper	The candidate has no clear problem statement identified.	The candidate is not very well organized, the problem statement is not easily identified.	The candidate has a clear and concise problem statement easily defined.
	The candidate submitted less than 6 typed paragraphs	The candidate submitted 7 to 8 typed paragraphs	The candidate submitted 9 to 10 typed paragraphs
	The candidate provided less than 6 reliable sources.	The candidate provided 7 to 10 reliable sources.	The candidate provided 11 or more reliable sources.
	Does not meet the criteria listed in the assignment.	Meets most of the criteria, but is lacking some specific points.	Meets all standards set in the assignment.
	Not a clear overall “tie-in” of the paper.	Not very clear, does not clearly end paper.	Clear and concise, finishes the paper nicely.
	The paper did not have appropriate margins, font style, size, and contained numerous spelling and grammatical errors. Clearly, not the work expected from an upper undergraduate level course.	The paper adheres to standard English, but there were spelling and grammatical errors, as well as inappropriate formatting. The paper met the requirements expected from an upper undergraduate level course.	The paper adheres to standard English, and demonstrates the writer’s ability to form sentences of various types and length with accuracy, consistency, and clarity at the undergraduate level.
Standard 9.1 (Demonstrate knowledge of current technologies and their application to physical education).	Poor video clip quality (blurry, motion). Video Clips do not work in the PowerPoint.	Video clips are of average quality (slightly out of focus). Some video clips work properly in the PowerPoint.	Good quality video (in focus, no blurriness and no motion). All video clips work properly in the PowerPoint.
	Presentation has 5 or more grammatical spelling errors. ..	Presentation has 3-4 grammatical or spelling errors..	Presentation has no misspellings or grammatical errors. ..
	Font formatting makes it very difficult to read the material	Font may be difficult to read in more than one slide	Font formats have been carefully planned to enhance readability and content.
	There are no graphics in the presentation. OR graphics do not support the theme of the presentation and are unattractive	Graphics may be attractive but a few may not seem to support the theme/content of the presentation.	Graphics are attractive and support the theme/content of the presentation
	The presentation is dull and does little to encourage interest from the students.	The content of the presentation is factual but is not effective in drawing students to the lesson.	The presentation draws the reader into the lesson. It relates the learner’s goals and interests
	Missing 2 or more slides. OR Includes all slides with content missing from 3 or more slides.	Missing one required slide. OR Includes all slides with content missing from 2 or more slides.	Includes all required slides with acceptable content.
	Less than half of the buttons work correctly. OR Does not include ANY buttons or links in the presentation.	At least half of the buttons and links work correctly.	All buttons and links work correctly.
	Storyboard was not included in the project.	Storyboard was included with the project, but incorrect according to the guidelines.	Storyboard was used with graphics, sequencing of information, and content.
	Content is typically confusing or contains more than one factual error.	Content is generally accurate but one piece of information is clearly flawed.	Content is clearly stated. There are no factual errors.
Professionalism	According to the presentation guidelines, the candidate does NOT know how to conduct a PowerPoint presentation.	According to the presentation guidelines, the candidate knows how to conduct a PowerPoint presentation.	According to the presentation guidelines, the candidate is well versed in using a PowerPoint presentation.
	The candidate is inappropriately dressed for the presentation.	Wears proper attire for the presentation.	The candidate is well dressed for the presentation.
	The candidate is not clear and vocal throughout the presentation.	The candidate is clear and vocal throughout the presentation.	The candidate is eloquent with evident clarity and sophistication in his/her speech throughout the presentation.
	By lack of depth of information, the candidate doesn’t have a grasp of the topic.	By minimal depth of information, the candidate has a grasp of the topic.	By depth of information it is evident that there is a full understanding of the topic.

Approximate time required: