ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484125

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

This paper addresses task presentation as an instructional event that is part of a larger, more long-term curricular concern. Task presentation is defined. The research from the classroom literature on teacher clarity and presenting information and from the physical education pedagogy research on task presentation is summarized. The paper concludes with a discussion of some of the issues involved in delivering a task presentation within a physical education setting.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484126

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

To optimize the skill learning environment, a clear understanding of the brain's processing abilities and inabilities would seem critical. Present pedagogical literature that examines how to optimize brain functioning is scarce. However, neuropsychological research has examined hemispheric function for many years and has recently revealed important perceptual-motor processing advantages in the left and right hemispheres of the brain. This research has also consistently highlighted motor performance problems that may be predictable given an understanding of hemispheric specialization. This review therefore examines both the hemispheric specialization and motor performance literature in search of methodology to optimize hemispheric functioning in motor skill performance and learning. Applied research examining hemispheric function has so far focused on a simple verbal–nonverbal notion of hemispheric function. The limitations of this notion and the potential problems of biased teaching methodologies associated with this view are critically discussed.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484127

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Verbal cues are concise phrases, often just one or two words, that are used as an alternate method of communicating task information. Research in motor learning and sport pedagogy has examined the effects of verbal cues in directing attention to critical task stimuli and information, recalling series of motor activities, and initiating movement sequences. The purpose of this paper is to address the theoretical bases of verbal cues, review recent cueing research, and offer suggestions for designing and implementing verbal cues in physical education and sport settings.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484128

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Augmented feedback is a common component of the communication between instructor and student in skill learning. In this article, the argument is made that the effective use of augmented feedback depends on understanding the various effects of augmented feedback on skill learning and the conditions characterizing the occurrence of each effect. Four distinct relationships between augmented feedback and skill learning are presented: Augmented feedback is necessary for learning some skills; it is not needed to learn some skills; for some skills it enables the learner to acquire the skill faster achieve a higher level of performance than would be possible without and it can be provided in such a way that it hinders skill learning. These four relationships are also discussed in terms of their implications for skill instruction.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484129

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Recent research on the role of practice variables during the acquisition of motor skills is reviewed. These practice variables include (a) the effects of a model's skill level during observation, (b) how augmented feedback is provided to a learner, and (c) how practice conditions are arranged when learning multiple tasks. The results of research in these areas suggest that cognitive processes play an important role during the early stages of skill acquisition. Moreover, the effort by which these cognitive processes are undertaken is influenced by practice variables. Motor learning is enhanced when these variables are manipulated to promote cognitive effort by a learner.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484130

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

This paper examines communication and motor skill learning from the perspective of research on teaching. Research design for laboratory motor learning, applied motor learning, and research on teaching physical education are discussed. In addition, the contributions of each research type to our knowledge of motor skill learning are considered. A series of studies are presented, and it is concluded that teachers are important in structuring and communicating expectations to students. The role of teacher feedback in helping students learn motor skills, however, may be less than previously thought.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484131

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

As the 21st century approaches, solutions to societal, political, and economic problems have not kept pace with medicine and technology. It has become increasingly clear that the profession of health and physical education can be a major contributor to the future of society through education and prevention. Even small changes in the development of positive, healthful lifestyles can result in savings in the trillions. The impact of physical education on wellness programs, development of self-esteem, and values orientation in combating crime and drug abuse is evident from the literature. Nevertheless, physical education and its leadership must reevaluate its mission and status—including teacher preparation, the role of the subdisciplines, multidisciplinary teams, and coalition of health agencies and physical education—as part of the total education of the child as new directions for the future. Physical education professionals must recognize that health and physical education is truly at the center of education.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484132

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor