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  • 1. Sports Coaching Pedagogy andTeaching

2. Teaching & CoachingHow is learning assessed?PDHPE 3. Shutterstock 4. The context of teaching andlearning. teaching as the intentional creation and enactment ofactivities and experiences by one person that lead tochanges in the knowledge, skills, and/or dispositions ofanother person. Learning is defined as a relatively permanent change inknowledge, skills, and/or dispositions precipitated by plannedor unplanned experiences, events, activities, or inventions. Blanchard 2009 5. What to teach & how to teach it?- Every chance to learn- Board of studies PDHPE syllabus 7-10- Sports Coach Uk A guide to using training needs analysisand personal development plans 6. In The PDHPE classroom Identify lesson outcomes Skill specific - Overarm throw Sport specific - Cricket Grade specific year 7 Curriculum framework Every Chance to Learn Lesson Outcomes and Essential Learning achievements -(ELA.13) Sequence of the lesson skill specific warm-up, demonstration, practice, application, assessment. 7. Types of assessment Pre-assessment Formative assessment Summative assessment Informal vs Formal assessmentBlanchard 2009Weaver 2011 8. Alternative assessment Britton, T 2011, Using Formative and Alternative Assessments toSupport Instruction and Measure Student Learning Allows students to create new movement strategies fromlearned material Allows for representative collection of a students work overtime Intent is to involve students in assessment and haveownership of what goes into their assessment tasks. Event Tasks- Asks students to create something during a single instructional period. Gymnastics routine, playing a game, dance routines, warm-up routine. Britton 2011 9. LINK 10. The flipped classroom andalternative assessment A way for students who missed class to not miss out on classcontent Allows teachers to take on a different role within our studentslearning Can apply to a range of subject areas Interaction increases: Teacher to student and student to student role of the teacher has changed from presenter of content tomore of a learning coach, where you can guide the learning ofeach student individually Allows Educators to provide instruction when the students areready for learning. Guides students through their learning instead of being theauthoritative pedagogue.The flipped class, what does agood one look like? 11. Methods of skill assessment andperformance. OVERARM THROW - Start front on as if you have justcaught an object Step towards the target with the foot opposite to the throwingarm during the throw Point at the target with the opposite arm Eyes are focussed on the target throughout the throw Stand side on to the target as you throw Throwing arm nearly straightened behind the body Marked sequential hip to shoulder rotation during the throw Throwing arm follows through down and across the body 12. Include pictures 13. Many tests claim to measure skill. To be credible, the tests need to be bothvalid and reliable. Tests that are valid assess the attribute they state they aretesting for. Reliable tests are those that are able to produce the same resultson successive occasions. 14. There is a marked difference between the movements ofskilled performers to those of poorly skilled performers.These features relate to kinaestheticsense, anticipation, consistency and technique. 15. Performance can be assessed objectively (based onmeasures, such as a score or time) or subjectively (based onthe observers opinion). Many sports try to make their judgingmore objective by establishing specific criteria to awardscores. 16. Assessment of skill and performance incorporates anunderstanding of characteristics of skilledperformers, objective and subjective performancemeasures, validity and reliability tests, and personal versusprescribed judging criteria. 17. Appraising the quality of performance requires the formationof standards. While personal criteria are used in somesituations, prescribed judging criteria are used for importantcompetitive events. 18. Collecting information studentlearning and development Development plans for learners build: Personal learning styles, Personal learning environments & Personal learning networks Personal Development Plan template 19. Effective Teaching is a broad concept that integrates manyelements of both teaching and learning. Professor K.P.Monahanan (1999) states that the basic principal and purposeof teaching is to enable learning, which conveys the idea that;the most effective teaching, results in the most effectivelearning 20. Link 21. Effective teaching - how it can bepracticed Have High expectations Acknowledge individual difference Use a range of pedagogies Encourage student responsibility Know your teaching content Provide a safe environment Monitor progress and give feedback Build positive relationships 22. References Bennett, b. & 2011. The flipped class: what does a good one look like?, website viewed 10 March, 2013. Blanchard, J 2009, Teaching Learning and Assessment: Why should I assess StudentLearning in my Classroom?, Mcgraw-Hill, LLC. Britton, T 2011, Using Formative and Alternative Assessments to Support Instruction andMeasure Student Learning, Science Scope, vol. 34, no. 5, pp. 16-21 Stuble, B. (2005). Using concept maps to develop lifelong learning skills: A case study. InThe Reflective Practitioner. Proceedings of the 14th Annual Teaching Learning Forum, 3-4February 2005. Perth: Murdoch University. Weaver, B 2011, Formal versus Informal Assessment., websiteviewed 9 march, 2013 Link of coach and young boy image,1235923992,10/stock-vector-vector-illustration-of-an-angry-baseball-coach-yelling-at-a-small-boy-child-at-home-plate-of-a-25836682.jpg Flipped classroom image