Transcript HP 325 Ch. 12, Motor Assessment - NAU jan.ucc.nau.edu web server

HS 325
The Teen Brain and Cognitive Function
GLSP~ Game Stages
Lab Debrief
Review of Teaching Styles and
Instructional Decisions
Observations of 2 recesses due today
Mon, Nov. 20 Learning Lab- Meet in Rolle Gym
Volunteers needed to set up equipment
Inside the Teen Brain


Insights
Key Points
???
 Generate a list with a partner
 Ok to use notes

Inside the Teen Brain
What a teen does matters!
The cells connected and used will survive and
flourish “Use it or lose it!”
 Rapid brain growth during adolescence
 The teen brain is changing!
 Gray matter (thinking part of brain) thickens
throughout childhood.
 Immature frontal cortex

Strategies, Organizing, Consequences: still not fully
developed

Brain is most vulnerable to drug use/abuse
Generic Levels of Skill Proficiency
(GLSP)

Pre-control (Beginner)
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Control (Advance Beginner)
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Utilization (Intermediate)

Proficiency (Advanced)
GLSP applies to SKILL, not age.
Pre-control
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Inability to repeat movements in succession
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Awkward, Inefficient Movements
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Mostly unsuccessful in reaching goal
Control
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More consistent movements

Skill performed correctly more frequently
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Skill is not yet internalized/automatic
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Intense concentration often required
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The learner is unable to consistently perform the skill in
unpredictable situations or combine 1 movement with another.
Utilization

Movements appear more automatic

The learner has developed control in predictable
situations
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Beginning to have success in unpredictable situations
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Able to combine the skill with other skills and use in
a variety of situations
Proficiency

Skill performances are automatic/internalized

Appears effortless

The learner can focus on other relevant aspects of the
performance rather than on the specific skill (opponent,
position of teammates, ‘reading the field,” etc.)

Able to make on the adjustments and judgments to meet the
changing demands of a dynamic ame situation.
Guidelines for Using GLSP

Determine the class’s predominant skill level for the specific
skill being worked on.

Match the tasks to the predominant class skill level.
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Make adjustments for individual differences using Intratask
Variation, Teaching by Invitation, Indirect Teaching Methods,
etc.
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Spend the majority of the class time in APPLICATION to hold
student interest as they improve their skill.
Insights re: GLSP
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In the upper elementary to the middle school grades it
is not uncommon to have children in the same grade
at pre-control, control, and utilization levels.
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When children have PE 1-2 times per week they will
only reach utilization level if they
work/train/participate in the skill outside of class.
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Achieving the level of proficiency is RARE.