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Enhancing Fielding Skills: A Structured Approach to Teaching Progression

This chapter explores the development and delivery of fielding skills, emphasizing various teaching techniques, styles, and a progressive sequence from simple to complex tasks. Key concepts include task variables, opportunities for application, and the importance of good performance. The text highlights methods for refining skills, assessing performance, and engaging students through challenges and competitions. By understanding the scope and sequence of skill development, educators can create effective learning environments that meet individual student needs.

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Enhancing Fielding Skills: A Structured Approach to Teaching Progression

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  1. Chapter 6Content Analysis & Development “Success is a Choice” -Anonymous

  2. Content Development • Content Delivery • See Fielding Skills (Box 6.1, p. 113) • What skills are taught? • What teaching techniques are used? • What teaching styles are used? • Teaching Progression • What was the scope & sequence of skills in the fielding example?

  3. Teaching progression: What’s missing? • Exploration (optional) • Demo (students or teacher; use cues) • Move to imaginary ball • Ball w/o moving • Ball while moving (rt, left, fwd, bkwd) • Distance • Speed • Challenge (how many in 1 minute?)

  4. Characteristics of Good Content/Task Development • Progressive sequence (simple to complex • What determines skill complexity? • Individual thrower vs. partner • Task variables (how many task variables must they attend to?) 2. Focus on “good performance” 3. Opportunity to apply skills

  5. Types of Tasks • Informing (I) – describes what to do; typically first • Extending (E) – alters the complexity • Refining (R) – improves task quality • Application (A) – apply or assess skill • What do we use these tasks for? • Does the order of tasks ever change?

  6. Developing Tasks • Informing • Extending • Modify equipment • Practicing parts • Modify space • Focus of task • # of people • Task conditions (modifiers, e.g., speed force, level, trajectory) • See p. 118 • What is wrong in “the Real World” – p. 119 • Rules • Skill combinations • Differing responses (as in exploration)

  7. Developing Tasks • Refining • Correct/incorrect • Cues • Feedback • Application • Self-/group challenges (testing) • “How many times can you…?” • Competition (SMALL-SIDED!!!) • Assessment (process or product) • Process – skill technique (e.g., step with opposite foot) • Product – result of skill attempt (e.g., did it hit the target?)

  8. Assignments • Read Chapter 7 • Bring LP • Bring LP format (Assessment section of Syllabus) • TB • Name Badge • Cameras (8mm videotapes)

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