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Final Presentation: Dartfish Story board

Final Presentation: Dartfish Story board. Brittany Jones December 4 , 2013 KINS 329. What does the research say?. P romoting a mastery climate will increase students motivation and physical activity levels (Parish & Treasure, 2003)

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Final Presentation: Dartfish Story board

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  1. Final Presentation: Dartfish Story board Brittany Jones December 4, 2013 KINS 329

  2. What does the research say? • Promoting a mastery climate will increase students motivation and physical activity levels (Parish & Treasure, 2003) • Giving instruction in small bouts increases students engagement and activity participation (Beighle & Erwin, 2013) • Personalized instruction can help students be more productive (Keefe & Jenkins, 2005)

  3. 1st Teaching Experience 3rd Teaching Experience

  4. Improvement # 1 1st Teaching Experience 3rd Teaching Experience

  5. Some more research! • Positive feedback is most influential on learning and achievement (Hattie & Timperley, 2007) • Effective teachers know how to maximize physical education (Beighle & Erwin, 2013) • Effective use of the TGfU model uses games to teach tactical and technique perspectives (Hopper, 2002)

  6. 1st Teaching Experience 3rd Teaching Experience

  7. Improvement # 2 1st Teaching Experience 3rd Teaching Experience

  8. More Research! • Inclusion of assessment in PE classes provided structure and focus to the learning process (Chroinin & Cosgrave, 2013) • Assessment tools makes the teacher accountable for alignment of instruction (Lund, 2012) • Failure to implement an assessment tool decreases effort and participation in students (Collier, 2011)

  9. 1st Teaching Experience 3rd Teaching Experience

  10. Improvement # 3 1st Teaching Experience 3rd Teaching Experience

  11. Conclusion • Improvement across multiple areas: • Better explanation of game • Involving all students • Implementing an assessment tool • Further Improvement • Demonstrations • Maximizing activity time

  12. References • Beighle, A. , & Erwin, H. (2013). Frig'n physical education: Management strategies to maximize physical activity. Journal of Physical Education, Recreation & Dance, 84(1), 16-17. • Chróinín & Cosgrave, (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education & Sport Pedagogy, 18(2), 219-233. Parish, L., & Treasure, D. (2003). Physical activity and situational motivation in physical education: Influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74(2), 73-182. doi: 10.1080/027 01367.2003.10609079 • Collier, D. (2011). Increasing the value of physical education: The role of assessment. Journal of Physical Education, Recreation & Dance, 82(7), 38. • Hattie, J. , & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81- 112. • Hopper, T. (2002). Teaching games for understanding: The importance of student emphasis over content emphasis. Journal of Physical Education, Recreation & Dance, 73(7), 44-48. • Keefe, J. , & Jenkins, J. (2005). Personalized instruction. Phi Delta Kappa Fastbacks, 1. • Lund, J. (2012). Assessment and accountability in secondary physical education. Quest, 44(3), 352-360. doi: 10.1080/00336297.1992.10484061 • Parish, L., & Treasure, D. (2013). Physical activity and situational motivation in physical education: Influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74(2), 173-182. doi: 10.1080/02701367.2 003.10609079

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