Skill Acquisition Markers
SAM’s
Missouri Western State University
Department of Health, Physical
Education and Recreation
Review
 What is the main purpose of a lesson plan?
 What issues need to be addressed before
students enter a classroom?
 How do you prepare students for the
lesson?
 What are the parts of the Teaching Learning
Progression (TLP)?
SAM’s Outline
 Visual Description
 Movement Sequence
– Movement Cues
– 4 critical points
 Variables
– Learner
– Environmental
SAM’s
 A step by step approach to teaching a skill
to a class
 A breakdown of a skill into its simplest
movement patterns
Detail in a SAM
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Specific enough to avoid confusion
Broken into the smallest possible steps
Easy to understand description
Must include descriptors
– Dominant or non-dominant
– “At Target”
Skills That Use SAM’s
 Locomotor Skills
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Walking
Running
Skipping
Jumping
Galloping
Sliding
 Manipulative Skills
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Throwing
Catching
Kicking
Dribbling
Passing
Shooting
Punting
Serving
Hitting
SAM- Step #1
Movement Sequence
 Write the series of movements that make up
the skill, step-by-step.
Movement Sequence for Walking
1.
2.
3.
4.
5.
6.
7.
8.
Face target with belly pointed at target
Lean upper body forward
Bring dominant knee up 6 inches in front of
body, pointing toe at target
Straighten leg out in front of body
Allow body to move forward so heel hits
ground 1 ft in front of opposite leg
Roll onto ball of foot while moving body
forward over dominant foot
Swing opposite arm of foot that stepped forward
Repeat with opposite leg
SAM- Step #2
Writing Movement Cues
 1-3 words describing the movement
sequence
 Must be easy to say / understand
 Do not repeat cues in a SAM
Movement Sequence
1.
2.
3.
4.
5.
6.
7.
8.
Face target with belly pointed at target
Lean upper body forward
Bring dominant knee up 6 inches in front of
body, pointing toe at target
Straighten leg out in front of body
Allow body to move forward so heel hits
ground 1 ft in front of opposite leg
Roll onto ball of foot while moving body
forward over dominant foot
Swing opposite arm of foot that stepped forward
Repeat with opposite leg
Movement Cues
“Face Target”
“Lean”
“Knee Up”
“Straighten leg”
“Land on heel”
“Roll”
“Arms”
“Repeat”
SAM- Step #3
4 Most Critical Points
 If only 4 steps could be taught, which 4
would be used?
 Cannot complete the skill without these 4
steps
 Used for young children who cannot
remember all steps in series
 Denoted by a symbol in the movement
sequence column (*, , +, etc)
4 critical points
1.
2.
*3.
4.
*5.
*6.
*7.
8.
Face target with belly pointed at target
Lean upper body forward
Bring dominant knee up 6 inches in front of
body, pointing toe at target
Straighten leg out in front of body
Allow body to move forward so heel hits
ground 1 ft in front of opposite leg
Roll onto ball of foot while moving body
forward over dominant foot
Swing opposite arm of foot that stepped forward
Repeat with opposite leg
* 4 most critical points
“Face Target”
“Lean”
“Knee Up”
“Straighten leg”
“Land on heel”
“Roll”
“Arms”
“Repeat”
SAM- Step #4
Visual Description
 Paragraph describing the way the skill
should be performed
 Based on the movement sequence
– Write the movement sequence in sentence /
paragraph form.
SAM- Step #5
Variables
 Learner variables
– Those abilities that the learner needs to
properly perform the skill.
 Environmental Variables
– Those items that are controlled by the
environment surrounding us
Learner Variables
 Fundamental Skills
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Body Image
Balance
Laterality
Hand-Eye Coordination
Tactile Touch
General Coordination
 Sport Skills
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Speed
Endurance
Flexibility
Mobility
Strength
Vision
Timing
Environmental Variables
 Weather
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Rain
Snow
Wind
Sun
Temperature
 Field / Gym
– Surface
– Condition of field
– Size
 Equipment
– Number
– Size
– Ability to use
 Other
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Spacing
Distance
Obstacles
Timing
Accuracy
How many steps can be included?
 7 +/- 2 steps
(5 to 9)
– 10 or more steps is too difficult for the student to
remember
– Less than 5 is limited to your 4 most critical
points
Dribbling - Basketball

VISUAL DESCRIPTION: Student will start in the ready position. They will keep their head up and
begin to move forward with the ball in their dominant hand. They will gently push down with the
fingertips of their dominant hand with their hand above the ball at all times. While pushing the ball
down, it should also be gently pushed forward, allowing the ball to rebound back to your hand.
Repeat skill until student must pass or shoot.
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Movement Sequence
1.
Ready position
2.*
Head Up
3.
Begin to walk (or run) forward
4.*
Push down with fingertips of dominant hand
5.*
Gently push down (not too hard)
6.*
Keep hand above
7.
Push ball forward (to keep you moving)
8.
Continue movement until you pass
* 4 Most Critical Points.
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Variables
Learner – Hand-eye Coordination, Balance, General Coordination, Tactile Touch, Mobility, Vision
Environmental – Size of Basketball, Court Size, Spacing, Defense, Obstacles
Movement Cues
“Ready”
“Head”
“Move”
“Push”
“Gentle”
“Hands”
“Forward”
“Repeat”
Questions?