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ESS 100 – Motor Behavior & Sport Pedagogy
September 2008
Sport Pedagogy - Beginning Tennis Lesson Analysis
Pedagogy
You have just had a chance to experience three different racquet spot
teaching methods. Briefly (1 paragraph) describe your spontaneous thoughts
and feeling about these lessons. You will be discussing your impressions.
1. Which of the three did you enjoy the most? Why?
2. In which of the three did you learn the most? Why?
3. Which of the three most resembles your prior P.E. classes?
4. Which was “better”? Why?
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Reflect on your own “pedagogical”/ subjective experiences:
1) Who stands out in your memory as the best instructor/P.E. teacher
or coach you have ever had?
2) What qualities did this teacher or coach have that made him or her
effective?
3) Who stands out in your memory as the worst teacher or coach
you’ve ever had?
4) What weaknesses did this teacher or coach posses, or what
qualities did he or she lack, that made him or her ineffective?
5) What do you think are the most important traits that a teacher of
coach should posses?
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Now analyze all three methods with respect to these factors:
Nine Important Factors to Consider in Effective Pedagogy
(Adapted from Hoffman & Harris, 2000)
Traditional
Appropriate
Practice
Active Learning
Time
Optimal
Challenge (not in
text)
Class
Management &
Discipline
Accountability
Specific
Feedback
Hidden
Curriculum
Equity
Addressing
Individual Needs
“Rally” Program
Games Approach
(TGFU)
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Definitions
Sport Pedagogy:
The art or science of teaching sport (or physical activity) . Pedagogy
focuses on teaching behaviors and producing learning in students.
Motor Behavior
Motor Learning:
A relatively permanent change in the performance of a motor skill resulting
from practice or experience. Most motor skill tasks usually involve
perception: hence perceptual-motor skills. 60’s – type and amount of
feedback, massed vs. distributed practice.
Motor Control:
How the nervous system controls the muscular system to produce controlled
movement. Also how the underlying cognitive processes are organized and
used to control skilled movement. Related subdisciplines are:
neuropsychology, cognitive psychology, neurophysiology, biomechanics and
computer science
Motor Development:
Aspects of motor skill performance that are a result of heredity rather
than learning. Analyzing the developmental patterns associated with motor
skill performance. At what age can children begin to learn sport skills? Can
this child skip, jump, throw – change in throwing patterns over growth. How
does hand-eye coordination develop in children. Always been a special area
within Developmental Psychology. Our related topic in this module is long
Term Athlete Development plans (LTAD).