QC FNES 146 Textbook Chapter 7 Assessing w/ Instructional Models

​The goal is to maximize students’ Opportunities To Respond (OTR). Activity time is high while transition, wait time, and off task time are kept to a minimum. Teachers make all decisions concerning instruction. Divide content for the lesson into a series of smaller tasks that will eventually allow mastery of the larger task. Provide numerous opportunities for students to practice the tasks. Give feedback to help learners avoid mistakes and master the content.

​The goal is to make the sport experience in Phys Ed more authentic. This model teaches students to be competent, literate, and enthusiastic about sports. Teacher does much of the planning, but the implementation of the model is student-centered. Students are divided into teams early in the season (unit of study) and play several rounds of tournaments prior to the final culminating event or tournament, which can also use small-sided games. Each student has a role on the team, such as coach, trainer, equipment manager, publicist, score keeper or spirit leader. The number of team roles is dependent on the size of the team. Every student has a role. The final winner of the Sport Education unit is not always the team that wins the final event. Points toward the final championship are given for many things during the unit, including team spirit, being dressed in team uniform, first team to warm up, performing the team’s duty roles, and winning mini competitions.

​The goal of TG is to teach students tactical strategies associated with games. TG is teacher led but requires students to solve tactical problems associated with gameplay during the lesson. Teachers begin with students playing an initial game (stage 1) that differs from the full version of the game (e.g. No Dribble Basketball). The game – through modified rules, equipment, team size, or playing area – emphasizes a tactic critical to the game (e.g., using a pick to create space and get open). At a certain point during the game students realize that they cannot continue to be successful. At this point the teacher stops the students and then they practice the skills that are necessary to be successful at the next stage (e.g. 5 Passes - Everyone must touch the ball once to get a point, no shooting). Then they play No Dribble Basketball again. Play-Teach-Play.

​The goal is to allow students to learn the desired material at their own rate. All students are capable of learning. The main problem is that all students don’t attain mastery at the same rate. The PSI allows students to spend as little or as much time as needed to achieve competence. PSI focuses on product over process. Think of check lists and think of Human Kinetics “Steps To Success” series.