KRAV MAGA INSTRUCTOR COURSE - PHASE 1 DAY 1

FITNESS CHECK: Gentle warm-up 1. Stalk test (40sec each leg), standing on one leg (like a stalk) to test balance 2. Squat with barbell held above and slightly behind neck to check rotator cuff movement 3. Max sit-ups in 2 mins 4. Max squats in 2 mins 5. Max press-ups in 2 mins 6. Combat Fitness Test: Burpees (90 secs), Squats (90 secs), Press-ups (60 secs) no breaks, one point per rep (I scored 143) 7. Movement check: pairs shadow punching and kicking to assess current level of skills KRAV MAGA BASIC TECHNIQUES INSTRUCTION Technique taught by Paul, students practice teaching technique in pairs. KRAV MAGA STANCE Get the basic stance correct and all Krav Moves follow on 1. PASSIVE STANCE Stood relaxed, feet shoulder-width apart, hands by the side. 2. PRE-CONFLICT (READY) Step forward with left foot, feet at 45deg, on toes of rear foot and heel off ground. Gives best combination of balance & speed of reaction. By raising the left knee you automatically are protecting the groin from frontal attack. Hips at 45deg or rotated forward. Freedom of movement hips rotation gives the power for all strikes. Arms held in front, palms down, upper arm level with ground, bent at the elbow, fore-arms at a slight angle. Looks non-threatening to a bystander/CCTV 3. CONFLICT

Same foot and hip position as PRE-CONFLICT, but arms move to form a rameto protect the head (and allow visibility) because attack is imminent. Elbows slightly forward, forearms vertical with boney section to the front to minimise the severity of edge weapon strike bone, minimal crucial tendons and muscles. Arms positioned to protect head raised if attacker is taller, lowered if attacker is shorter. KM BASIC PRINCIPLES 1. STOP THE THREAT. The most important aspect.

2. IMMEADIATE (AGGRESSIVE) COMBATIVES. If applicable to the scenario. Initial combative often delivered simultaneously to stopping the threat. 3. DISENGAGEMENT. Unarmed? Consider use of improvised weapons e.g. stick, pen, etc 4. NEXT THREAT

Vulnerable areas of the attackers body = target areas for Immediate Combatives Front = Eyes, throat, groin Back=Neck, coxes, back of knee (not sensitive but causes attacker to drop) Single hand choke (to demonstrate) Invite a student to place a single-handed choke on you. Conduct full demo, then break down each move and explain as you do so. STOP THE THREAT. Form a hook with your hand and taking hold of the attackers choking hand thumb swiftly ipthe thumb away, twisting it outside. IMMEADIATE COMBATIVES. Keep control of the attackers choking hand and deliver strikes to vulnerable areas. DISENGAGE. Push away, move out of the channel of attack and advance (avoid going backwards if pos: you don know what there, and it keeps the initiative). Scan for the NEXT THREAT. Two-handed choke Invite a student to place a two-handed choke on you. Conduct full demo, then break down each move and explain as you do so. Form a hook with each hand, simultaneously pull the attackers arms outwards away from the neck, leaning back and thrusting a knee-kick to the groin. Follow up with further Immediate Combatives if required, then Disengage. Note: you won be able to locate the attacker thumbs as in the single-handed choke. Clinch Number 1 However you arrived at the scenario, once you are able to apply clinch no.1 then it gives you options to conduct further techniques. Clinch no.1 is the application of left hand to attacker right wrist and right hand to attacker right shoulder (or vice-versa) taking hold of the material of the attackers clothing on the shoulder (or better still long hair).

The elbow should be used to apply pressure to the attacker throat and may be used to lever the attackers chin up to force his head back thus exposing his vulnerable areas to conduct further Immediate Combatives. A better option is to conduct a knee strike to the attacker groin thus forcing him to bend forward. Further knee strikes to the face or hammers to the back of the neck can be delivered before pushing him out of the channel (disengaging) and advancing (scanning for the next threat). Ground Defence Once a fight has escalated to the extant you e on the floor, you need to protect yourself from continued attacks before withdrawing from the attacker. The technique may be demonstrated with you explaining whilst on the floor or using a student to lie on the floor while you explain stood to the side. Begin with (for example) the attacker stood trying to approach you and you lying on the floor. Lie on your back, chin to chest, knees bent, one leg at knee/shin striking height and arms in front of chest to protect against the attacker falling onto you once a successful kick to his knee has been delivered. As the attacker attempts to out-flank your kicking-defence you must turn so that your feet are closest to the attacker and head furthest away, done by rotating on the ground. (Get everyone to practice that) Resume the demo... STOP THE THREAT by blocking any kicks and deliver sufficient IMMEDIATE COMBATIVE kicks to the shin/knee such that you can transition, get up and run away. The Transition. For example, with your right leg lifted to provide defence/strikes, roll to the left so that your left shin is on the ground and your right leg still in the air is able to continue striking/defending. Place the left hand on the floor holding the body off the ground, then lift your left hip off the ground, roll over further left to place your right hand on the ground thus in a sprinters starting position. Then run! Emphasise minimal damage will be sustained during this transition.

DAY 2
Discussion/Revision of Basic KM Principles. TECHNIQUES & PRINCIPLES: SIMPLE Gross Motor Skills. Simple = not necessarily the best techniques but they work under stress.

Good Instruction: Good demonstrations and subject knowledge Professional attitude. Passion & enthusiasm, looking the part, good hygiene, humility Needs Assessment. Meet/speak to students. Find out experience, injuries, etc STRUCTURE. Individual lessons; Whole Syllabus. Progressive training structure Use of analogies: real-life situations, existing techniques, during warm-ups Screen People. In order to assess fitness and suitability I Don Know If you don know, admit it and make an effort to find out the answer. DEFENCE AGAINST LINEAR ATTACK INSIDE DEFENCE Adopt Conflict/Ready stance ensuring you uild a boxwith your arms, elbows low and hands high. Allow attacker to throw only jabs initially to practice defending against them. Then practice defending against crosses, building towards combinations. Defend by twisting the forearm slightly to deflect the blow. DEFENCE AGAINST CIRCULAR ATTACKS 360deg/OUTSIDE DEFENCE Adopt Conflict/Ready stance. Allow attacker to throw circular attacks from one angle initially (e.g. right hook). Demonstrate the defence. Rotate forearm on attacking side out about 90deg. Use the forearm to block the striking arm about a third the way along its length. Swap the side of the attack (e.g. left hook) after practice on first side. Allow attacks from below simulating edged weapon or fist. Demonstrate the defence. Rotate forearm down to block the striking arm about a third the way along its length keeping the elbow at about 90deg. Simultaneously bend forward at the waist, thrust your buttocks back and keep the legs straight (knees not bent a common mistake) Swap the side of the attack (e.g. left uppercut) after practice on first side. Finally, practice defence from all angle combinations. The next progression is to introduce (immediate combative) palm strikes to the upper chest with finger in throat/punch to the throat. Initially, leave a slight delay from blocking and delivering the strike to the attacker throat. Step forward or hip rotate to add momentum to the strike. Then progress to delivering a simultaneous block and strike to the throat, then moving out of the channel of attack. COACHING TECHNIQUES 1. Work from the ground up to ensure the kinetic chain is correct

Legs Hips Chest Arms 2. When coaching a student, watch him perform a technique several times as many as necessary to assess what he doing wrong (if able to identify what it is; if not, admit it). STRIKES In general, work left foot forward initially. After practicing with left foot leading, switch to right foot leading and practice the techniques again (or vice versa if you prefer). 1. JAB Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the floor. Hips: turned slightly Arms: elbows low, hands high uild a box Demo, then get students to practice going from passive stance to conflict stance and back several times. Demo, then get students to hold their left arm outstretched, pointing, shoulder touching face. This drill prevents drawing the striking arm too far back. Practice several times then incorporate rotating the hips. Demo making a fist then get students to practice making a fist. Conclude by demonstrating then practicing proper jabs. 2. CROSS Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the floor. Hips: turned slightly Arms: elbows low, hands high uild a box Demo, then get students to hold their right arm outstretched, pointing, shoulder touching face, (analogy!) like a rifle. Emphasise the kinetic chain is built from rear foot, then hip rotation, then arm. 3. FRONT HOOK Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the floor. Hips: turned slightly Arms: elbows low, hands high uild a box Demonstrate dropping the rear heel to transfer weight to the rear foot, simultaneously lifting the front heel and rotating the hips (kinetic chain) thus producing the torque. The elbow is lifted such that the forearm is parallel to the ground (fist thumb uppermost, or inwards, depending on who is giving the lesson). Allow a slight stretching of the pectorals to add additional movement to the arm. The target is just passed the chin, beware of over-rotation. Ensure the head remains relatively forward and you look to the front throughout. 4. REAR HOOK

Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the floor. Hips: turned slightly Arms: elbows low, hands high uild a box Demonstrate feet already in correct position to allow just the rotating of the hips to form the kinetic chain. The elbow is lifted such that the forearm is parallel to the ground (fist thumb uppermost, or inwards, depending on who is giving the lesson). Allow a slight stretching of the pecs to add additional movement to the arm. The target is just passed the chin, beware of over-rotation. Ensure the head remains relatively forward and you look to the front throughout.

DAY 3
Longer period of training, increased intensity compared to previous days. Teaching/practice: Warm up games, Hand combinations, Leg strikes, combined hand and leg strikes, pressure testing (2 vs 1). 3 ways of causing injury: 1. Blunt trauma impact 2. Chokes and asphyxiations 3. Breaks (and sprains?)

Key lesson for today: Building basic combinations (see internet for examples) Teaching linear strikes Orthodox attacks. Orthodox attacks i.e. with attacker stood in front of you, are less likely as a street attack but a good starting point for teaching. Advantages: Instinctive, simple, create distance 1. Jab/Cross 2. Jab/Cross/Jab More advanced combinations 3. Jab/Cross/Lead Hook 4. Jab/Cross/Lead Hook/Cross Consider technique selection ROBUST = most people can do most of the time, so keep it simple. Teach/practice hands first (using above combinations) then progress to legs. Finally, combine hands and legs. ORGANISING COMBATIVES 1. 2. 3. 1. Curricular planning/Macro Plan (quarterly or annual) Classroom teaching Micro teach single technique Curricular planning. The training Helix 16 week cycle Week 1-4 Self Defence Week 5-8 Combatives Week 9-12 Weapons Week 13-16 Ground work & Grappling

P 1 (practioner level 1) undertakes the Helix to a Basic Level P 2 undertakes the same 16 week Helix but to a slightly higher level, and so on... Consider your long term plan. 2. Classroom teaching see course notes for 60/90min class structure 1st Half Games (warm up, increase pain threshold, raises arousal) Combatives (30min) 2nd Half Theme e.g. Self Defence, Weapons, Grappling

New Technique Analogy natural movement Problem/Danger = threat Dry Drills initially, then Accelerate complexity Summary Drills pressure testing. Only skills that have been practised properly otherwise powerful negative learning occurs

Stress causes (1 and 3 are the ones to work on in KM): 1. Fight 2. Flight 3. Freezing 4. Posturing Symptoms of stress: tunnel vision, loss of hearing/auditory exclusion, problem solving diminishes Adrenaline flow causes: twitching movements, butterflies, shaking, higher voice Key factors: 1. shortens movements so exaggerate movement when training techniques 2. complex movements are poor with >145 bpm only really well drilled moves can be re-produced Stress Training causes Risk to increase so consider the following: Cut down complexity of task Beware of irrational behaviour monitor/supervise well, be direct and repeat commands Skill Acquisition Pyramid IntensityPracticeBio-mechanics Consider what you want to achieve in your classes. Establish the intensity to suit the cliental. 3. Technical Training / Micro teaching example Defence against circular attacks the 3 types: 1. 2. 3. Reflexive defence = rushing hairto protect back of neck Fast, simple but absorbs a big impact 360deg Most robust, works against objects/improvised weapons in hands as well as fists Bobbing and weaving KM advanced skill (because it hard to perform) Drop by bending knees, twist 45deg, come back up thus making a U shape Don bend forward, keep hands in the guard position throughout.

The Cavalier a break technique Take a firm grip of the attacker right wrist with your left hand and bend his fist towards his biceps to 90deg with your right hand (for example). This will apply pressure to the wrist and elbow joints. You can then manipulate the direction of force to add pressure to his shoulder, force him to move forward, back, down or to the side. Get the elbow high.

DAY 4
Warm up demo Pulse raiser 1 gentle jogging around outside of class lifting knees, heels, facing in, out, etc Pulse raiser 2 strength drills e.g. squats, press-ups, etc & games Principles of defending against firearms/knives Redirect Control Counter Disarm/Detain/Death Edged weapon protocol Main cause of danger is not seeing the weapon In UK there are 2 types of attack 1. With dialogue & you l see the knife 2. No dialogue, weapon concealed, attack from side very difficult to defend against Protocol 1. Avoidance

2. Compliance 3. Improvised weapons shield type weapon 4. Long distance weapons legs: kick 5. Close Quarter Combative (CQC) techniques (highest risk) 360deg, stabbing, plucking 6. Gross motor movement any natural movement i.e. bad 7. Catastrophic failure paralysis The intention is survival. KM train CQC the most often because it the hardest and most complicated Defence against a linear strike 1. Plucking/Scooping for same side of the body movement Advantages: instinctive, quick, 2. Stabbing defence against linear stab or even a linear kick for across the body defence Create a wedge. tabbinghands thumb must be uppermost. 3. 360deg (your left arm to block his right arm) Advantages: simplest, fastest movement Bodily speeds of reaction Hand (quickest) Hand with body twist Feet (slowest) Body co-ordination When conducting multiple movements the body syncs to the timing of the slowest. E.g. if you (incorrectly) skip back during a 360deg defence the hand movement will sync with the slower foot movement thus slowing the technique down too much to be effective. Defence against Roundhouse kicks Stop the threat: Step to the side away from the kick and grab the kicking leg. Combatives: Kick his knee out/grab hold of nearest wrist and push him backwards, control

DAY 5
Form 2 goes with every assessment you do. It a reflection journal, a summary of what you you e done. Form 3 session plan Form 4 self evaluation/reflection of micro-teach Form 5 teacher observation reports Form 6 peer observation Form 7 for Mark Form 8 for Mark Form 9 contents Assessments for award of PTLLS: A micro-teach (15min) topic of your choice 3 x written assessments Learning Skills Council www.ifl.ac.uk The Learning Programme Start with the end in mind what do you want the students to achieve. Signposting/referral Screening (previous experience, etc) Initial Assessment (tests) Diagnostic assessment Individual Learning plan Learning resources (kit, handouts, back-up plans) Formative assessments (provide feedback and solutions) Summative assessments (pass or fail) The Teacher role Give resources for adults to learn almost self teaching Lead children to the knowledge Transfer knowledge Assessment Q , tests Collaborating with other agencies Planning, organising Feedback and guidance Inclusivity, motivating the learning environment

ICEBREAKERS Short activity for people to get to know each other and energise the class, Break down social barriers Allow learners an insight into each other Ease learners into the course or session frame of mind Allow the teacher an insight into the direction that the course or session may take Mark uses them on boot-camps Example of Icebreaker Interview one of the guys on the course, then present to the rest of the class: Name, previous martial arts experience, occupation, family Energisers Mostly employed after lunch or when there an energy lull Concepts of Adult learning Establishing relationships in the classroom Productive learning environments Promote of learnerssatisfaction Cohesive team committed to a common goal Agreeing standards/ground rules Identifying personalities and roles Strong morale, motivation and ownership Woman in the class are excellent because of the social network building aspect Planning a new class What should we take into consideration? What do students already know? What do you want them to learn? Why is it important to learn it? What methods will help you accomplish your goal? What examples and activities will you use? How will examples and activities be sequenced? How will you assess studentslearning? (Grading, pressure testing, self-assessment, etc) Creating a safe environment How do we create a safe environment? Health & Safety at work act 1974 Eliminate hazards Risk assessment Inform students of potential hazards Clean working environment Incorporating a discussion Why do we use groups as a teaching tool?

Learner interaction The teacher can gain information Draws on the experience of learners and teachers Confirmation of information taught Using Simple Tools Learning Teaching and learning continuum Mind-maps Advanced organiser (Watch the time Equipment ready & working) Minute papers normally for larger groups Ask the learners at the start of the session to write Qs they have on a piece of paper and send them to the front At a point during the session answer the Qs This allows burning Qs from the learners to be answered thus allowing ind and grp learning to take place The peer Group What are the benefits of a peer group? Benefit by grouping (similar age, gender and interests) Promotes a sense of belonging, friendship and recognition Advice and opinion freely given Sharing the same learning experience Criticism is often readily accepted Pedagogy teacher-centred Andragogy learner-centred The Teaching Cycle Systematic 4 stage approach to teaching, each stage is continuously assessed (CA), constructive feedback (CF) given and accurate records (AR) maintained. 1. Initial assessment identifying the needs of the learner(s) 2. The planning and designing of the course or session 3. The delivery of the course or session 4. The recorded evaluation of the course by the learner(s) and teacher 1. Initial assessment Previous attended courses Depth of knowledge Experiences Perceptions and level of ability Disability awareness To produce an ILP Considering learning needs/styles 2. The planning and designing of the course Deciding aims/learning outcomes

Gauging level and ability from IA/ILP Producing Scheme of Work (SoW) and lesson plan Selection of environment Selection of resources Production/purchase of resources 3. The delivery of the course Pace and pitch of the delivery Adjusting to meet the learnersneeds Considering group dynamics Establishing/maintaining rapport Icebreakers and energisers 4. The recorded evaluation of the course Evaluation at all levels/areas Completed by learner(s) and teacher Evaluation must be acted upon Continuous professional development (CPD) Legislative Requirements and Codes of Practice Legislative Requirements Acts and Regulations Will have a direct impact on teaching and the learning environment Legislative Requirements Educational establishments (anywhere where training takes place) must adhere to current legislative requirements, aw Health and Safety at Work Act 1974 The Equality Act 2010 The Data Protection Act 1998 lots of personal info is recorded on student application forms The Human Rights Act 1998 freedom of speech, right to life, religious belief, fair trial The Freedom of Information Act 2000 CRB check, qualifications, Public bodies Code of Practice Professional standards for teachers Regulations are very complex and written in a specific way that in many instances make it difficult to determine whether or not you are complying with the requirements with in them There are 2 types of Codes of Practice: Approved codes of Practice Best Practice Contractual Responsibilities in your work role Obligations will be placed upon you by: Statutes Directives

Regulations These are also covered within the confines of your employment contract as well as through legislation and governing bodies such as the institute for learning (ifL) Implied contractual obligations i.e. you l treat everyone fairly Not directly specified within a contract of employment Implied in contract of employment (can get away with it) Responsibilities for learners in a physical and moral sense Qualities of a good instructor CONFIDENCE comes from rehearsals and good subject knowledge ATTITUDE firm, fair, friendly, approachable DILIGENCE especially in the preparation (e.g. anticipate further questions such as when teaching chokes to the front, what happens if you get asked a choke from the side?) MANOR politeness, professionalism ENTHUSIASM Individual Learning Needs ILN (individual) and GLN (group) Individual learning needs are basic requirements that learners possess which must be met in order for learning to take place Social needs Taking an active part in a group Competing with others Intrinsic needs The desire to carry out a task well The need to make progression The need to satisfy curiosity Maslow Hierarchy of Needs E. Self-actualisation application of learning into the workplace D. Esteem successful completion of session, respect between teacher/students C. Love-belonging strong group relationship, effective teacher/learner relationship B. Safety safe learning environment, temperature, lighting, suitable room A. Physiological water, toilets, refreshments Group Learning Needs (GLN) Mixture of age and experience/abilities Reasons for taking part

Different learning goals Social and multi-culture differences Emergence of a group leader Learning styles A method a student will favour which allows them to Digest Understand Progress with their own learning 3 types of learning styles Visual Auditory Kinaesthetic EXPLANATION DEMONSTRATION IMITATION PRACTICE Includes all 3 styles Page references: 71 icebreakers 31 legislation and code of conduct 97 record keeping

56 adult teaching 38 learning needs

18 teaching cycle 43 learning styles

DAY 6
Structure of a lesson/session Structure, plan and produce a learning programme/scheme of work including: Aim and learning outcomes Activities and resources Assessment Structure and produce session plans including: Learning outcomes Resources Teacher/learner activities - what I going to do and what my students are going to do Method of assessment Aim and learning outcome (page 61) Aim - General statement outlining the expected outcome

Learning outcomes - SMART SPECIFIC MEASURABLE ACHIEVABLE REALISTIC TIME BOUND A short simple outcome relating to the topic is often best, avoid listing learning objectives as multiple lists Resist using the words nd nderstandin an objective Use action words in the composition which are measurable such as: distinguish, state, apply, use, list, outline, explain, demonstrate Learning programme / scheme of work structure Fulfil the needs and expectations of: Individual learner Teacher Course provider Awarding bodies Planning and production The planning and production of a learning programme Aims and learning outcomes Learning styles Facilities and resources available Assessment and review procedure Teacher/learner activities Scheme of work Awarding bodies check by means of: Internal Verifiers (IV) External Verifiers (EV) What are awarding bodies by means of EV checking for? Your facility has planned to cover the programme of study for the given subject Ensure work is planned at an appropriate level for the learners Ensure you are using an up to date scheme of work They are mandatory WBL/National Curriculum Session plan A lesson plan should be structured in a logical sequence that provides the teacher with a complete map of the session The planning and production of a lesson plan should be based on: Aim

Timings Learning outcomes Resources Teacher/learner activities Methods of assessment Principles and techniques of instruction Principles of instruction 1. Promote and maintain the desire to learn marketing before, feedback during 2. Planning and preparation 3. Confirmation question, assessments Techniques of instruction 4. Question technique 5. Selection and use of instructional aids 1. Promote and maintain the desire to learn - SEAVURDS SIMPLICITY ENTHUSIASM ACTIVITY games, energisers, practical elements, fill-in-the-blanks, quizzes, etc VARIETY USE OF AIDS REALISM DISTRACTIONS mobile phones, instructor mannerisms, etc SENSE OF ACHIEVEMENT 2. Planning and preparation of session A. Marshalling the facts Aim/objective Subject matter what must I teach the students to achieve the aim? Prune the subject Logical order e.g. break-falls, then the transition to the feet, etc Stages/phases allows you to assess at each stage Time Class Method of presentation Stores and aids Conditions of work e.g. use of limited vision goggles in pressure testing B. Building the lesson Stage 1 - The beginning Class layout where you position yourself in the class (use 3 different directions when demonstrating a technique) Prelims Stores/aids Revision Introduction - INTRO

The Aim INTREST e.g. one of the most common stabbing attacks is... therefore we e going to practice... NEED e.g. you need to know this because... (+ve or e) TITLE e.g. we e going to cover RANGE ground rules, mobiles off OBJECTIVES e.g. by the end of this lesson you will be able to... Stage 2 The middle Prune the subject Logical sequence Stages Confirmation Rehearse Stage 3 The End Final questions to and from Pack up stores Summary Look forward Effective use of differing resources To learn about effective use of differing resources 1. Facilities 2. People 3. Material and equipment 1. Facilities What should you consider when deciding on a facility? Location Suitability for the task Amenities Parking Standby available 2. People Subject specialists if required Referral teachers (functional skills) Specialist teachers (dyslexia) Materials Concise and current Sufficient for all a learners Points of referral available

3.

Initial assessment if required End of course evaluation forms IT but have a back-up in case of IT failure PowerPoint (& Projector) Smart boards DVDs (Black board, OHPs, etc obsolete!) Dry whiteboards (Magnetic if possible) Use of ropstitles on a magnetic strip Flip charts Pre-written, partially pre-written or blank with only page numbers on Roll play Props, kit and equipment Quizzes, crosswords, fill-in the blanks Advantages of differing resources Modification to overcome barriers Simulation Facilitation of large numbers Disadvantages of differing resources Distraction Learning disabilities Language difficulties Out-of-date information Availability Budget H & S requirements Rapport Professional manner - behavioural code, body language Setting rules delegate charter, ground rules Correct pitch speaking at the level of the learners Verbal 2-way communication active listening, establishing common ground Non-judgemental/anti-discriminatory behaviour The importance of establishing and maintaining rapport through motivation Teacher and learner (intrinsic/extrinsic) Organised lesson (preparation) Thorough knowledge

Enthusiastic/diligence Genuine interest Feedback Meaning and value Open and positive atmosphere Value Giving constructive feedback Praise-bad-praise (page 96) Assessment methods 1. Initial assessment - forms 2. Formative assessment during the lesson, feedback: Q & As, group work, observation, completing an observed skill, written examination 3. Summative assessment no/minimal feedback: oral assessment, observation, practical task, exam, multi-choice, essay Selection of the correct method Decide what criteria require assessing 3. Confirmation Check students are learning Clear up any points Serves as a break in instruction An incentive to learn When? Beginning End of each stage End of a period Instructors discretion 4. Question technique Purpose test, teach, create activity Sequence pose, pause, pounce (and be clear!) How not to ask a question: 50/50s, Q on skills, don test powers of expression Page references: 61, 87, 84, 92

PTLLS ASSESSMENT PTLLS micro-teach (15 min) subject and back-up PTLLS ESSAY 1. Roles and responsibilities and relationships in the life-long learning sector PTLLS ESSAY2. Understanding inclusive learning and teaching in the lifelong learning sector Different learning strategies analysis

Fair assessment Ground rules PTLLS ESSAY 3. Using inclusive learning and teaching approaches PTLLS ESSAY 4. Principles of assessment in lifelong learning PTLLS ESSAY 5. Understanding the principles of practical assessment

GOOD PHYS DRILLS/ BEASTINGS Crash mat jump/pushes Combo-sprint-combo-sprint-etc... Half class wear pads, other half number off, when their number is called, the pads half surround him and he has to fight out to the safe exit