33216786 Motor Skill Development

Independent Learning Task (ILT) – 2 – Primary school session plan

Activity: Netball Venue: Outdoor Netball Court

Date: 14/02/2010 Time: 9.00 – 10.00 Duration: 1 hour

Group Details: Year 4 (All beginners) Group Size: 20

Equipment: set of cones, 10 netballs, bibs, 4 netball posts.

Aim: Using information from the lecture material and recommended reading focusing upon fundamental
movement skills (FMS), show how you would plan and implement a PE session that targets and
develops FMS with ‘beginner-youngsters’ of primary ages (e.g., 6-10 years old). In your teaching points
highlight what you would expect to observe as well indicators of progress. Further, show how you would
attempt to integrate fundamental skills together. Provide thorough detail and explanation showing
knowledge and understanding for how you have integrated reading material into your teaching practice.
Learning Outcomes (Targets for Session):
1. Focus on the development of key fundamental non-locomotor skills in a netball context by:
a) Assessing the current catching skill level of the group and developing this throughout the session
b) Assessing the current over-arm throw skill level of the group and developing this throughout the
session
c) Combining both the catching and over-arm throw skills to encourage further development
Time: Activity/Organisation: Teaching Points:

9.00 – Warm Up Warm Up

9.10 Begin with light static stretching focusing on the
upper body muscle groups. Split the group into
two even teams. Place several cones across the
centre of the court and position each team on a
different side of the court (see diagram below).
Key: cones | team 1 | team 2
The aim of this activity is to throw the ball across
into the other teams area. If the other team fail
to catch the throw and it lands within the court
the throwing team score a point. However if a
throw is caught no points are scored. The first
team to 10 wins.
The aim of this warm up is twofold. Firstly to
serve the purpose of any warm up
(Knudson, 1999); prepare muscle groups,
raise heart rate etc. Secondly to observe
the performance of the two fundamental
non-locomotor skills (catching & over-arm
throw) and ascertain the general skill level
the group currently posses. Look for the
timing of the catch, co-ordination or arm
movement. Quality of catch e.g. between
hands (favourable) or trapped between
arms (less favourable). I expect to see a
gendered variance in skill level here
(Raudsepp & Paasuke, 1995).
Gaining this knowledge at the beginning of
the session will allow me to tailor the
activities that follow to meet the exact needs
of the group. Meeting their needs will allow
me to create the ideal setting to improve the
fundamental movement skills (FMS) of the
whole group (Beurden et al., 2003).

9.10 – Main Content 1 (Catching) Main Content 1 (Catching)

9.30 Number each person from both teams of the
warm up from 1 to 10, and ask them to pair up
accordingly. Once in pairs explain that the aim
this section will be to develop their… (PTO)
Time: Activity/Organisation:
This section aims to develop the groups
FMS of catching. The demonstration serves
to instil an understanding of the FMS
pattern within the learners… (PTO)
Teaching Points:

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 33216786
…catching skills. Instruct them to stand opposite …(Jess & Dewar, 2004). If during the warm
9.10 – their partner along the line of cones (diagram up a learner within the group appears to
9.30 below).
Key: cones | learner | pass direction
Although only 12 are shown on the diagram, all
20 will fit across the coned line. Provide an
accurate demonstration to the learners of the
correct motor skill pattern for catching. After
each successful and accurate catch that the pair
make, ask them to take 1 small step back. After
around 50 repetitions instruct the learners to
pass up and down their line within their original
team as fast as they can but while still catching
properly (diagram below).
Key: cones | learner | pass direction
9.30 – Main Content 2 (Over-arm Throwing)
9.50 Keep the learners in their two teams of 10.
Inform them that they will now be practicing their
over-arm throwing technique. Provide an
accurate demonstration of the correct FMS for
the over-arm throw. Arrange the learners as in
the diagram below:... (PTO)
Key: learners
Time: Activity/Organisation:
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Motor Skill Development
already possess the FMS allow them to
provide the demonstration. The purpose of
this blocked repetitive mode of practice is to
allow the learners time to repeat the skill
enough so that alterations can be made and
improvements gained. Ensure throughout
that the correct FMS pattern for catching is
being adhered to and if extra guidance is
required stop the activity and correct any
common errors, through the use of a further
demonstration.
The second section of this activity allows
the learners to perform the FMS at speed in
a competitive climate. This is an opportunity
to asses whether I feel the FMS pattern has
been retained as it will show signs of
breaking down when performed under these
conditions (Derri & Pachta, 2007). Here it
would be encouraging to see high levels of
accuracy as it would imply that the pattern
has been retained somewhat.
This activity also acts as an opportunity for
me to gain further information around the
groups over arm throwing ability, look for
the immature phase:
Adapted from:
(Jess &
Dewar, 2004).
Main Content 2 (Over-arm Throwing)
As before allow a learner who already
appears to possess the FMS pattern to
provide the demonstration if there is anyone
in the group with a high enough skill level.
Ensure that the demonstration is as
accurate as possible and perhaps offer
different viewing angles of the
demonstration e.g. front and back.
Once again allowing many repetitions of the
skill in this blocked practice format will allow
for skill acquisition to take place. Allow for
slight variation of the correct movement
pattern at this stage but if it is clear that the
correct technique has being… (PTO)
Teaching Points:
2
 33216786 Motor Skill Development

…In their teams of 10 I shall ask the learners to
9.30 – practice the FMS over-arm throw technique in a
9.50 circle. The aim is to make as long a chain of
successful throws as is possible. Allow many
repetitions. After an appropriate length of time
when the skill appears to be improving allow the
teams to compete against each other to see
which can perform 10 successful throws in a
row the quickest.
… forgotten; refresh the learners memories
with another demonstration. The second
part of this section once again allows me to
evaluate whether or not the correct
movement pattern has been retained as any
breakdown in the level of performance
would become visible when required to
perform the skill with speed.

9.50 – Game scenario Game scenario

10.00 In an effort to begin piecing these FMS together
for use within a game scenario. This last section
of the session will simply be an adapted netball
game. By splitting the court in 2 I will be able to
have 2 mini 5-a-side games operating. A
condition of these games will be that every
player of a team must touch the ball at least
once before a registering point can be scored.
The court will be arranged as in the diagram
below:
This game scenario enables me to gain an
idea of what progressions could be made
looking forward to future sessions. By
evaluating the learners performance during
the game I can decide whether they have
begun to develop a movement pattern
similar to the desired FMS pattern. By using
the rule of everyone must touch the ball It
means that social loafing cannot take place
and therefore every single learner can be
assessed.

Key: cones | learners

References:
Derri V., Pachta M. (2007) Motor skills and concepts acquisition and
retention: a comparison between two styles of teaching, International Journal of
Sport Science. 3(3). pp.37-47.

Jess, M., & Dewar, K. (2004). Basic moves: Developing a foundation for lifelong
physical activity. British Journal of Physical Education. pp.24-27.

Knudson, D. (1999). Stretching during warm-up: Do we have enough evidence?

Journal of Physical Education, Recreation and Dance. 70. pp.24-27, 51.

Raudsepp, L. & Paasuke, M. (1995). Gender differences in fundamental movement

patterns, movement performances, and strength measurements
in prepubertal children. Pediatric Exercise Science. 7. pp.294–304.

van Beurden, E. et al. (2003). Can we skill & activate children through primary school
physical education lessons? “Move it Groove it” – A collaboration health promotion
intervention. Preventative Medicine. 36. pp.493-501.

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Independent Learning Task (ILT) – 3 – Secondary Education PE Lesson Plan

Activity: Basketball Venue: Indoor Basketball Courts

Date: 01/03/2010 Time: 9.00 – 10.00 Duration: 1 hour

Group Details: Year 7 Male (Mixed Skill Level) Group Size: 20

Equipment: 6 basketballs, bibs.

Aim: Using information from the lecture and recommended reading focusing upon Observational
Learning & the provision of Movement Demonstration, show how you would appropriately incorporate
observational learning and demonstration within a PE session. Identify a PE activity context along with
appropriate participants who would benefit from observational learning/demonstration. In your teaching
points provide rationale for the use of such a strategy, identify how you would implement the technique
and how you would evaluate its effectiveness. Provide thorough detail and explanation showing
knowledge and understanding for how you have integrated reading material into your teaching practice.
Learning Outcomes (Targets for Session):
1. Develop the basic movement pattern of the lay-up shot by:
a) learning the correct footwork technique
b) learning the correct shot technique
c) combining the two effectively
Time: Activity/Organisation: Teaching Points:

9.00 – Warm Up Warm Up

9.10 Begin with static stretching on all major muscle
groups. Follow this by getting all of the learners
to jog around the outside edge of the court and
respond to various commands (diagram below).
The commands are as follows:
1) jump
2) touch the floor
3) change direction
4) leap up with right knee and perform an
imaginary high five with the right hand
5) leap up with left knee and perform an
imaginary high five with the left hand
Within this warm up the basic footwork and
shooting movement patterns of a layup are
beginning to be practiced even if I do not
make this clear to the learners. Command 4
and 5 closely replicate the final movements
of both a right and left handed layup
respectively. I may need to offer an
accurate demonstration of how to perform
command 4 and 5, as a demonstration will
help many of the learners replicate these
movements quicker (Horn & Williams,
2004).

My demonstration should I need one, would

need to be performed flawlessly for the
learners to gain maximum benefit from it.
(McCullagh & Weiss, 2002).

Key: Learner | direction

Time: Activity/Organisation: Teaching Points:

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 33216786
9.10 – Main Content 1 (Layup Footwork)
9.30 Begin by offering a demonstration of the correct
layup movement pattern. Break down this
demonstration by asking learners to focus
purely on the footwork. Inform them that a right
footed person should be stepping forward with
their right foot, then planting their left foot forward
and jumping off it bringing the right knee up as
they do. (reverse this pattern for left footers)
Once the learners have had chance to observe the
demonstration allow them to practice the
movement without a ball starting from the base
line and practicing all the over to the other base
line and back again as in the diagram below:
Key: Learner | direction
I shall use this as an opportunity to select
After a large number of trials the group should able learners with accurate motor skill
be shown a video demonstration with use of the patterns to help demonstrate the shot
ball. The group should then be split evenly and section of the layup in the next section.
assigned to one of the 6 baskets in the sports
hall. When at their baskets the learners should
be instructed to practice the footwork technique
and to finish by taking a shot with the ball. Allow
each learner at least 10 attempts.
9.30 – Main Content 2 (Layup shot)
9.50 Bring the group back together and tell them that
the final ingredient of the layup is the shot. Run
through the following arm movement and then
allow a skilled learner to demonstrate the
movement for the others. The arm movement
should begin as the right
foot leaves the floor after
planting the left foot. Raise
the arm in time with the
right knee and flick the wrist
toward the basket whilst
pushing upward. Direct
leaners to aim for the top
right corner of the basket
(diagram to the left). (PTO)
Time: Activity/Organisation:
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Motor Skill Development
Main Content 1 (Layup Footwork)
Although sometimes a tricky movement
pattern to acquire the footwork of the layup
may be learned quicker if demonstrations
from multiple angles are provided at the
same pace as in a game scenario. I should
avoid slowing down the movement as this is
shown to have negative effects on learning
(Hodges, 2001) as it may lead to the
adoption of incorrect movement behaviors.
I should pay careful attention to each
learner during the first practice stage and
step in with prescriptive feedback if their
technique requires alteration.
A video demonstration shall be shown as
research shows that these can speed up
skill acquisition (Seat & Wrisberg, 1996).
The emphasis of the second activity should
not be on the result of the layup but on the
accuracy of the footwork. I should
encourage learners to observe each other
so that they may give advice or receive
further demonstrations within their groups.
Main Content 2 (Layup shot)
Selecting a learner here as the model
should have no effect on the rest of the
learners ability to copy the movement
pattern (McCullagh, 1987). This is assuming
however that the learner demonstrates the
skill accurately.
Stress the importance of aiming for the
corner of the square on the backboard as
this is the natural angle toward a successful
shot.
(PTO)
Teaching Points:
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9.30 – Allow the learners to get themselves into pairs
9.50 and to begin practicing the technique without a
ball to begin with. After at least 30 attempts
each introduce the ball and assign learners to
one of the baskets. In their groups they should
complete the activity below:
Key:
Continue to encourage each pair to help
each other correct any mistakes or
inaccuracies in their movement.
During the final activity of this section
encourage learners to use the checklist
below to review each other’s performance:

Score 1-5 Arm angle Wrist flick Aim

learner
1
2
direction
3
4
5
From a 45 degree angle standing position
learners should take it in turns to attempt the
correct shooting technique, with a rotating
rebounder.

9.50 – Game scenario Game scenario

10.00 To allow learners to practice their newly learned
layup skill a game scenario shall be offered. The
rules shall only be modified slightly so that
normal set shots are worth 2 points but layups
are worth 5. Split the group into 4 teams of 5
and allow 2 games to run side by side on the
half court courts.
Layups are worth more points as this will
encourage the learners to favour the layup
within the game. Throughout the game offer
praise and advice but do not break the flow
of the game. Use this time as an opportunity
to assess whether the aims of the session
have been met or not.

References:

Hodges, N. (2001). Providing movement demonstrations & instructions when

coaching new movement skills: Some cautionary advice. F.A. Coaches Journal.
4(3), pp.34-35.

Horn, R.R. & Williams, A.M. (2004). Observational motor learning: Is it time we took
another look? In A. M. Williams & N. J. Hodges (Eds.), Skill acquisition in sport:
Research, theory and practice (pp.175–206). London, Routledge.

McCullagh, P. (1987). Model similarity effects on motor performance. Journal of

Sport Psychology. 9. pp.249–260.

McCullagh, P. & Weiss, M.R. (2002). Observational learning: the forgotten

psychological method in sport psychology. In Van Raalte, J.L. (Ed.), Exploring Sport
& Exercise Psychology. 2nd ed, pp.131-149. Washington, American Psychological
Association.

Seat, J.E. & Wrisberg, C.A. (1996). The visual instruction system. Research
Quarterly for Exercise and Sport. 67(1). pp.106-108.

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Independent Learning Task (ILT) – 4 – Secondary Education PE Lesson Plan

Activity: Aquatics (Backstroke) Venue: Sports Centre Pool

Date: 28/03/2010 Time: 9.00 – 10.00 Duration: 1 hour

Group Details: Year 10 Female (intermediate Skill Level) Group Size: 10

Equipment: 10 small floats.

Aim: Using information from both lecture material and recommended reading related to the
Organization of Practice (& prior module content), show how you would integrate the highlighted effective
principles into a PE lesson context. You will need to clearly identify the activity, session purpose, age,
gender and skill level of the pupils (Why? – so we can ascertain whether the practice schedule is most
appropriate for the group). Choose a context which is different from that examined in ILT’s 2 & 3. Clearly,
show and explain the practice schedule you adopt. Use your teaching points and explanation columns to
provide a rationale for adopting such practices and how it is integrated into the PE lesson context.
Learning Outcomes:
1. Improve the consistency and efficiency of stroke distance
2. Improve the consistency and efficiency of stroke speed
Time: Activity/Organisation: Teaching Points:

9.00 – Warm Up Warm Up

9.10 Begin with static stretching on all major muscle
groups paying particular attention to the
shoulders and neck. Instruct the learners to
enter the pool and perform 10 lengths of the
backstroke technique shown below:
Throughout the backstroke section of the
warm up it is important that I provide
parameter feedback to the group. I will use
parameter feedback as the learners already
have an accurate overall movement pattern
(Schmidt & Wrisberg, 2004) and I can
therefore just offer error information about
the speed and distance of their strokes.

The learners should already possess the correct

technique for this stroke.

9.10- Main Content 1 (Stroke Distance) Main Content 1 (Stroke Distance)

9.30 In competition a very consistent stoke distance Through observing each learners
is required (Maglischo, 2003). For the first part movement patterns I will be able to provide
of this session I shall focus on maximizing the prescriptive feedback when and where it is
stroke distance to improve the efficiency of the required. If I notice a learner who is making
movement. By isolating the legs through the use errors I shall suggest something they might
of a float trapped between the thighs maximal do to correct the errors (Newell & McGinnis,
stroke distance will be required to stay afloat. 1985).

If I notice that my suggestions have not

being adopted correctly I shall provide a
demonstration showing the movement they
are producing, and the correct movement
whilst highlighting the areas of difference. If
after this errors still occur I can assume that
my presentation was ineffective or the task
inappropriate (Rink et al. 1991).
(PTO) (PTO)
Time: Activity/Organisation: Teaching Points:

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9.10 – Main Content 1 (Stroke Distance) Main Content 1 (Stroke Distance

9.30 The diagram on the previous page shows 4 of The use of the floats to prevent leg
the 6 stages of the backstroke. Before movement will allow the learners to direct
instructing the learners to complete 10 lengths their attentional focus on their arms and
of the pool with the floats I shall remind them of therefore greater performance would be
the 6 stages but will not provide a expected (Nideffer, 1995).
demonstration. I shall stress the importance of
maximising reach at every point of the stroke
and bringing the arms as close to the head as
possible when lifting them out of the water.

9.30 – Main Content 2 (Stroke Speed) Main Content 2 (Stroke Speed)

9.50 The speed and timing of the arm stroke in the As the learners have been asked to time
backstroke is very important. The following themselves here the main type of feedback
activity will enable the learners to improve the I shall be asking them to rely on is intrinsic
consistency of their stroke speed for greater proprioceptive. The learners already
performance. possess the basics of the movement pattern
and know how the skill should look and feel
Again with use of the floats to isolate the upper therefore they can be expected to make
body muscle groups learners should attempt to adjustments for themselves.
do 10 lengths of the pool whilst keeping their
arms moving at a constant rhythm by counting 1 However after the first 5 attempts I shall
2, 1 2, 1 2, 1 2. Where each 1 2 represents a step in with summary feedback where
complete 6 stage cycle. 1 being the right arm appropriate as this is shown to be a very
leaving the water, 2 being the left arm leaving effective feedback method for timing and
the water. speed based skills (Schmidt, Lange and
Young, 1990).
After 10 attempts allow the learners to lose the
floats and practice performing 3 leg kicks to In the final stage where the leg kicks are
every arm movement. Ultimately performing the introduced attentional focus may shift
complete backstroke but with particular attention somewhat and I may expect to see some
paid to the speed and rhythm of the stroke slight variation within the timing of the arm
movements. This is not a huge problem; I
shall only step in here with bandwidth
feedback if the movement appears to be
outside of acceptable parameters
(Sherwood, 1988).

9.50 – Competitive scenario Competitive scenario

10.00 Finally to conclude the session I shall set up a
relay race. Learners in two teams of 5 will
compete against each other to complete a total
of 10 lengths per team. The team to reach the
finish line first will win.
The purpose of this exercise to allow the
learners an opportunity to put the skills they
have learnt into practice in a competitive
climate.
Within this competition I shall observe bothe
the stroke speed and accuracy to assess
whether the session has been successful in
meeting the aims. After the race I shall
provide brief summary feedback on the
session as a whole.

References:

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Maglischo, E. W. (2003). Swimming fastest. Leeds, Human Kinetics.

Newell, K.M. & McGinnis, P.M. (1985). Kinematic information feedback for skilled
performance. Human Learning. 4. pp.39-46.

Nideffer, R.M. (1995). Focus for Success. San Diego. Enhanced Performance
Services.

Rink, J., French, K., Werner, P., Lynn, S. & Mays, A. (1991). The Influence of content
development on the effectiveness of instruction. Journal of Teaching in Physical
Education. 11. pp.139-149.

Schmidt, R.A., Lange, C., & Young, D.E. (1990). Optimizing summary knowledge of
results for skill learning. Human Movement Science. 9. pp.325-348

Schmidt, R.A. & Wrisberg, C.A. (2004). Motor Learning and Performance; A
Problem-Based Learning Approach (3rd edition). Champaign, IL, Human Kinetics.

Sherwood, D. E. (1988). Effect of bandwidth knowledge of results on movement

consistency. Perceptual and Motor Skills. 66. pp.535-542.

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