Lesson Structure
The cognitive stage of learning a motor skill is helped by
A. demonstrations.
B. specific detailed information on correct performance.
C. using the skill in advanced contexts.
D. practice using the skill in different ways.
A. demonstrations.
To assist 5th grade students practicing layup shooting, the teacher should use which set of activities to apply the part-to-whole method of teaching?
A. Teach the students how to isolate the vertical jump and have them practice improving their layup shot.
B. Give bonus points for successful layup shots while students play a modified game.
C. Have the students practice the vertical jump; the jump and the shot; and then the approach, jump, and shot.
D. Have the students practice running, dribbling, and shooting with defenders while changing positions several times.
C. Have the students practice the vertical jump; the jump and the shot; and then the approach, jump, and shot.
Good learning cues are:
A. accurate.
B. critical to the task to be presented.
C. few in number.
D. all of the above
D. all of the above
Set induction
A. prepares students for what is to come.
B. connects one lesson to another.
C. helps students understand why a lesson is important.
D. all the above.
D. all the above.
Which of the following cues most reflects the openness of the basketball dribble?
A. Use the pads of your fingers.
B. Look away from the ball.
C. Place the ball farther in front when going faster.
D. Push the ball down.
C. Place the ball farther in front when going faster.
Instructional feedback on how to do a skill received during physical activity is known as knowledge of :
A. result
B. performance
C. ability
D. task
B. performance
Which of the following are considerations in task presentation?
A. selecting and organizing learning cues.
B. phrasing the content and organizational aspects of the task.
C. getting the attention of the learner.
D. all the above.
The term or phrase that best describes the process of linking past, present, and future lesson content is?
A. scaffolding
B. content development
C. daily planning
D. orchestration
A. scaffolding
A teacher who is not a skilled player introducing the layup in basketball. To facilitate the students' learning, the teacher should
A. demonstrate the skill to the best of his or her ability.
B. select a skilled student to demonstrate.
C. select a self-confident student to demonstrate.
D. talk the students through the skill without demonstrating.
B. select a skilled student to demonstrate.