Element 1.2: Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.
Artifact: Motor Behavior Lab
Reflection:
In Motor Behavior, we did a lab testing our reaction time to certain stimuli. We compared our visual and auditory reaction times with one stimulus and two stimuli. As stimuli got more complex, our reaction times were slower. My auditory reaction times were significantly quicker than my visual reaction times. This goes right along with Hick's Law which describes the amount of time it takes for a person to recognize the choices they have and react to the choices they can make. As a physical educator, I can use this information to plan developmentally appropriate activities. Younger children will have slower reaction times, so it would be best to use simple stimuli. As they get improve, I can introduce more complex stimuli. This will make the tasks harder, but hopefully not so hard that they give up on them.
Element 1.5: Analyze and correct critical elements of motor skills and performance concepts.
Date:
Fall 2010
Reflection:
In Motor Development, we went to Dryden
Elementary School and worked with students in the after school program. Throughout the experience, games that
included throwing, kicking, jump roping, volleying and catching were played
that gave us a chance to see what level of skill students were at. The results showed that I improved with my
analysis over time. By gaining more
experience, I was able to better convey what I was seeing through writing. As a Physical Education teacher, it is
important to be able to tell how well students can perform a skill. Once an educator knows this, it is easier to
help the student. Knowing the elements
present at each level of performance is the key to doing this. Using the charts in these labs help by giving
specific check points that define the levels.
