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Chapter 7

Chapter 7 . Determining Generic Levels of Skill Proficiency. Key Points. Generic Level of Skill Proficiency (GLSP): A classification system that helps teachers describe and understand the range of motor abilities more accurately.

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Chapter 7

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  1. Chapter 7 Determining Generic Levels of Skill Proficiency

  2. Key Points • Generic Level of Skill Proficiency (GLSP): • A classification system that helps teachers describe and understand the range of motor abilities more accurately. • “Generic” means that same classification system can be used to analyze the ability level of any child for a particular skill theme

  3. Key Points • Generic Level of Skill Proficiency (GLSP): • Comprised of 4 levels • Represented graphically by ‘The Progression Spiral’ and shows how children move up or down the spiral depending on the skill theme being explored • Age is not an accurate indicator of ability for any particular skill hence does not form part of GLSP concept • Applies only to Skill Themes (not Movement Concepts)

  4. Four Generic Levels of Skill Proficiency • Precontrol “Oops” movements • Control Intense concentration with no distraction • Utilization Skill used in combination with other skills (opponents, etc) • Proficiency Automatic, dynamic

  5. Key Points GLSP and Children at the Elementary Years • Pre-K to Grade 1: generally in the pre-control and control level for most skills • Grades 4-5: generally a variety of skill levels ranging from pre-control to utilization with possibly a few at the proficiency level

  6. Key Points GLSP and Teacher Planning • After evaluating the overall ability of class, teachers need to provide appropriate tasks and activities for the skill levels of the students • Tasks can be modified to meet students’ skill levels through the techniques of : • Teaching by Invitation • Intra-task Variation

  7. Key Points GLSP and Teacher Planning (cont) • Through practice, beginning teachers will learn which tasks are most effective and interesting to children at various grades and skill levels • Teachers will know a selected task is appropriate when youngsters are highly successful and seek to continue practicing – i.e. they are not bored (task too easy) nor frustrated (task too hard)

  8. Classroom Activity • #1: Recognizing and Planning for a Specific Level of Skill Proficiency • TASK: You have determined that most of the students in your class are at a designated level of skill development for throwing. What did you observe that made you know that? •    What are three tasks you would plan for them at their GLSP? How might you change the task for two students who are at a higher skill level and two who are at a lower skill level?

  9. Moving to the Gym • In a group of five, determine an activity that you think is appropriate for elementary children. Teach the activity to the class. • Class discussion: What GLSP do students need to successfully complete? • What happens when children have a lower GLSP? A higher GLSP? • At what grade level might most children be at the appropriate skill level to successfullly complete this activity?

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