Notes:

Individual characteristics & backgrounds:- past experiences with learning; Age, athletic ability past experiences in the sport psycological factors; knowledge/participation in other sports.

Learning preferences:- visual, auditory or kinesthetic; watcher, doer, thinker, feeler; group learning or individual learning.

Motivation:- instrinstic or extrinsic; socually orientated or results orientated; function, style, perfection, survival, coping; success or failure; direction

Attitudes & values:- willingness to recieve information; responding with active participation in learning; placing value on learning and the results of learning; personal organisation (bringing together different skills to develop consistency).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Notes:

Introducing the lesson/session (key skills):- Establish rapport between self & students & between the group of students; create an open, friendly & supportive teaching environment; describe the session the student is going to complete.

Determining goals (key skills):- Assess each students level of ability; ascertain & guide the students expectations for the session; assess source & level of student motivation; set appropriate tasks & goals based upon the students ability & expectations; tell the group the goals at the begining of the session.

Planning the lesson/sessions objectives/activities:- Select the appropriate area & conditions; generate a logical progression relevant to both individuals, the group & the syllabus; break down the content of the session into short managable, meaningful chunks that can be easily achieved; determine the pacing of information/imput/practice; use the concept of lateral learning to determine activities & goals.

Presenting information:- Tell the students WHY & HOW they are going to achieve their goal; present the information in a clear & concise manner, make the content meaningful by providing the students with a reason for the activity (WHY), recognise the learning styles withing the group & apply the appropriate teaching styles.

Demonstrating:- Demo from a variety of perspectives that give the student a clear picture, focus the students attention on the most important sections of the demonstration, brief the students about the activity prior to demonstrating, remember 'a picture paints a thousand words' so consider not speaking through your demo but instead let them 'watch & learn'. Make sure you get your demo technically acurate!

Check for understanding:- Check for understanding based on the students (hopefully successful) attempt at achieving the activity goal; ask relevant questions (using the 'Bums on a rugby post' line of questioning).

Summarise the session:- Review the sessions objectives & share the accomplishments with both indivduals & the group (using the 'Praise burger' technique); encourage further development; allow time for practice/training.

Extended thinking, learning & performance:- Help students to think creatively, solve problems & make productive desicions; model consistent behaviour (i.e. patience!), attitude (i.e. fun) & values resulting in a productive & enjoyable learning experience; consider each students individual requirements throughout the course.