Page 188 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
Teacher prompt: “In creating developmentally appropriate activities for a child, we need to consider the frequency, intensity, duration, and type of activity that will lead to optimal growth and development. The physical, cognitive, and social demands placed upon an individual child need to be suitable for his or her abilities and stage of development. It is also important to keep in mind that a stage of development can also include different phases. For example, in childhood, the fundamental movement stage of movement skill acquisition, which usually occurs between ages two and seven, includes two phases (rudimentary and fundamental) whose onset and duration can vary greatly, depending on the personal developmental factors affecting each child.
“How would you apply knowledge about what is developmentally or individually appropriate to the development of an activity for a particular age group, such as five- year-olds or eleven-year-olds, or for individuals with different abilities, such as those whose sight or hearing is impaired or who have other physical disabilities?”
C2.3 describe the stages of psychomotor learning (i.e., cognitive, associative, autonomous) and the role of feedback and transferability (e.g., similarity of the ready position in basketball to that in cricket and field hockey) in facilitating skill acquisition
Teacher prompt: “In the cognitive stage, an individual who is learning a skill is mainly trying to understand what the skill involves and what he or she has to do to perform it. In the associative stage, the learner is trying to put all of the different components of the skill together and perform them smoothly. The emphasis at this point is on practice, and feedback is particularly important as the person tries to refine the components of the skill and combine them efficiently. Individuals who reach the autonomous stage – and many do not – can perform the skill expertly and automatically, without having to think about how to do it.
“Transferability is the ability to take skills that you learned in one activity and apply them to another. It makes it easier for you to learn new activities because you don’t have to start from scratch. You are already past the cognitive stage for some of the skills you need. Suppose you are learning to serve a tennis ball, and you are already good at throwing a baseball (or a softball or cricket ball). What does an overhand throw in baseball have in common with serving a tennis ball? Which of the skills that you use in throwing a baseball would you also use in making a tennis serve? Are there any skills that you use in throwing a baseball that won’t help you serve a tennis ball? Does serving a tennis ball require any additional skills that you have not already learned in throwing a baseball?”
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