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					Skill Acquisition Markers
         SAM’s
         PED 244
        Spring 2011

        Dr. Johnson
                 Review
 What is the main purpose of a lesson plan?
 What issues need to be addressed before
    students enter a classroom?
 How do you prepare students for the
    lesson?
 What are the parts of the Teaching Learning
    Progression (TLP)?
                SAM’s Outline
 Visual Description

 Movement Sequence
  – Movement Cues
  – 4 critical points


 Variables
  – Learner
  – Environmental
                   SAM’s
 A step by step approach to teaching a skill
  to a class

 A breakdown of a skill into its simplest
  movement patterns
              Detail in a SAM
   Specific enough to avoid confusion
   Broken into the smallest possible steps
   Easy to understand description
   Must include descriptors
    – Dominant or non-dominant
    – “At Target”
          Skills That Use SAM’s
 Locomotor Skills    Manipulative Skills
  –   Walking          –   Throwing
  –   Running          –   Catching
  –   Skipping         –   Kicking
  –   Jumping          –   Dribbling
  –   Galloping        –   Passing
  –   Sliding          –   Shooting
                       –   Punting
                       –   Serving
                       –   Hitting
           SAM- Step #1
         Movement Sequence

 Write the series of movements that make up
  the skill, step-by-step.
Movement Sequence for Walking
1.   Face target with belly pointed at target
2.   Lean upper body forward
3.   Bring dominant knee up 6 inches in front of
        body, pointing toe at target
4.   Straighten leg out in front of body
5.   Allow body to move forward so heel hits
        ground 1 ft in front of opposite leg
6.   Roll onto ball of foot while moving body
        forward over dominant foot
7.   Swing opposite arm of foot that stepped forward
8.   Repeat with opposite leg
           SAM- Step #2
       Writing Movement Cues
 1-3 words describing the movement
  sequence

 Must be easy to say / understand

 Do not repeat cues in a SAM
          Movement Sequence                            Movement Cues


1.   Face target with belly pointed at target          “Face Target”
2.   Lean upper body forward                           “Lean”
3.   Bring dominant knee up 6 inches in front of       “Knee Up”
        body, pointing toe at target
4.   Straighten leg out in front of body               “Straighten leg”
5.   Allow body to move forward so heel hits           “Land on heel”
        ground 1 ft in front of opposite leg
6.   Roll onto ball of foot while moving body          “Roll”
        forward over dominant foot
7.   Swing opposite arm of foot that stepped forward   “Arms”
8.   Repeat with opposite leg                          “Repeat”
            SAM- Step #3
         4 Most Critical Points
 If only 4 steps could be taught, which 4
  would be used?
 Cannot complete the skill without these 4
  steps
 Used for young children who cannot
  remember all steps in series
 Denoted by a symbol in the movement
  sequence column (*, , +, etc)
                         4 critical points
 1.        Face target with belly pointed at target          “Face Target”
 2.        Lean upper body forward                           “Lean”
*3.        Bring dominant knee up 6 inches in front of       “Knee Up”
                   body, pointing toe at target
 4.        Straighten leg out in front of body               “Straighten leg”
*5.        Allow body to move forward so heel hits           “Land on heel”
                   ground 1 ft in front of opposite leg
*6.        Roll onto ball of foot while moving body          “Roll”
                   forward over dominant foot
*7.        Swing opposite arm of foot that stepped forward   “Arms”
 8.        Repeat with opposite leg                          “Repeat”

      * 4 most critical points
             SAM- Step #4
           Visual Description

 Paragraph describing the way the skill
  should be performed

 Based on the movement sequence
  – Write the movement sequence in sentence /
    paragraph form.
                SAM- Step #5
                  Variables
 Learner variables
  – Those abilities that the learner needs to
    properly perform the skill.


 Environmental Variables
  – Those items that are controlled by the
    environment surrounding us
              Learner Variables
 Fundamental Skills           Sport Skills
  –   Body Image                 –   Speed
  –   Balance                    –   Endurance
  –   Laterality                 –   Flexibility
  –   Hand-Eye Coordination      –   Mobility
  –   Tactile Touch              –   Strength
  –   General Coordination       –   Vision
                                 –   Timing
         Environmental Variables
 Weather                  Equipment
   –   Rain                 – Number
   –   Snow                 – Size
   –   Wind                 – Ability to use
   –   Sun
   –   Temperature
                           Other
                            –   Spacing
 Field / Gym               –   Distance
   – Surface                –   Obstacles
   – Condition of field     –   Timing
   – Size                   –   Accuracy
 How many steps can be included?


 7 +/- 2 steps      (5 to 9)
  – 10 or more steps is too difficult for the student to
    remember
  – Less than 5 is limited to your 4 most critical
    points
                   Dribbling - Basketball
   VISUAL DESCRIPTION: Student will start in the ready position. They will keep their head up and
    begin to move forward with the ball in their dominant hand. They will gently push down with the
    fingertips of their dominant hand with their hand above the ball at all times. While pushing the ball
    down, it should also be gently pushed forward, allowing the ball to rebound back to your hand.
    Repeat skill until student must pass or shoot.


   Movement Sequence                                                  Movement Cues
   1.    Ready position                                               “Ready”
   2.*   Head Up                                                      “Head”
   3.    Begin to walk (or run) forward                               “Move”
   4.*   Push down with fingertips of dominant hand                   “Push”
   5.*   Gently push down (not too hard)                              “Gentle”
   6.*   Keep hand above                                              “Hands”
   7.    Push ball forward (to keep you moving)                       “Forward”
   8.    Continue movement until you pass                             “Repeat”
   * 4 Most Critical Points.

   Variables
   Learner – Hand-eye Coordination, Balance, General Coordination, Tactile Touch, Mobility, Vision
   Environmental – Size of Basketball, Court Size, Spacing, Defense, Obstacles
Questions?

				
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posted:8/13/2012
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