Performance strategies. The physically literate student applies movement concepts and principles to the learning, development, and execution of motor skills applicable to the selected lifetime recreational and outdoor pursuits

Standards Alignment

• TEKS.116.63.02A primary
  modify movement during performance using appropriate internal and external feedback; and
• TEKS.116.63.02B primary
  identify critical elements for a successful performance during a specific activity.

Lesson Overview

This Grade 10 Physical Education lesson focuses on applying movement concepts and principles to develop and execute motor skills in lifetime recreational and outdoor activities. Students will learn to modify their movements using internal and external feedback and identify critical elements that contribute to successful performance in specific activities.

Learning Objectives

• Modify movement during performance by using appropriate internal and external feedback.
• Identify critical elements necessary for a successful performance in a specific lifetime recreational or outdoor activity.

Success Criteria

• Students can adjust their movements during an activity based on feedback from themselves or others.
• Students can list and explain key components that lead to successful performance in a given activity.
• Students demonstrate improved skill execution after applying feedback and focusing on critical elements.

Prerequisite Knowledge

Students should have basic motor skills and familiarity with at least one lifetime recreational or outdoor pursuit activity. They should understand simple movement concepts such as balance, coordination, and control.

Key Vocabulary

• Movement concepts
• Motor skills
• Internal feedback
• External feedback
• Critical elements
• Performance strategies
• Lifetime recreation
• Outdoor pursuits

Materials and Resources

• Open space suitable for physical activity
• Equipment related to selected lifetime recreational or outdoor pursuits (e.g., frisbees, balls, paddles)
• Video or demonstration aids for skill modeling
• Observation checklists or feedback forms

Teacher Preparation

• Review the specific lifetime recreational or outdoor pursuit activity to be taught.
• Prepare a clear demonstration of the key skill or movement pattern.
• Develop a checklist of critical elements for the activity's successful performance.
• Plan stations or partner activities for guided practice.
• Prepare feedback prompts to guide student reflection and movement modification.

Detailed Lesson Notes

Understanding Movement Concepts and Motor Skills

Movement concepts are the foundational ideas that guide how we move our bodies effectively and efficiently. Motor skills are the learned abilities to perform specific movements. In lifetime recreation and outdoor pursuits, motor skills include throwing, catching, striking, balancing, and navigating terrain. Understanding these concepts helps students perform activities safely and successfully.

Internal and External Feedback

Internal feedback comes from the student's own senses and awareness during movement, such as feeling balance or muscle tension. External feedback comes from outside sources, such as a teacher's verbal cues, peer observations, or video analysis. Both types of feedback are essential for modifying and improving performance during an activity.

Modifying Movement Using Feedback

Students learn to observe their own movements and listen to external feedback to make adjustments. For example, if a student notices their throwing arm is not following through properly (internal feedback) or a teacher points out their stance is off (external feedback), they can modify their movement to improve accuracy and power. This process is ongoing during skill development.

Identifying Critical Elements for Successful Performance

Critical elements are the key components or steps that must be executed well to perform a skill successfully. For example, in throwing a frisbee, critical elements might include grip, stance, arm motion, and follow-through. Identifying these helps students focus on what to practice and what feedback to seek. Teachers should clearly communicate these elements and help students recognize them during practice.

Applying Performance Strategies in Lifetime Recreation and Outdoor Pursuits

Performance strategies involve planning, practicing, and adjusting movements to achieve success in activities like hiking, kayaking, or disc golf. Students apply movement concepts and principles by practicing skills, receiving feedback, and refining their techniques. Emphasizing safety, control, and efficiency helps students enjoy lifelong participation in these activities.

Worked Examples

Classroom Activity

Students practice the skill, observe their partner, and give each other feedback based on the critical elements demonstrated.

Guided Practice

Independent Practice

1. Foundational: What is internal feedback in the context of movement performance?
2. Developing: Name two critical elements that might be important when throwing a ball in an outdoor game.
3. Application: During a hiking activity, a student notices they are losing balance on uneven terrain. How can they use internal and external feedback to improve their balance?
4. Analysis: A student is trying to improve their kayaking stroke. They identify that their paddle is not entering the water at the right angle, causing inefficient movement. How does identifying this critical element help in modifying their performance?
5. Challenge: Explain how a student can integrate both internal and external feedback to modify their movement during a disc golf throw to achieve better accuracy.

Independent Practice Teacher Answer Key

1. 1. Internal feedback is the information a person receives from their own senses about how their body is moving during an activity.
2. 2. Two critical elements could be the stance (foot positioning) and the arm follow-through during the throw.
3. 3. The student can use internal feedback by sensing their body position and muscle tension to adjust posture, and external feedback by listening to a partner's advice or observing their own movements to make corrections for better balance.
4. 4. By identifying the paddle angle as a critical element, the student knows exactly what to focus on to improve. They can use feedback to adjust the paddle angle, leading to more efficient strokes and better overall performance.
5. 5. The student can use internal feedback by feeling the timing and force of their arm and wrist movements during the throw. External feedback from a coach or video can highlight specific technical issues like grip or release angle. Combining these feedback types allows the student to make precise adjustments to their technique, improving accuracy.

Guiding Questions

• What are the critical elements of this skill?
• How can you use feedback to improve your performance?
• What changes did you make to your movement and why?
• How does focusing on critical elements help you succeed?
• What internal signals tell you to adjust your movement?

Common Misconceptions

• Students may think only external feedback is useful and ignore their own body signals.
• Some believe that once a skill is learned, no further modification is needed.
• Students might confuse critical elements with minor details that do not affect performance.
• There can be a misconception that feedback is only given after performance, not during.
• Students may think all movements should be identical for everyone, ignoring personal adjustments.

Differentiation

Assessment

• Observe students practicing the skill and providing feedback to peers.
• Ask students to verbally identify critical elements during practice.
• Use quick exit questions about internal and external feedback.
• Demonstrate the key skill and explain two critical elements.
• Describe how you used feedback to modify your movement today.
• Write a reflection on how performance strategies improve success in lifetime recreational activities.
• Create a checklist of critical elements for a chosen outdoor pursuit skill.

Answer Guide

• What is internal feedback?
  Answer: Internal feedback is the information a person receives from their own senses about their movement during an activity.
• Give an example of external feedback.
  Answer: External feedback can be a teacher's verbal cue, a peer's observation, or video analysis pointing out how to improve a skill.
• Why is it important to identify critical elements in a skill?
  Answer: Identifying critical elements helps focus practice on the most important parts of a skill that lead to successful performance.
• How can a student modify their movement during performance?
  Answer: By using internal and external feedback to recognize what needs adjustment and then changing their movement accordingly.
• Name one performance strategy in lifetime recreation.
  Answer: One performance strategy is applying feedback to continuously improve motor skill execution during an activity.

Real-Life Application

Encourage students to practice a lifetime recreational or outdoor skill at home or in their community, focusing on applying feedback and identifying critical elements. They can share their experiences and improvements in the next class.

Homework or Home Connection

• Encourage students to practice a lifetime recreational or outdoor skill at home or in their community, focusing on applying feedback and identifying critical elements. They can share their experiences and improvements in the next class.

Lesson Summary

In this lesson, students learned how to apply movement concepts and principles to improve motor skills in lifetime recreational and outdoor pursuits. They practiced modifying their movements by using internal and external feedback and identified critical elements essential for successful performance. These performance strategies help students develop skills that support lifelong physical activity and enjoyment of outdoor pursuits.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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