Perform skills and appropriate techniques at a basic level of competency

Standards Alignment

• TEKS.116.62.02C primary
  perform skills and appropriate techniques at a basic level of competency;
• TEKS.116.62.02D primary
  modify movement during performance using appropriate internal and external feedback; and

Lesson Overview

This Grade 9 Physical Education lesson focuses on helping students perform physical activity skills and techniques at a basic level of competency. Students will learn to execute fundamental movement skills safely and effectively, and to modify their movements during performance by using internal and external feedback. The lesson aligns with TEKS standards TEKS.116.62.02C and TEKS.116.62.02D and emphasizes performance strategies within lifetime fitness and wellness pursuits.

Learning Objectives

• Perform physical activity skills and techniques at a basic level of competency.
• Modify movements during physical activity performance by using appropriate internal and external feedback.

Success Criteria

• Students can demonstrate basic competency in performing selected physical skills.
• Students can identify and apply feedback to adjust their movements during activity.
• Students participate safely and with control during skill practice.
• Students reflect on their performance and effort to improve skill execution.

Prerequisite Knowledge

Students should have a basic understanding of common physical activity skills and general safety practices during physical activity. They should be familiar with following instructions and receiving feedback to improve performance.

Key Vocabulary

• Skill
• Technique
• Competency
• Internal feedback
• External feedback
• Movement modification
• Safety practices

Materials and Resources

• Open space suitable for physical activity
• Equipment related to chosen skills (e.g., balls, cones, jump ropes)
• Whistle or timer
• Mirror or video device (optional for feedback)

Teacher Preparation

• Select appropriate basic physical skills or movement patterns to teach (e.g., throwing, catching, jumping, striking).
• Prepare demonstration of skills with safety cues.
• Organize practice stations or partner activities for skill repetition.
• Prepare feedback prompts and questions to guide student reflection.

Detailed Lesson Notes

Understanding Basic Skill Competency

Basic competency in physical skills means performing a movement or technique with control, coordination, and safety. It involves understanding the correct form and being able to repeat the skill consistently. Examples include throwing a ball with proper arm motion or jumping with balanced landing. Teaching should focus on breaking down skills into manageable steps and emphasizing safety throughout.

Role of Feedback in Movement Modification

Feedback helps learners improve their performance by providing information about how they are moving. Internal feedback comes from the student's own senses, such as feeling balance or muscle tension. External feedback comes from outside sources, such as a teacher's correction or video playback. Using both types of feedback enables students to adjust their movements during activity to improve skill execution and prevent injury.

Demonstrating and Teaching Skills Safely

Teachers should model the skill clearly, highlighting key points and safety considerations. For example, when demonstrating a throwing motion, emphasize stepping forward and following through while keeping eyes on the target. Breaking the skill into smaller parts helps students focus on one aspect at a time. Safety cues include proper warm-up, using equipment correctly, and maintaining spatial awareness to avoid collisions.

Guided Practice and Repetition

Students need multiple opportunities to practice skills with control. Using stations or partner activities encourages active engagement and allows for individualized feedback. Teachers should observe and provide immediate, specific feedback to help students correct errors. Encouraging students to listen to their own body signals (internal feedback) and to watch or listen to external cues supports skill refinement.

Reflection and Application

After practice, students should reflect on their effort, what feedback they received, and how they applied it to improve. This reflection can be verbal or written and helps deepen understanding. Applying skills in a short game or routine allows students to experience the skill in a realistic context, reinforcing learning and promoting confidence.

Worked Examples

Classroom Activity

Students practice the demonstrated skill repeatedly, focusing on control and technique. They listen to teacher feedback and try to adjust their movements accordingly.

Guided Practice

Independent Practice

1. Foundational: What does it mean to perform a skill at a basic level of competency?
2. Developing: Give an example of internal feedback you might notice when jumping.
3. Application: How can you use external feedback from a partner to improve your catching technique?
4. Analysis: A student keeps losing balance during a skill. What internal and external feedback could help them modify their movement?
5. Challenge: Describe a strategy to use both internal and external feedback to improve a complex skill like a basketball dribble.

Independent Practice Teacher Answer Key

1. 1. It means performing the skill with control, correct technique, and safety, even if not perfectly, showing understanding of the key steps.
2. 2. Feeling your balance or the position of your feet when landing are examples of internal feedback during jumping.
3. 3. You can listen to your partner's advice about hand position or timing and try to adjust your movements accordingly to catch better.
4. 4. Internal feedback could be noticing how their weight shifts or muscle tension; external feedback could be a teacher pointing out foot placement or posture to correct balance.
5. 5. The student can focus on internal feedback by feeling the ball's bounce and hand position while dribbling, and use external feedback from a coach or video to adjust hand placement, speed, and body posture for better control.

Guiding Questions

• What are the key steps to perform this skill correctly?
• How can you tell if your movement is effective?
• What internal signals help you adjust your movement?
• What external feedback did you receive and how did you use it?
• Why is safety important when practicing new skills?

Common Misconceptions

• Students may think performing a skill quickly means they are competent, but control and technique are more important.
• Some students may rely only on external feedback and ignore their own body signals (internal feedback).
• Students might believe that once they learn a skill, they do not need to modify or adjust it during performance.

Differentiation

Assessment

• Observe students practicing skills and provide immediate feedback.
• Ask students to explain how they used feedback to improve their movements.
• Use quick skill demonstrations to check basic competency.
• Demonstrate one skill learned today and explain one way you modified your movement using feedback.
• Write or share one example of internal and one example of external feedback you experienced during practice.
• Perform a sequence of skills demonstrating basic competency and safe technique.
• Explain how feedback helps improve skill performance in a short written or oral reflection.

Answer Guide

• What does it mean to perform a skill at a basic level of competency?
  Answer: Performing the skill with control, correct technique, and safety, showing understanding of the key steps.
• Give an example of internal feedback you might notice when jumping.
  Answer: Feeling your balance or the position of your feet when landing.
• How can you use external feedback from a partner to improve your catching technique?
  Answer: Listen to your partner's advice about hand position or timing and adjust your movements accordingly.
• A student keeps losing balance during a skill. What internal and external feedback could help them modify their movement?
  Answer: Internal feedback: noticing weight shifts or muscle tension; External feedback: teacher pointing out foot placement or posture.
• Describe a strategy to use both internal and external feedback to improve a complex skill like a basketball dribble.
  Answer: Focus on internal feedback by feeling the ball's bounce and hand position, and use external feedback from a coach or video to adjust hand placement, speed, and posture.

Real-Life Application

Encourage students to practice a physical skill at home and ask a family member to give feedback. Students should also pay attention to how their body feels during the activity and reflect on improvements.

Homework or Home Connection

• Encourage students to practice a physical skill at home and ask a family member to give feedback. Students should also pay attention to how their body feels during the activity and reflect on improvements.

Lesson Summary

In this lesson, students learned to perform physical skills and techniques at a basic level of competency by practicing with control and safety. They explored how to use internal feedback (body sensations) and external feedback (teacher or peer input) to modify their movements and improve performance. Applying these strategies during practice and games helps students become more physically literate and confident in their abilities.

Teacher Notes

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

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