Task Progression in Early Field-Teaching Experiences

Authors: Jenkins, Jayne; Haefner, John

Source: Journal of Physical Education, Recreation & Dance, Volume 82, Number 1, January 2011 , pp. 1-60(60)

Publisher: American Alliance for Health, Physical Education, Recreation & Dance

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Abstract:

Nine common methods of extending movement tasks from simple to more complex proposed by Rink (2010) are (1) adding or decreasing the number of people, (2) modifying equipment, (3) making the space larger or smaller, (4) breaking down a skill into parts, (5) changing the conditions of performance, (6) changing the rules, (7) changing the goal or intent of practice, (8) expanding the number of different examples of a concept, and (9) combining two skills. This framework for extending movement tasks may be relevant not only when teaching motor skills, but also in PCK development within early field-teaching experiences. The purpose of this article is to describe how one PETE program has incorporated Rink's concept of task progression and extension to construct three early field-teaching experiences. The download option below is for the full issue of this publication.

Document Type: Research article

Publication date: 2011-01-01

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