The article makes several references to “performances” (e.g., pp. 2, 7, 14, etc,). From a motor learning perspective:
Examine how “performance” and “learning” are differentiated in the literature.
Reference the example from the article; Complex and nonlinear tennis Activities (Table 2, pp. 9-10).
Discuss how a movement practitioner could potentially use and/or adapt the activities presented to assess the learning and performance of individuals
Compare the potential differences in the performance between a novice and a skilled individual based on the assessment activity as presented in Question 1b.
On page 3, the article outlines, “Jess et al. (2011) subsequently argue that pupil learning in PE can occur in a ‘bottom up’ manner reflecting more situated and authentic learning conditions. Jess et al. (2011: 184) contrast this complex approach with the more traditional behaviorist model of PE that ‘is more likely to be closed and de-contextualized with support from more summative feedback and more superficial evaluation…
The emergence of goal-directed behavior and the acquisition of coordination are viewed here as occurring within a situated context (Chow et al., 2007). Teacher pedagogy in a nonlinear sense thus involves the manipulation of constraints in a facilitative manner in order to encourage variability and exploratory learning, revealing high states of self-organization in various learning domains (Chow and Atencio, 2012)” (pp. 3, Atencio et al., 2014)
Illustrate with examples the differences in types of instructions, feedback, and practice conditions between the two approaches highlighted (i.e., authentic learning vs behaviorist approaches). Present answers using the table below.
Formulate an instructional program consisting of at least TWO (2) activities AND state explicitly the features of complex and nonlinear pedagogy based on the key concepts discussed in the article (Atencio et al., 2014).
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