Descriptive V Prescriptive feedback

Descriptive feedback is augmented feedback that depicts the learner's movement pattern to them. It effectively explains to the learner what he or she did incorrectly. "Land on both feet instead of one," for example. Prescriptive feedback, on the other hand, offers advice on how to rectify the learner's movement faults. "Try Jumping Like Superman," for example.

The advancement toward effective prescriptive feedback. Examples.

Learning to effectively communicate with learners allows them to grasp more and attempt again and again in areas where I needed to see gains. The learners enjoyed the sessions when given positive feedbacks and observed their counterparts that were complimented. When Playing Hot Lava Jump, I observed Kayley’s jump: The feedback was, “Great jump Kayley! You jumped over two big hot lavas”. While playing the Leap Frog, most of the learners leaped over the “lily pads,” so I said “Lovely leaps! You jumped over the lily pads like big frogs.”c. Use of KP to influence learner’s motor skills

Using Knowledge of Performance, I effectively informed the learner about components of their movements that lead to various outcomes. Furthermore, using KP, I gave the learners encouraging feedbacks on the quality of their produced movements. For example, I noticed that some of the learners had a hard time leaping over artificial lily pods while playing Leap Frog, so I told them, “Great leaps! Now I want to see you leap like a giant frog.” At that instance, the learners would try to imitate a large frog and execute better leaps. 2. Practice Strategiesa. The progression of my primary skill throughout the weeks of instruction and practice.

The primary movement skills over the course of the practice were Jumping. This included jumping forward, jumping with distance, jumping low, and jumping high. At the beginning of the sessions, more students had difficulty in jumping higher (as some learners could stumble and fall), jumping distances (some jumped over a very small distance and tumble), and general difficulty in balancing and space. However, I could modify tasks (for example decreasing the distance or the jumping height) for the ones who could not reach the targets and increasing the parameters for those who easily cleared the practice. With time, the learners balance while landing and leaping forward increased. More learners could jump higher and land in precision.

b. The practice strategy part VS whole

During the first week of meeting with the learners, I developed movement’s tasks such as Leap Frog, where learners were challenged to leap over obstacles, Hot Lava Jump where leaders jumped over obstacles in varying distances, and Animal Simon Says, where learners were challenged to vary their jumping and walking paces. The movement concepts and gross locomotors skills were put to the test. In the second week, the movement tasks changed to parachute jumps to check on balance, the monster walk to gauge their movement concepts, and squatting to enhance their locomotors skills. By the third week, the children’s movement concepts and active play were put to task using bean bag tossing. Lastly, after gauging and enhancing the primary skill, learners were introduced to musical chairs, parachute activities and Frog jumps; activities that harnessed their movement concepts, and active physical play. By the last week, their jumping balance and precisions had improved tremendously. They could jump higher, further, and precisely. They could throw objects far without tumbling. The learners received descriptive and prescriptive feedback accordingly to enhance this motor skill.

c. Variability VS non-variability of practice, and why I chose either.

Variability of practice is the variety of movement and characteristics context the learner experiences while practicing or harnessing a skill. It involves variations of practicing the specified skill. On the other hand, non-variability is the practice or same and repeated movement and context characteristics the learner is subjected to while practicing a skill. In practicing the primary skill (jumping), I engaged my learners in the non-variable practice. This is because the learners were still learning how to manipulate movements and coordination; thus I saw no need to subject them to high skills or variance until they harness the manipulation of simple movements and the primary motor skill first. d. Measure of Improvement

On how far the learners could jump, learners used a tape measure to gauge their limits and subsequent improvements. When in the playground and the activity took place, the tape measure has been put on the ground, and the learner leaped, and the length recorded per jump. Similarly, the height of their jumped was assessed and recorded for each jump and their maximum standing long jump. In the beginning, the learners jumped an average of 10 inches high and 1 foot long. However, with improvements, they were able to jump an average of 14 inches high and 1 foot and 20 inches further; a positive improvement. Motor Development3. Developmental perspective a. How this course has helped me to see people’s movement behaviors in a developmental perspective.

Previously, I never thought that people have problems in their motor skills; I assumed they come naturally. However, spending time with the learners helped me realize that a motor skill (jumping) takes practice to perfect. Moreover, constant practice and positively augmented feedback can improve a motor skill such a jumping for a mile. One learner, Brian could not jump higher than eight inches off the ground without falling. However, I used prescription feedback as well as description feedback, constantly encouraging him to improve. By the end of the four weeks, Brian was throwing a bean bag, jumping over obstacles easily, and rarely had I seen him stumble. This was a developmental miracle.

b. Two motor developmental abilities that my learners already had.

Before we started the practices, the learners could balance on one foot for over 10 seconds, and could jump skip on alternating feet. The learners could jump forward and backward comfortably without tumbling. The problem with most learners was jumping as high as they could; most fell after jumping. c. Examples of two motor developmental limitations that my learners exhibited. How I helped them overcome the limitation.

My learners could not jump high without tumbling and had problems frog jumping. To counter that, I gave them a demonstration on how to land perfectly, while bending the knees so as not to fall over. Moreover, I reduced the frog jump distance to ensure that all learners participated. In addition to that, I increased the leaping distance inch by inch until the students were able to leap higher and further.4. Developmental progressa. The novel adult skill I practiced with one learner.

Audrey was from a ballet family. She could balance on both or single leg better than any other learner. The only problem she had was the posture; appearing bent when standing on tiptoe. Since she could jump and land on the tip-toe, I practiced throwing the bean bag while she was on a tip-toe, and amazingly, she got better and better, passing the 20 seconds jump-and-tiptoe record she previously had. b. Definition of the terms sequential, age-related and continuous as it relates to changes in functional ability.

Sequential changes in functional ability refer to the fact that there is a relatively predictable order by which motor development milestones occur. Age-related changes in functional ability define that normal age a child should achieve a certain motor development milestone. Lastly, motor development changes can be referred to continuous in that it changes throughout a person’s lifespan. c. Audrey ability changed continuously.

Audrey’s ability changed continuously since the practice from home, and my improvement on her skills helped her harness her skill. As she ages, she will improve on turns and continue practicing on her ballet. For example, she could only jump and tiptoe but not balance well; with the practice of throwing and catching bean bags, she was able to learn a few balancing skills. I expect that her family will teach her more lessons on turning and ballet, which will continuously change her.