After reading chapter one we were asked to answer some questions, not summarize the chapter. So without further ado here are the answers to before mentioned questions.
1. What is meant by the idea that teaching is a goal-oriented activity? When they say goal-oriented activity they mean that we have an objective in mind. we are at A and by the time classes are over we want our students to be at B, in the context of psycho motor, cognitive and affective domains. We teach our students with the goal of having them grow over the academic year and reach the standards we have in place whether it be state or national.
4. Why is the process that teachers choose to use content important? The process will change depending on the goals and content of the lesson. How you teach the given task needs to be molded to the actual task. For an example dribbling a basketball has certain freedoms to it. The space you have to dribble, the different ways you can dribble the ball, the time etc. Now a lay up in basketball has more of a proper technique to it. Can only be done on a hoop and a certain way. There is less space and freedom and can be harder to correct. So depending on what you are teaching changes how you are teaching it.
5. Why is the movement task-student response unit of analysis so important in physical education? It is important because it is the key to motivation and effective teaching. The movement task needs to be clear , understandable, and appropriate. The teacher has to be enthusiastic and able to get the students involved in the lesson. Then comes the student response, the teacher must build rapport and keep giving coherent instructions, that are on task, and flow together to keep the students involved. The teacher also needs to asses the students to give feed back to breed improvement and growth to work towards before mentioned goals.