fundamental manipulative skills

THROWING – Component Approach

review the component approach to throwing in the book (table 11.3, pg. 195).

2. Students peer teach the component approach to throwing to their partner reviewing all components and all levels within components.

3. All students are provided with tennis balls and start throwing against a wall for force.

4. Partner 1 throws the ball 5 times AS HARD AS POSSIBLE with the dominant hand. Partner 2 observes and codes the component levels of the throwing performance in the table below. The partners switch roles.

5. Partner 1 throws the ball 3 times AS HARD AS POSSIBLE with the NONdominant hand. Partner 2 observes and codes the component levels of the throwing performance in the table below.

Component Dominant Hand / Non-Dominant Hand

Step:

Trunk:

Back:

swing:

Humerus:

Forearm:

Velocity:

Discussion Questions

1. Examine the stability of the throwing pattern for the dominant and nondominant side. Consider what you can say about the strength of the behavioral attractor for throwing. Is the throwing pattern stable (in a strong behavioral attractor) or variable (in a weak behavioral attractor)?



2. Compare and contrast the throwing pattern of the dominant and nondominant side. How are they similar or different?


3. What individual and environmental constraints do you think are operating to yield these data?


4. If you were able to get velocity of the throw. Examine the relationship between the process measures of throwing (component steps) and the product measures of throwing (velocity). How do you think process and product are related?

5. How do you think you can use the information you have collected to coach or teach a child?



Catching – Component Approach Place the students in groups of three.

1. Students review the component approach to catching in the book (table 11.6, pg. 207).

2. Students peer teach the component approach to catching to their partner reviewing all components and all levels within components.

3. Two students are provided with tennis ball and start catching with both hands with each other while one observes.

4. Partner 1 tosses the ball 3 times underhand to partner then partners switch roles.

5. Partner 1 tosses the ball 3 times underhand while partner catches with DOMINANT HAND ONLY. Partners switch.

Component Both Hands / Dominant Hand ONLY

Arm :

Hands:

Body:

Discussion Questions

1. Examine the stability of the catching pattern for both hands and dominant hand. Consider what you can say about the strength of the behavioral attractor for catching. Is the catching pattern stable (in a strong behavioral attractor) or variable (in a weak behavioral attractor)?

2. Compare and contrast the catching pattern of both hands and dominant hand. How are they similar or different?

3. What individual and environmental constraints do you think are operating to yield these data?

4. How do you think you can use the information you have collected to coach or teach a child?

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