Skill Instruction in Outdoor Leadership: A Comparison of a Direct Instruction Model and a Discovery-Learning Model

Autor/in	Thomas, Glyn
Titel	Skill Instruction in Outdoor Leadership: A Comparison of a Direct Instruction Model and a Discovery-Learning Model
Quelle	In: Australian Journal of Outdoor Education, 11 (2007) 2, S.10-18 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1324-1486
Schlagwörter	Outdoor Leadership; Outdoor Education; Skill Development; Direct Instruction; Models; Discovery Learning; Psychomotor Skills; Teaching Methods; Training Methods; Feedback (Response); Best Practices; Demonstrations (Educational); Verbal Learning; Experiential Learning; Learning Theories; Instructional Effectiveness; Intermode Differences + Suchen Sie Ihr Suchwort? Gruppenleitung; Freiluftunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Analogiemodell; Entdeckendes Lernen; Psychomotorische Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Verbales Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Unterrichtserfolg
Abstract	In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICT is a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my adaptation of a discovery learning approach that can be used to teach students and participants skills. It is my premise that both models are theoretically sound in terms of motor skill acquisition theory and the physical education literature on skill instruction. I discuss and critique both models with reference to the theories of motor learning, the stages of skill acquisition, the role of feedback, the characteristics of effective practice, the value of demonstrations, the role of verbal instructions, and experiential learning theory. Finally, I offer some recommendations on how to optimise the effectiveness of skill instruction in outdoor leadership using both models. (As Provided).
Anmerkungen	Outdoor Council of Australia. 150 Caxton Street, Milton, Queensland 4064, Australia. Tel: +61-7-3369-9455; Fax: +61-7-3369-9355; e-mail: secretariat@outdoorcouncil.asn.au; Web site: http://www.outdoorcouncil.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01