Task Assignment

The fundamental difference with direct control and its modification is that the student assumes.
part of the interactive decisions regarding their position and organization and the
execution rhythm. It represents a further step towards the autonomy and individualization of the student
(Mosston, 1982). Although the tasks are the same, there is no individualization due to
levels or interests (Delgado, 1991).

Objective:

Repetition of the physical exercises to be performed under the supervision of the teacher

Role of the teacher:

It is no longer as prominent, as it transfers some decisions to the students (pace,

execution cadence, location on the ground...)

Role of the student:

More active. They start to have some responsibility.

Planning and development of the class:

It is focused on task organization.

Be part of a well-maintained organization and initial information, of
general character, clarifying.
The tasks are presented by the teacher in the form of a circuit or general route, but
The tasks are the same, the same work for everyone.
The organization will be massive or in subgroups.
During the execution, the teacher provides feedback, stimulating and interacting with
the students.

Evaluation:

The professor is the sole responsible party. Focused on the product.

Contents:

Sports. Teaching technique in both individual, opponent, and collective settings.

Physical preparation through physical exercises
Actividades físicas en la naturaleza, como piragüismo, vela, acampada, senderismo…

the assignment of tasks

 The teaching technique used is Direct Instruction and it employs defined tasks, using the
repetition under the teacher's command, who has a role of control, discipline, and responsibility for
the assessment, which is focused on the final result

As a general rule, the organization of tasks in the Task Assignment is in a circuit.

of tasks with an individual rhythm in the form of a circuit or general route. In this way, the
The teacher can converse and listen.

Task assignment reduces the learning time of skills, and allows

improve the useful practice time and attend to large groups of students.

a. Guidelines to consider in the task assignment application

Teaching methods should be used based on the help they provide and
the response they give to the needs of the students
Its use should be restricted to the teaching of models that present a solution.
very concrete.
The most used content blocks are games and sports, and the block of
physical condition.
Respecting the operational development level of the student will encourage participation and
individualization in teaching.
Motivate our students to carry out a good execution of the model
proposed.
Provide excellent initial information about the task to be performed.
Place great emphasis on the correctness of execution.
The respect for progression and continuity in its application is fundamental.
The use of a specific style within a job class does not imply that the whole
it must be carried out within the purest application of it, it is the teacher who
You must decide what and when you want to teach using that specific methodology.

b. Analysis of the fundamental factors of Model Reproduction (according to

Sánchez Bañuelos

We must consider three determining factors when using this method.

of teaching, I mean:

Motivation towards execution: Based on two moments, at the beginning of the proposal.
from the task and during its development we must respect aspects such as
associate the model with achieving success, give significance to the model and
structure the task into parts when it presents a great difficulty (analytical strategy).
Initial information using the different means available.
Correction of the execution through proper communication with the students and
an analysis of the execution to correct possible errors in the process of
teaching-learning.

3.1. Characteristics
 It differs from the 'direct command' in that it increases the student's participation in the
teaching, regarding decision-making related to the organization. Places greater emphasis
in aspects such as: the initial information and the knowledge of the results.

In preparing the class: the teacher does not foresee the placement of the students in the space nor
the pace of execution of the proposed tasks.

During the development of the class, there are three elements to take into account:

a. Initial information: Provided by the teacher, which are generally explanations.

supported by demonstrations. It is complemented by a 'task sheet', where it is offered to the
student supplementary support information.

b. Organization:

Of a massive type, with the difference that decisions regarding location in space, and
the pace of task execution falls on the student. Unless the activity requires a
specific organization such as the case of a work circuit.

The teacher has an alternating central position with an internal one during the execution of the
tasks by the students.

c. Evaluation:

It is the professor's discretionary task.

4. Practical session model

Bibliography
RECIPROCAL TEACHING

1. INTRODUCTION
In this type of teaching, the beginning and development of the
interpersonal relationships, new dimensions emerge from the execution of tasks,
among which social interaction can be noted, giving and receiving feedback, testing ideas,
correct and succeed.

2. DEFINITION

Teaching that encourages student participation in the roles of performer, teacher and
notetaker. In other words, it makes the student take on the role of the teacher to
understand everything that comes with that responsibility, and know how to apply it in the future.

3. OBJECTIVES

That the student learns to perform different functions such as: evaluate, carry out
class control, interact in a pedagogical way and thus acquire a greater
responsibility towards their learning.

4. ROLE OF THE TEACHER

■Answer the questions from the observers.

Start communication only with the observers. Assess the fact that the students are
provide feedback (give and receive).
Observe, assess, and record the students' progress regarding their learning.
attitude.

5. ROLE OF THE STUDENT

Participate in the specific socialization process: giving and receiving feedback
(feedback) with a colleague.
Participate in the phases of the process: Observe the execution of the partner, compare it and
contrast it according to the established criteria, drawing conclusions and communicating them
results to the interested party.

Experience the satisfaction that comes from a good performance by a teammate.

Develop a social bond that goes beyond the task (stimulate patience,
tolerance and dignity.
Communication during the exercise occurs between the performer and the observer. The teacher
only communicates with the observer.

6. ADVANTAGES
More direct participation in their learning and in that of their peer.
Development of observation skills.

Greater knowledge of what you learn.

It allows you to focus on the significant aspects of the movement to be executed.

Increase the number of feedback.

Promotes companionship and cooperation.

The knowledge of results is individual (not group or mass).

It develops observation, analysis, attention, responsibility in work capabilities.

help, collaboration, and autonomy.
Increase in motivation.

Learning is meaningful.

Possible evaluation instrument when the maturity of the students allows it.

7. DISADVANTAGES
Establish a correct progression in the key aspects to be observed.

Results knowledge by non-specialists.

Limit student-group relationships.

It does not favor cognitive dissonance.

Need to train to ensure correct observations.

A high motor development or a useful time of high motor practice is not achieved.

2.1. Reciprocal Teaching

Internal structure

The teacher delegates the responsibility of correction. A distinction is made between the role of
observer and performer. The main function of the student in this style is to correct
to the partner, that is, you have to give him information about the mistakes he makes.
The teacher must structure the task to be corrected and must propose a progression in the
student observation.
Plan situations that develop the capacity for observation, for example
through video recordings.
Inform the student of the aspects to observe. This is prior to execution, form
part of the initial information.
Write down the aspects to observe, checklist.
Introduce the student to real observation situations.
The teacher must correct the observer. If I see a very serious mistake from the executor, I ...
puedo corregir indirectamente, o sea, puedo decir al observador: “¿te has fijado que
He extends his leg a lot and that prevents him from gaining position? Evidently this...
the executor will listen too.
Social system of reciprocal teaching

Students are grouped by levels. Who forms the groups? It doesn't matter who it is.
teacher or the students but always taking into account the levels of execution of the
students and based on that group together. It can also occur that a grouping
where the best help the worst.
As a general principle, pairing should be maintained throughout a session.
(to facilitate the observer's work) but it must change between sessions, throughout the
Didactic Unit for the student to better develop their observation techniques,
the more different models I analyze, the more practice I will have.
It does not facilitate social relationships, therefore it is not good to use this system all the time.
course.
It is a good control element because they are required to practice among themselves.

Difficulties in applying this style

The quality of feedback decreases because it is no longer an expert and technical correction of
teacher, but rather the student who might be correcting incorrectly. In
against increases the student's autonomy.
It involves much more teaching work.

2.2. Reduced Groups

The teacher proposes teaching by giving more roles. Groups of 3 to 5 students are formed.
1 or 2 are performers. Roles that are assigned:
Physical help role.
Observer executor role.
Evaluator role.
The system is the same as the previous one: they rotate through different roles and there is less time.
of motor practice (dedicated to learning). It can never be a style to use it.
for the first time in a skill, but rather to review.
This teaching style reduces the time for motor practice.
The teacher presents objectives, tasks, and content during the initial explanation.
distribution but it also has to inform about the content to observe, about the elements
to evaluate and the help to be provided.
During the practice, the teacher corrects the observer and the helper, this is very
important because the help depends on the existence of physical risk in the execution of
student

Social system

It is limited to a small group, focusing exclusively on the task. There is no relationship.

with the class, only with the small group.
As a general principle, the pairing must be maintained throughout a session.
(to facilitate the observer's work) but it must change between sessions, throughout the
Didactic Unit for the student to better develop their observation techniques.
The more different models I analyze, the more practice I will have.
When to use the reduced groups system

When we have responsible students who have previously given us guarantees.

that using this method will be useful and they will develop it effectively.
It will be optimal as we approach the end of the teaching process.
mandatory P.E.

Applications

Artistic gymnastics, where there is a physical risk.

To evaluate a motor task and collect data such as information about what has
the learned student.
When we have a shortage of material.
It is about using the small group system when we want the student to have
more autonomy, more responsibility and get more involved in the process of
teaching learning.

2.3. Microteaching

It only applies to training teachers, sports technicians, or even in Secondary for

introduce students who have a strong interest in motor practice as teaching.
The class is divided into as many groups as students will be the directors. These
students have a different treatment regarding their relationship with the teacher compared to others
Students, we will not have access unless it is through the director or leader.
Each student director is assigned between 5 and 10 students. The teacher supervises.
general form but only acts in the central nucleus. This implies that we
we give up the group relationship and are required to hold a prior meeting between the
teacher and the students directors to inform them of the objectives, of the contents,...
All interactive functions are performed by the leader student. The teacher does not intervene.
because he doesn't have to give any information during the practice but he intervenes
a lot in planning and in observation.

Social system

Circumscribed to the students of each group along with the leader student. The groups are going to
maintain throughout the entire period to generate in the leader the direct responsibility,
For this reason, the social relationship with others is almost non-existent. The companion himself evaluates the

students and the teacher must respect the evaluation.

The Direct Controller and its modifications.

In its origin and strictest application, direct command has a military root. This style
traditional has been the most used in P.E. and, according to various authors such as Contreras (1994)
it still is.

Objective:

Repetition of the physical exercises to be performed under the guidance of the teacher.
 Mass teaching

Role of the teacher:

The teacher has planned all the teaching activities following a linear scheme.
Control and severe discipline
It proceeds to explain and demonstrate the gesture or exercise to be performed by the group.
students
Action is taken on the entire class

Role of the student:

Submission to the teacher's guidelines

The students obey.
They have no decision or autonomy

Planning and development of the class:

Organization and control are very important, maintaining geometric formations and
strictly
The position and evolution of the group is formal in geometric shapes.
Prominent and external position of the teacher in the group, with constant control
Class procedure: verbal explanation and visual demonstration by the teacher.
occasional essay, repetition following the imposed rhythm (rhythmic counting), system of
signals that regulate the action (beginning and end) and corrections of a massive and general type

Evaluation:

Massive and delayed execution and corrections

Contents:

Tasks and exercises where the objective is the student's order and control
Analytical exercises, localized work (rhythmic gymnastics)
Execution of sports techniques

In the Modification of the Direct Command we find the following variations:

The organization is more flexible (semi-formal)

There is greater flexibility in the evolution and position of the group and the teacher.
The signaling system is modified, indicating only the beginning and the end. There is no counting.
rhythmic.
Slight emancipation of the student and improvement of teacher-student affective relationships
Contents: warming up when led by the teacher, dances like aerobics,
sports like rhythmic gymnastics, sports or activities that pose a risk
(disk launch, rappelling, climbing, etc.)
Reciprocal Teaching

Objective:

Repetition of the physical exercises to be carried out under the command of the teacher and observed by
a student who takes notes and evaluates.

Role of the teacher:

It is no longer so prominent, as it transfers some decisions (pace) to the students.

execution cadence of the exercises, location on the ground, evaluation...)

Role of the student:

More active. They begin to have some responsibility such as deciding, evaluating,
provide feedback

Planning and development of the class:

The planning is completely the responsibility of the teacher (pre-active decisions). Who
elaborate the reciprocal teaching sheet and establish the task sequences with their
corresponding aspects to evaluate.
Only a few points should be chosen to observe, only the most significant ones.
There are execution criteria (correct-incorrect)
The observation should be guided by a task sheet.
Be part of a well-maintained organization (couples) and of initial information,
of a general nature, but very clarifying of the process. The students observe each other.
yes, the execution of the exercises (one performer and another observer and vice versa)
It can address the individual differences of the students (carry out the exercise according to
its pace or level) without this implying individualization, since it remains the same work
for everyone.

Evaluation:

The evaluation depends on the teacher and the student who evaluates. Focused on the product.

Contents:

Sports Activities and Games.

Dances
Physical preparation exercises
Application: The greatest difficulty is the cognitive ability required from the student.