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Josh Yagel
Bridgewater College
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between mid-August and the end of November, it is a guarantee that you will
football that every person who has played the game (except maybe kickers
and punters) has been taught at some time in their football career. Whether
continually trying to learn new tips on how to tackle well so that they can be
of the ball carrier by seizing them and knocking them to the ground. This
report will attempt to teach this specialized motor skill to a specific audience.
Teaching Context
This lesson will require an open grass field and full football equipment
to ensure the safety of the players. This lesson will be geared towards
This time of instruction will attempt to take learners who have a general
Task Characteristics
men throughout the country, it is a skill that requires constant tuning and
can always be improved. Tackling in the open field is a discrete skill because
the beginning and end points of the action are clearly defined. The action
begins when the runner starts running with the ball and the tackler closes on
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him to bring him down. The action has a clear end whether that be
precise movements, these are large limb movements with a type of precision
that is very different from that of playing the piano, for example. As stated in
the name of the motor skill, open-field tackling has open environmental
tackle straight on, simply because the ball carrier has free range to do
anything he wants to get the tackler to miss the tackle. In addition, the
identifying the stimulus/ environment through the use of many sources. For
open-field tackling, this would involve the tackler identifying where the ball
carrier is in relation to himself, the other players, and the boundaries of the
field. The tackler must also identify where the ball carrier is trying to get to
and how he is trying to get there. These are all ways in which the tackler is
Next, the tackler will carry out the decision making part of information
processing. This is where the tackler will decide whether or not a response is
needed and if so, what response. In this case, the tackler will decide whether
necessary, the tackler will then decide how he is going to attempt to get the
The tackler will organize his motor system for the production of the desired
movement. After having identified the stimulus and deciding what response
to make, this is where the brain prepares the body for the movements
humans experience this millions of times every day without realizing it.
they are completing all the different steps of the sequence so many times
movement. First, the tackler must start in a ready position, facing the runner
with feet shoulder-width apart and knees bent, ready to react and move in
any direction. The tackler should have his eyes on the runner as he begins
to close the distance between the two of them. As the runner advances at an
angle, the tackler should run towards the runner at an angle based on where
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the runner will end up, not where the runner is initially. As the gap is closes,
the tackler should stay on the backside hip of the runner so as not to overrun
the tackle. As contact is made, the tackler should put his head across the
body of the runner, and shoot his arms up into the armpits of the runner,
securing the tackle. The tackler should then continue to run his feet and
rotate his hips forward into the runner to ensure the runner gets knocked
open-field tackle.
speed of limb movement (the ability to make gross rapid limb movement
without regard for reaction time), and rate control (the ability to make
Learner Characteristics
of skill acquisition in the high school age range with previous experience in
organized football for 3-6 years prior. Learners in this category will have a
good grasp on the initial task of tackling and as a result, the cognitive part of
tackling will likely drop out for these learners. Also, as a result of prior
experience, these learners will exhibit a greatly reduced level of effort and
their movements will be much more efficient than those in the initial
cognitive phase. As learners progress to the next stage, muscle sense will be
practice the exact output of the skill that will be necessary in competition. In
will be important not to overload them with too many tasks at one time. The
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task should be broken down and introduced piece by piece initially, though
these learners will be more advanced than those in the cognitive stage so
going too slow and basic will lose their attention. Since learners are in the
information at one time; not too little for fear of disengagement and not too
speed, and eye placement in order to better anticipate the intentions of the
runner. A moderate number of cues will best foster the retention of the skill.
field tackle. Tacklers must scan the field to find the runner, then narrow their
focus and identify various details of the runner as he gets closer. External
focus is required because the tackler must attend to the information in the
to the results of their movements rather than internally to their own body
peak performance at a given task (Coker, 2013). This optimal level is almost
With high school kids, arousal levels will be high, meaning they will be easily
distracted and the instructor will have to work extra hard to maintain focus.
High arousal levels means a wide range of attentional focus which can allow
attention for irrelevant stimuli. Since high school kids will typically have high
useful to manage these high levels. In case of arousal levels being too low,
accordingly.
is already in their arsenal. Ergo, the practitioner must be sure to carry high
energy and excitement while teaching the skill as well as providing a fun
also important to include clear, SMART goals. With clear goals in mind,
that is specific and motivating will foster better performance from the learner
and inspire the learner to strive for greatness in each repetition of practice. It
small and insignificant it may be. Learners may disengage if tasks seem too
important.
high school students in the associative stage of learning with 3-6 years of
movement pattern (Getting the idea of the movement stage) to being able
Practitioners must get students to perform the desired skill as a whole, at the
side of the task and relying mostly on muscle sense, so an increased number
Learning styles of the student will have a great impact on the nature of
sure the learning environment for the lesson is productive and distraction
should identify where their students stand on each, and adjust the lesson
accordingly.
aspect of tackling but should require a lot more practice and feedback to
field tackling. For example, one learner may feel confident with rolling his
hips and driving his feet through contact but might need more work at
getting his head across the runner or closing to the runner without
overrunning the tackle. Practitioners must be sure not to let learners get
bored by practicing an aspect of the skill at which they are already proficient.
They must make sure each learner is challenged and motivated in the right
ways. Practitioners must again be cognizant of the abilities of the learner and
keep motivation and excitement high throughout the learning process. When
performance, and process goals in the context of the SMART framework. The
successfully tackling the runner two out of five times before the end of one
also meets the five SMART conditions. In terms of performance goals, a good
tackling the runner before the end of the drill. This goal is SMART and it
outcome goals because learners can always control their own performance
development.
element of the skill and help learners to achieve their outcome and
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performance goals. Process goals usually do not fit in the SMART framework
because they have a different kind of focus. A good process goal for open-
field tackling would be shooting the arms and getting the head across the
body. Focusing on these specific technical elements will help the learner
early stages will need to use a high level of energy to complete the skill
because the skill may be foreign, and they must concentrate harder. As
because the skill becomes more natural and second nature. Next,
learners will be highly inconsistent in skill execution. However, with time and
execution.
In terms of attention and skill execution, learners will start out with
similar in that early stage learners will focus most of their visual attention on
their own movements, and as a result, will seem fairly robotic. As learners
develop, they will focus less on their own movement patterns and more on
the relevant stimuli for task execution. Performance then becomes more
observing developmental levels of the learner. From day to day and practice
Learners in the early stages will have trouble remembering the cues of skill
execution whereas proficient learners will remember the cues and be able to
implement them.
of learners to detect their errors and correct them. A learner in the early
but would not be able to tell you what he/she did wrong. On the contrary,
highly skilled learners will make a mistake and be able to point out exactly
what went wrong. Practitioners cannot just look at error presence alone,
instead they must observe the error detection level of the learner.
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activity. Coordination and control of the learner will start out awkward and
the first few times. Early learners will be identified as being robotic and
carried out. As learners progress they will again look smoother and more
2013). This stage is called the zone of optimal functioning which will lead to
the best results in performance. If arousal levels get too high, strategies
attention to the arousal levels of their learners and use these strategies to
adjust accordingly.
the transfer of learning for the learner in question. Transfer can be either
positive transfer for the associative learners for open-field tackling could be
positive transfer because learners have previously been exposed to the task
of straight-on form tackling. As a result, learners will know the basic motor
will have previous experience telling them the overall concepts and
learners will have prior experience with the concepts of space and
positioning. One aspect that may transfer with a negative effect would be
it may be difficult for them to adjust to the runner on the move. This is due
adequate experience with the original task, identify important features of the
task and make connections, know the learner in terms of past experiences
and skill level, teach lead-up skills and use good progression, use analogies,
Practice Presentation
1. Practitioner will tell students what they will do in practice and why
a)Attention Grabber- Have you ever played football? Have you ever
60% success
40% success
situation
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open-field game situation just like the guys in the NFL on television!
Tracking towards the runner with eyes on the back hip, staying a
Making contact with the runner with head across his body,
shooting the arms, rolling the hips, and running the feet
any direction
a)Athletic position
Feet shoulder-width apart, knees bent, hands up, and eyes on the
runner
Track towards the runner with eyes on the back hip, staying a
Make contact with the runner with head across his body,
shooting the arms, rolling the hips, and running the feet until the
runner's movements
between them
ground
process?
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be?
part practice so that the skill can be broken down and learned in
individual pieces using the ARC cue system. This is the most
finally students will practice the keys of making contact with slow
tired. Also, distributed practice will allow for more feedback and
and how these errors can be fixed. Drills will be modified at first to
proper form. This will allow students to have fun and get excited
Practice Structure
blocked constant practice will be used to ensure learners will have the
practice will move towards random varied practice so that learners will get a
of the task during the given time period, again, allowing students to
preferred over massed practice to allow time for feedback and error
detection in between repetitions. Also, due to the nature of the skill, it would
resetting, and cannot be rapid and continuous. Students will be in the middle
effective.
Practice Feedback
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uneducated world feedback is a very broad term, in the world of health and
exercise science it is very complex and detailed. First of all, learners will use
systems to learn about their skill execution, much like error detection. For
example, a student would use their sensory systems to realize when they are
not making proper contact with the runner do to errors in arm placement, hip
helpful since there are a number of specific mechanical details that can be
careful not to make his/her extrinsic feedback redundant with the intrinsic
demonstration. It is important that the learners get to see the proper form
and technique for the skill as they attempt it. Also, if video access is
available, video taping the learner and having he/she watch it would be very
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helpful with error detection. After visual feedback, verbal feedback is also
important. As the learner continues to practice the skill, the practitioner must
descriptive feedback. Prescriptive will tell the learner what should take place
for the skill and descriptive will tell the learner what is going on during skill
cause the learner to be dependent on that feedback which will set them up
extrinsic feedback that they will lose the ability to create intrinsic feedback.
attempt because if feedback is too frequent, it can distract the learner and
make him/her unsure about his/her abilities. Summary feedback will allow
the learner to create intrinsic feedback between every repetition that can be
The precision with which feedback is provided should start out fairly
broad (yet still effective) and move towards more specificity as the learner
progresses. As the learner gets the hang of the skill, more specific feedback
should be given so that the learner can continue to fine tune the skill.
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feedback for the learner. Practitioners should keep this in mind as they let
Proper strategies for each of these aspects have been discussed, however
there is still one important rule to remember for practitioners. The feedback
sandwich should always be used when providing feedback. This refers to the
performance before informing the learner about ways to improve. After the
learner has been informed, the practitioner should finish the sandwich by
References
Coker, C. (2013). Motor Learning & Control for Practitioners (3rd ed.).