Growth Mindset
Growth Mindset is the belief that "failure" is a necessary part of learning and should not be seen negatively. While it might not take 10,000 hours to become an expert at a skill, it still takes a lot of practice to become competent.
SHAPE America Appropriate Practices
- 1.1.2 The environment is supportive of all students and promotes developing a positive self-concept. Students are allowed to try, to fail, and to try again, free of criticism or harassment from the teacher or other students.
- 1.5.2 All students are encouraged, supported and socialized toward successful achievement in all content taught in physical education (e.g., dance is for everyone).
- 1.7.2 Teachers create a mastery-learning environment that encourages students to compete against previous personal performances or against a criterion score.
Growth Mindset Overview
Growth Mindset is the belief that abilities can be improved through effort and practice, and that mistakes should be seen as part of the process. In other words, a mastery orientation is preferred over ego orientation.
- Carol Dweck Explains the False Growth Mindset
- Creating a Culture of Failure in #Physed
- Getting “Gritty” About Teaching Grit
- Growth Mindset: Clearing up Some Common Confusions
- How To Support A Growth Mindset In Physical Education
- How to Teach Positive Self-Talk
- Practice Makes Possible: What We Learn By Studying Amazing Kids
- Praise That Makes Learners More Resilient
- Why Understanding These Four Types of Mistakes Can Help Us Learn
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Stages of Learning for New Psychomotor Skills
Below are the stages of learning for psychomotor skills (similar to the Generic Levels of Skill Proficiency). How fast one progresses to the motor or autonomous stage depends on the amount of practice; the experience you have with similar skills; and the required skill related fitness components such as agility, balance, coordination, reaction time and speed. Scoilnet has a great resource on the stages of learning for a variety of motor skills.
Stages of Learning using Examples from Dance
1. Verbal-Cognitive Stage: You have to really think about each step to experience success. You may even be “talking” yourself through things. You may have difficulty staying with the beat of the music. Improvement in this stage is rapid.
2. Motor Stage: You are able to perform the skill without thinking too hard. You can pay some attention to style and strategy. You may not be able to perform the skill perfectly, but you’ve got the basics down. You are able to stay with the beat of the music, but may have to concentrate to do so. Improvement in this stage is fairly slow.
3. Autonomous Stage: You don’t have to think about how to do the skill at all. Your movements are automatic, and you can concentrate fully on style and strategy. Staying on beat is easy. Improvement in this stage is very slow.
2. Motor Stage: You are able to perform the skill without thinking too hard. You can pay some attention to style and strategy. You may not be able to perform the skill perfectly, but you’ve got the basics down. You are able to stay with the beat of the music, but may have to concentrate to do so. Improvement in this stage is fairly slow.
3. Autonomous Stage: You don’t have to think about how to do the skill at all. Your movements are automatic, and you can concentrate fully on style and strategy. Staying on beat is easy. Improvement in this stage is very slow.
Maximizing Learning Retention
The image below illustrates the probability of retaining knowledge. The more modes of learning involved, the greater the chance that the desired knowledge will be retained. This is important when designing and presenting tasks to students.
