Term Goal: To continue to develop the motivation within the group; in particular, Mastery Orientated Motivation; structuring our sessions and coaching interventions, using the TARGET model.
Task: Self-referenced goals, multi-dimensional, varied & differentiated.
Authority: Participants given leadership roles & involved in decision making.
Recognition: Private recognition of improvement, effort and accomplishments.
Grouping: Small mixed ability & co-operative groups.
Evaluation: Self-referenced. Private consultations with teacher based on improvement & effort.
Time: Flexible time for task completion and maximum time to learn.
Session Coaching Goal Wednesday 14th November 2012: To observe the planned circuit session and review against the TARGET model.
Review: Session Wednesday 14th November 2012.
Task
Self-Referenced goals: Children were mostly engaged and there was evidence of them challenging themselves or challenging each other in their groups. But which was it? Mastery or Ego?
Multi-dimensional: Different exercises challenging different body parts (Arms/Legs) and components of fitness (Balance, Coordination, Strength, Speed and Endurance).
Varied: 8 different exercise stations.
Differentatated: Press-up exercise differentiated, wall or floor. Balance exercise, two feet, one foot and one foot with eyes closed.
Conclusions for Task: Self-referenced goals and differentiated tasks could be areas to focus on and develop for this circuit session. Is their motivation mastery or ego? Session design need to consider opportunites to allow coach interventions to establish self-referenced goals.
Authority
One exercise station which Stuart introduced for the first time in this circuit session was the touch the cones station. One member of the group on that station decided the order of touching the cones and the others in the group followed, developing into a competition. This task encourage one member of the group being given leadership and decision making responsibilities.
Conclusions for Authority: The previously mentioned task is a skill based task, challenging the ABC’s of Agility, Balance and Coordination, with leadership and decision making designed in to the task. We need to develop more stations within a circuit focusing on ABC’s, leadership and decision making.
Recognition
After each circuit the coaches gave recognition to the children based on effort and on technique (task). However, this was done publically to individuals or groups of individuals in front of the whole group. Publically stated recognition to individuals or groups of individuals could also foster Ego Orientated motivation. Some positive feedback based on effort was given to children individually as they progressed through the circuit from station to station.
Conclusions for Recognition: Emphasis private recognition based on effort and task mastery. Recognition was given to whole group stating good effort levels seen and mastery of tasks where appropriate; however, coaches should aim not to single out individuals or groups of individuals.
Groups
Grouping was achieved through peer choices. The children were asked to group themselves into 3’s.
Conclusions for Groups: By giving children choice on groupings, cooperating (especially social cooperation) and mixed ability groups were generally achieved.
Evaluation
Self-referenced, private evaluations did not take place either formally or informally.
Conclusions for Evaluation: Need to design into the session plan opportunities to privately facilitate self-referenced, self-reflection. We need to create opportunities for coaches to ask questions to children privately, “What challenges did you set yourself? Did you achieve your goal? What do you think were the reasons for achieving/not achieving your goal? What about next time?”
Time
Flexible time for task completion and maximum time for learning was probably compromised in some cases due to task choices (more skill based tasks being more appropriate for most of the children within the group). Also, our circuit structure is a set-time per station governed by the time it takes each group to do a time controlling station (4*runs).
Conclusions for Time: More skill based tasks need to be included in circuits (ABC’s) to maximise relevant learning of movement. The circuit design needs to be developed so that time per station is self-selecting.
Potential Goals for next session
Session design should provide opportunities for:
• Self-Referenced goal-setting and evaluation.
• Differentiated skill based tasks.
• Leadership and decision making.
• Private recognition.
• Allow time for individual task completion and maximise learning.
