Criteria for Task Card

Criteria for developing a task card

The intent of a task card is to promote students’ decision-making and their capacity to take responsibility for their peers’ as well as their own learning (Mosston and Ashworth, 2008).  Task cards are designed by teachers for two main purposes: 

1. Set-up up a modified game that is designed to exaggerate tactical problems that invite motor skill solutions based on off-the-ball movements and on-the-ball skills (Mitchell, et al. 2020),

2. Demonstrate a fundamental skill that is modelled with clear visual representations of four phases of a skill.
   Generally, two forms of skill task card are useful. Level 1 focused on visuals and teaching cues, and level 2 adding to visuals and teaching cues with a series of tasks leading back to gameplay. As explained by Hopper and Rhoades (2023) the phases for the skill cues include, 

   • 1. • preparation (reading situation for skill)

        • wind-up (respond to ball/object being sent to the player)

        • force phase (reacting to ball/object in order to control execution of force on the ball)

        • recovery (recovery actions to set up for the next phase of play on the ball/object).

General expectations

• Clearly label the sport, tactical problem being addressed and skill solutions.

• Clear visuals of skill in four phases listed above (Hopper and Rhoades, 2023).

• Minimal text needed to explain intent and guide skill execution.

• Extension tasks for students who achieve task card target goal and simplifications to help students gain success.

• If possible, links to additional sources

• Text in a task card should be appropriate for the target audience. 

• Use of English language should just supplement what the visuals are showing.

Modified games tasks

1. Need visuals that show the desired set-up of players, equipment, use of wall if appropriate, and boundary lines to frame the task.  Often, standard lines in a gymnasium or playground can be used like the badminton or basketball court, or grids, zones and targets marked by lines and pylons.

2. List equipment needed for game type task card.

3. Should have clear tactical problem focus, and then game aim, start/restart rules, in-play constraint rules and scoring/stop scoring rules

4. Include outcomes from games played that include a way to adapt the game constraints for winning player/team to make it more challenging in the next game

5. Offer a way to rotate players/teams so that they play a different team/player in the next game.

Skill focused task cards

1. Level 1 task cards need directions with images and technical skill cues for student coach on how to lead the learning process with their peer(s). 

2. Level 2 tasks cards should go from simple to more complex as they lead back to my open skill game-like practices, with clear criteria in each task to achieve, to move on to the next task.

3. The equipment needed to build the task constraints should be listed and then used in the visuals, so students can set up the activity.

4. Any listed tasks to perform in level 2 task cards should suggest simplifications to help students adapt the task challenge to find success or extension tasks if a student is able to achieve the task challenge, such as a target goal.

5. Can have links to additional resources such as related task cards (EPHE 452 website) or links to videos showing the skill being done or the game being played (i.e. QR code).

References

Hopper, T., & Rhoades, J. (2023). Biomechanical insights on tennis Canada’s skill fundamental phases: Ecological dynamics, force generation and reading gameplay. International Tennis Federation Coaching and Sport Science Review, 32(91), 18–25. https://orcid.org/0000-0002-1347-5422 

Mitchell, S. A., Olsen, J. L., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Human Kinetics. 

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education: First on-line edition. In Copyright 2012 Spectrum of Teaching Styles (p. 32). http://www.spectrumofteachingstyles.org/