Teaching with Task Cards

Guide for Teaching with a Task Card

When using a task card as a teacher, you are giving more responsibility to the student for their own and their peers' learning. This promotes many aspects of the learning domains in relation to the core competencies associated with the BC redesigned curriculum, but also PE curriculums around the world. Of course, students at different ages and level maturity will struggle at times to implement task cards, however, this becomes a critical experience to challenge this learning competency and to develop genuine evidence of students contributing to each other's learning whilst being responsible for their own learning.

Intent of task cards, summarized from Mosston and Ashworth (2008).

Independence, developing the ability to practice a skill and series of tasks without a teacher influence
Based on the need for a skill solution to a tactical problem (Mitchell et al., 2020), refine skill performance.
Internalize subject-matter related to a skill application, both visual and key cues
Develop social skills in communicating feedback and encouraging peer effort
Develop social interaction between students and sense of peer support
To experience the rewards (feelings) of seeing one’s peer succeed
Develop ability to analyze and correct skill applications.
Coach learns key cues of a skill to apply when it is their turn to practice the skill with peer feedback.

When implementing a task card, the following suggestions should be considered.

Set-up suggestions

Put students into pairs or 3’s, depending on class and task, with one peer coach and one or two student doers.
Describe intent is for a peer as coach (observer) to instruct their peer (doer) on how to perform the target skill.
Explain to the class the components of the task card including the visuals, key cues, tasks and criteria to achieve to move on to the next task.
Get player to study card and copy the images, the peer coach discusses cues with th eplayer.
Demonstrate with a student doing a task and then giving feedback based on the visual guide.
Demonstrate how to meet criteria and then how to move on, increasing the challenge.

Implementation prompts

Teacher scans to ensure pairs have equipment, are in a safe and appropriate practice space, and the peer coach is directing the peer doer.
Peer coach (observer) instructs the peer student (doer) how to set up, and the task to perform.
If possible, stop and show group doing the peer coaching and student doing the task with guidance on the skill cues.
Peer coach can show student the task card visuals to clarify task expectations if needed.
Peer coach reviews initial visuals for the skill, observes and compares it to the doer’s skill execution.
Peer coach offers feedback using key cues to reinforce what is done well and what could be used to improve, if needed.
Teacher circulates to give feedback but only talks to the observer, the peer coach, guiding their feedback or reinforcing effective feedback they are giving (Mosston and Ashworth, 2008, p. 127).
As the doer progresses, encourage the observer to extend the doer’s tasks as they apply the skill they are developing.

Post-implementation - Closure components

Students rotate roles, noting down any success the doer has achieved, especially if mechanism for noting progress set-up by the teacher
Previous doer becomes the observer, and uses the task card to guide their partner as the doer, to do the skill, starting with the first task.
Repeat progression above.
Debrief with students in what worked well to help their peers learn
Ask students, at the end of the lesson in your closure, what cues helped them improve the most and why they think that.

References

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

Why Does Teaching with Task Cards work?

Teaching with Task Cards: A Guide for New and Non-PE Teachers

Task cards are crucial tools, especially for new teachers or those without a Physical Education (PE) background. They simplify lesson delivery, provide clear instructions, and support differentiated learning, which is essential when teaching mixed-ability groups. Task cards guide students step-by-step, making it easier for teachers to manage the class, focus on observation and feedback, and reduce the need for constant verbal instruction. They help foster an inclusive, student-centered learning environment where students can learn at their own pace and self-assess their progress.

Types of Task Cards

1. Skill-Based Task Cards: These cards break down a skill into four progressive phases. For instance, teaching a volleyball serve might involve the preparation phase, ball toss, striking action, and follow-through. This breakdown helps students understand and master each component before putting the entire skill together.

2. Task-Based Task Cards: These focus on practicing a specific skill through structured tasks. For example, a task card might direct students to do a jump shot, focusing on the different phases of the action including whind up, power phase and follow through. This type helps students focus on isolated practice and refine their techniques.

3. Modified Games Task Cards: These cards are used for culminating activities that allow students to apply their skills in a game-like scenario. For instance, a card might outline a small-sided game with simplified rules, encouraging students to use the skills they've learned in a fun, competitive setting.

Implementation in Teaching Styles

Task cards can be adapted for various teaching styles as stated in Mosston, M., & Ashworth, S. (2008). Teaching physical education:

- Practice Style: Students work through tasks independently at their own pace.

- Reciprocal Style: Students work in pairs, giving feedback to each other based on the task card’s criteria.

- Self-Check: Students use the card to assess their own performance, fostering self-reflection.

All of these build upon an inclusion style of teaching and learning, where students evaluate their performance, making task cards an effective tool for fostering student autonomy and skill development.

Task Cards and the Play-Practice-Play Model

The Play-Practice-Play model is a highly effective approach in PE, especially when integrated with task cards hopper 2022. This model follows three main phases: initial play, practice, and final play. Task cards fit seamlessly within all three phase, helping students isolate and refine specific skills before applying them in game-like scenarios.

- Initial Play: Students start with a modified game or activity that provides a fun, engaging introduction to the lesson. This helps identify areas where students might need more focused skill development.

- Practice Phase with Task Cards: Here, task cards become essential. Teachers can offer skill-based or task-based cards to address specific components students may struggle with, like dribbling in soccer or a proper swing in tennis. The breakdown of skills allows for targeted practice, providing clear visual and written instructions for students to follow.

- Final Play: In this phase, students return to a modified game or activity, applying the skills they've practiced. The modified games task cards can guide this play, offering simplified rules and objectives that reinforce the skills learned during practice.

Hopper, T., & Rhoades, J. (2022). Part 1—USTA and Tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. https://doi.org/10.1080/08924562.2022.2120745

Why the PPP Model and Task Cards Work Well Together

- Individualized Learning: Task cards provide differentiated activities that address individual needs, helping students focus on personal skill gaps.

- Self-Paced Practice: Students can progress through task cards at their own pace, allowing for repeated practice of challenging skills.

- Consistent Feedback: The clear criteria on task cards support reciprocal or self-check teaching styles, encouraging peer feedback or self-assessment.

By incorporating task cards into the PPP model, teachers can effectively scaffold skill development, making it easier for new or non-PE teachers to deliver structured, student-centered lessons that build confidence and competence in sports skills.

Task Cards and English as a Second Language (ESL) Learners

Task cards are particularly beneficial for ESL learners in PE settings. These students often face challenges with verbal instructions due to language barriers, making visual and written aids like task cards invaluable. Here’s how task cards support ESL learners:

Visual Clarity: Task cards typically include images or diagrams alongside text, providing visual cues that help ESL students understand the instructions without relying solely on verbal explanations. For example, a card illustrating the steps of a volleyball serve with corresponding pictures makes the activity more accessible.
Simplified Language: Task cards use concise, straightforward language, which reduces cognitive load and makes instructions easier to comprehend. This approach ensures ESL learners can focus on the skill rather than deciphering complex language.
Self-Paced Learning: Task cards allow students to progress at their own speed. ESL learners can take the time they need to read and interpret the instructions without feeling rushed, fostering confidence and reducing anxiety.
Reinforcement of Language Skills: As ESL students engage with task cards, they are exposed to sport-specific vocabulary in context. Repeated exposure to terms like "dribble," "serve," or "follow-through" helps reinforce language learning alongside physical skills.
Inclusivity in Peer Activities: Task cards can facilitate communication in pair or group activities. With visual aids and clear instructions, ESL learners can better participate in reciprocal teaching styles or modified games, fostering collaboration with peers despite language differences.

By incorporating task cards, PE teachers can create a more inclusive environment that supports both the physical and language development of ESL students, ensuring they feel engaged and empowered in their learning.

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