Table 1.

ADDEF Observation Instrument.

Criterion 1. Exploration and activation of previous knowledge
Use of social framework (A1)
References to social situations/events (or their meanings) related to the subject matter or task at hand with the aim of establishing sharing meanings in relation to these situations/events. Example: You have to jump like a frog
Use of specific framework (A2)
References to specific previously shared learning experiences, clearly highlighting their relationship with the subject matter or task at hand, seeking to establish shared meanings. Example: At the beginning of the course we practiced moving from one point to another; today we are going to do sprints.
Request for information (A3)
Use of strategies to obtain relevant information from the students on the subject matter or task at hand, but without mention of a social or specific framework. Example: How many different ways did they throw the ball?
Criterion 2. Attribution of positive meaning by students to the concepts being taught
Use of meta-statements before the task (B1)
References to what is going to be done or to what might occur, without linking these to a previous activity, and only including messages that refer to the subsequent learning activity. Example: We are going to play the 10-pass game so that the player who is about to receive the ball in movement learns to get free.
Use of meta-statements during the task (B2)
References that remind students about the goal of the task, i.e., about what it is they are trying to improve. Example: We are practicing our aim and learning to move the cones.
Incorporation of students' contributions into the teacher's discourse (B3)
Literal or near-literal incorporation into the teacher's discourse of elicited or spontaneous verbal contributions from the students about what they are learning. Example: As Laura says, I have to move faster.
Incorporation of students' actions into the teacher's discourse (B4)
Incorporation into the teacher's discourse of a specific aspect of a student's motor behavior, with specific reference to the student involved, with the aim of guiding learning. Example: Did you see how Luis moves his feet when skipping?
Characterization of knowledge as something shared (B5)
References to the subject matter or the task at hand, or their results, systematically using the first person plural (we), and drawing attention to what has been learned or is about to be learned, with the inclusion of a positive evaluation. Example: We have successfully kept the ball in the air.
Acknowledgment of acquired personal knowledge (B6)
References to current tasks or their results using the second or third person singular or plural (you, he/she, they) and highlighting something that has been learned. Example: Sandra, your shot was very good; you positioned your hands and feet just like we said you should earlier.
Praise for verbal contribution or action (B7)
References to current activities or their results using the second or third person singular or plural (you, he/she, they) in response to a motor behavior or verbal comment by a student or group of students, but without mention of a specific type of learning. Examples Very good! Nice! Perfect! Great! Excellent!
Criterion 3. Progressive establishment of increasingly expert and complex representations of subject matter
Re-elaboration of student contributions (C1)
Re-elaboration of a spontaneous or elicited motor or verbal contribution from a student, where the teacher expands, develops, reorganizes, trims, or corrects the relevant information. Example: Michael says that if we throw the ball in the air, we push our bodies upwards, and if we throw it in front of us, we push our bodies forwards.
Characterization and labeling of aspects of content or context C2
Redefinition and characterization of a concept, contextual aspects, an activity or its results; the teacher may do this spontaneously or use labels typically employed by the students. Example: The leg in front is called the drive leg.
Introduction of different referential expressions (C3)
Introduction of new referents (spatial, temporal, tactical-strategic, biomechanic-technical and/or physical-physiological) in relation to the task the students are about to start, or to an object or concept. The task/object/concept is clearly identified and highlighted. Example: When running in a hurdle race, it's not a good idea to jump over the hurdle when you are very close to it, as we can hurt ourselves. We are going to try to do it at a fast pace, with our front leg in a semi-bent position.
Cognitive transfer of learning to a future situation (C4)
Description and/or justification of how the object of the lesion or task can be applied in a future situation. Example: We are going to work on our spatial-temporal perception, and this will help us to know whether we can cross the road safely or not when we see a car coming.