Movement Tasks:
Convergence and Divergence
Rationale
One way to address ability differences in physical education is to pose tasks to students that can be fulfilled in different ways. Such tasks are posed in an open-ended manner, causing students to think about potential alternatives and then choose how to respond. Open-ended, or broad tasks, are situated in either convergent or divergent sequences. Convergent sequences, or groupings of tasks, begin with a broad task and culminate with a narrow task, because the emphasis is on practicing a particular motor skill in a particular way. Divergent sequences begin with a narrow task and culminate with a broad task, because the emphasis is on facilitating problem solving of students.
Practice
Which group(s) of tasks is(are) convergent? Which is(are) divergent? Are any groups neither convergent or divergent? Why?
| Group 1 Throw the ball overhand toward the target. Throw the ball underhand toward the target. Toss and catch the ball with your partner. |
| Group 2 Kick the ball against the wall using different parts of your foot. Kick the ball against the wall without using your toe. Kick the ball against the wall with the inside of your foot. |
| Group 3 Travel through the gym galloping slowly. Now gallop at a different speed. Find another way to travel on your feet. |
| Group 4 Bounce the ball at different levels and catch it. Bounce it against the wall in different ways and catch it. Bounce the ball back and forth with a partner and catch it in different
ways. test |
Check your responses to the groups of tasks against the "answers" indicated below. A form for writing your own task sequences may be accessed by selecting "task table."
| Blank task table |
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