Chapter 4

Question 1

importance of educational dance

Answer 1

-based on movements that are familiar; integration into PE is possible
-requires creativity of the educator; willingness to take a risk
important:
-teaches self-expression through movement
-reinforces cognitive and motor aspects of fundemental movement
-allows students to pratice expressing themselves through movement, for the sake of movement (as opposed to practicing for the win)

Question 2

dance lessons/ units

Answer 2

-traditional folk dances and line dances
-can be created/choreographed by teachers/students
imagery incorporate use of: props, words, stories, lyrics

Question 3

imagery

Answer 3

• imagery is based on
• a story or character
• involves behaviors of the character
• involves the qualities of the environment
• involves the emotions of the story
• involves qualities of the music

Question 4

structuring a lesson

Answer 4

1. decided what concepts you want to work on
   - cognitive and motor
   - affective and social
2. decide and select what equipment/props you will use

Question 5

the lesson plan: warm up:

Answer 5

• transition from sitting classroom to movement exploration mindset
• from the correct response to a creative response -themes are helpful

Question 6

the lesson plan: body shapes:

Answer 6

• using words to describe the shapes and actions you are looking for
• reinforcing creativity-acknowledge unique shapes

Question 7

the lesson plan: closure activity

Answer 7

-review of concepts taught in lesson

Question 8

the lesson plan: cool down

Answer 8

-can help transition from free, creative energy back to class

Question 9

developing physical literacy

Answer 9

-the foundation of an active life and excellence in sport

Question 10

motivation to move

Answer 10

• what makes a child youth motivated to move, and keep moving
• feeling that PA is worth it
• feeling competent
• PA=fun!
• movement education approach: focuses on everyone having sucess and opportunity fro problem solving, physical and cognitive engagement

Question 11

coping skills

Answer 11

• stress relief
• anxiety relief
• mental health

Question 12

mental health

Answer 12

• depression
• OCD
• grief
• eating disorder
• addictive behaviors
• bi-polar

Question 13

mental health effects

Answer 13

• realtionships
• occupation
• self-harm
• suicide
• sleep

Question 14

BDNF

Answer 14

-brain derived neurotrophic factor
-a protein in the brain
-building and maintenance of nervous system structures
-stimulates neuron growth
-protects against neuron loss
-strengthens neural connections
animal studies: exercise increase BDNF in hippocampus

Question 15

what is active learning

Answer 15

• the idea that movement activates the brain and stimulates learning
• contrary to traditional learning environments = set, watch , listen

Question 16

active learning is successful for who?

Answer 16

• typically developed learners

- exceptional learners

Question 17

the new PE: zero hour

Answer 17

7: 00am gym class
- aerobic activity- tracking HR-goal: maintain 80-90% f their max HR throughout
- students had a low literacy class to bring their reading up to par
results: 17.8% improvement in reading comp, as compared to those who did not part take in PE program = 10% improvement

Question 18

what did the zero hours do?

Answer 18

• shifted focus of PE classes from teaching sports- to teaching fitness
• hard evidence for admin
• school is now (2008) ranks among top ten schools

Question 19

beginning of the lesson

Answer 19

• present objectives of the lesson
• cognitive: children verbalize defs of concepts
• may include motor objectives
• social: interpersonal skills
• motor skills

Question 20

introductions of lesson

Answer 20

• brief
• focused on movement elements needed for success in the activity
• what is the most important thing the children need to know for this activity

Question 21

structuring practice

Answer 21

1. blocked- simple tasks; does success in one task foster success in the actual game/activity?
2. challenge- what happens when children do not have the chance to explore more complex skills?
   - demotivation
   - loss of interest
   - challenge point theory
   - optimal theory

Question 22

educational games

Answer 22

• importance of planning structured practice
• building of skills
• keep track

Question 23

educational gymnastics

Answer 23

• about concepts relating to gymnastics as opposed to skills specific to gymnastics
• creating body shapes
• exploring balance and bases of support
• body parts- general to specific
• tumbling tasks ex) rolling
• weight transfer

Question 24

body part balance

Answer 24

-connecting balance to base of support

Question 25

activity analysis

Answer 25

step 1: name the task step 2: write down objective of the task step 3: identity the most important movement concepts step 4: from that list- identify most important category step 5: from that list- identify most important elements step 6: initial analysis-what do you expect to see

Question 26

applying activity analysis

Answer 26

-using the movement concepts, categories, and elements-observation of students performance should then occur when planning your lesson: -write out specific questions based on above ex) does this student demo a good understanding of this element -do students move in a general space, while maintaining personal space -do they students demo an understanding of the relationship between elements

Question 27

stages of learning

Answer 27

- sequences of motor movement have a restricted course: inital pattern (blue print) is required - to complete the motor task effectively: degree of freedom= more percise, defferentiation - practice= automaticity, inital patterns become "fixed" , integrated into related movements

Question 28

early/cognitive phase

Answer 28

- instructions and demo matter - beginner/novice learners - must attend to cues, events, and responses while learning ex) dance - good teaching= aknowledgement of effort, use of cues

Question 29

intermediate/associative phase

Answer 29

-this phase lasts for varying durations of time -dependant on complexity of skill -number of pattern incorporated -patterns learned in the early/cogntiive phase: practiced, new patterns begin to emerge, include any "bad habits" learned previously -efficiency is the goal scheduling of practice: no single optimal plan, REST facilitates performance, fatigue= poor patterning -part/whole practice: important in this phase, take pieces out, work on it, put back in and do whole

Question 30

autonomous phase

Answer 30

- patterns of movement are more automatic - performance is maintained despite interference/ distraction of other skills ex) walking and talking - allows for move focus on 2nd task - in this phase of learning: too much verbal cuing can cause distraction, decrease performance, but: learning can still occur