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EDEL 321 Flashcards

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1
Q

Role of Physical Education (6)

A

Can contribute to goals that also promoted in other curriculum :
Self Direction
Self Esteem
Cooperative Behavior
Creativity
Personal and social development
Intellectual growth

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2
Q

Justifying the need for a quality PE Education program (4)

A

Stresses the importance of an active lifestyle
Encourages a love for health
Gets children moving
Promotes an interest in sports

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3
Q

Education Statement of Belief (4)

A
  1. ALL children are able to reach their potential:
    treated as equal and process need to allow that
  2. Teaching= Art and Science:

All scientific knowledge available about how and why children learn
Need to use common sense/ingenuity to help children reach full potential
Democratic environment: allow children to maintain worth and integrity

  1. Children= unique

Learn at own level
Own style of learning
Learn in a systematic way= teacher ensures this
Vary in maturity and ability in similar age level
Practice to achieve personal best
Variety of activities to learn
Variety of learning methods and approaches: to meet needs and abilities
Accommodations may be needed

  1. Teachers= help child become self directed and independent learner
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4
Q

PE+ statement of belief expectations (4)

A

1.Teach children to develop and maintain an active lifestyle
2.Lifestyle needs: competencies, knowledge, desires and fitness as foundation for their present/future active lifestyles
3.PE activities/experiences help achieve: self esteem, self direction and cooperative behavior
4.Needs to enjoyable and successful

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5
Q

Developmentally Appropriate Activities (DAP)

A

Approach to teaching
Grounded in research in how kids develop and learn
Promotes optimal learning and development
Teacher news to meet children at the same developmental level individually or as a group
Needs to be age, grade and skill level appropriate
Not every child or class will be the same

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6
Q

Inappropriate level activities =

A

risk injury

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7
Q

_____,_____,_____, and ______ have a significant implication when choosing DAP

A

Physiological, psychological, motivational and sociological

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8
Q

What is physical literacy

A

the motivation, confidence, knowledge and understanding to value and take responsibility for engagement of physical activities for life

allows individuals to make healthy active choices throughout their life span: both beneficial to and respectful of themselves, others and their environment

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9
Q

Elements of Physical Literacy (4)

A

Motivation and Confidence (Affective)
Physical Competence (Physical)
Knowledge and Understanding(Cognitive)
Engagement in Physical Activities for life( Behavioural)

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10
Q

Domains in PE (3)

A

Physical(moving)
Cognitive (thinking)
Affective (whole child)

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11
Q

Benefits and Values of PE (6)

A

Academic and Learning
Mental Health
Motor Ability
Social and Emotional Learning
Joy of human movement
Health

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12
Q

Cooperative games must have: and explain what they mean in a PE setting (6)

A

Fun: more likely to play. Do better and learn better with excitement in play time

Cooperation: work together to reach a common goal

Equality: everyone has an equal role

Participation: everyone involved

Success: favorable outcome, want to keep playing

Trust: have faith students are doing their best

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13
Q

Components of a lesson (4)

A

Objective of Lesson(General and Specific Outcomes)
Warm up
Learning activities/ Teaching strategies
Closure/cool down

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14
Q

Cooperation games: benefits for students(6)

A

Provide exercise
Emphasize teamwork
Build relationships
Strengthen classroom community
Increases confidence
Learn about rules and strategy development

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15
Q

How to prepare for a phys ed class (5)

A

Explain what the first step is when you enter the gym
Ensure students are dressed appropriately and ready for class
Set expectations for students(listening and quiet)
Explain activity before going to the gym
Use questioning techniques

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16
Q

Outline of a lesson (4)

A

Warmup
Stretch
Explain and do activity (individual-partner-group : for learning skills)
Cool Down

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17
Q

What questions to ask when planning cooperative games (4)

A

What level is the game suited for
How can you accommodate the game for different levels/disabilities
Does the game contain all 6 elements?
Is it warm up game or long activity

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18
Q

Examples of cooperative games

A

Knots
Birthday game
Pulse game
Barnyard
Parachute games
Kick jack

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19
Q

what percent of elementary children are living in larger bodies

A

25-35

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20
Q

5-6 year olds vs 7-12 year olds muscle growth

A

5-6 year olds: rapid muscle growth (size of tissue)
7-12 year olds: relatively gradual and continuous muscle growth (muscle tissue almost doubles during this time and needs to be exercised)
Boys are slightly stronger than girls between 5-12 years old (social factors)

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21
Q

Body Types (3)

A

Ectomorph (tall/thin)
Mesomorph (proportionate)
Endomorph (fat/obese)

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22
Q

Role of PE in Fighting Childhood Obesity

A

Integration of health (nutrition and eating habits) and PE
Active lifestyle: in and out of school

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23
Q

What 2 factors can make an unpleasure PE experience when talking about overweight children’s body composition

A

Overweight children: difficulty performing all motor skills
Display fatigue early

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24
Q

What might be needed for overweight students in PE

A

an IEP

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25
Body proportion: how it changes through childhood (3)
Centre of gravity in early childhood in umbilicus: difficulty with balance Centre of gravity lowers to pelvic region as they age Early puberty: proportionate for both
26
Most efficient way to develop strong and healthy bones is what
physical activity including weight-bearing activities
27
When is maturation complete with bones
when they merge
28
How does growth occur in bones
from centre towards ends of bones and vise versa
29
what continuously grows in elementary children
bones length, width, and composition
30
when do bones attain the greatest mass
during appropriate weight bearing activities (climb and swing)
31
What are motor milestones
generalized for developing children (ex: not walking at 20 months would be concerning)
32
What is Cephalocaudal Growth
growth from heads towards feet
33
what is Proximodistal Growth
growth from center of body to periphery
34
Factors affecting growth and development: (3)
Nutrition ○ needs vitamins and minerals to grommet growth Exercise ○ To gain motor skills ○ To prevent obesity ○ Weight bearing activity Ives help develop bones, muscles, and bodies Geography and Climate ○ Weather affects what we can do outside[too cold] ○ It may be more difficult to obtain healthy food in some areas
35
Competency in human movement is tied to what
motor skill acquisition
36
example of how Competency in Human movement is tied to motor skill acquisition
Non swimmers unlikely to go boating Poor rhythmic awareness unlikely to go to dance class
37
motor skill development is influenced by(3)
by growth, maturation and learning
38
Process of learning a Motor Skill(3)
3 Distinct Learning Phases [ex. Riding a bike] Cognitive: thinking it out ■ Getting on bike ■ Balancing ■ Pedaling, steering Associative ■ Understanding steering and pedalling at same time ■ How it all comes together Autonomous ■ It becomes second nature ■ They don't have to think about every step
39
Phases of Motor Learning
Cognitive, Associative and Autonomous
40
Cognitive Phase of Motor Learning
Students share characteristics of learning such as: ■ Questioning their personal performance ■ Creating mental plans of how to complete the skill ■ Experiencing uncoordinated and tentative attempts of the skill ■ Using multiple attempts at completing the skill; not all successful; lacks consistency
41
Associative Phase of Motor Learning
Students share characteristics of learning such as: ■ Being highly engaged in problem solving ■ Being less dependent on the external cues ■ Being better able to utilize internal cues; beginning to refine the skill ■ Experiencing more successful and consistent practice attempts
42
Autonomous Phase of Motor Learning
Students share characteristics of learning such as: ■ Performing skills somewhat effortlessly ■ Experiencing automatic skill performance ■ Requiring minimal conscious attention ■ Making adjustments in the performance of the skill ■ Be able to apply skills to many different settings
43
what you might face as a teacher and how should it influence PE instruction
Growth Spurts, Puberty Using appropriate activities for age and growth Understand kids may be having an off day Create a safe space Language acquisition
44
Why is it important to get to the autonomic phase of learning
This will free up space in children’s brain to focus on strategies and tactic
45
Principles of the way we teach and how children should (9)
Principle of Interest, Principle of Practice, Principle of Disturbed Practice, Principle of Skill Specificity, Principle of Variable Practice, Principle of Whole Part Learning, Principle of Transfer, Principle of Skill Improvement, Principle of Feedback
46
Principle of Interest
- Desire to learn is apparent - Select appropriate activities for needs and abilities - Success
47
Principle of Practice
- select activities appropriate to interest and maturation levels - stress proper form, repeat drills to maintain skill level.
48
Principle of Distributed Practice
○ Short periods of concentrated practice ○ Keep students focused with more learning ○ Stop to ask open-ended questions
49
Principle of Skill Specificity
○ Just because a student is skilled on one activity doesn’t mean they will be skilled in the next ○ Allow students time and space to develop each skill ○ Provide effective programs that make sense
50
Principle of Variable Practice
○ Blocked practice [same task over and over again; one skill] ○ Variable practice [practice 2 skills] creates retention between lessons ○ Start with blocked then move to variable
51
Principle of Whole Part Learning
○ How complex the skill is must be considered ○ Whole method [going over and over again] ○ Broken down into component parts ○ Practices in parts and then as a whole
52
Principle of Transfer
○ Practice one task then learn a task similar to it to better learn both tasks
53
Principle of Skill Improvement
○ Recognize individual differences ○ Allow enough time for mastery of skill ○ Provide positive reinforcement ○ Beware of limits that may hinder improvements
54
Principle of Feedback
○ Info received internally or externally ○ Effective learning involves feedback [auditory, visual, or kinesthetic] ○ Allows students to feel confident ○ May be alone or with a partner ○ Provide feedback with student is performing ○ Student ownership of skills and task development is the goal ○ Provide feedback intermittently not after every attempt
55
Belka's Principles for Developmental Games (8)
● Allow for maximum participation ● Provide safe play for everyone ● Focus on things “good to learn” ● Meet the needs of all participants ● Support a developmental principle ● Encourage efficient and effective movement ● Build upon and use skills, concepts and strategies to help learners become better players ● Enhance social and emotional status
56
Fundamental Motor Skills
Locomotor, Non-Locomotor, Manipulative
57
Locomotor
○ Move the body from one place to another or project body forward ■ Running, walking, skipping, jumping
58
Non-locomotor
○ Balance and stability ○ Performed in place and with control ■ Bending stretching, pushing twisting
59
Manipulative
○ Movement used within games ○ How one handles objects ■ Propelling ■ Receiving ■ Retention
60
Basic Fundamental Motor Skills
○ Basic building blocks for all physical movement ○ Prerequisite skills for physical activity
61
Basic Fundamental Motor Skills: how to teach
○ Need to be taught in a program with variety ○ Need to be taught in a systematic and progressive manner ○ Needs environment that with participation and practice opportunities ○ Positive and specific feedback is crucial
62
When are basic fundamental motor skills introduced
level 1-2
63
Explain the skill criteria checklist for locomotor: running
1. Lands on Ball of foot 2. Non-support leg bends at least 90 deterred during recovery 3. High knee lifts 4. Head and trunk stable, eyes forward 5. Elbows bent at 90 degrees 6. Arms drive vigorously forward and backward in opposition to legs
64
Explain the skill criteria checklist for non- locomotor: standing on one leg
1. support leg still, foot flat on the ground 2. non support leg bent, not touching support leg 3.can balance on either leg 4. eyes focused forward 5. head and trunk stable and upright 6.Arms still, may be extended for extra balance
65
Explain the skill criteria checklist for manipulative skills: catching
1. eyes focused on the ball 2.feet move to place body in line with the ball 3. hands move to meet the object 4.hands and fingers relaxed and slightly cupped to catch the ball 5.catches and controls the ball with hands only 6.elbows bend to absorb the force of the ball
66
Laban's movement concepts(4)
Body, space, effort, and relationship awareness
67
Laban's movement concepts: Relationship Awareness
○ With whom or What the body is relating to while moving ○ With objects, rules, others, and self
68
Laban's movement concepts: Effort Awareness
○ How the body is moving ○ How time, weight and space can affect the quality of movement
69
Laban's movement concepts: space Awareness
○ Where the body is moving ○ Understand the intention of space
70
Laban's movement concepts: Body Awareness
○ What the body can do ○ Body actions, body parts, activities of the body, body shapes; symmetry and asymmetry, and continuity
71
Game benefits (7)
○ Learn to peruse goal alone ○ Skill development ○ Fundamental movement skills ○ Learn to adapt ○ Leads to lifelong learning ○ Problem solving
72
Teaching game skills (3)
○ Individual —> Partner —>Group ○ Allow them to PRACTICE ○ Do simple games at first to develop basic skills
73
4 things to change in a game
○ Rules ■ Change to rules in order to fit the needs of the class ○ Equipment ■ Smaller or Larger materials to fit needs of students ○ Space ■ Size of space that works for students ○ Participants ■ Smaller groups may be better for students
74
Games in each level
Level 1 ● Start with simple games ● Develop basic skill Level 2 ● Start to refine these skills Level 3 ● Play full games with rules and competition
75
TGFU [Teaching Games For Understanding](4)
● Invasion/territory games ○ Capture the flag ● Target games ○ Golf, archery ● Striking ○ Baseball, cricket ● Netball Games ○ Basketball ,Volleyball, Tennis
76
Teaching Games: what you need to think about(5)
1. Ensure that each game can be modified to different levels 2.Always think about what the next step is in developing that skils and how you can make it more challenging 3.Start with the foundations of the task 4.Individual —> Partner —>Group 5.Make sure students are positioned for safety
77
Games provide students with opportunities to move with (4)
control agility speed balance in relation to a target, object, opponent, and/or space.
78
Games help students develop a deeper awareness of their (4)
body awareness, spatial awareness, relational awareness, and quality of movement while cooperating with others, competing against others, and/or working individually
79
Games serve the purpose of
● Supporting fundamental movement skill (FMS) development ● Enhancing personal fitness and sport-specific skills ● Developing cooperative and competitive skills ● Being physically active in a multitude of game settings ● Enhancing creativity, problem solving, and higher level thinking skills
80
Always consider these with games(2)
maximum practice opportunities and participation
81
What is the difference between a cooperative game and a game?
82
What is physical education
Physical education is an all-encompassing term, including fitness, skills, movement, dance, recreation, health, games and sport plus the appropriate values and knowledge of each.
83
Critical Fundamental Motor Skills (11)
* Catch * Kick * Run * Vertical Jump * Overhand Throw * Ball Bounce * Leap * Dodge * Punt * Forehand Strike * Two-hand Side-arm Strike
84
Games: Developmental Level 1
* Acquisition of basic fundamental motor skills * Simplistic games – tag, etc. * Individualistic nature requires individual, partner, or small group activities * Emphasis should be on the form of movements and exploration * Activities should provide a foundation on which more advanced movement skills can be built upon * Toward the end of this level more complex activities can be introduced
85
Games: developmental level 2
* Purpose remains similar to Level I * Still enjoy simple games * Important transition period – Refinement * Greater proficiency in skill level * Like group activities
86
Games: Developmental Level III
* Simple games less important but can be used as a warm-up. * Interested in large group activities. * Perfect motor skills * Develop strategy. * Apply skills to multiple situations. * Utilize lead-up game’s activities.
87
Invasion Sports: definition
team games in which the purpose is to invade the opponent’s territory while scoring points and keeping the opposing team's points to a minimum, and all within a defined time period
88
Invasion Sports: examples
* Floorball * Rugby * Basketball * Lacrosse * Hockey * Ringette * Bandy * Handball * Field Hockey
89
Strategies Common to All Invasion Sports
Offense * Maintain possession * Avoid defensive players * Create space for teammates * Create space for yourself * Attack the goal Defense * Defend the goal * Defend space * Gain possession * Defensive positioning * Defensive area coverage * Predicting opponent's movement
90
Common tactics of invasion sports (3)
* To create space while invading your opponent’s territory. * To contain space while the opposition is invading your territory. * To use a net, goal or target for scoring purposes.
91
Striking and Fielding games :definition
one team can score points when a player strikes a ball (or similar object) and runs to designated playing areas while the other team attempts to retrieve the ball and return it to prevent their opponents from scoring.
92
Striking and Fielding games: Examples
Baseball, softball, cricket, and kickball
93
Target Games: Definition
players send an object (such as a ball or dart) towards a target area. Sometimes this may also involve avoiding obstacles, defending, guarding, or blocking the path of the opposition's ball to stop them from scoring.
94
Target Games: Examples
Bowing, archery, bocce ball, golf, and billiards
95
Developmental Model
Developmental sequence of acquiring movement concepts and motor skills according to each child’s level of ability, interest, and maturity. Draws on knowledge of how children grow and develop, theories of motor learning and social and cultural factors related to the types of activities children enjoy. Considers long term concepts for future. Based on activities appropriate to a child’s level of development, regardless of age or grade level
96
Developmental Model: Level 1
Explore and discover how body works ● Movement concepts and foundational skills ● Variety of activities ● Basic non-locomotor, locomotor and manipulative skills
97
Developmental Model: Level 2
Important transitional period ● Develop compiled understanding of how body works ● More group oriented ● Creative and exploratory teaching strategies
98
Developmental Model: Level 3
Regime many fundamental motor skills and proficient at performing more complex skills
99
Planning (5)
Set goals Set activity area Develop instructional units develop flexible lesson plans Conduct student and program evaluations use progam of study
100
Develop instructional units (7)
○ Objectives ○ Concepts to be learned ○ Selection of activities ○ Organization ○ Equipment ○ Evaluation ○ Resources
101
Develop flexible lesson plans (4)
○ Entry activities ○ Warm up ○ Skill development ○ Closure
102
New Curriculum Organizing Ideas (8)
1. Active Living 2. Movement Skill Development 3. Character Development 4. Safety 5. Healthy Eating 6. Hea;thy Relationships 7. Growth and development 8. Financial Literacy
103
5 Dimensions
● Games ● Gymnastics ● Dance ● Individual Activities ● Alternate Environments
104
What is physical education and wellness?
Physical education and wellness promotes the development of the whole individual and aims to nurture students in their pursuit of a healthy and active life. 8 dimensions respect individual
105
4 general outcomes of program of study
Activity, benefits health, cooperation, do it daily
106
Activity general outcome
acquire skills through a variety of developmentally appropriate movement activities Basic Skills: ; Locomotor; Non-locomotor; Manipulative Application of Basic Skills in an Alternative Environment; i.e., Aquatics and Outdoor Pursuits; Dance, Games, Types of Gymnastics, Individual Activities
107
Benefits of health: general outcome
understand, experience and appreciate the health benefits that result from physical activity x Functional Fitness x Body Image x Well-being
108
Cooperation: general outcome
interact positively with others x Communication x Fair Play x Leadership x Teamwork
109
Do it daily: general outcomes
assume responsibility to lead an active way of life x Effort x Safety x Goal Setting/Personal Challenge x Active Living in the Community
110
general outcomes B,C and D are ________
Interrelated and interdependent and are achieved through involvement in movement activities identified in General Outcome A.
111
Lesson and outcomes
Activity is needed for every lesson as you want students to learn a concept and move ○ Implement others for your lesson ○ 1-3 outcomes every lesson (be realistic. You have a 30 min time frame) ○ Outcomes are very general and pertain to many different dimensions
112
Yearly Plan
outline of the varied dimensions and learning activities through which a student can acheive the learning outcomes requires consideration of students age, grade level, individual ability, and developmetal readiness varies
113
Considerations for developing a year plan
1.Identity the Learning Outcomes students are to meet 2. Choosing the dimensions - Alternative environment, dance, gymnastics, that Are most appropriate for students 3. Choosing movement activities within each selected dimension 4. Determining total number of classes each year 5. Determine when you will teach each activity and how may lessons the activity will need 6. Positive learning environment
114
Unit Planning
● Devoted to a specific dimension, skill, theme, or general outcome ● This is the “what” not the “how” ● Briefly state what we will do in the unit
115
Considerations for a unit plan
a. Identify the Learning Outcome b. Choose a Dimension that is appropriate for achieving learning outcome c. Identify activities you will provide. Adopt, Modify, combine, and organize example to meet needs d. Identify instructional strategies ex, technology, self-check e. Determine student assessment, evaluation and communication strategies based on specific outcomes f. Evaluation must consider practice time- individual growth and overall improvement g. Obtain resources needed
116
Lesson planning (12)
1. Identify Learning Outcomes and what will be assessed at end of lesson 2. Developmental level of students 3. What criteria will they need to meet 4. Warm up, leaning Activity and cooldown 5. Safety 6. Instructional Strategies 7. Assessment strategies 8. Tome allocations 9. Equipment 10. Student groupings 11. Success and fun 12. Resources
117
other things to consider when developing a unit plan
a. Safety b. Environment c. Time of year d. Duration of unit/ number of lessons e. Length of each lesson f. Length of each lesson g. Equipment h. Class size i. Approvals required(parents/ school board) j. Transportation k. Teacher expertise

Hist 261 (6 decks)

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