Final Exam Flashcards
(97 cards)
1
Q
What is a Guided Discovery question? (Other name, description, example)
A
When the teacher is looking for one correct response, a question or series of questions can be asked to lead the student to discover the answer and to correct the form of the skill. Convergent question. Is it better to land with bent knees or straight knees?
2
Q
What is an Exploratory question? (Other name and description, example)
A
When the teacher is looking for multiple creative responses (not one right answer) a question or series of questions are asked to help students explore alternatives and solve movement problems. Divergent questioning. How many ways can you move to the other end of the balance beam?
3
Q
What does convergent and divergent problem solving styles help kids with?
A
It involve the learners cognitively in the process of learning to move, providing them with critical thinking opportunities in physical education, and physical activity settings
4
Q
Author of task series
A
Wall & Murray (1994)
5
Q
Open teaching process
A
- Initiates more than 1 response
- More student decision
- “grab a hoop or a ball”
6
Q
Closed teaching process
A
- Initiates 1 response
- Less student decisions
- “grab a rope”
7
Q
What are the 5 Kinds of mouvement tasks:
A
- Basic tasks
- Refining tasks
- Simplifying tasks
- Extending tasks
- Applying tasks.
8
Q
Basic tasks:
A
Tells the student what to do. Starting point of each learning sequence in a lesson. basic tasks is usually followed by refining tasks. Basic tasks can be closed or open. Younger, less skilled children often practice more basic tasks. Change tasks once kids get bored, chatty.
9
Q
Refining Tasks:
A
How to improve the quality of the movement. It focuses on execution and quality of performance. This is done through feedback, this is why effective observation is so important. Use less and basic cues and child friendly images for younger kids. Refining tasks tends to be more closed because we are focusing on specifics.
10
Q
Simplifying tasks:
A
Degree of difficulty for some tasks might need be reduced in order to meet the needs of the moment and to provide success (80%). Do it gradually. (Change equipment, environment, change one dimension of the previous tasks-dribble and walk instead of running)
11
Q
Extending tasks:
A
increase the degree of difficulty to meet level of competency. Still aim for 80% success. Do it gradually. Tasks may range from closed to open.
12
Q
Applying tasks:
A
once movement concepts are practiced and explored integrate it with other known skills. Learning sequences, focus on what they learned. Kids are gonna lose motivation if they are not given a chance to apply their skills in appropriate situations. Applying tasks may range from closed to open. Provide at least one refining task after every other task you set. Use challenge or stories.
13
Q
Organizing tasks, example:
A
They tell the kids where to go, with who to work, what equipment to get, where to put it, when to put it away. Go find a partner.
14
Q
Organizational skills (CATS):
A
These skills are required when we organize the elements of the learning environment and establish and maintain appropriate behaviour of student (CATS):
Children
Apparatus and equipment
Time
Space
15
Q
Author of : What is Teaching Games for Understanding? A Canadian perspective.
A
Mandigo, Butler, Hopper
16
Q
What is Teaching Games for Understanding (TGFU), what does it provide?
A
(a) have knowledge and understanding that enables them to anticipate patterns of play
(b) possess technical and tactical skills to deploy appropriate and imaginative responses
(c) are able experience positive motivational states while helping to facilitate motivation among others involved in the game.
d) games literacy enables to engage with poise, confidence, and enthusiasm across a wide range of games
17
Q
What are the 4 game categories?
A
- Target games
- Striking games
- Net-Wall games
- Invasion-territorial games
18
Q
Target games, example:
A
to avoid obstacles to get object closer than opponent’s object to the target. It’s not very active. Bowling, archery, golf
19
Q
Striking games, example:
A
Striking players -strike to specific area or space -sprint in a specific pathway Fielding players -receiving object at different levels -throwing with accuracy -covering a designated area Baseball, kickball
20
Q
Net-Wall games, example:
A
-Hitting or striking object into space at varying levels and either close to or far away from body
-Moving and changing direction quickly
-Sending the object over a net, line or in a specific space
Net: badminton, volleyball. Wall: racquetball
21
Q
Invasion-territorial games, example:
A
-Running distance and with speed (with or without the object)
-Dodging and faking
-Guarding opposition or a specific space
-Playing both offence and defence roles
-Interception of the object
Basketball, hockey, soccer, football.
22
Q
The six steps of the TGfU model are as follows:
A
- Game. The first step in the model (the game) is designed to foster an understanding of game form.
- Game appreciation. How we play. Learners develop an appreciation for how the rules, skills and strategies all influence each other.
- Tactical awareness. By participating in game-like scenarios, learners develop an understanding of important offensive and defensive tactics that assist in gaining an advantage over their opponents.
- Decision making- After developing an awareness of important tactics, learners begin to understand how to make appropriate decisions within the game context.
- Skill execution. Having gone through the previous four steps, learners begin to realize the importance of proper skill execution and hence will have a context from which to develop and/or refine their current skill level
- Game performance. The final step of the model involves applying the previous steps through performance in an advanced form of the game being played or making the modified game more representative of a formal game.
23
Q
What are the 4 pedagogical principles in the TGFU approach?
A
- Sampling: This technique is used to facilitate understanding of how tactical solutions, rules, and skills transfer between games within the same games category.
- Game representation: instructors create developmentally appropriate game-like scenarios that demonstrate how to use a particular skill or tactical solution within a game.
- Exaggeration: requires instructors to choose a particular focus for an activity based on game structure and then create a develop- mentally appropriate scenario that exaggerates the chosen concept.
- Tactical complexity: is based upon the premise that there is a developmental progression of tactical solutions that include on and of the ball skills and movements.
24
Q
Why implement TGFU in Canada?
A
When TGfU is implemented using the pedagogical principles in a learner- centred manner, it offers particular promise at successfully meeting the standards and expectations of physical education curriculum across Canada
25
Authors of Educational Gymnastics
| Enhancing Children's Physical Literacy
Sam Baumgarten & Karen Pagnano-Richardson
26
What is educational gymnastics?
Educational gymnastics harnesses these natural actions and helps students gain body control and improve overall body management. The environment fosters the development of the whole child, not just isolated physical skills. A problem solving approach to teaching gymnastics and kids answer and work at their own level.
27
The following key rules and precepts, necessary for maintaining a safe environment, should be taught to students at the beginning of a gymnastics unit and reinforced as needed:
* appropriate attire (no socks!)
* supervision
* attendance
* pre-requisite skills and proper progressions
* equipment set-up and check
* Safety Guidelines for Physical Activity in Alberta Schools
28
Body Aspect- In gymnastics (What the body does)
- Travel (locomotion, non-locomotion)
- Balance
- Body shapes
- Rotation
29
Space Aspect-In gymnastics (Where the body moves)
- Areas
- Direction
- level
- pathways
- Extensions
- planes
30
Effort Aspect-in gymnastics (How the body moves)
- Time
- Weight
- Flow
- Space
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Relationship Aspect
| To whom or what the body relates as it moves
- Body parts to each other
- Individuals - groups
- Apparatus
32
The five-step template can help teachers to plan and assess educational gymnastics regardless of their experience level:
- Step 1: Plan. Students receive instructions for developing their performance, often in the form of an assessment rubric, based on a particular theme from the movement framework (e.g., balance).
- Step 2: Explore and Practice. In other words, the teacher must consider the type of instruction that is needed to equip students with the necessary skills and understanding for the final performance.
- Step 3: Practice, Persevere, and Polish. Students continually refine, adjust, and improve their movement sequence based on feedback from self, peers, and the teacher.
- Step 4: Perform and Assess. At this stage, the gymnast demonstrates understanding and movement skills through a final, yet informal, performance that is meaningful, challenging, developmentally appropriate, and performed in a realistic context (in front of an audience).
- Step 5: Reflect. Finally, students self-assess and reflect on their performance strengths and weaknesses, plan for future performances, set future goals, and identify unanswered questions.
33
What are the 6 dominant movement patterns (DMP's) of gymnastics and why are the important?
- Landings: force dissipation (on feet, hands, with rotation)
- Statics: centre of gravity (supports, hangs, balances)
- Locomotions: displacement of the body, on off something (Hands, feet, in support, in hang)
- Springs:rapid displacement of the body (unassisted-feet, assisted-tramp)
- Swing: rotation about an external axis (in hand or support)
- Rotations: create rotation a force is applied that does not travel through the centre of gravity. (Longitudinal-log roll, transverse-fwd roll, anterior-cartwheel)
* Building blocks for all gymnastic forms and skills
* Develop body awareness and control through weight bearing and weight transference activities.
34
3 types of axis and examples:
1. Longitudinal (pole head to toe-table)-log roll
2. Transverse (pole side to side-wheel)-fwd roll
3. Anterior and posterior (pole trough belly button-door)-cartwheel
35
Authors of: Selecting, teaching and assessing physical education dance experiences
Little and Hall
36
What is dance at the fundamental level?
lt is basically a combination of locomotor skills (e.g., hop, slide, skip) and non-locomotor skills (e.g., twist, stretch, curl) combined with movement concepts. Movement concepts: body awareness, spatial awareness, effort and relationship. These fundamental skills and movement concepts are then combined with the skill of beat competency, resulting in structured dance experiences.
37
Dance at the primary grades (K-2) should meet the following criteria:
Structured dance:
(1) it combines basic locomotor and non-locomotor movements
(2) is highly repetitive
(3) is performed in place or with limited lateral or forward/backward movement.
38
Dance for upper-elementary Grades (age 8-11):
Once exposed to successful rhythmic experiences in lower grades, can perform dances that contain more varied patterns and formations.
39
Teaching dance for learning and to follow a quality, outcomes-based physical education program, the following are keys to success:
(1) when introducing the dance, provide a full demonstration, including verbal cues
(2) take time to familiarize the students with the beat of the music
(3) teach and practice the dance in parts with the students saying the cues
(4) spend extra time on transition moves. For more complex dances, make sure the students are able to perform the steps in isolation before attempting them in formations, focus on memory.
40
Whole, part is probably the best approach for structured dance:
-Once the teacher has provided a full demonstration of the dance or allowed viewing of the dance in its entirety, students are ready to learn the dance in progressive parts.
Students can learn part A without music, then practice part A with music.
-From here, part B can be added to part A and practiced together without and then with music.
41
Play types:
- Symbolic: using an objet in another way that it is intended, allows control (rock is a pet)
- Rough and tumble: wrestling, chasing (learn boundaries)
- Socio-dramatic: Enactment (playing house)
- Social play: following rules (games)
- Creative play: creating with tools
- Communication play: using word or gestures
- Dramatic play: dramatizes event (tv show, funeral)
- Deep play: allows the child to encounter risky situations (jump over lava)
- Exploratory play:manipulating, mouvement (stacking bricks)
- Fantasy play: pretend play, using imagination (driving a car)
- Imaginative play: roles of the physical world don't apply (being a tree)
- Locomotor play: movement in any direction (tag)
- Mastery play: control ingredients of the environment (dig a hole)
- Object play: Filling tings up, tipping things over (paintbrush)
- Role play: exploring ways of being (sweeping floor)
42
Criteria for an enriched play environment
-A varied and interesting physical environment
-Challenge in relation to the physical environment
-Playing with the natural elements - earth, water, fire, air
-Movement - e.g. running, jumping, rolling, climbing,
balancing
-Manipulating natural and fabricated materials
-Stimulation of the five senses
-Experiencing change in the natural and built environment
-Social interactions
-Playing with identity
-Experiencing a range of emotions
43
Why is it important to teach movement skills?
Teaching movement skills to develop physical literacy is critical if children are to reach the mature stage of the skills. They are the building blocks for many physical activities and foster physical literacy. They learn these the best during the sensitive learning period between 3-8
44
How can you ensure the quality performance
- Practice your observation skills
- Know the key characteristics of the mature form for the fundamental motor skills
- Consider individual and group appropriateness
- Individualize activities for different skill levels
- Teach in a developmentally appropriate sequence
- Consider the principles of design and delivery of activities (DAAP’s, mastery motivational climate (TARGET), and motivational considerations)
45
What are mouvement tasks?
- They are used for the progressive development and monitoring of a learning sequence.
- The decisions a teacher makes while delivering the content in order to help the children learn and improve.
46
What is an indirect teaching style?
Teaching movement skills by problem solving
47
How do you use exploratory questions with younger learners?
-Start with basic tasks that involve exploration of the body.
48
Why are Fundamental Movement Skills and GDQ’s important?
Movement Tasks and Guided Discovery Questions (GDQ’s) are combined in intentional ways to help produce competent and confident movers. (i.e. lead child to discover the mature form of the fundamental skill).
49
What is an indirect teaching style?
Teaching movement skills by problem solving
50
How do you use exploratory questions with younger learners?
-Start with basic tasks that involve exploration of the body.
51
What is included in developmental level 1?
- simple
- combinations of elements found in other games
- focus on 1 main skill and other complimentary skills
- use basic locomotor and stability skills
- develop body management skills in space and relationship prior to object control
- Minimal tactics or rules
- Successful participation
52
What is a game?
- Structured
- A Physical challenge
- An Opportunity to practice/learn cognitive and physical skills and tactics, decision making.
- It is critical to consider the objective - intended outcome
53
What is the hierarchy of games?
The 3 Complexity Developmental Levels:
1. Body Management Games
2. Lead up Games
3. Formal games
54
What is included in developmental level 2?
- have manipulative and other skills (stability, locomotor
- introductory lead-up games (basic strategy & team play)
- have BASIC play roles/positions
- Mode of formal games to suit DAAP (eg: soccer, baseball)
55
What is included in developmental level 3?
- more complex and organized
- set rules
- specific skills
- well-defined player roles
- organizational representation
- competitive
- 4 categories
56
What is Teaching Games for Understanding(TGFU)
- An approach to teaching games that fosters physical literacy
- Learner Centered
- Provides a context for the learner
- Begins with a simple game form and skills are the focus later (order may be different than ‘traditional’ approach to games teaching).
- Includes 4 games categories
- Goal - connect learners and their skills to the demands of the game.
- Both technical and cognitive skills
- Recognizes the connection for children between cognition (understanding) and physical performance (psychomotor)
- In contrast to ‘traditional’ approach where technical skills are the central focus
57
What are the benefits of TGFU
- Increases the motivation of beginning learners
- Provides a context to make the learning of skills and strategies more meaningful
- Makes players better decision makers.
58
What are the problems Associated with a Skills-Only Approach?
- Many children achieving little success due to the performance emphasis
- Skilled players but poor decision makers
- Players depend on teacher to make decisions
- Results in low knowledge of games
59
How to develop smart and strong game players?
- Ensure developmental level of the child matches the developmental level of the game
- Allow learners to try out and then evaluate their solutions (and then revise them)
- Provide time for critical thinking and debate of ideas (even include student ideas)
- Use small sided games (more involvement)
- Pose guided discovery questions.
60
What elements of a game structure can you modify?
- Equipment
- Number of players
- Outcomes
- Rules
- Skills
- Organization
61
How do child-invented games benefit kids?
- Creation of the game affects fun, fairness and challenge.
- Creativity
- Social and cooperative skills
- Encourages independence and autonomy
62
What should an educational gymnastics class look like?
- Warm up
- Stretch
- Mouvement challenge
- Applying challenges
63
Why are the 6 DMP's in Gymnastics important?
- Building blocks for all gymnastic forms and skills
| - Together they help to develop body awareness and control through weight bearing and weight transference activities.
64
Why teach dance to children?
- Develop creative expressive and a unique way to express thoughts, feeling and ideas. (Unlike functional sports like basketball)
- teach children about their bodies
- assist in the development of language, imagination and ideas
- appreciate aesthetic and athletic elements
65
What are children's roles in dance?
- Creator (choreographer)
- Performer (dancer)
- Observer (audience)
66
Appropriate dance forms are (age 12) and vary on?
- Fundamental Rhythmic Activities, Creative dance , Folk dance
- Individual, Group, Setting, Objectives
67
What does creative dance do?
- Offers a diverse dance experience
- Opportunity for the child to express themselves-thoughts, ideas, feelings, moods
- Exploration and experimentation of a dance stimulus using the ‘creative process’
- Transforms ideas into repeatable movement patterns or sequences
68
What are the steps to the creative process?
```
Perceive stimulus
Discover/Explore
Select
Combine
Refine
Preform
```
69
How to introduce mouvement concepts for a structure dance experience?
- Body and space concept
- Effort concept
- Relationship concept
70
Why is it important for kids to play?
Play is how kids look at the world, how they figure it out, how they investigate.
71
Definition of free play
Freely chosen
Personally directed
Intrinsically motivated
Culturally influenced
72
What are the benefits to free play?
- Learning and attention at school
- Resiliency and risk management skills
- Physical growth and gross motor skills
- Mental and emotional health
- Social health and team work
73
Why is there a decline of free play?
```
Changing culture of play linked to:
Technology
Marginalization of play in schools
Over-parenting , over scheduling
Safety concerns
Other Trends and Barriers
```
74
How does play deprivation affect children?
- Lower ability in motor tasks
- Lower levels of physical activity
- poorer ability to deal with stressful or traumatic situations and events
- poorer ability to assess and manage risk
- poorer social skills, leading to difficulties in negotiating social situations such as dealing with conflict and cultural difference
75
What do kids need for optimal development through play:
- Time for freely chosen activities (so they can get lost in the play)
- Space – a variety of spaces (physical and social, indoor, outdoor, enclosed places, loud places, things to climb, place to be alone)
- Materials – a variety of materials to support a variety of play experiences (natural, loose materials, sensory stimulating)
- Social interactions (Children need opportunities to feel, to imagine, to be creative, to role play and to explore together.)
76
How can play leaders support and enrich the play experience?
- Providing rich and varied environments and materials
- Letting the children/youth explore and engage in their own way (they control the content & process)
- Observe and try to take the child’s perspective
- Support their ideas/decisions with tools, skills, questions (avoid telling them the best way)
- Intervene only when invited, asked, when someone has struggled a long time, or if there is a significant risk of emotional or physical harm.
77
What is PlayWorld's goal?
-To broaden the worldview of University of Alberta students through a cross-cultural service-learning placement as they facilitate play, recreation and sport opportunities for children and youth of all abilities in collaboration with the communities who serve them.
78
How is the decline in outdoor play affecting children?
anxiety, depression, feelings of helplessness and narcissism.
79
What do kids learn in nature play?
Kids need to learn to perceive potential risk, encounter risk, and have experience managing risk (or else they struggle to know what is safe and what is not as they get older.
80
Why is risk important in nature play?
```
Because it provides:
High Speeds
Great Heights
Harmful Tools
Rough and Tumble
Dangerous elements
Getting Lost
```
81
What is the difference between a risk and a hazard.
Risk:
- visible, known
- choice to participate
- potential for achievement or injury
- BENEFICIAL
Hazard:
- Not visible or known
- No choice
- Probable harm
- NOT BENEFICIAL
82
What are the benefits of risks in play?
- Physical activity benefits
- Stress management opportunities
- Aid in types of problem solving
- Social skills gained
- Resiliency and persistence
- Awareness of personal health and safety
- Learn to respect the ‘elements’
- Gain experience for adulthood
83
What is physical literacy?
- Individuals who are physically literate move with competence in a wide variety of physical activities that benefit the development of the whole person.
- Physical literacy allows children to develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement
84
Why is physical literacy important?
- Many children and youth that do not develop physical literacy withdraw from physical activity and sport and as a result, are more inactive
- Impacts physical activity in later life
- Promotes life long adherence to active healthy lifestyles
85
Context of physical activity?
- Family Activities/Transportation
- Play
- Organized sport
- School Physical Education
86
What are the goals of DAAP
- Focuses on development (psychomotor, cognitive, affective)
- Provides lots of practice
- Focuses on the quality of the movement
- Accommodates all skill levels
- Uses appropriate goal structures (individual, cooperative, competitive)
- Emotionally and physically safe
87
In a Mastery Motivational Climate what is the task goal vs the ego goal?
Ego goal:
- Normative criterion
- Interpersonal competition
- Demonstration of superiority over others
Task goal:
- Self referenced
- Emphasis on improvement, learning, and skill mastery
- Reward for effort
88
What are the Target Strategies for a Mastery Motivational Climate?
```
T – Task
A – Authority
R – Recognition
G – Grouping
E – Evaluation
T - Time
```
89
What factors effect motor development?
Developmental sequence
Developmental variability
Readiness
Sensitive Learning Period
90
How to effectively observe mouvement?
- Watch the child do the skill several times
- Start with a side view. Watch from different angles (front, back, side, diagonal)
- Watch the overall movement then specific parts or phases
91
What are the fundamental movement skills (FMS)
-Stability: Standing on one foot
-Locomotor: (pedal and non-pedal)
Run, dodge, sprint, skip and gallop, jump, log roll
-Manipulative: (send, receive, retain)
Underhand roll, overhand throw, kick, passing, sidearm strike, strike, catch, trap, dribble
92
What are Laban’s 4 movement concepts:
Body Awareness
Space Awareness
Effort Qualities
Relationship Awareness
93
Subconcepts of body awareness:
- Actions of the body
- Actions of the body parts
- Activities of the body
- Shapes of the body
- Symmetry - Asymmetry
- Continuity
94
Subconcepts of Space awareness:
Personal or general:
- Direction
- Level
- Pathway (air-ground)
- Extension
- Planes
95
Subconcepts of effort qualities:
- Time
- Weight
- Space
- Flow
96
Subconcepts of Relationship awareness:
- Environment
| - People
97
Adapted physical activity: How can we be inclusive?
-Physical: Strength, endurance, space, lighting
-Instructional: activities are designed and implemented to engage all children in consideration of their similarities and differences.
-Social: Partners, cooperative or competitive
-Perceived: Sense of belonging, true acceptance.
Ecological Task Analysis (ETA)
