KINES Final Flashcards
(166 cards)
1
Q
Define space awareness
A
Where the body moves
2
Q
Identify the five elements of space awareness
A
Location, direction, levels, pathways, extensions
3
Q
Describe the middle level
A
from the waist to shoulder
4
Q
Which space awareness concepts do students need to master in activity and game settings?
A
Understanding terminology, demonstrating concepts, combining concepts, relating the concepts to objects/people
5
Q
Describe effort.
A
How the body moves
6
Q
What are the 3 elements of effort?
A
time, force, flow
7
Q
Time is…
A
fast, slow, sudden, sustained
8
Q
Force is…
A
strong and light
9
Q
Flow is ________ and __________. (indicate who is in control in each type of movement)
A
bound (mover), free (movement)
10
Q
What can a teacher do to provide students with EFFORT learning experiences that achieve functional understanding?
A
Give students opportunities to execute movements at varying degrees of effort
11
Q
Define relationships.
A
refer to with whom and with what the body moves
12
Q
Identify the three types of relationships.
A
Relationships of body parts, Relationships with people, Relationships with objects and/or people
13
Q
Relationships of body parts refer to…
A
Body to itself (e.g. round, twisted, narrow, wide)
14
Q
Relationships with people include…
A
Interactions with others (e.g leading/following, mirroring/matching, groups, partners, solo)
15
Q
Relationships with objects and/or people are…
A
Relative terms (e.g. over/under, on/off, near/far)
16
Q
Students should develop an _______________ of the vocabulary that refers to ___________ relationships.
A
understanding; various
17
Q
What is the progression when teaching RELATIONSHIPS to students?
A
Solo/alone, partner, 3-4 collaboratively, groups
18
Q
The goal is functional understanding across the _____________, _________________, and _______________ learning domains.
A
psychomotor, cognitive, affective
19
Q
What are the GLSPs? (Generic Levels of Skill Proficiency)
A
Precontrol, Control, Utilization, and Proficiency
20
Q
Define the precontrol level.
A
Exploration of the skill
21
Q
Define the control level.
A
Mature pattern of performance; skill combined w/one other factor
22
Q
Define the utilization level.
A
Consistent, accurate performance; skills used in combination w/other factors
23
Q
Define the proficiency level.
A
Mastery; skill(s) applied in dynamic game-like settings
24
Q
What are the 7 locomotor skills?
A
walking, skipping, running, galloping, leaping, hopping, jumping
25
Define Walking.
Losing balance & recovering, moving forward
26
Define Hopping.
One foot to the same foot
27
Define Skipping.
Step, hop, alternating
28
Define Galloping.
Slide in a foward direction
29
Define Sliding.
Slide in a sideways direction
30
Define Running.
Brief moments with both feet on the ground
31
Define Leaping.
An extension of a run in greater dimension
32
Describe the precontrol level task for TRAVELING.
Traveling in general space
33
Describe the control level task for TRAVELING.
Traveling with changes in speed
34
Describe the utilization level task for TRAVELING.
Copying a partner's locomotor patterns/directions
35
Describe the proficiency level task for TRAVELING.
Dodging while maintaining possession of an object
36
When is Chasing, Fleeing and Dodging taught?
After TRAVELING or understanding of space awareness concepts and fundamental traveling skills
37
Describe the precontrol level task for CHASING, FLEEING, DODGING.
Make-believe chase
38
Describe the control level task for CHASING, FLEEING, DODGING.
Overtaking a fleeing person
39
Describe the utilization level task for CHASING, FLEEING, DODGING.
Dodging and chasing one person in a mass
40
Describe the proficiency level task for CHASING, FLEEING, DODGING.
Dodging while maintaining possession of an object
41
What are the four foundational body actions? aka the non-manipulative actions
Stretching, bending, curling, twisting
42
Define stretching.
the extension of body parts away from the trunk; lengthening the trunk itself
43
Define bending.
the creation of angles
44
Define twisting.
rotation around an axis
45
Define curling.
involves the spine
46
Based on chapter 19 (bending, stretching, curling, and twisting), students should be taught each ______, the _______________ between them, and the associated ________________.
action; differences; vocabulary
47
Describe the precontrol level task for BENDING, STRETCHING, CURLING, AND TWISTING.
practicing stretching, curling, twisting, and bending in isolation
48
Describe the control level task for BENDING, STRETCHING, CURLING, AND TWISTING.
twisting for placement when batting
49
Describe the utilization level task for BENDING, STRETCHING, CURLING, AND TWISTING.
stretching to catch against an opponent
50
Describe the proficiency level task for BENDING, STRETCHING, CURLING, AND TWISTING.
skills used in combination with other skill themes in game, dance, & gymnastics settings
51
Define Jumping & Landing.
Propulsion of the body into a momentary period of flight
52
Jumping for height is ___________________.
Nonmanipulative
53
Jumping for distance is ___________________.
Locomotor
54
Two feet to two feet is a _________.
Jump
55
One foot to the same foot is a _________.
Hop
56
One foot to the opposite foot is a _________.
Leap
57
What are the 3 phases of Jumping and Landing? (hint: what does an airplane do)
Take-off, flight, landing
58
Describe the precontrol level task for JUMPING AND LANDING.
jumping for height/distance in isolation
59
Describe the control level task for JUMPING AND LANDING.
jumping using buoyant and yielding landings
60
Describe the utilization level task for JUMPING AND LANDING.
jumping to an accented beat
61
Describe the proficiency level task for JUMPING AND LANDING.
using jumping as part of games, gymnastics/dance routines
62
Define balancing.
Maintenance of equilibrium; even distribution of weight on either side of an axis
63
What are the 2 types of balance?
Static, Dynamic
64
Static balance is...
maintaining a desired shape in a stationary position
65
Dynamic balance is...
maintaining balance while moving/starting/stopping
66
What are the 3 balance considerations?
Base of support, center of gravity, counterbalance
67
Which type of base of support is easier to balance? (narrow or wide)
wide
68
Describe the precontrol level task for BALANCING.
traveling and stopping in a balanced position (e.g Red Light Green Light)
69
Describe the control level task for BALANCING.
balancing on different bases of support
70
Describe the utilization level task for BALANCING.
traveling into and out of balances by rolling
71
Describe the proficiency level task for BALANCING.
balancing while supporting the weight of a partner
72
Weight transfer is involved in _____ movement.
ALL
73
Describe the precontrol level task for TRANSFERRING WEIGHT.
transferring weight with a rocking action
74
Describe the control level task for TRANSFERRING WEIGHT.
transferring weight to hands by stepping: cartwheels
75
Describe the utilization level task for TRANSFERRING WEIGHT.
combining weight transfer and balances into sequences
76
Describe the proficiency level task for TRANSFERRING WEIGHT.
club gymnastics
77
Define rolling.
transferring weight to adjacent body parts
78
When is rolling taught?
In gymnastics to connect balances and land safely; taught in dance & games to increase movement vocabulary & for expression
79
What are some safety considerations when TRANSFERRING WEIGHT AND ROLLING?
Soft surface - mat, yoga mat, grass
80
It is important to surround students with _____ when teaching students TRANSFERRING WEIGHT AND ROLLING.
mats
81
Describe the precontrol level task for ROLLING.
making curled shapes with the body
82
Describe the control level task for ROLLING.
performing a log roll
83
Describe the utilization level task for ROLLING.
balancing and rolling on equipment
84
Describe the proficiency level task for ROLLING.
club gymnastics
85
Kicking involves...
Accuracy, body control, point of contact, force, and direction
86
Describe the precontrol level task for KICKING.
Making contact with a stationary ball
87
Describe the control level task for KICKING.
Kicking to a distance zone
88
Describe the utilization level task for KICKING.
Kicking to a traveling partner
89
Describe the proficiency level task for KICKING.
playing small-sided soccer
90
Punting is a _________ of kicking.
progression
91
Define Punting.
kicking a ball that has been released from the hands while it is still in the air
92
Punting is taught after students have practiced other _______ skills.
kicking
93
Describe the precontrol level task for PUNTING.
dropping and kicking after a bounce
94
Describe the control level task for PUNTING.
punting to a distance zone
95
Describe the utilization level task for PUNTING.
Punting within a limited time
96
Describe the proficiency level task for PUNTING.
Receiving and punting against opponents
97
Define throwing.
an action that propels an object away from the body
98
What are the three phases of throwing?
Preparation, Execution, Follow Through
99
Define catching.
Receiving and controlling an object
100
What is a teaching cue for catching?
watch, reach, pull
101
When catching an _________ pass > thumbs in.
overhead
102
When catching an _________ pass > pinkies in.
underhand
103
Describe the precontrol level task for THROWING AND CATCHING.
tossing to self and catching
104
Describe the control level task for THROWING AND CATCHING.
throwing a ball against a wall and catching the rebound
105
Describe the utilization level task for THROWING AND CATCHING.
throwing to a moving target
106
Describe the proficiency level task for THROWING AND CATCHING.
throwing and catching while using offense and defense in a small-sided invasion game
107
Define volleying.
striking or giving impetus to an object with various body parts
108
Describe the precontrol level task for VOLLEYING.
volleying a balloon
109
Describe the control level task for VOLLEYING.
volleying with a bounce
110
Describe the utilization level task for VOLLEYING.
volleying continuously with different body parts
111
Describe the proficiency level task for VOLLEYING.
volleying with different body parts while traveling
112
Define Hand-Dribbling.
A subdivision of volleying
113
Describe the precontrol level task for HAND-DRIBBLING.
bouncing a ball down and catching it
114
Describe the control level task for HAND-DRIBBLING.
dribbling and traveling
115
Describe the utilization level task for HAND-DRIBBLING.
dribbling and passing with a partner
116
Describe the proficiency level task for HAND-DRIBBLING.
game-like situations; e.g. dribble keep-away
117
Why is striking with rackets and paddles taught at the end of PE?
Requires coordination
118
Striking with rackets and paddles involved four critical skills;
(1) tossing or dropping the implement to strike, (2) tracking the implement, (3) timing the striking action, (4) Adjusting to the weight and length of striking the implement
119
Describe the precontrol level task for STRIKING WITH RACKETS AND PADDLES
striking a balloon with a lightweight paddle
120
Describe the control level task for STRIKING WITH RACKETS AND PADDLES
striking in different directions (e.g. forward, up, down)
121
Describe the utilization level task for STRIKING WITH RACKETS AND PADDLES
hitting cooperatively and continuously with a partner
122
Describe the proficiency level task for STRIKING WITH RACKETS AND PADDLES
playing competitive games with rackets
123
Striking with long-handled implements are generally learned LAST because..
require complex hand-eye coordination
124
Striking with a bat is a __________ swing.
horizontal
125
Striking with a hockey stick, golf club is a _______ swing.
vertical
126
Describe the precontrol level task for STRIKING WITH LONG-HANDLED IMPLEMENTS.
striking off a batting tee
127
Describe the control level task for STRIKING WITH LONG-HANDLED IMPLEMENTS.
striking a self-tossed ball
128
Describe the utilization level task for STRIKING WITH LONG-HANDLED IMPLEMENTS.
whiffle ball golf
129
Describe the proficiency level task for STRIKING WITH LONG-HANDLED IMPLEMENTS.
small-sided hockey invasion type game
130
Dance experiences for students include _______________ and __________________ experiences.
predesigned; child-designed
131
Dance experiences provide students with.....
(1) the ability to interpret and move to different rhythms
(2) enjoyment and appreciation of dance
(3) another avenue to develop skills & apply concepts
132
What are the 3 movement concepts?
Space awareness, effort, relationships
133
What are some examples of non-manipulative actions?
stretching, bending, turning
134
What are some examples of non-manipulative SKILLS?
balancing, weight transfer
135
What are some examples of locomotor skills?
traveling, walking, galloping
136
Educational gymnastics is ______________ and _______________ - tasks and challenges are appropriate for each student at his/her skill level.
child-centered and child-designed
137
In club gymnastics, all students perform the ________ movements in the same way.
same
138
Educational gymnastics includes ________, _____, and _____________ experiences.
floor, mat, apparatus
139
What is the order in which educational gymnastics is progressed?
Floor > low, wide apparatus > high, narrow apparatus
140
Pulse = ______ per _______
beats per minute (BPM)
141
Radial pulse is measured...
at the wrist
142
Carotid artery is measured...
right under the neck
143
Resting heart rate is...
heart rate at rest (when not active)
144
Pulse is measure in time intervals to equal ___ seconds.
60
145
Heart rate is influence by....
activity, trained state, medical conditions, stress, intake
146
_______________ ___________ increases heart rate.
Physical activity
147
Trained individuals tend to have a _______ resting heart rate and _______ heart rate recovery.
lower; faster
148
Maximum heart rate is...
heart rate when heart is under maximal stress
149
Maximum heart rate is calculated:
220 - age; 65-85% HRmax
150
RPE stands for...
Rate of Perceived Exertion
151
The rate of perceived exertion is assigned to...
exercise intensity; dependent on many factors (e.g. experience w/activity/levels, energy levels, interest)
152
Principles of training are... (7)
Individuality, Specificity, Progression, Overload, Adaptation, Recovery, Reversibility
153
Define Individuality.
People respond to training differently
154
Define Specificity.
training should be specific to desirec outcome
155
Define Progression.
training stimulus should change over time
156
Define Overload.
training stimulus challenge ability; 2/3 principle
157
Define Adaptation.
Body adapts to a given stimulus
158
Define Recovery.
Body need time to recuperate
159
Define Reversibility.
Use it or Lose it
160
What are the 6 Skill Related Components of Fitness?
Agility, Speed, Power, Balance, Coordination, Reaction time
161
Define Agility
Changing direction & position accurately
162
Define Speed.
Moving at a fast rate
163
Define Power.
Generating speed and strength simultaneously
164
Define Balance.
Maintaining equilibrium
165
Define Coordination.
Combining multiple aspects into cohesive movement
166
Define Reaction time.
Reacting quickly to a stimulus
