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KP200 > Midterm > Flashcards

Midterm Flashcards

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1
Q

According to the Kretchmar reading, what are the 3 types of logic needed to create free-standing games?

A

conventional logic

  • stipulate relationships between things
  • ex. when a ball crosses the goal line, as long as one’s hands weren’t used, this is a goal in soccer

formalism
- understanding necessary relationship between means and ends in games

gratuity

  • capacity to negotiate a pair of apparent contradictions
  • ex. that harder is better in terms of game rules
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2
Q

What are some theories as to how games came to be?

A

previous humans didn’t have time for games, as offspring became more efficient they had more free time and replaced natural problems with artificial ones

as species became more advanced, games developed and became more advanced

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3
Q

What are the 4 formal game categories?

A

target games
strike/field games
invasion games
net/wall games

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4
Q

What are target games?

A

activities in which players throw/strike an object and try to land it closest to pre-determined target

emphasis is on precision, aim, accuracy

tactical problems - throwing, calculating distance, avoid obstacles

main skill theme - manipulation

ex. curling, bowling

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5
Q

What is physical literacy?

A

having the competency, confidence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activity for life

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6
Q

According to the Robert Bettauer TEDTalk, why is this generation going to be the first one to have a lower life expectancy than their parents?

A

sedentary lifestyle - computer influence
excessive advertising of processed foods
reduced amount/quality of PE
dual-income households, less time for parents to exercise, less of a role model for kids

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7
Q

What is the solution to the increasing obesity levels according to the Robert Bettauer TEDTalk?

A

physical literacy

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8
Q

What are the benefits of physical literacy according to the Robert Bettauer TEDTalk?

A

physical benefits
- strong motor skills, healthy bodies/body image

psychological benefits
- self-confidence, increased academic performance, enjoyment of life

social benefits
- cooperation, relationship formation, link success to hard work

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9
Q

What is the difference between skill themes and movement concepts?

A

skill themes

  • basic movement forms
  • verbs

movement concepts

  • ways to modify basic movement forms
  • adverbs
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10
Q

What are the 3 skill theme categories?

A

locomotor

  • moving from one place to another
  • ex. running, skipping

non-manipulative

  • moving without travel
  • ex. balancing, stretching

manipulative

  • involves an object
  • ex. throwing, dribbling
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11
Q

What are the 3 categories of movement concepts?

A

space awareness

  • where you are in relation to other people or things
  • ex. up/down, left/right

effort

  • how the body moves to do something
  • ex. fast/slow, strong/gentle

relationships

  • with whom or what the body moves
  • ex. close together/spread out
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12
Q

What is the definition of a skill theme?

A

fundamental movements that form the foundation for success in sports and physical activities in later years

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13
Q

What are some characteristics of a skill theme approach?

A

provide experiences for a child’s developmental level, not their age/grade

designed to reflect student’s varying needs and interests

emphasizes instructional alignment
- teacher decides what the goal is, what tasks to teach to accomplish this, and how to assess progression

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14
Q

Describe the curriculum diamond.

A

bottom of diamond - building a foundation (preK-grade 5)

middle of diamond - exploring possibilities (grade 6-8)
- widest part of the diamond, shows wide exposure to many different sports

top of diamond - develop expertise (grades 9-12)

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15
Q

What is the definition of movement concepts?

A

adverbs used to modify the range and effectiveness of skill employment

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16
Q

What is the progression spiral?

A

tasks listed easiest to hardest (bottom to top)

suggests tasks may need to be retaught every so often to maintain or improve ability

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17
Q

What are the levels of the progression spiral?

A

pre-control (beginner), control, utilization, proficiency (varsity athlete)

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18
Q

Describe the levels of the specialized/applied skill development? (hour glass model)

A

reflexive movement phase
- movement based on responding to stimuli

rudimentary movement phase

  • manipulative skills, stability
  • ex. holding head up, grabbing things

fundamental movement phase

  • FMS skills (running, throwing, catching, kicking)
  • based on skill development opportunity and encouragement

specialized movement phase
- refining previously learned skills

then choose either:

  • lifelong daily living utilization
  • lifelong recreational utilization
  • lifelong competitive utilization
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19
Q

What were some previous shortcomings of the Canadian sport system?

A 
over-compete and under-train
adult programs imposed on young athletes
male programs imposed on female athletes
short-term outcome focus/results based
chronological-age focused
early specialization
lack of trained coaches at developmental levels
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20
Q

What were the consequences of shortcomings of Canadas sport system?

A

poor international performance
lack of national development pathway, athletes unsure of how to train to become elite
athletes having to backtrack and relearn FMS

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21
Q

What is the result of the consequences of the shortcomings of Canadas sport system?

A

the LTAD

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22
Q

Describe the systemic approach that Canada gained while looking to other countries for athlete development plans.

A

athlete’s aim funnels down into cyclical model:

training needs (resources)
aims + objectives (mini-goals)
design training strategies
implement strategies
validation (yes or no?)
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23
Q

What are the stages of the LTAD?

A
  1. active start
  2. FUNdamentals
  3. learn to train
  4. train to train
  5. train to compete
  6. train to win
  7. active for life

3/4 - 2 most important stages
4-6 - excellence pathway

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24
Q

What is development?

A

sequential, continuous, age-RELATED (not dependent) process

affected by both nature (genetics/heredity) and nurture (experiences)

not solely a function of maturation

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25
Describe the Active Start phase of the LTAD.
ages 0-6 physical activity is fun and a part of everyday life - learn through play some organized physical activity that is non-competitive and inclusive to all not sedentary for over 60 minutes except for when sleeping exploration of risk and limits in safe environment start developing fitness and FMS
26
Describe the FUNdamentals stage of the LTAD.
``` males 6-9, females 6-8 continue FMS development first accelerated development window - time period where rate of development is faster emphasis on fun and daily participation body weight strength introduced begin learning simple rules/ethics well structured programming with no periodization initial talent screening ```
27
What is periodization?
trying to peak performance at a certain time ex playoff push
28
What are the levels of the hierarchy of games?
low-organizational lead-up games formal games
29
Describe low-organizational games.
creates the "movement alphabet" focus on effort, relationships, and body/space awareness ex. tag, octopus
30
Describe lead-up games.
creates sentences from the movement alphabet skill development hidden in games develop automatic movements so focus can be on strategy/rules maximum participation and inclusion learn skills that can be used in different sports
31
Describe formal games.
create stories from the movement alphabet performance focus understand importance of being accepting and tolerant at all skill levels
32
What are some things that describe a games literate person?
``` poise, economy, confidence knowledge and understanding technical and tactical skill positive motivational experience respond to changing situations bring FMS to different game formats ```
33
What are some further classifications of sport?
``` sporting games athletic sports choreographed movement arts aesthetic sports outdoor pursuits combat sports e-sports ```
34
What are sporting games?
typical games of discussion | ex. target, net/wall. invasion, striking
35
What are choreographed movements arts?
choreographed movements that aim at perfection also for expressive and entertainment purposes ex. dance, wrestling
36
What are athletic sports?
objectively measuring specific skills (fastest, strongest, etc) ex. track, skiing, swimming
37
What are aesthetic sports?
judged assessments of quality movements against some standard of perfection ex. gymnastics, synchro
38
What are outdoor pursuits?
overcoming naturally occurring challenges | ex. surfing, mountain biking
39
What are combat sports?
focus on manipulation/neutralization of an opponent | ex. karate, fencing
40
What are e-sports?
control of an electronic avatar in a competition | ex. Donkey Kong, Pacman
41
What are some examples of sports that their categories are blurred?
mountain biking - athletic or outdoor pursuit surfing - outdoor pursuit or aesthetic
42
What is the static view of gameology? (formalism)
rules are necessary and essential to games, if you fail to make moves that are within the rules than you are not playing the game at all
43
What are the 4 elements of games according to formalism?
prelusory goal - goal of the game without consideration of the rules - ex. golf - get the ball in the hole lusory means - how we are achieving the goal - ex. golf - hitting the ball with the club constitutive rules - break down the defining rules of the game, usually make it more difficult - ex. golf - what clubs and balls can be used lusory attitude - accepting of the rules since they make the activity possible
44
What are the types of rules according to formalism?
constitutive/lusory enactors - rules that if you violate will temporarily end the game - ex. a foul in soccer regulative/lusory restorers - what happens when the constitutive rules have been broken - ex. a free kick in soccer auxiliary/extra lusory features - nothing to do with the sport itself - ex. safety rules, equipment regulations
45
What is the Logical Incompatibility Thesis?
if you do not follow the rules of the game than you are not playing the game at all winning and cheating are logically incompatible issue: doesn't consider intentional rule breaking (ex. running the clock in basketball)
46
What does Torres say about the relationship between skills and games?
skills grow out of game rules | constitutive skills that align with constitutive rules, restorative skills that align with restorative rules
47
What does Torres say would be an ideal game?
one that would only require constitutive skills (A games) and minimize restorative skills (B games)
48
What is the dynamic view of gameology? (conventionalism)
nearly the opposite of static games not merely defined by rules but by convention - understanding, informal rules, gray areas
49
What is the mixed view of gameology? (pragmatism)
game rules are critical but open to change no distinction between A and B games rules are a working hypothesis, if a better way is found to do something then the rules can be adapted to better fit the game
50
What are some things that make games complex adaptive systems?
open to varying interpretations of time self-organizing designed for equilibrium, open to disturbance co-dependent agents (participants) learning is not linear, situations are not predictable
51
What are strike/field games?
players score points by striking an object and running to designated playing areas, or prevent opponents from scoring by returning an object to stop play tactical problems - striking, reducing space on defence ex. baseball, cricket
52
How do people have to progress through the LTAD?
everyone should go through the first 3 levels, them make the decision to take the excellence pathway or the active for life pathway
53
Describe the Learn to Train phase of the LTAD.
males 9-12, females 8-11 VERY important, can make or break an athlete optimal window for accelerated adaptations into to physical training and mental preparation introduce ancillary capacities sport-specific training 3x a week, other sport participation 3x a week understand rules but don't overemphasize all FMS mastered by end of this stage encouragement and no judgement (starting to feel self-conscious)
54
What are ancillary capacities?
what athletes can do outside the confines of the game that will improve their performance ex. warm-up/cool-down, hydration, rest, nutrition
55
Describe the rudimentary movement phase of motor skill proficiency progression.
gaining control of major bodily functions ex. crawling, trunk control, steady head, roll over
56
Describe the stages of the fundamental movement phase of motor skill proficiency progression.
actively involved in exploring what their bodies can do initial - understand what to do but can't perform elementary - got the basics down, still awkward mature - mastered the skill, can repeat it over and over
57
Describe the stages of the applied game/sport skill phase of motor skill proficiency progression.
applying mastered FMS transitional - working on applying FMS applied/lifelong utilization - eagerness to be active - generalizes movements to all activities/games and everyday life - preparing for LTAD active for life or excellence pathway specialization
58
Describe the phases of specialization in the motor skill proficiency progression.
growth and refinement - year-round, high-intensity, specific training - teaching to perform better peak performance - absolute specialization - top of your game
59
Describe the lifespan engagement phase of the motor skill proficiency progression.
daily living and recreation | if participating in sport, strictly for enjoyment
60
What are 2 ways to classify skills?
stability/predictability of environment | distinctness of beginning/end points
61
How do we classify skills based on stability?
closed - stable and predictable moderate - predictable but can change open - unstable and unpredictable all function on a continuum
62
How do we classify skills based on distinctness?
discrete - clear start/end points - penalty kick serial - series of discrete actions linked together - triple jump continuous - repetitive, no clear start/end points - swimming
63
How has parasport progressed?
initially a rehab tool for injured WW2 soldiers, now high-performance sport
64
What are the 2 stages of the LTAD for people with disabilities?
awareness - inform general public and potential athletes of the opportunities they have and how the framework can be altered to include them first involvement - first contact people with disabilities have with their sport - really want it to be positive in order to keep them engaged for life
65
What is games sense?
having the competence in terms of both rules and problem solving to compete in games
66
What is skilled play?
combination of games sense and technical ability what makes you better than someone else - fitness, knowledge, communication, decision making
67
What are the limits of a linear model of sport?
only works with target sports where you have unlimited time to decide on/perform your action need a dynamic approach that considers variabilities in sport, reading/reacting to the play
68
What are differences between beginners and experts?
beginners need time to make critical decisions that experts can make in time-crunch situations experts can easily assess play and react accordingly without focus on actions/form
69
What makes playing skillfully even more complex?
having to consider the tactical situation when deciding on a strategy ex. are we up by 5? down by 5? tied going into OT? how much time is left?
70
What is sport form?
athlete's readiness to meet the requirements of competition at a specific time physical, mental, technical, tactical when all aspects of the game come together
71
What are the stages of sport form progression?
``` building consolidation stabilization peak decline ```
72
Describe the building phase of sport form progression.
ensuring foundation is laid 2 goals: - develop basic athletic ability - progressively increase amount of work athlete can carry out
73
Describe the consolidation phase of sport form progression.
getting better and strengthening rapidly since movement is acquired, improvement is quick important to have proper coaching
74
Describe the stabilization phase of sport form progression.
point where it will take a lot of work to improve "pretty good" level that you would want to maintain for the season and can compete from not your best or your worst but something you would want to come back to
75
Describe the peak phase of sport form progression.
sport form is at your highest, performing your best most competitive, highest level of results can only be maintained for so long
76
Describe the decline phase of sport form progression.
can be during a season or throughout the aging process in general peaks will not be as high age, interest level, burn out
77
What are the negative impacts of being thrown into a higher level of practice than an individual is prepared for?
ingrain improper form lose motivation and confidence
78
What does progression of sport form depend on?
what the sport calls for age and gender of athletes level of competition
79
What phases of sport form progression will show the most development versus the highest performance?
development - building and stabilization | performance - stabilization and peak
80
What are sensitive periods?
timeframe when a specific skill/capacity is more likely to develop and large improvement is seen
81
What do sensitive periods depend on?
prior to adolescence: chronological age | after adolescence: maturation
82
What attributes develop prior to adolescence?
speed and flexibility
83
What is the 10 year rule?
takes 10 years of practice to become truly skilled at something
84
What is the goal for athletes mental, cognitive, and emotional skills?
as well developed as physical skills programming deliver all aspects of development emphasis on fair play, ethics, character building
85
What are the stages of emotional development that are relevant to the LTAD?
hope - first year of life - begin to trust adults will - learn to explore and develop autonomy - until age 3 purpose - develop initiative from learning to plan and do things on their own - ages 4-6 competence - begins judging and comparing behaviour to others - may withdraw if feeling inferior fidelity - self-reflection period - explore their world without pressures from parents/coaches that can lead to confusion
86
Describe Piaget's intellectual development phases as they relate to the LTAD.
sensorimotor + pre-operational = active start - exploring through movement and sensory experience - object permanence by age 1 - plan and execute movements to get what they want by age 2 - grasp language, role-playing, symbolism ages 2-7 - self-centred POV concrete operational = FUNdamentals, learn to train, train to train - start developing logic and understanding of the world - reversibility and consequences of actions formal operational = train to train and continues throughout life - abstract thinking, logical thought, deductive reasoning, long-term planning - fully understand game rules and consequences
87
What are the 3 types of practice?
blocked varied random
88
Describe blocked practice.
one skill worked on in a session most effective for building phase when you are trying to develop your skill and not test yourself waste of time for higher stages
89
Describe varied practice.
variations of the same skill worked on in a session | best for consolidation phase when you have built a solid foundation and are looking to build towards maintenance phase
90
Describe random practice.
multiple skills incorporated into a session good for in-season maintenance, can gage how proficient you are at a skill only use in consolidation phase or later results in superior long-term performance - causes athletes to forget short term solutions that come from blocked practice, have to think quickly
91
What are game centred approaches?
ways to teach concepts in the form of a game fun way to keep kids moving
92
What are the benefits of game centred approaches?
``` isolate specific skills control the group better accommodate all skill levels and personality types allow creative play within practice learn without scrutiny of peers ```
93
What are invasion games?
teams score when they move an implement into the opposing team's zone and successfully attack their goal/target area tactical problems: maintaining possession attacking and defending a goal winning the ball ex. soccer, hockey, baseball
94
What are net/wall games?
players hit an object into a court space in a way that the opposing team cannot hit it back within the allowed amount of bounces tactical problems: setting up an attack creating space on offence reducing space on defence
95
What are the 3 dimensions of games literacy?
knowledge and understanding technical and tactical skills positive motivational experiences for self and others
96
What is the self-determination theory?
individuals have the intrinsic desire to feel autonomous, competent, and related to others self-determination facilitated when students get opportunities to make their own decisions and motivate others
97
What are the 4 base activities for all other sports?
``` athletics - run, jump, throw gymnastics - balance, speed, rhythm swimming - water safety, balance skating - stability ```

KP200 (2 decks)

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