PEP 315 exam 1

Question 1

Tasks (Extensions)

Answer 1

Makes activities that will be taught easier or harder according to the ability of the children

Careful selection of tasks (extending) that provide the most beneficial, and interesting, learning experiences

Question 2

Learning environment

Answer 2

• is the condition teacher creates in a classroom that supports (or hinders) learning by the students.
• consists of managerial and an instructional components; both necessary if physical education is to reach its full learning potential.

Question 3

Physical Activity is a

Answer 3

behavior

Question 4

Characteristics of a Positive, Quality Program

Answer 4

Time - at least 150 minutes a week
Class size - same as the regular classroom
Sequential, developmental curriculum
Minimum of 50% moderate to vigorous Activity (MVPA)
Plenty of practice opportunities
High rates of success

Question 5

Skill Theme Approach is a way of teaching physical education that:

Answer 5

Is organized around Skill Themes and Movement concepts

Describes both content (what is being taught) and pedagogy (how it is being taught)

Question 6

First focusing on developing movement concepts

Answer 6

Space awareness
Effort
Relationships

Question 7

Then focusing on developing skill themes

Answer 7

Manipulative skills
Locomotor skills
Non-manipulative skills

Question 8

4 characteristics of skill theme

Answer 8

• Competence in performing variety of locomotor, non-manipulative, and manipulative motor skills is a major purpose
• Designed to provide experiences appropriate to a child’s developmental level, as opposed to age or grade
• Scope and sequence designed to reflect the varying needs and interests of students over a period of years
• Emphasizes instructional alignment

Question 9

Skill themes are The are subdivided into three categories:

Answer 9

Locomotor
Nonmanipulative
Manipulative

Question 10

Skill Themes

Answer 10

Fundamental movements that apply to many different sports and physical activities

verbs” or “action words” (walking, throwing, etc.)

Question 11

Movement Concepts

Answer 11

The “ideas”or “modifiers” that enrich the range and effectiveness of a movement (time, levels, directions, etc.)

Relate to the quality of the movement, describing how the skill is to be performed

“Adverbs” which modify the “verb”

Question 12

Locomotor Skills

Answer 12

•	Walking		   •   Running
•	Hopping		   •   Skipping
•	Galloping	   •   Sliding
•	Chasing, fleeing,
	and dodging

Question 13

• Turning • Twisting
• Rolling • Balancing
• Transferring weight • Jumping and landing
• Stretching • Curling

Answer 13

Nonmanipulative Skills

Question 14

• Throwing • Catching and collecting
• Kicking • Punting
• Dribbling • Volleying
• Striking with rackets • Striking with long-handed implements
and paddles

Answer 14

Manipulative Skills

Question 15

Space Awareness

Answer 15

Where the body moves 
• Location 
• Directions 
	• Levels 
	• Pathways 
	• Extensions

Question 16

Effort

Answer 16

(how the body moves)
• Time
• Force
• Flow

Question 17

Relationships

Answer 17

(with whom, or what the body moves)
• Of body parts
• With objects and/or people
• With people

Question 18

movement wheel

Answer 18

inside skill themes

outside movement concepts

Question 19

Progression spiral

Answer 19

how the content progresses from easiest to hardest less to more complex

Question 20

Progression Spiral Example: Punting (GLSP)

Answer 20

Precontrol
control level
utilization level
proficiency level

Question 21

The generic levels of skill proficiency (GLSP) provide

Answer 21

provide a relatively quick and easy way to assess abilities of entire classes of children.

Question 22

Precontrol

Answer 22

“Oops” movements – unable to consciously control or replicate a particular movement

Question 23

Control

Answer 23

Intense concentration with no distraction –body appears to respond more accurately to intensions; movements increasingly similar

Question 24

Utilization

Answer 24

Skills used in a variety of contexts; movements even more automatic and reflexive

Question 25

Proficiency

Answer 25

Automatic, dynamic; movements effectively used in unpredictable situations

Question 26

Intra-task Variation:

Answer 26

allows to modify for the different skill level of students

Question 27

Planning Step 1:

Answer 27

Development of a curriculum scope that outlines the content to be taught for several years.

Question 28

Planning Step 2:

Answer 28

Decide how many lessons will be devoted to each of the skill themes and movement and fitness concepts during a year.

Question 29

Planning Step 3:

Answer 29

Development of benchmarks or assessments that allow the reflective teacher to determine if the children are learning what is being taught.

Question 30

Planning Step 4:

Answer 30

Development of daily lesson plans that are interesting and beneficial to youngsters.

Question 31

Curriculum diamond

Answer 31

k-5 building a foundation 6-8 exploring possibilities 9-12 developing exercise

Question 32

how to observe

Answer 32

back to the wall

Question 33

managerial

Answer 33

established the structures that allow classroom function effortlessly.

Question 34

Instructional-

Answer 34

subject matter activities that allow students to learn content

Question 35

Three hierarchical guidelines

Answer 35

Increasing appropriate behavior Decreasing inappropriate behavior Dealing with whole class problems

Question 36

Successful Alternative Assessment Steps for teachrs:

Answer 36

Decide on standard or learning goal Decide on the content that will be learned Establish performance outcomes Select and develop the assessment methods Select appropriate instructional progressions Teach the tasks, focusing on maximum practice and feedback Use assessment strategies developed (step 4) Use assessment results to help students self-correct, evaluate student learning, improve instruction, and to refine learning goals