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Kin 240 > Teaching Physical Education (part 2) > Flashcards

Teaching Physical Education (part 2) Flashcards

(70 cards)

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1
Q

2 large camps of goal orientations

A

Mastery goal orientation and ego goal orientation

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2
Q

Mastery goal orientation

A

A teacher focus where the students are helped to pursue their best selves
They are assessed relative to themselves

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3
Q

Ego orientation

A

Refers to a teacher focus where the students are trying to “perform” at the highest level in a social comparison context

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4
Q

What does ego orientation place an emphasis on

A

Results and meeting previously established standards
(Norm vs criterion)

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5
Q

What has scientific research in the world of sport shown about mastery goal approach

A

Enhances student emotional well being, intrinsic motivation, and enjoyment of the sport activity

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6
Q

Foundational principles consistent with mastery goal orientation

A
  1. Excellence is the best version of you, not some external standard
  2. You are defined by your pursuit of excellence, not your attainment of it
  3. Pursuing excellence means going for it, not just hoping it will happen
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7
Q

Why should students embrace the three principles consistent with master goal orientation

A

Use as foundational supports upon which to bas their pursuit of new knowledge, skills and values

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8
Q

What can goals be in PE

A

General or specific

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9
Q

General goals

A

Tend to apply to curriculum objectives (what is going to happen in a course)

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10
Q

Specific goals

A

Tend to apply to the instructional objectives (what is going to happen in a class)

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11
Q

What are the 3 broad and interrelated categories of PE goals

A

Cognitive, psychomotor, affective

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12
Q

What do cognitive goals target

A

The students’ thinking world (knowledge)

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13
Q

What things are apart of the cognitive goal domain

A

The knowledge needed to understand techniques, tactics, and principles

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14
Q

What multiple levels do cognitive goals address

A

Recall (listing what you have been taught), application (applying what you have been taught), and creativity (exploring new possibilities using what you have been taught as a starting point)

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15
Q

Psychomotor goals (skills)

A

In PE any goal that deals with physical and motor abilities exists within this category

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16
Q

What is the differentiation feature when comparing pE programs to other K-12 programs

A

Psychomotor goals
No other program emphasized them to the extent of PE

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17
Q

What falls within the realm of psychomotor goals

A
  • teaching of both simple (e.g., throwing) and complex (bball layup) skills
  • teaching and application of fitness strategies (strength training)
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18
Q

Affective goals (values) address

A

The “feeling” world of the student

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19
Q

What are the 2 key affective goals of PE programs

A

To nurture within students an appreciation for and a desire for being physically active

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20
Q

What is achieving the affective goals essential in

A

Enhancing the likelihood students will commit to a physically active lifestyle after high school

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21
Q

What else do affective goals (values) address

A

The “character development” component of PE programs

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22
Q

What is an affective goal pertaining to winning and losing competitions

A

Nurturing within students a commitment to fair play and being a good sport

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23
Q

How should students be given opportunities to treat people in caring and respectful ways

A

By being placed in situations where they work together with other students

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24
Q

What must be done for goals to be effective

A

Must be realistic for the setting in which they are being pursued

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25
What may asking too much of students do
Has potential to frustrate and/or discourage them
26
What may asking too little of students do
Has potential to leave them feeling unmotivated or wishing to seek challenge elsewhere
27
Wha this the general rule for goals to be considered realistic
If they are specific, challenging yet achievable, and approach-oriented
28
What requires careful and thoughtful planning
How teacher helps students move from where they are in direction of specific goals
29
it’s out carefully designed steps as a teacher what can happen to learning
Can take on level of randomness that is counterproductive Ex) not necessarily develop capacity for fair play if teacher not intentional about insisting on it and reinforcing it
30
What is important for PE teachers to consider for each lesson
What cognitive (knowledge), psychomotor (skills), and affective (values) goals they are pursuing
31
Why are cognitive and psychomotor goals easier to pursue
They are inherent in the content of most PE lessons Ex) - when teach about rules of vball they are targeting cognitive goal - when teach a class how to serve a vball they are targeting a psychomotor goal
32
Why are affective goals more difficult to pursue
Because they are rarely the primary focus of a PE lesson They tend to be pursued in conjunction with the lesson being taught Ex) when students playing game of floor hockey in class the teacher may choose to emphasize the principle of fair play
33
What can affective goals be for a PE class
Can be primary focus but are also effectively addressed in PE classroom sessions
34
When teachers decide what to teach what challenge are they faced with
How to teach it
35
What can the how of teaching be described as
An instructional process Dynamic reality that involves the teacher and the students
36
What does a teacher need to assess to select an instructional process that accommodates the goals of the lessons
The nature of the class and any extenuating factors (e.g., facility limitations)
37
What is the usual PE lesson
Teacher will present a type of movement task and then students are given the opportunity to practice it while the teacher gives constructive feedback
38
What are the 2 main responsibilities for teachers during a PE lesson
1. create a learning environment conducive for the lesson to be taught 2. Teach the lesson and help the students in their learning efforts
39
After the getting ready routine what does the teacher do
Orients the class to what is going to happen that day and why
40
After orienting class to what’s going to happen that day and why, what happens
Fairly specific series of events begin that revolve around the interaction unit called the movement task-student response
41
What is events of the movement-task student response
- Teacher starts with presentation of the movement task as well as any organizational arrangements - implementation of movement task - teacher observes student responses to the movement task and makes appropriate adjustments to the movement task if required
42
In most PE classes what is central focus of lesson
Movement task
43
What is important for the teacher when teaching the movement task
Convey the task in a clearly understandable fashion
44
What learning styles should teacher use to teach the movement task
At minimum use auditory and visual cues
45
Does the visual demonstration of the movement task have to be done by the teacher
No another student or a video can be provided of the demonstration
46
what should the movement task expectations be linked to
The current level of proficiency of the students
47
After instructing why must teachers also ensure the learning environment is organized
So students can actually do what they have been asked to do
48
What do PE teachers have to organize
People, space, time, and equipment
49
How do you make PE more efficient
- make pre and post lesson routines familiar - make the organizational methods (e.g., setting up and taking down) familiar
50
What should the teacher do once the students have begun working on the day’s task
Observe carefully and provide effective and caring feedback
51
What are the first observations by teacher
Safety and understanding the task
52
What is an often needed teacher response
Further clarification: individual or group May have to address motivational or classroom management concerns
53
What is an often needed teacher response
Further clarification: individual or group May have to address motivational or classroom management concerns
54
Teachers response may not always be
Pre-planned Simplify or more complex or new activity
55
What does a teaching function look at
The purpose of a teaching behaviour, not the behaviour itself - teacher can perform a teaching function through variety of teaching behaviours
56
What does focusing on teaching functions do
Builds a bridge between commonly accepted teaching practices and the qualities that potentially make each individual teacher unique and special E.g., multiple processes can be used to meet same outcome
57
Identifying outcomes
Identifying learning goals and objectives
58
Planning
Design and sequence appropriate learning experiences and tasks to meet the identified goals
59
Presenting tasks
Present and communicate these tasks effectively so that students have a clear idea of what they are being asked to do and are motivated to do
60
Organizing and managing the learning environment
Arrange and maintain the learning environment that maximally motivates student practice of the task
61
Monitoring the learning environment
Provide students with feedback on their performance through accurate assessment of student performance in relation to the task
62
Developing the content
Modify and develop the task further based on student responses to the task
63
Assessing student performance
Determine the extent to which students meet objectives
64
Evaluating
Evaluate the effectiveness of the instructional process
65
Teacher functions in the teaching-learning process (8)
Identifying outcomes Planning Presenting tasks Organizing ad managing the learning environment Monitoring the learning environment Developing the content Assessing student performance Evaluating
66
Teacher functions in the teaching-learning process (8)
Identifying outcomes Planning Presenting tasks Organizing ad managing the learning environment Monitoring the learning environment Developing the content Assessing student performance Evaluating
67
If the environment is not conducive to learning
Students will find learning challenging despite the teachers best intentions
68
What is it important for teachers to do to make the environment conducive to learning
Not only possess abilities to teach content, but also possess abilities to create a proper positive learning environment
69
Learning environment abilities
Management behaviours
70
Teaching content abilities
Content behaviours

Kin 240 (17 decks)

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