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EDEL 321 > 321 - Midterm > Flashcards

321 - Midterm Flashcards

0
Q

Levels

A

Level 1: K-2
Level 2: 3-4
Level 3: 5-6

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1
Q

PE class routine

A

Routine - always keep the same! Example - students sit down on line, wait quietly, tie shoes.

Set-up equipment, create safety boundaries.

Introduction (5 mins) - warm up (do an easy game rather than running)
Skill-development (20 mins) - ind>partner>group
Cool down (5 mins) - calm/stretch/review
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2
Q

Statement of Beliefs

A

Make sure equal treatment and everyone reaches full potential.

  1. All children are able to reach full potential and all children are treated equal
  2. Teaching is an art and science of helping children reach their full-potential
  3. All children are unique individuals
  4. Provide challenges and help each child become self-learners that will seek new challenges.
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3
Q

5 Aims of PE

A

A physically educated person:

Has learned the skills necessary to perform a variety of activities.
Is physically fit.
Participates in regular physical activity.
Knows the benefits of being involved.
Values physical activity and its contribution to a healthy lifestyle.

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4
Q

Aims and Beliefs

A

PE:

WE NEED TO TEACH EACH CHILD TO DEVELOP AND MAINTAIN AN ACTIVE LIFESTYLE

  • requires competencies, know, desire and fitness as a foundation for their present and future active lifestyle.
  • through PE activities and the experiences of self-esteem: self-direction and cooperative behaviour will be achieved.

PE NEEDS TO BE ENJOYABLE AND SUCCESSFUL EXPERIENCE FOR EVERY CHILD

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5
Q

GOALS OF PHYSICAL EDUCATION

A
  • PHYSICAL FITNESS AND WELL-BEING
  • GROWTH AND DEVELOPMENT
  • BODY MANAGEMENT AND PHYSICAL SKILLS
  • UNDERSTANDING HUMAN DEVELOPMENT
  • ACTIVE LIFESTYLE
  • ENJOYMENT THROUGH PLAY
  • FOSTER INTELLECTUAL GROWTH
  • PERSONAL AND SOCIAL DEVELOPMENT
  • SELF-IMAGE
  • CREATIVE TALENTS
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6
Q

Cooperative Games/Cooperative Learning

A

APPROACH/METHOD/TECHNIQUE THAT ENABLES AND ENCOURAGES CHILDREN TO WORK TOGETHER IN GROUPS TOWARD A COMMON GOAL

  • FUN
  • COOPERATION
  • EQUALITY
  • PARTICIPATION
  • SUCCESS
  • TRUST
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7
Q

COOPERATIVE GAMES

A

MINIMAL SKILLS NEEDED
PROBLEM SOLVING

KNOTS - UPPER ELEM
ANIMAL FIND - YOUNGER ELEM
ARRANGE IN A LINE W/O WORDS - CAN ADJUST FOR AGE GROUP

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8
Q

WHEN MAKING GROUPS…

A
  • CAN MAKE YOUR OWN GROUPS TO VARY SKILL LEVEL
  • DRAW POPCYCLE STICKS
  • STUDENTS MUST MAKE EYE CONTACT
  • RAISE FINGERS TO INDICATE THEY KNOW WHAT GROUP THEY ARE IN
  • GO TO DESIGNATED AREA ASAP!
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9
Q

EFFECTIVE PE TEACHERS:

A

CHOOSE DEVELOPMENTALLY APPROPRIATE ACTIVITIES BY UNDERSTANDING CHILDREN’S GROWTH AND DEVELOPMENTAL STAGES

  • CHILDREN WHO PARTICIPATE IN INAPPRORIATE ACTIVITIES RISK SERIOUS INJURY
  • FULL CONTACT FOOTBALL INAPPROPRIATE FOR ELEMENTARY (SERIOUS BLOWS TO THE BODY CAN AFECT BONE AND TISSUE GROWTH)
  • PHYSIOLOGICALLY, PSYCHOLOGICAL, MOTIVATIONAL AND SOCIOLOGICAL IMPACTS OF DEV APROP ACTIVITIES
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10
Q

PHYSICAL GROWTH AND DEVELOPMENT

A
  • DIFFICULT TO MEASURE BODY FAT IN CHILDREN

- 20-25% OF ELEM OBESE

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11
Q

OEBSE CHILDREN

A
  • IS A SPECIAL NEEDS TO ACCOMODATE
  • HAVE DIFFICULTY PERFORMING ALL MOTOR SKILLS
  • DISPLAY FATIGUE EARLY (CAN LEAD TO UNSUCCESSFUL/UNPLEASURABLE EXPERIENCE
  • IEP IS NECESSARY FOR THESE STUDENTS
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12
Q

BODY TYPES

A

ECTOMORPH - TALL/THIN
MESOMORPH - PROPORTIONATE
ENDOMORPH - FAT/OBESE

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13
Q

SKELETAL GROWTH AND DEVELOPMENT

A
  • BONES ALWAYS GROWING
  • GROWTH FROM CENTER TO ENDS
  • USE APPROPRIATE WEIGHT BEARING ACTIVITIES FOR PROPER STRENGTHENING
  • BONES ARE SOFT AND FLEXIBLE, BUT CARE STILL NEEDS TO BE TAKEN
  • BUILD/STRENGTHEN BONES: PA AND WEIGHT BEARING

PHYLOGENETIC - PREDICTABLE SEQUENCE OF MOVEMENT DEV (CRAWL>WALK)
ONTOGENETIC - NOT APPEARING AUTOMATICALLY (SWIMMING, SKATING), MUST BE TAUGHT

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14
Q

MOVEMENT, BODY, SPATIAL AND RHYTHMIC AWARENESS

A

MOVEMENT AWARENESS: BODY RECEIVES THROUGH FIVE SENSE, INTERPRET TO MAKE DECISIONS
BODY AWARENESS: RELATIONSHIP OF BODY PARTS TO ONE ANOTHER AND IDENTIFY PARTS
SPATIAL AWARENESS: DEPTH AND DISTANCE
RHYTHMIC AWARENESS: DEVELOP SENSE OF TIME, AUDITORY AWARENESS VITAL TO R-AWARENESS

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15
Q

LEARNING MOTOR SKILL

A
  • THROUGH PRACTICE!

INITIAL > INTERMEDIATE > AUTOMATIC

  • USE LEAD-UP GAMES TO DEVELOP THEIR SCHEMA FOR A MOTO ACTIVITY
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16
Q

HOW TO TEACH AND HOW THEY LEARN

A

PRINCIPLE OF INTEREST: create success, needs/abilities/desire to learn
PRINCIPLE OF PRACTICE: proper form and repeat drills to maintain skill
PRINCIPLE OF DISTRIBUTED PRACTICE: extra practice if interest is high, change if not. Short period of intense (children tire quickly, but recover quickly)
PRINCIPLE OF VARIABLE PRACTICE: blocked > variable (2 skills)
PRINCIPLE OF SKILL SPECIFICITY: provide varied activities to allow for individual differences
PRINCIPLE OF WHOLE-PART LEARNING: going over it over and over again. Part-learning (materials divided into portions, mastered and then combined)
PRINCIPLE OF TRANSFER:
PRINCIPLE OF SKILL IMPROVEMENT: reinforcement, positive, individual differences, time for practice,
PRINCIPLE OF FEEDBACK: internal and external, cues, not all the time
pg. 52-66

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17
Q

FUNDAMENTAL MOTOR SKILLS

A

LOCOMOTOR:

NON-LOCOMOTOR:

MANIPULATIVE:

NEED TO DEVELOP THESE IN ELEMENTARY YEARS!
- NEED TO DEVELOP TO BE SUCCESSFUL IN OTHER ACTIVITIES

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18
Q

GAMES

A

ENGAGING, FITNESS, RULES, DEVELOPING BASIC SKILLS

19
Q

GAMES HELP CHILDREN:

A

GAIN CONTROL, AGILITY AND SPEED

(CHOOSE A SKILL ACCORDING TO DEV LEV AND THEN PROGRESS…)

IND > PARTN > GROUP

20
Q

HOW TO CHANGE THE LEVEL OF DIFFICULTY OF A GAME:

A
  • CHANGE THE SPACE (SIZE OF BOUNDARIES, ETC)
  • CHANGE # OF PARTICIPANTS
  • CHANGE EQUIPMENT SIZE/TYPE
  • CHANGE THE RULES
21
Q

MAKES GAMES OUT OF STRETCHING AND WARM UP “RUN” SO THEY DON’T GET BORED AND TO ENGAGE

A

PIZZA MAKING, CLOCK, TAG…

22
Q

SENSITIVE TIMES

A

WHEN A CHILD IS UNUSUALLY SENSITIVE TO ENVIONRMENTAL INFLUENCES

  • CHILDREN NEED A LOT OF VARIETY AND EARLY ON
  • NEED A RICH ENV TO ENSURE OPTIMAL BRAIN DEVE
23
Q

TRADITIONAL CUR MODEL

A

OLDEST MODEL

PG 189

24
Q

MOVEMENT EDUCATION MODEL

A

BASED ON ANALYSIS OF MOVEMENT

  • INDIVIDUALIZED/CHILD CENTERED
  • TEACHES CHILDREN TO LEARN SKILLS ACCORDING TO OWN RATE AND LEVEL OF DEVELOPMENT
  • TEACHER ROLE AS FACILITATOR RATHER THAN DIRECTOR OF LEARNING
25
Q

DEVELOPMENTAL MODEL

A
  • SEQUENCE OF ACQUIRING MOVEMENT CONCEPTS ACCORDING TO CHILD’S LEV OF ABILITY, INTEREST AND MATURITY.
  • DRAWS ON KNOWLEDGE OF HOW CHILDREN DEVELOP
  • APPR TO LEV OF DEV, NOT AGE/GRADE
26
Q

LEVEL 1 (EARLY CHILDHOOD)

  • EXPLORE AND DISCOVER HOW THE BODY WORKS
  • MOVEMENT CONCEPTS AND FUND SKILLS
  • VARIETY OF ACTIVITIES
  • BASIC LOCOMO, NON-LOCOMO AND MANIPULATIVE SKILLS
  • EARLY PRIMARY GRADES (K-2)
A

LEVEL 1 (EARLY CHILDHOOD)

  • EXPLORE AND DISCOVER HOW THE BODY WORKS
  • MOVEMENT CONCEPTS AND FUND SKILLS
  • VARIETY OF ACTIVITIES
  • BASIC LOCOMO, NON-LOCOMO AND MANIPULATIVE SKILLS
  • EARLY PRIMARY GRADES (K-2)
27
Q

LEVEL 2 (MIDDLE CHILDHOOD)

  • IMPORTANT TRANSITIONAL PERIOD
  • BUILDING ON LEVEL 1
  • DEVELOP MORE UNDERSTANDING ON HOW BODY WORKS
  • LEARN MORE COMPLEX SKILLS AND STRATEGIES
  • BECOME MORE GROUP ORIENTED
A

LEVEL 2 (MIDDLE CHILDHOOD)

  • IMPORTANT TRANSITIONAL PERIOD
  • BUILDING ON LEVEL 1
  • DEVELOP MORE UNDERSTANDING ON HOW BODY WORKS
  • LEARN MORE COMPLEX SKILLS AND STRATEGIES
  • BECOME MORE GROUP ORIENTED
28
Q

PLANNING!

A
  • SET AIMS AND GOALS OF THE PROGRAM
  • SET GENERAL ACTIVITY AREAS
  • DEVELOP INSTRUCTIONAL UNITS:
    . objectives
    . sequential list of skills/concepts to be learned
    . selection of activities
    . organization and teaching strategies
    . equipment
    . evaluation
    . resources
  • DEVELOP FLEXIBLE LESSON PLAN:
    . entry activities
    . warm up or intro activities
    . skill development
    . closure
  • CONDUCT STUDENT AND PROGRAM EVALUATION
29
Q

THE AIM OF PE (ACCORDING TO POS)

A

TO ENABLE INDIVIDUALS TO DEVELOP THE KNOWLEDGE, SKILLS AND ATTITUDES (KSA) NECESSARY TO LEAD AN ACTIVE, HEALTHY LIFESTYLE.

THESE SKILLS ARE NOT ALL ACQUIRED AUTOMATICALLY AND MUST BE TAUGHT

30
Q

FOUR (4) GENERAL K-12 OUTCOMES:

A - ACTIVITY
B - BENEFITS HEALTH
C - COOPERATION
D - DO IT DAILY…FOR LIFE

A

FOUR (4) GENERAL K-12 OUTCOMES:

A - ACTIVITY
B - BENEFITS HEALTH
C - COOPERATION
D - DO IT DAILY…FOR LIFE

31
Q

ACTIVITY - ACQUIRE SKILLS THROUGH DEV APR MOVEMENT - VARIETY OF ACTS IN VARIETY OF ENVS
BENEFITS HEALTH - UNDERSTAND, EXPERIENCE AND APPRECIATE
COOPERATION - INTERACT POSITIVELY WITH OTHERS
DO IT DAILY…FOR LIFE - ASSUME RESP TO LEAD AN ACTIVE WAY OF LIFE

A

ACTIVITY - ACQUIRE SKILLS THROUGH DEV APR MOVEMENT - VARIETY OF ACTS IN VARIETY OF ENVS
BENEFITS HEALTH - UNDERSTAND, EXPERIENCE AND APPRECIATE
COOPERATION - INTERACT POSITIVELY WITH OTHERS
DO IT DAILY…FOR LIFE - ASSUME RESP TO LEAD AN ACTIVE WAY OF LIFE

32
Q

THERE ARE FOUR (4) GENERAL OUTCOMES FOR ALL THE GRADES, AND SPECIFIC OUTCOMES FOR EACH GRADE.

A

THERE ARE FOUR (4) GENERAL OUTCOMES FOR ALL THE GRADES, AND SPECIFIC OUTCOMES FOR EACH GRADE.

33
Q

PLANNING FOR QUALITY LEARNING EXPERIENCE:

  • MEETING STUDENT NEEDS
  • EQUITY AND DIVERSITY
  • SPECIAL NEEDS (INCLUDING ASTHMA AND OBESITY)
  • CHARACTERISTICS OF DEVELOPMENT
  • INSTRUCTIONAL STRATEGIES
A

PLANNING FOR QUALITY LEARNING EXPERIENCE:

  • MEETING STUDENT NEEDS
  • EQUITY AND DIVERSITY
  • SPECIAL NEEDS (INCLUDING ASTHMA AND OBESITY)
  • CHARACTERISTICS OF DEVELOPMENT
  • INSTRUCTIONAL STRATEGIES
34
Q

UNIT PLANNING

  1. GENERAL AND SPEC OUTCOMES
  2. CHOOSING APPR DIMENSIONS TO ACHIEVE OUTCOMES
  3. CHOOSE MOVEMENT ACTIVITIES WITHIN EACH DIMENSION
  4. DETERMINE # OF PE CLASSES FOR THE YEAR
  5. WHEN WILL EACH ACTIVITY BE TAUGHT AND FOR HOW MANY CLASSES
  6. CREATE A POSITIVE LEARNING ENV

(COORDINATE FOR EQUIPMENT USE ACROSS WHOLE SCHOOL OR IN ANOTHER SCHOOL TO MINIMIZE SET-UP/TAKE-DOWN TIME) DEPENDENT OF CLIMATE

A

UNIT PLANNING

  1. GENERAL AND SPEC OUTCOMES
  2. CHOOSING APPR DIMENSIONS TO ACHIEVE OUTCOMES
  3. CHOOSE MOVEMENT ACTIVITIES WITHIN EACH DIMENSION
  4. DETERMINE # OF PE CLASSES FOR THE YEAR
  5. WHEN WILL EACH ACTIVITY BE TAUGHT AND FOR HOW MANY CLASSES
  6. CREATE A POSITIVE LEARNING ENV

(COORDINATE FOR EQUIPMENT USE ACROSS WHOLE SCHOOL OR IN ANOTHER SCHOOL TO MINIMIZE SET-UP/TAKE-DOWN TIME) DEPENDENT OF CLIMATE

35
Q

UNIT PLANNING:

  • SEQUENCE OF LEARNING ACTIVITIES DEVOTED TO A SEPCIFIC DIMENSION, THEME, SKILL, CONCEPT OR GENERAL OUTCOME
  • IDENTIFY D/T/S/C/GO
  • IDENTIFY INSTRUCTIONAL STRATEGIES
  • IDENTIFY ASSESS/EVAL/COMM STRATEGIES
  • LISTING AND OBTAINING RESOURCES
A

UNIT PLANNING:

  • SEQUENCE OF LEARNING ACTIVITIES DEVOTED TO A SEPCIFIC DIMENSION, THEME, SKILL, CONCEPT OR GENERAL OUTCOME
  • IDENTIFY D/T/S/C/GO
  • IDENTIFY INSTRUCTIONAL STRATEGIES
  • IDENTIFY ASSESS/EVAL/COMM STRATEGIES
  • LISTING AND OBTAINING RESOURCES
36
Q

THINGS TO CONSIDER WHILE LESSON PLANNING:

  • SAFETY
  • ENVIRONMENT
  • TIME OF THE YEAR
  • DURATION OF UNIT# OF LESSON
  • LENGTH OF EACH LESSON
  • CLASS SIZE
  • EQUIPMENT
  • APPROVALS REQUIRED (PARENT, SCHOOL, BOARD)
  • TRANSPORTATION REQUIREMENTS
  • TEACHER EXPERTISE (GET ANOTHER TO TEACH!)
A

THINGS TO CONSIDER WHILE LESSON PLANNING:

  • SAFETY
  • ENVIRONMENT
  • TIME OF THE YEAR
  • DURATION OF UNIT# OF LESSON
  • LENGTH OF EACH LESSON
  • CLASS SIZE
  • EQUIPMENT
  • APPROVALS REQUIRED (PARENT, SCHOOL, BOARD)
  • TRANSPORTATION REQUIREMENTS
  • TEACHER EXPERTISE (GET ANOTHER TO TEACH!)
37
Q

LESSON PLANNING

  • THE LEVEL OF DETAIL ASSUMES SOMEONE ELSE COULD USE IT TO TEACH W/O ISSUE (and to cover your butt)
  • IDENTIFY STUDENT NEEDS, REVIEW/IDENTIFY OUTCOMES THAT ADDRESS STUDENT NEEDS/IDENTIFY AN ACTIVITY THAT YOU PLAN TO TEACH/MODIFY ACTIVITY TO BEST FACILITATE STUDENT SUCCESS TO OUTCOMES/CONTINUE WITH LESSON PLAN CONSIDERATIONS
A

LESSON PLANNING

  • THE LEVEL OF DETAIL ASSUMES SOMEONE ELSE COULD USE IT TO TEACH W/O ISSUE (and to cover your butt)
  • IDENTIFY STUDENT NEEDS, REVIEW/IDENTIFY OUTCOMES THAT ADDRESS STUDENT NEEDS/IDENTIFY AN ACTIVITY THAT YOU PLAN TO TEACH/MODIFY ACTIVITY TO BEST FACILITATE STUDENT SUCCESS TO OUTCOMES/CONTINUE WITH LESSON PLAN CONSIDERATIONS
38
Q

LESSON PLAN CONSIDERATIONS:

  • ALWAYS PLAN FOR EXTRA
  • STUDENT ORGANIZATION/GROUPING
  • DEV LEV OF STUDENTS (CURRENT KSAs)
  • MAKE SEQUENTIAL PROGRESSIONS
  • MAXIMIZE SUCCESS AND FUN FOR ALL
A

LESSON PLAN CONSIDERATIONS:

  • ALWAYS PLAN FOR EXTRA
  • STUDENT ORGANIZATION/GROUPING
  • DEV LEV OF STUDENTS (CURRENT KSAs)
  • MAKE SEQUENTIAL PROGRESSIONS
  • MAXIMIZE SUCCESS AND FUN FOR ALL
39
Q

GYMNASTICS EDUCATION:

MOVEMENT EDUCATION
- FLEXIBILITY, BALANCE, STRENGTH, AGILITY, GRACE, CREATIVITY, POWER, ENDURANCE, WHOLE-BODY, RYTHM, BODY CONTROL, MOTOR SKILLS, SAFETY, OVERALL FITNESS

GO FROM FLOOR > UP AND IND > PART > GROUP

A

GYMNASTICS EDUCATION:

MOVEMENT EDUCATION
- FLEXIBILITY, BALANCE, STRENGTH, AGILITY, GRACE, CREATIVITY, POWER, ENDURANCE, WHOLE-BODY, RYTHM, BODY CONTROL, MOTOR SKILLS, SAFETY, OVERALL FITNESS

GO FROM FLOOR > UP AND IND > PART > GROUP

40
Q

DMPs (DOMINANT MOVEMENT PATTERNS)

  1. LANDINGS
  2. STATICS
  3. LOCOMOTION
  4. ROTATIONS
  5. SWINGS
  6. SPRINGS
A

DMPs (DOMINANT MOVEMENT PATTERNS)

  1. LANDINGS
  2. STATICS
  3. LOCOMOTION
  4. ROTATIONS
  5. SWINGS
  6. SPRINGS
41
Q

HOW TO DO A HEAD OR HANDSTAND:

  • GO FROM STANDING ON ALL FOURS > BALANCING ON DIF COMBOS > KNEES ON ELBOWS (MAKE SURE HEAD IS PROPERLY ON FLOOR AND HANDS ARE SHOULDER WIDTH APART)
A

HOW TO DO A HEAD OR HANDSTAND:

  • GO FROM STANDING ON ALL FOURS > BALANCING ON DIF COMBOS > KNEES ON ELBOWS (MAKE SURE HEAD IS PROPERLY ON FLOOR AND HANDS ARE SHOULDER WIDTH APART)
42
Q

HOW TO LAND!

FEET: TOES, BALLS, HEALS, BEND (LIKE A MOTORCYCLE)

SIMILAR FOR HANDS.

NEED TO BUILD STRENGTH IN ARMS (DO “PUSH UPS” - MOUNTAIN CLIMBERS AND OTHER MODS)

A

HOW TO LAND!

FEET: TOES, BALLS, HEALS, BEND (LIKE A MOTORCYCLE)

SIMILAR FOR HANDS.

NEED TO BUILD STRENGTH IN ARMS (DO “PUSH UPS” - MOUNTAIN CLIMBERS AND OTHER MODS)

43
Q

ROTATIONS:

FLOOR PENCIL ROLLS (THERE ARE STANDING AND LAYING ROLLS - CONVEYER BELT)
CHOOSE A FOCUS POINT TO KEEP BALANCE

CHILDREN SHOULD FOCUS ON BEING A WHEEL, BECAUSE WHEELS ROLL.

FORWARD ROLL: CHIN CUP W/ BEAN BAG, DOWN RAMP > FLAP SURFACE
BACKWARD ROLL: CHIN CUP W/ BEAN BAG, SQUASHING BUG FIRST, THEN PROGRESS, DOWN > FLAT
CARTWHEEL: HAND/HAND > FOOT/FOOT

A

ROTATIONS:

FLOOR PENCIL ROLLS (THERE ARE STANDING AND LAYING ROLLS - CONVEYER BELT)
CHOOSE A FOCUS POINT TO KEEP BALANCE

CHILDREN SHOULD FOCUS ON BEING A WHEEL, BECAUSE WHEELS ROLL.

FORWARD ROLL: CHIN CUP W/ BEAN BAG, DOWN RAMP > FLAP SURFACE
BACKWARD ROLL: CHIN CUP W/ BEAN BAG, SQUASHING BUG FIRST, THEN PROGRESS, DOWN > FLAT
CARTWHEEL: HAND/HAND > FOOT/FOOT

44
Q

LEAD-UP GAMES:

RATHER THAN PLAYING SOCCER, PLAYING KEEP-AWAY GAMES TO DEVELOP SKILLS REQUIRED TO PLAY THE FULL GAME

L1 - SIMPLE SKILLS (THROWING/CATCHING/COORDINATION) - TOUCHING A BALL!
L2 - GAMES WITH PRACTICING SKILLS (NOT QUITE REFINING SKILLS)
L3 - REFINING SKILLS, STRATEGY, 3 VS 3 GAMES

A

LEAD-UP GAMES:

RATHER THAN PLAYING SOCCER, PLAYING KEEP-AWAY GAMES TO DEVELOP SKILLS REQUIRED TO PLAY THE FULL GAME

L1 - SIMPLE SKILLS (THROWING/CATCHING/COORDINATION) - TOUCHING A BALL!
L2 - GAMES WITH PRACTICING SKILLS (NOT QUITE REFINING SKILLS)
L3 - REFINING SKILLS, STRATEGY, 3 VS 3 GAMES

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