Chapter 1

Question 1

what is movement education

Answer 1

• foundational movement that is needed for learning more specific skills
• fosters motor success and develops cognitive knowledge about movement
• framework encompasses movement classification and encourages the development of a well-rounded movement vocabulary

Question 2

what is physical literacy

Answer 2

-the motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life

Question 3

developing physical literacy

Answer 3

learn to train (9-12)
fundamentals (6-9)
active start (up to 6 years)

Question 4

active start

Answer 4

• learn fundamental movements and link them together in play
• nurture the love of PA and build habit of daily activity (active lifestyle)

Question 5

benefits of PA at active start stage

Answer 5

• enhance: development of brain function, coordination, social skills, gross motor skills, emotions, leadership, and imagination
• development: develop confidence and self esteem
• build: build strong bones and muscles, improve flexibility, develop good posture and balance, improve fitness, reduce stress, improve sleep
• promote: promote healthy weight
• foster skillful movement & love of PA

Question 6

fundamental purpose of active start

Answer 6

• build neural connections during the first 6 yrs of life (critical period)
• movements and thoughts = a synapse between 2 neurons
• more movement experiences- strengthen fundamental movement vocab
• mirror neurons

Question 7

birth to age 5: active start

Answer 7

• a sensitive period for the development of gross motor skills
• each whole-body skills has a sensitive periods for their complete development

Question 8

importance of sensitive periods

Answer 8

-are an opportune time to learn gross motor skills
-key factors:
experience
exploration

Question 9

why practice?

Answer 9

• cells (muscles, brain, tissue): fire together in practice, wire together with repetition
• practice makes permanent

Question 10

avoid practice in active start

Answer 10

• encourage/foster conditions where children eagerly engage in exploratory play
• opportunity for fun, unstructured practice

Question 11

active start learning progressions

Answer 11

1. too young to learn
   - physically immature
   - instruction is effective
2. ready to learn
   - body is physically able to learn
   - instruction is effective
3. optimum learning
   - body, brain and NS optimum development
   - instruction most effective at this stage
4. remediation
   - for those who haven’t mastered the skills in time with peers
   - instruction best from a well-trained professional

Question 12

active start activities and programs

Answer 12

• locomotor skills (moving from one place to another
• body control skills ( balance & coordination)
• sending and recieving skills (pulling, pushing, throwing catching)
• supporting body weight (jumping, hanging, swinging)
• coordination and agility (body shape, playing on/different objects, variety of equipment)
• body orientation skills: (different body orientation (rolling, upside down, vestibular development)

Question 13

what is fundamentals

Answer 13

• the evolution of basic motor skills

ex) simple toss to overhand throw

Question 14

priority during fundamentals

Answer 14

-ABC’s of agility, balance, coordination, and speed

Question 15

phases of learning for fundamentals

Answer 15

1. initial “novice” phase
   - clear verbal instruction, cues, and visual demo
   - allow time for practice
   - focus on the process of learning skills
   - focus on the process of learning skills
   - incorporate games
2. intermediate “practice” phase
   - focus moves to quality (form) and performance goals
   - focus on whole skill
   - allow for individual differences in learning
3. advanced “automatic” stage
   - practice form, style, and accuracy in a variety of situations
   - support personal autonomy (pos feedback)
   - teach specific of techniques with strategies and tactives
   - can begin to incorp physiological skills (imagery and goal setting)

Question 16

learn to train (9-12) golden age

Answer 16

-developmental readiness to aquire sport skills
emphasis on general skill vs specializing in a single sport
-3 sports in different seasons
-focus on the development of athleticism
-explore skills outside of comfort zone
-this stage may be longer for whose who are “late developers”

Question 17

characteristics of learn to train stage

Answer 17

• 1. skill development:
• further develop FMS
• greater emphasis on fundemental sport skills
• applying FMS to team play
• develop & challenge decision making skills
• fun!
• ignite passion for PA and sport
  2. psychology
• setting goals
• imagery
• being relaxed and focused
• focusing on motivation
• practicing good communication
  3. recovery and regeneration
• incorporate the use of scales (visual/numerical) to assess
• fatigue, self-esteem, quality of sleep, illness, injury
• use of active recovery (light jogging, easy stretching
  4. character
• having fun individually, in a group/ team or both
• learn through good & bad
• respect for all involved in the game (teammates, opponents, coaches, officials)

Question 18

aim of MB PE curriculum

Answer 18

-provide planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyle

Question 19

vision of the MB PE curriculum

Answer 19

-physically active and healthy lifestyles for all students

Question 20

what does GLO stand for

Answer 20

general leaning outcomes

Question 21

general learning outcomes

Answer 21

• within the movement GLO, the student will demo competency in:
• selected movement skills
• knowledge of movement development and physical activities required for different types of learning experiences, environment, and cultures

Question 22

what does SLO stand for

Answer 22

specific learning outcomes

Question 23

specific learning outcomes

Answer 23

1. knowledge component:
   focus on:
   -basic movement skills and movement concepts
   -the skill development process
   -purpose is to encourage critical and creative thinking while participating in PA
2. skill component
   focus on:
   -acquisition of basic movement skills ( manipulation skills, balance, transport)
   -application of the basic movement skills for use in variety of PA (sports/games, alternative pursuits, rhythmic/gymnastic activities)
   -intent of all SLOS: to promote active participation and enable students to

Question 24

specific learning outcomes

Answer 24

1. knowledge component:
   focus on:
   -basic movement skills and movement concepts
   -the skill development process
   -purpose is to encourage critical and creative thinking while participating in PA
2. skill component
   focus on:
   -acquisition of basic movement skills ( manipulation skills, balance, transport)
   -application of the basic movement skills for use in variety of PA (sports/games, alternative pursuits, rhythmic/gymnastic activities)
   -intent of all SLOS: to promote active participation and enable students to demo functional use of the movement skills in a variety of PA that are developmentally and age appropriate

Question 25

early years: basic movement skills

Answer 25

-kindergarden (5) to grade 4 (9)
emphasis on: skill acquisition of the basic movement skills & use of simple activities that are active ad easy for children to understand
-knowledge component helps students understand what, why and how to do the movements

Question 26

GLOs: dance cirriculum

Answer 26

1. dance language and performance skills (L)
   - students develop understanding of and facility with dance elements, concepts, and techniques
2. creative expression in dance (C)
   - students collaboratively and individually generate, develop, and communicate ideas in creating and performing dance for a variety of purposes and audiences
3. understanding dance in context (U)
   - students connect dance to contexts of time, place and community, and develop understanding of how dance reflects and influences culture and identity
4. valuing dance experience (V)
   - students analyze, reflect on, construct meaning in response to their own and others dance