Chapter 1 Flashcards
what is movement education
- 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
what is physical literacy
-the motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life
developing physical literacy
learn to train (9-12)
fundamentals (6-9)
active start (up to 6 years)
active start
- learn fundamental movements and link them together in play
- nurture the love of PA and build habit of daily activity (active lifestyle)
benefits of PA at active start stage
- 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
fundamental purpose of active start
- 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
birth to age 5: active start
- a sensitive period for the development of gross motor skills
- each whole-body skills has a sensitive periods for their complete development
importance of sensitive periods
-are an opportune time to learn gross motor skills
-key factors:
experience
exploration
why practice?
- cells (muscles, brain, tissue): fire together in practice, wire together with repetition
- practice makes permanent
avoid practice in active start
- encourage/foster conditions where children eagerly engage in exploratory play
- opportunity for fun, unstructured practice
active start learning progressions
- too young to learn
- physically immature
- instruction is effective - ready to learn
- body is physically able to learn
- instruction is effective - optimum learning
- body, brain and NS optimum development
- instruction most effective at this stage - remediation
- for those who haven’t mastered the skills in time with peers
- instruction best from a well-trained professional
active start activities and programs
- 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)
what is fundamentals
- the evolution of basic motor skills
ex) simple toss to overhand throw
priority during fundamentals
-ABC’s of agility, balance, coordination, and speed
phases of learning for fundamentals
- 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 - intermediate “practice” phase
- focus moves to quality (form) and performance goals
- focus on whole skill
- allow for individual differences in learning - 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)
learn to train (9-12) golden age
-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”
characteristics of learn to train stage
- 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)
aim of MB PE curriculum
-provide planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyle
vision of the MB PE curriculum
-physically active and healthy lifestyles for all students
what does GLO stand for
general leaning outcomes
general learning outcomes
- 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
what does SLO stand for
specific learning outcomes
specific learning outcomes
- 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 - 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
specific learning outcomes
- 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 - 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
early years: basic movement skills
-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
GLOs: dance cirriculum
- dance language and performance skills (L)
- students develop understanding of and facility with dance elements, concepts, and techniques - 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 - 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 - valuing dance experience (V)
- students analyze, reflect on, construct meaning in response to their own and others dance
