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Movement ed > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

importance of educational dance

A

-based on movements that are familiar; integration into PE is possible
-requires creativity of the educator; willingness to take a risk
important:
-teaches self-expression through movement
-reinforces cognitive and motor aspects of fundemental movement
-allows students to pratice expressing themselves through movement, for the sake of movement (as opposed to practicing for the win)

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2
Q

dance lessons/ units

A

-traditional folk dances and line dances
-can be created/choreographed by teachers/students
imagery incorporate use of: props, words, stories, lyrics

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3
Q

imagery

A
  • imagery is based on
  • a story or character
  • involves behaviors of the character
  • involves the qualities of the environment
  • involves the emotions of the story
  • involves qualities of the music
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4
Q

structuring a lesson

A
  1. decided what concepts you want to work on
    - cognitive and motor
    - affective and social
  2. decide and select what equipment/props you will use
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5
Q

the lesson plan: warm up:

A
  • transition from sitting classroom to movement exploration mindset
  • from the correct response to a creative response -themes are helpful
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6
Q

the lesson plan: body shapes:

A
  • using words to describe the shapes and actions you are looking for
  • reinforcing creativity-acknowledge unique shapes
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7
Q

the lesson plan: closure activity

A

-review of concepts taught in lesson

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8
Q

the lesson plan: cool down

A

-can help transition from free, creative energy back to class

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9
Q

developing physical literacy

A

-the foundation of an active life and excellence in sport

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10
Q

motivation to move

A
  • what makes a child youth motivated to move, and keep moving
  • feeling that PA is worth it
  • feeling competent
  • PA=fun!
  • movement education approach: focuses on everyone having sucess and opportunity fro problem solving, physical and cognitive engagement
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11
Q

coping skills

A
  • stress relief
  • anxiety relief
  • mental health
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12
Q

mental health

A
  • depression
  • OCD
  • grief
  • eating disorder
  • addictive behaviors
  • bi-polar
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13
Q

mental health effects

A
  • realtionships
  • occupation
  • self-harm
  • suicide
  • sleep
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14
Q

BDNF

A

-brain derived neurotrophic factor
-a protein in the brain
-building and maintenance of nervous system structures
-stimulates neuron growth
-protects against neuron loss
-strengthens neural connections
animal studies: exercise increase BDNF in hippocampus

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15
Q

what is active learning

A
  • the idea that movement activates the brain and stimulates learning
  • contrary to traditional learning environments = set, watch , listen
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16
Q

active learning is successful for who?

A
  • typically developed learners

- exceptional learners

17
Q

the new PE: zero hour

A

7: 00am gym class
- aerobic activity- tracking HR-goal: maintain 80-90% f their max HR throughout
- students had a low literacy class to bring their reading up to par
results: 17.8% improvement in reading comp, as compared to those who did not part take in PE program = 10% improvement

18
Q

what did the zero hours do?

A
  • shifted focus of PE classes from teaching sports- to teaching fitness
  • hard evidence for admin
  • school is now (2008) ranks among top ten schools
19
Q

beginning of the lesson

A
  • present objectives of the lesson
  • cognitive: children verbalize defs of concepts
  • may include motor objectives
  • social: interpersonal skills
  • motor skills
20
Q

introductions of lesson

A
  • brief
  • focused on movement elements needed for success in the activity
  • what is the most important thing the children need to know for this activity
21
Q

structuring practice

A
  1. blocked- simple tasks; does success in one task foster success in the actual game/activity?
  2. challenge- what happens when children do not have the chance to explore more complex skills?
    - demotivation
    - loss of interest
    - challenge point theory
    - optimal theory
22
Q

educational games

A
  • importance of planning structured practice
  • building of skills
  • keep track
23
Q

educational gymnastics

A
  • about concepts relating to gymnastics as opposed to skills specific to gymnastics
  • creating body shapes
  • exploring balance and bases of support
  • body parts- general to specific
  • tumbling tasks ex) rolling
  • weight transfer
24
Q

body part balance

A

-connecting balance to base of support

25
Q

activity analysis

A

step 1: name the task
step 2: write down objective of the task
step 3: identity the most important movement concepts
step 4: from that list- identify most important category
step 5: from that list- identify most important elements
step 6: initial analysis-what do you expect to see

26
Q

applying activity analysis

A

-using the movement concepts, categories, and elements-observation of students performance should then occur
when planning your lesson:
-write out specific questions based on above
ex) does this student demo a good understanding of this element
-do students move in a general space, while maintaining personal space
-do they students demo an understanding of the relationship between elements

27
Q

stages of learning

A
  • sequences of motor movement have a restricted course: inital pattern (blue print) is required
  • to complete the motor task effectively: degree of freedom= more percise, defferentiation
  • practice= automaticity, inital patterns become “fixed” , integrated into related movements
28
Q

early/cognitive phase

A
  • instructions and demo matter
  • beginner/novice learners
  • must attend to cues, events, and responses while learning ex) dance
  • good teaching= aknowledgement of effort, use of cues
29
Q

intermediate/associative phase

A

-this phase lasts for varying durations of time
-dependant on complexity of skill
-number of pattern incorporated
-patterns learned in the early/cogntiive phase:
practiced, new patterns begin to emerge, include any “bad habits” learned previously
-efficiency is the goal
scheduling of practice: no single optimal plan, REST facilitates performance, fatigue= poor patterning
-part/whole practice: important in this phase, take pieces out, work on it, put back in and do whole

30
Q

autonomous phase

A
  • patterns of movement are more automatic
  • performance is maintained despite interference/ distraction of other skills
    ex) walking and talking
  • allows for move focus on 2nd task
  • in this phase of learning: too much verbal cuing can cause distraction, decrease performance, but: learning can still occur

Movement ed (4 decks)

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