EDEL 321 Textbook Flashcards
Benefit and Value of Physical Education(6)
Health:
more exercise related to reduced obesity rates in grade 5 students
Academic Process and Learning:
2-6 students who had an extra hour of physical education did better in french, english, science and math who only had one period per day
Mental Health
activity can decrease depression, anxitey levels and improves self worth
Motor Learning
improved with increased physical activtiy time and education
Social and Emotional Learning
associated with stronger self image, quality of life and relationships
Joy of Human movement
when movement is joyful and meaningful, it may inspire us to do things that were never thought possible
Physical Literacy
Can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities’ for life
Elements of physical literacy (4)
Motivation and Confidence
- refers to an individual enthusiasm for enjoyment of and self assurance in adopting physical activity
Physical competence
-refers to an individual ability to develop movement skills and patterns and the capacity to experience a variety of movement intensities and durations
Knowledge and understanding
- ability to identify and express the essential qualities that influence movement, understand the health benefits of an active lifestyle and safety
Engagement in physical activities for life
- refers to individual taking personal responsibility for physical literacy by freely choosing to be active on a regular basis
Core principles of physical literacy (5)
- inclusive, accessible for all
- unique journey for each individual
- enjoyed through a range of experiences
- needs to be valued and nurtured through life
5.development of the whole person
Justify the benefits of physical education
6 dimensions of wellness
Movement for the sake of movement
The Intrinsic Joy of movement
Movement for the sake of movement
Movement can stand on its own: has worth
physical education has worth
we need it! essential to humans
The Intrinsic Joy of Movement
movement is joyful, satisfying and can be personally meaningful
joy based approach speaks to the natural movement found in satisfying movement activities and focuses on developing students
What characteristics are critical for physical literacy (9)
Motivation:
ensures participation and commitment to improvement. cultivating desire for lifelong activity
Understanding, communicating, applying and analyzing
cognitive domain+ disciplines to broad natures of education
Diversity of movement:
skills need to be developed through different activties
Confidence and competence
building confidence= developing fundamental skills
Creativity
further developed through phys ed
Strategically
apply yo games and can be found in decision opportunities
Health-related
physical literacy is important to a healthy lifestyle
Lifespan
physical literacy is important now and for the rest of our lives
Beneficial to and respectful of themselves, others and their environment
_________ + _____________ = an enhanced physical literacy journey
physical activity +physical activity
domains of physical education
for educating the whole child
Physical domain:
fundamental movements of the child: physical learning of the locomotor skills, non-locomotor skills, and manipulative skills
Cognitive Domain:
concentrates on the knowledge, understanding, and process of the child
educators reflect on their own teaching strategies and ideas to enhance their students movements/understandings
Knowledge, beliefs, decision-making, self regulated and aware, healthy living, and motivation
Affective Domain:
emotional aspects of the child: moods, attitudes, self-concept, motivation, and social awareness
teachers focus on providing positive class environments that encourage learners to focus on individual needs and social needs
sportsperson ship, fair play, respect for others, self control, and responsibility
Social, emotional, spiritual well beings
environmental health
culturally responsible
Labans principles
Body Awareness
Space Awareness
Effort Awareness
Relationship Awareness
Labans principles: Body Awareness
“what” the body can perform or do while emphasizing locomotor, non-locomotor, and manipulative skills
Body actions, Body parts, Body activities, Body shapes, symmetrical/asymmetrical, and continuity
Labans principles: Space Awareness
“where” the body is moving
areas, directions, levels, pathways, extensions, planes
Labans principles: Effort Awareness
“how” the body is moving
how, time, weight, space can effect movement
Labans principles: Relationship Awareness
“with who” or “what” the body is relating to when moving
individual/groups , rules, body parts/each other
Fundamental Movement Skills (FMS)
essential for physical activity
learned in years k-3
viewed as basic skills required for the foundation to complete and sequence more complex skills
Locomotor Skills
move from one place to another
Non Locomotor skills
performed in place and with control
manipulative skills
movements within games
how one handles objects
Justify the concept of Physical literacy in regards to the value of PE in Elementary
schools
Whole child education: need to develop and care for their physical self. cant separate mind and body
Core competencies: cross curricular competencies, problem solving, creativity, decision making
Social emotional learning: self esteem, care for self/others
Motor learning
dynamic process of development through combo of physical and psychological factors that affects the ability of one to perform a task
3 part model of motor learning
Cognitive phase
- questioning personal performance, mental plans of how complete skill, uncoordinated attempts, lack consistency of success in skill
Associative phase
-highly engaged in problem solving, less dependent on external cues and more on internal cues
more successful
Autonomous phase
effortlessly
minimal conscious attention
apply skills to different settings
4 Cs of Assessment
Continuous: carried out in an ongoing way and should happen every class
Collaborative: involved in the assessment process: partner, family, understand the assessment. “What is the first thing about landing?” ask the class questions
Comprehensive: variety of strategies to meet outcomes in a diverse way
Criteria: kids should know the criteria
Gymnastics Dominant movement patterns
Landings Swings
Statics Springs
Locomotion
Rotations
type of gymnastics
Educational Gymnastics
Rhythmic Gymnastics
Gymnic Ball Gymnastics
Principles of Learning Movement skills
Principle of:
Interest
Practice
Disturbed Practice: short periods of practice
Skill Specificity: success in one area doesnt mean success in another
Whole Part Learning: break down complex skills
Transfer: similar skills may have a postive transfer
Feedback: external feedbacks well as peer
Newells model of Constraints
Individual
Task
Environmental
Motor Skill Development: level 1,2, and 3
1: FMS
2: refined FMS
3: Application of FMS
General outcomes for Program of Study
Activity
Benefits health
Cooperation
Do it daily, for life
Considerations for developmental levels: 1
1 (k-2): simple, few rules, promote safety, enjoyment, maximum participation, and support basic FMS
Considerations for developmental levels: 2
grade 3-4: simple with more attention on refinement of basic FMS
test limits in safe learning environments
few rules
enjoyment
maximum participation
larger groups
Considerations for developmental levels: 3
grade 5-6
help students apply skills to multiple situations
challenges to perfect motor skills
thinking skills
enjoyment
maximum participation
indivdual, partner, group
5 dimensions
alternative environments
games
dance
gymmnastics
individual
Alternative environments
help students see potential in spaces
learn enjoyment of physical activity in alternative environments, more likely to engage as an adult
Dance
when participating in dance, they problem solve, develop a sense of time/rhythm, balance, and grace
dance enables the body to guide students thinking opportunites that are often unique
Games
provide students with opportunities to move with control, agility, speed and balance in relation to a target, object, opponent or space
develop a deeper understanding of their body, spatial, relational awareness
volleyball:
level 1: passing and receiving: hit the ball against the wall and catch it
level 2:small teams modified volleyball
level 3: volleyball games
Teaching games for understanding: 4 catergories
invasion/territory
striking/fielding
target
net/wall
Gymnastics
opportunities to move with control, strength, and power
deeper awareness of body, space arelation and quality of movement
TGFU: 5 steps
activity appreciation
tactical awareness
decision making
application of skills
performance
Individual activties
work individually on activties that require minimal equipment
coordination, power, strength
Lesson Plans (12)
- Identify Learning Outcomes and what will be assessed at end of lesson
- Developmental level of students
- What criteria will they need to meet
- Warm up, leaning Activity and cooldown
- Safety
- Instructional Strategies
- Assessment strategies
- Time allocations
- Equipment
- Student groupings
- Success and fun
- Resources
framework of the new curriculum
Organizing Ideas
Guiding Questions
Learning outcome
knowledge, understanding, skills and procedures
Year plan vs Unit plan vs lesson plan
Year:
Most general
overview, keeps you organized
month by month outline
balance in each dimension
weather
considers students, age, grade level, individual ability and development
Unit Plans
the what instead of how
devoted to dimension
5-10 lessons, 1-2 weeks
Types of assessment
qualitative vs quantitative
formative vs summative
norm referenced vs criteron referenced
how teachers implment assessment
Personal observation: great for something that you can watch on video, but if you are watching someone do a skill, it’s hard to do that with some many kids
Exit slips: short response of learning
Developmental bench marks: like canadian fitness test, not a good idea for assessment, we want them to move and make themselves better(assess them against themselves)
Checklist: good for physed, you need to break the skill down \
Analytic rating scale: based on a three or more point scale (always sometimes never)
Rubric: great for summative assessment (rubystar)
Personal Activity Logs: good for phys ed, can help you link with health
Portfolio: gymnastics routines, photos, look back and see what we did
