Exam Flashcards
Growth
changes in anthropometric parameters (physical) that are observable and measurable. For example, mass (weight), stature (height), and circumferences
Maturation
changes controlled by a biological time clock that is primarily genetic (inherited) and influenced little by the environment. For example, puberty.
Learning
relative permanent and deliberate changes in behavior or performance that can be measured and are best demonstrated by retention or transfer.
Development
changes across time, which are the sum of growth, maturation, environment and learning.
Domains
circumscribed areas, for example psycho-motor and cognitive domains.
Physical domain
biological characteristics (e.g., stature or muscle mass) or automatic inherent movements (e.g., reflexes)
Psycho-motor domain
purposeful and often complex movement skills (e.g., typing, skipping or throwing a touchdown pass)
Cognitive domain
memory and decision making
Affective domain
psychological characteristics (e.g., happiness, character)
Theory
does three things: Organizes information, provides a framework for testing (doing research) and allows us to make predictions.
Qualitative
observable and process oriented
Quantitative
the outcome in terms of numbers (speed, distance or accuracy for example)
Longitudinal
studied across time
Cross-sectional
comparing unique groups at the same time
Descriptive
describing performances
Quasi-experimental
interventions or treatments that are not randomly assigned (for example the treatment is gender or age which can’t be randomly assigned)
Dependent variable
what is being measured
Independent variable
treatment or also a category (age group for example, thus a categorical variable)
Individual constraints are divided into two categories
i. Structural (physical or biological) ii. Functional (skill, knowledge)
Task constraints
are rules, equipment, goals of the activity
Environmental constraints can be viewed in two ways
can be viewed in two ways i. Physical (Weather, climate, and opportunity) ii. Social (socio-cultural)
Developmentally appropriate practice in physical activity has the following characteristics:
a. Orderly sequence of skill learning b. Appropriate goal structures c. Provisions for individual differences d. Ample practice time
Physical activity
is whole body movement; being physically active is defined as sufficient activity to reduce health risk (see guidelines).
Physical fitness
is meeting a standard on a specific set of measurements (cardiorespiratory, muscle strength and endurance, flexibility, and body composition).
Motor skill
is a measured level of proficiency on gross motor, dance, gymnastics, aquatic or sport skills.
Lifespan
is from birth to death
chronological age
chronological age (CA based on the years of life)
biological or maturational age
MA or BA based on the attainment of systemic values such as puberty, skeletal or dental measures
sex
male or female in biological sense.
Gender
male or female in socio-cultural context
critical periods
point at which you must learn something.
readiness
time easier to learn something.. Congnitvely ready, not physically
