final

Question 1

nWhat are the three components of the physical literacy circle?

Answer 1

Motivation, physical competence and confidence

Question 2

Definition of physical literacy - Individuals who are physically literate ____?

Answer 2

Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person

Question 3

Physical literacy is _____?

Answer 3

Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.

Question 4

Skill + confidence = _____ = _______________

Answer 4

Skill + confidence = fun = active for life

Question 5

5 core principles of physical literacy?

Answer 5

Inclusive/ accessible to all

Unique to each individual

Cultivated and enjoyed in a range of experiences, environments and contexts

Needs to be valued and nurtured throughout life

Contributes to the development of the WHOLE PERSON.

Question 6

Rob’s input for teacher styles?

Answer 6

Use command to introduce a skill, then use reciprocal to get feedback and get good, use discovery for gameplay

Question 7

Command teaching?

Answer 7

In Style A, students learn to perform a task accurately and quickly when and as presented by the teacher (Mosston and Ashworth 2008). There is but one standard of performance to be met—that which is being demonstrated. In this style, the teacher provides the command signal for the movement, and the learners move according to the signal or cue provided. Students “follow the leader.” All decisions in Style A are made by the teacher. Following is a Style A scenario that includes two episodes (warm-up exercises and overhand throw against a wall). An episode is defined as the time period in which the learner and teacher are engaged in the same teaching style for a given task (Mosston and Ashworth 2008).

Question 8

Reciprocal teaching

Answer 8

• peer-tutoring structure
• learners are paired, while one performs the modelled task and the other observes
• the role of the observer is to evaluate the performance of the doer and to give feedback based on the criteria
• Steps: 1. Know the critical skill elements. 2. Observe the doer’s performance. 3. Compare and contrast the doer’s performance against the critical skill elements. 4. Draw a conclusion about the accuracy of the doer’s performance. 5. Communicate this result to the doer. Once the doer completes the task as prescribed, the doer and observer switch roles.
• student must carefully listen to feedback

Question 9

Discovery

Answer 9

• The guided discovery (F), convergent discovery (G) and divergent discovery (H) styles revolve around learners discovering knowledge as evoked by a stimulus (a single or series of questions, or a problem) presented by the teacher
• In guided discovery, the teacher leads students to discover a predetermined response through a series of logically designed questions.
• In convergent discovery, the teacher presents students a single question or problem that leads them to discover the predetermined response (convergent discovery).
• In divergent discovery, the teacher presents a question or problem that leads the students to discover multiple answers to the presented problem (divergent discovery).

Question 10

Choices of style of teaching is based upon?

Answer 10

The environment the lesson is occurring in
The learning needs of the student(s)
The activity or task
The learning outcome(s)
The equipment being used

Question 11

Observational Learning (Modeling)

Answer 11

demonstration being a particular effective way to illustrate correct performance in physical education

Question 12

Constructivist learning (Discovery)

Answer 12

children are encouraged to create their own solutions to problems and gain insights for themselves

Question 13

What are two questions to consider when creating a lesson or choosing an activity?

Answer 13

Will my lesson/activity engage the student now?
WIll my lesson/activity encourage and support future experiences?

Question 14

Motor learning

Answer 14

• How do we learn skills and appropriate practice structure?
• Motor learning and teaching styles go hand in hand
• Certain practice structures are better for different things
• Learning to throw a frisbee might be better for black structure
• Don’t stay in black style for too long. (They get bored) Think about why this is. What is the most efficient way to retain a skill? Variable type structure. Causes brain stimulation, contextualization, problem-solving.
• Want things that help with retention. Retention needs cognition
• Learning/reinforcing teaching cues

Question 15

Motor Learning principles and the PE teacher, the main takeaways are about what leads to ____ ________ ___ _______

Answer 15

Skill retention and transfer

Question 16

Learning results from _____ __ ________

Answer 16

practice or experience

Question 17

Learning changes are ______ _________, not transitory

Answer 17

relatively permanent

Question 18

Learning changes are ________ from certain performance changes.
- learning is not directly observable

Answer 18

Inferred

Question 19

Learning involves a set of processes in the _____ ______ ______.

Answer 19

central nervous system

Question 20

Three stages of motor learning? (hint: CAA)

Answer 20

Cognitive: questioning personal performance, creating mental plans for change, uncoordinated attempts at a skill

Associative: highly engaged in problem-solving, less dependent on external cues, utilizing internal cues

Autonomous: performing skills effortlessly, automatic skill performance, minimal conscious effort

Question 21

Cognitive phase?

Answer 21

Give a good picture of what you want done, have teaching cues (describe what is being done (BEEF) and organizes skill description, reinforces the skill, guide our feedback)

Question 22

Associative phase

Answer 22

Start to refine skill

Now is when feedback is really important

Help them think about skill but not have them dependent on feedback

Question 23

Autonomous phase

Answer 23

Can apply skills to any environment

Won’t spend much time here as physical educator, mostly other two

Question 24

Activity progressions or regressions for inclusion

Answer 24

Use a progression of rules, tactics, concepts and skills
i.e. a 3 v 3 basketball game using only passing to advance the ball (no dribble)

Question 25

Equipment modifications for inclusion

Answer 25

Change the ball, racquet, net etc. to develop confidence.
i.e. a beach ball in a volleyball activity

Question 26

Learning groups for inclusion (& grouping considerations)

Answer 26

Use a variety of strategies for activity groups; smaller groups are often best to provide maximum opportunities for developing skills

Grouping Considerations:
- similar skill levels
- mix of skill levels (peer teaching, leadership opportunities; advanced game control)
- student choice (find a partner) and teacher selection (planned pairing)

Large Groups
Many large group activities do not provide an opportunity to practice and develop physical skills. Students can easily be “lost” in large group activities:
● timidness/ shy
● board/ unengaged/ unmotivated/ uninterested
● fear
● confidence in abilities/ skills?

Question 27

3 factors of Newell’s model of constraint

Answer 27

Individual (Structural-Functional)
- internal
- related to body structure (height, muscle mass)
- functional constraints (attention, motivation)

Task
- external
- goal of task, rules, equipment

Environmental
- outside, properties of the world around. us
- global (not task-specific)
- sociocultural (gender roles, cultural norms)

Question 28

Socioeconomic Constraints of Newell’s Model

Answer 28

Sometimes we put rules in that affect socioeconomic constraints
ex) pass to a girl before shooting
Reinforces a stereotype
Instead everyone has to be passed to - good for inclusion

Question 29

Strength-based approach

Answer 29

encourages teachers to focus on developing a program and ways of instruction that will serve the whole child. This approach “…lies in the space or zone of teachers identifying what a child can or could achieve when provided with educational support and motivation”

Question 30

Example of a strength-based approach

Answer 30

a student is good at running so include in the activity

• To deliver an effective physical education program for students, teachers must first recognize an individual’s strengths, consider their interests, and identify their talents. Highlighting students’ positive attributes and abilities allows teachers and students to concurrently understand the potential, interests, abilities, and capacities of learners rather than the deficits individuals may experience.

Question 31

Utilizing a strength-based approach applies?

Answer 31

Utilizing a strength-based approach applies pedagogical strategies that focus on student choice and offer multiple opportunities. It strives to provide students with a sense of confidence and competence to support their overall well-being and therefore is very consistent with the goals of physical literacy

Question 32

Being holistic means?

Answer 32

Promoting student growth and learning
Having pedagogical strategies that connect and engage to student lives
Being supportive of students’ varied needs
Providing a balanced program with choice and variety minimizing barriers to participation

Question 33

A holistic approach emphasizes?

Answer 33

A holistic approach specifically emphasizes creating conducive opportunities for students who feel or seem to be ‘outsiders’ to participate in physical education with meaningful and developmentally appropriate activities.

Question 34

Should fitness testing be used in physical education classes for adolescents? Defend your answer.

Answer 34

Skill related and health related fitness
Normative data- standard scores for age and gender
Individual differences
Goal setting

Question 35

3 elements of transfer learning?

Answer 35

Movement Elements → (ie underhand throw and bowling)
Perceptual Elements → (ie tracking and catching a throw in football and baseball)
Conceptual Elements → (ie defending an opponent in basketball and soccer)

Question 36

Advantages of a TGFU unit?

Answer 36

Transfer of learning
Student-centered

Question 37

The art of teaching a motor skill

Answer 37

Experienced coaches and teachers understand the impact of feedback. Not only does the FB have to be delivered effectively, the learner has to be ready and open to receive the FB.

Question 38

What are the pre-requisites for good feedback?

Answer 38

Practice without interruption
Provides specific information …That was great because …
Feedback must be:
– Accurate and specific
– Have clear teaching or reference points
– Presented in a fashion that catches the performers interest
– Prompts buy-in from the performer
– Helps create independence not dependence
– Has a balance between positive and critical comments

It is important to correct skills and not just give good feedback all the time

Question 39

Principle of feedback:

Answer 39

Providing our students with external feedback as well as opportunity for peer feedback will allow them to feel the confidence to internally learn the skill taking place. Whether using self-talk or correction after every practice, students can effectively take accountable action on their own to be successful. Student ownership of tasks and skill development is the end goal!

Question 40

Categories of augmented feedback?

Answer 40

Knowledge of results (descriptive feedback-KR) and knowledge of performance (prescriptive feedback-KP)

Question 41

Knowledge of Results (descriptive feedback)

Answer 41

externally presented information about outcome of performing a skill or about achieving goal of the performance (KR)

Motivation can come with it and can assess if you are getting better

Question 42

Knowledge of Performance (prescriptive feedback)

Answer 42

information about movement characteristics that led to the performance outcome (KP)

This is where we should spend most of our time

Question 43

Why is learner-determined feedback effective?

Answer 43

Motivational / positive

individualized / student-centred

Question 44

Definition of fitness?

Answer 44

something you do to improve your health

Question 45

Health related fitness

Answer 45

Society focuses on. This is the fitness we measure to see if we are healthy

Question 46

Skill related fitness

Answer 46

this is important for the activities you do. This is genetically influenced

Generally, it is not as influential as health-related fitness