Final Exam Flashcards
What is a Guided Discovery question? (Other name, description, example)
When the teacher is looking for one correct response, a question or series of questions can be asked to lead the student to discover the answer and to correct the form of the skill. Convergent question. Is it better to land with bent knees or straight knees?
What is an Exploratory question? (Other name and description, example)
When the teacher is looking for multiple creative responses (not one right answer) a question or series of questions are asked to help students explore alternatives and solve movement problems. Divergent questioning. How many ways can you move to the other end of the balance beam?
What does convergent and divergent problem solving styles help kids with?
It involve the learners cognitively in the process of learning to move, providing them with critical thinking opportunities in physical education, and physical activity settings
Author of task series
Wall & Murray (1994)
Open teaching process
- Initiates more than 1 response
- More student decision
- “grab a hoop or a ball”
Closed teaching process
- Initiates 1 response
- Less student decisions
- “grab a rope”
What are the 5 Kinds of mouvement tasks:
- Basic tasks
- Refining tasks
- Simplifying tasks
- Extending tasks
- Applying tasks.
Basic tasks:
Tells the student what to do. Starting point of each learning sequence in a lesson. basic tasks is usually followed by refining tasks. Basic tasks can be closed or open. Younger, less skilled children often practice more basic tasks. Change tasks once kids get bored, chatty.
Refining Tasks:
How to improve the quality of the movement. It focuses on execution and quality of performance. This is done through feedback, this is why effective observation is so important. Use less and basic cues and child friendly images for younger kids. Refining tasks tends to be more closed because we are focusing on specifics.
Simplifying tasks:
Degree of difficulty for some tasks might need be reduced in order to meet the needs of the moment and to provide success (80%). Do it gradually. (Change equipment, environment, change one dimension of the previous tasks-dribble and walk instead of running)
Extending tasks:
increase the degree of difficulty to meet level of competency. Still aim for 80% success. Do it gradually. Tasks may range from closed to open.
Applying tasks:
once movement concepts are practiced and explored integrate it with other known skills. Learning sequences, focus on what they learned. Kids are gonna lose motivation if they are not given a chance to apply their skills in appropriate situations. Applying tasks may range from closed to open. Provide at least one refining task after every other task you set. Use challenge or stories.
Organizing tasks, example:
They tell the kids where to go, with who to work, what equipment to get, where to put it, when to put it away. Go find a partner.
Organizational skills (CATS):
These skills are required when we organize the elements of the learning environment and establish and maintain appropriate behaviour of student (CATS):
Children
Apparatus and equipment
Time
Space
Author of : What is Teaching Games for Understanding? A Canadian perspective.
Mandigo, Butler, Hopper
What is Teaching Games for Understanding (TGFU), what does it provide?
(a) have knowledge and understanding that enables them to anticipate patterns of play
(b) possess technical and tactical skills to deploy appropriate and imaginative responses
(c) are able experience positive motivational states while helping to facilitate motivation among others involved in the game.
d) games literacy enables to engage with poise, confidence, and enthusiasm across a wide range of games
What are the 4 game categories?
- Target games
- Striking games
- Net-Wall games
- Invasion-territorial games
Target games, example:
to avoid obstacles to get object closer than opponent’s object to the target. It’s not very active. Bowling, archery, golf
Striking games, example:
Striking players -strike to specific area or space -sprint in a specific pathway Fielding players -receiving object at different levels -throwing with accuracy -covering a designated area Baseball, kickball
Net-Wall games, example:
-Hitting or striking object into space at varying levels and either close to or far away from body
-Moving and changing direction quickly
-Sending the object over a net, line or in a specific space
Net: badminton, volleyball. Wall: racquetball
Invasion-territorial games, example:
-Running distance and with speed (with or without the object)
-Dodging and faking
-Guarding opposition or a specific space
-Playing both offence and defence roles
-Interception of the object
Basketball, hockey, soccer, football.
The six steps of the TGfU model are as follows:
- Game. The first step in the model (the game) is designed to foster an understanding of game form.
- Game appreciation. How we play. Learners develop an appreciation for how the rules, skills and strategies all influence each other.
- Tactical awareness. By participating in game-like scenarios, learners develop an understanding of important offensive and defensive tactics that assist in gaining an advantage over their opponents.
- Decision making- After developing an awareness of important tactics, learners begin to understand how to make appropriate decisions within the game context.
- Skill execution. Having gone through the previous four steps, learners begin to realize the importance of proper skill execution and hence will have a context from which to develop and/or refine their current skill level
- Game performance. The final step of the model involves applying the previous steps through performance in an advanced form of the game being played or making the modified game more representative of a formal game.
What are the 4 pedagogical principles in the TGFU approach?
- Sampling: This technique is used to facilitate understanding of how tactical solutions, rules, and skills transfer between games within the same games category.
- Game representation: instructors create developmentally appropriate game-like scenarios that demonstrate how to use a particular skill or tactical solution within a game.
- Exaggeration: requires instructors to choose a particular focus for an activity based on game structure and then create a develop- mentally appropriate scenario that exaggerates the chosen concept.
- Tactical complexity: is based upon the premise that there is a developmental progression of tactical solutions that include on and of the ball skills and movements.
Why implement TGFU in Canada?
When TGfU is implemented using the pedagogical principles in a learner- centred manner, it offers particular promise at successfully meeting the standards and expectations of physical education curriculum across Canada
Authors of Educational Gymnastics
Enhancing Children’s Physical Literacy
Sam Baumgarten & Karen Pagnano-Richardson
What is educational gymnastics?
Educational gymnastics harnesses these natural actions and helps students gain body control and improve overall body management. The environment fosters the development of the whole child, not just isolated physical skills. A problem solving approach to teaching gymnastics and kids answer and work at their own level.
The following key rules and precepts, necessary for maintaining a safe environment, should be taught to students at the beginning of a gymnastics unit and reinforced as needed:
- appropriate attire (no socks!)
- supervision
- attendance
- pre-requisite skills and proper progressions
- equipment set-up and check
- Safety Guidelines for Physical Activity in Alberta Schools
Body Aspect- In gymnastics (What the body does)
- Travel (locomotion, non-locomotion)
- Balance
- Body shapes
- Rotation
Space Aspect-In gymnastics (Where the body moves)
- Areas
- Direction
- level
- pathways
- Extensions
- planes
Effort Aspect-in gymnastics (How the body moves)
- Time
- Weight
- Flow
- Space
Relationship Aspect
To whom or what the body relates as it moves
- Body parts to each other
- Individuals - groups
- Apparatus
The five-step template can help teachers to plan and assess educational gymnastics regardless of their experience level:
- Step 1: Plan. Students receive instructions for developing their performance, often in the form of an assessment rubric, based on a particular theme from the movement framework (e.g., balance).
- Step 2: Explore and Practice. In other words, the teacher must consider the type of instruction that is needed to equip students with the necessary skills and understanding for the final performance.
- Step 3: Practice, Persevere, and Polish. Students continually refine, adjust, and improve their movement sequence based on feedback from self, peers, and the teacher.
- Step 4: Perform and Assess. At this stage, the gymnast demonstrates understanding and movement skills through a final, yet informal, performance that is meaningful, challenging, developmentally appropriate, and performed in a realistic context (in front of an audience).
- Step 5: Reflect. Finally, students self-assess and reflect on their performance strengths and weaknesses, plan for future performances, set future goals, and identify unanswered questions.
What are the 6 dominant movement patterns (DMP’s) of gymnastics and why are the important?
- Landings: force dissipation (on feet, hands, with rotation)
- Statics: centre of gravity (supports, hangs, balances)
- Locomotions: displacement of the body, on off something (Hands, feet, in support, in hang)
- Springs:rapid displacement of the body (unassisted-feet, assisted-tramp)
- Swing: rotation about an external axis (in hand or support)
- Rotations: create rotation a force is applied that does not travel through the centre of gravity. (Longitudinal-log roll, transverse-fwd roll, anterior-cartwheel)
- Building blocks for all gymnastic forms and skills
- Develop body awareness and control through weight bearing and weight transference activities.
3 types of axis and examples:
- Longitudinal (pole head to toe-table)-log roll
- Transverse (pole side to side-wheel)-fwd roll
- Anterior and posterior (pole trough belly button-door)-cartwheel
Authors of: Selecting, teaching and assessing physical education dance experiences
Little and Hall
What is dance at the fundamental level?
lt is basically a combination of locomotor skills (e.g., hop, slide, skip) and non-locomotor skills (e.g., twist, stretch, curl) combined with movement concepts. Movement concepts: body awareness, spatial awareness, effort and relationship. These fundamental skills and movement concepts are then combined with the skill of beat competency, resulting in structured dance experiences.
Dance at the primary grades (K-2) should meet the following criteria:
Structured dance:
(1) it combines basic locomotor and non-locomotor movements
(2) is highly repetitive
(3) is performed in place or with limited lateral or forward/backward movement.
Dance for upper-elementary Grades (age 8-11):
Once exposed to successful rhythmic experiences in lower grades, can perform dances that contain more varied patterns and formations.
