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Midterms > KIN 106 > Flashcards

KIN 106 Flashcards

1
Q

Name the reasons that people would stop playing sport

A
  • Competing activities
  • becomes no longer fun
  • not having enough playing time
  • not having success- no enjoyment
  • loss of motivation
  • not liking the coach
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2
Q

Name the reasons that people would keep playing sports

A
  • giving them the choice of sport
  • having people that they know
  • feeling of competence
  • intrinsic motivation
  • support from adults outside of family
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3
Q

What is physical maturation?

A

Refers to the physical growth and development that human go through till old age.
- it can vary

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4
Q

What are the 3 phases to skill development?

A
  1. Initial/cognitive
  2. Formative/Kinesthetic
  3. Mature
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5
Q

What is the Initial/Cognitive phase of skill development?

A

Where a learner is starting to develop an understanding on how to do a skill

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6
Q

What is the Formative/kinesthetic phase of skill development?

A

Learner is now starting to improve the execution of the skill

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7
Q

What is the Mature phase of skill development?

A

Performer can perform the skill in a good manner, can mix different skills together

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8
Q

What are the 3 categories of movement skills?

A

Stability
Travel
Manipulation skills

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9
Q

What does physical literacy encompass?

A
  • motivation to move
  • confidence to move
  • having the understanding of what to do
  • make decisions while playing
  • having knowledge of the sport/skill
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10
Q

What is the main goal of PE

A

to provide meaningful moving experiences

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11
Q

What are movement situations

A

situations that a learner or player needs to be able to perform a skill in order to achieve a goal

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12
Q

What is the purpose of physical literacy?

A

to promote confidence, competence which will then lead to motivation

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13
Q

What does it mean to be physically literate?

A
  • to be active not just on land but in water, snow/ice
  • recognizing the cultural/social contexts of sport and the environment that we live in
  • value all types of environments
  • Realizing that there is not a correct way to move but being able to move in the environment that was fun and enjoyable
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14
Q

Why might physical literacy be problematic?

A
  • it normalizes ways of moving
  • privileges a certain type of active body (able bodied)
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15
Q

The reality of Assumption #1: Skill transfer to sports and other physical activities

A

Not always the case, the conditions in game play can be very different, can be executed differently
e.g. riding a bike vs tour de France

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16
Q

Intentionality is related to attributes of:

A
  • The performer
  • Environment- opportunities
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17
Q

What are the 3 categories to determine a good throw?

A

Intentionality
Specificities
Individual characteristics

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18
Q

Explain the Intentionality of a throw

A

What is the goal of the skill
e.g. baseball throw, to get another person to catch the ball

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19
Q

Explain the Specificities of a throw

A

Of each sport, certain game rules and logic of a sport
what are the parameters of the sport

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20
Q

Explain the individual characteristics of a throw

A

Aspects that the learner or the player brings to the situation

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21
Q

What are social affordances?

A
  • What is it that each individual brings to the playing situation
  • outside of the learning environment
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22
Q

What is the influence of having a “sporting habitus”?

A

Having an understanding of a specific world
e.g. being in a hockey family, you have a better understanding of the world of hockey

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23
Q

What is sporting capital?

A

Having more knowledge toward a sport

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24
Q

What are examples of social contexts in the world of sport?

A
  • other players
  • parents
  • refs
  • family
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25
Q

Explain this quote: “it is more useful to focus teaching in physical education and sport on the fun of playing meaningful games than concentrate on a limited number of skills in a set of narrowly defined activities and assessing whether children can perform these isolates ‘fundamental movements’

A
  • Want to create more meaningful learning opportunities
  • want to make sure that they know why they are learning such a skill
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26
Q

What are the components of games within KIN 106?

A
  • Usually played by a group of people
  • Physical in nature
  • Specific purpose or outcome
  • rules
  • the players are in opposition
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27
Q

What are the 2 primary game categories?

A
  • Experiential learning games
  • Sport games
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28
Q

What does the Experiential learning games category consist of?

A
  • cooperative games
  • helping the learners go through a process and develop “soft skills”
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29
Q

What does the Sport games category consist of?

A
  • Target
  • Net/Wall
  • Striking/Fielding
  • Invasion games
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30
Q

What is the emphasis of experiential games?

A

Focusses on affective and the cognitive and then physical

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31
Q

What is the emphasis of sport games?

A

Cognitive and locomotor skills

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32
Q

What are the 3 goal structures and what do they consist of?

A

Individual
- 1vs1
- doesn’t necessarily need to be competitive
Cooperative
- tend to involve a group
Competitive
- Team
- Individual
- Object of the game is to beat your opponent

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33
Q

What are the 3 categories of manipulative skills?

A

Projecting skills (passing and shooting)
Receiving skills (having an object passed to you)
Retaining skills

34
Q

What are the categories within Projecting skills?

A

Underhand roll
- Projecting an object underhand, rolling or sliding it
Overhand throw
- projecting a object toward a specific spot/person
Kick
- striking an object with your foot
Passing
- Involve kicking, throwing or propelling another object to a person
Side arm strike
- propelling an object with your arm with a side arm action
- e.g. tennis

35
Q

What are the categories within Receiving skills?

A

Catch
- Receiving an object with your hands
Trap
- Receive it with your feet, chest, knees, or head

36
Q

What are the categories within Retaining skills?

A

Dribble
- locomoting or travelling with an object

37
Q

How was the term ‘physical literacy’ created?

A

Whitehead came up with the definition of physical literacy. She was concerned about the lack of physical activity that people were getting

38
Q

What was the older (original) definition of physical literacy

A

“… as appropriate to each individual’s endowment, physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout the life course

39
Q

What is the newer definition of physical literacy

A

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

40
Q

What are the core attributes of physical literacy?

A
  • Motivation
  • Confidence and physical competence
  • fluent interaction with a range of environments
41
Q

Explain motivation

A

A desire to participate in physical activity on individual’s part because it has been experienced it in a positive and rewarding way

42
Q

Explain confidence and physical competence in terms of physical literacy

A

Result of belief in one’s ability to effectively use and apply a variety of general, refined, and specific movement patterns

43
Q

Explain fluent interaction with a range of environments in terms of physical literacy

A

moving competently in various environments, being able to respond and adapt to what environment gives you

44
Q

What is PHE (Physical and health education Canada)

A
  • responsible for giving resources to PE teachers
  • Try to work with organizations like Sport for Life
  • Try to integrate research into their practices and policies
45
Q

What is Sport for Life

A
  • Improve the quality of sport and physical activity in Canada through improved athlete training and better integration between all stakeholders in the sport system
  • Responsible for policies within sport
46
Q

What are some critiques of physical literacy

A
  • lack of general consensus among sporting and education bodies who are putting out various assessment tools that are all being recommended
  • Confusion for people using these carious assessments because each assessment is focused on a different definition of physical literacy
47
Q

3 limitations related to the assessment of physical literacy

A

Rely on:
- using existing tools that have been used for other purposes
we should be developing tools that are measuring what we want it to measure
Focus on:
- tools only focus on one dimension (either physical, effective, cognitive, behavioural)
Attend to:
- White head stressed that the physical activity component should be the main focus

48
Q

What is a game?

A

Involves any physical activities using an object that are played in society

49
Q

Explain strategic understanding

A

Understanding the ways of playing a game

50
Q

Explain tactical awareness

A

Ways of playing a game to gain an advantage over opponents

51
Q

Explain principles of play

A

Basic elements of play that structure effective game play

52
Q

What does TGfU stand for?

A

Teaching Games for understanding

53
Q

What is teaching games for understanding?

A
  • approach developed for educational understanding
  • Looked at decline of student participation in sport outside of school
54
Q

Explain the ‘Why before the How’ theory

A
  • Teaching skill comes later on, teaching why the skills are important come first
  • Understanding of what is the game about and then you develop the technical skills
55
Q

Explain the rationale of Teaching Gamed for Understanding

A
  • Their performance improves even though their technical skills haven’t been worked on
    Novice learners:
  • Who developed an understanding of tactical problems became better players and better spectators
  • understood what was going on
  • Increased motivation to better themselves and their skills
56
Q

What does teaching games for understanding build on?

A

the main categories of games:
- Target
- Net/Wall
- Striking/Fielding
- Invasion games

57
Q

Explain the Traditional approach to teaching games

A
  1. skill execution
  2. game form
  3. performance
  4. making decisions
  5. tactical awareness
58
Q

Explain the game approach to teaching games

A
  1. Modified game
  2. Game appreciation
  3. Tactical awareness
  4. Making decisions
  5. Skill execution
59
Q

Explain the difference between Traditional vs. Game approach

A
  • The traditional approach is missing game appreciation (developing an appreciation for the rules, boundaries, number of players)
  • Skill execution shows up in both of them just at a different stage
60
Q

Explain the rational for the Game approach

A
  • the knowledge flows in a circular pattern
  • Debates of ideas
  • between learners
61
Q

What are Pedagogical game principles?

A

Instructional strategies, how to modify games

62
Q

What are the 4 Pedagogical game principles?

A
  1. Sampling
  2. Modification through representation
  3. Modification through exaggeration
  4. tactical complexity
63
Q

Explain Sampling (Pedagogical game principle)

A
  • involves exposing learners to multiple games in the same category
    e.g. all target games
  • transfer knowledge
  • students recognize the similarities between the games that they play
64
Q

Explain Modification through representation (pedagogical game principle)

A
  • Modifying the full version of the game to make it accessible for the learners early on when you are introducing a new game category
65
Q

Explain Modification through exaggeration (pedagogical game principle)

A
  • used specifically when you want to highlight a specific tactical problem
  • modify space
66
Q

Explain tactical complexity (pedagogical game principle)

A
  • Moving through game categories according to the lease to most complex game category
    -target
  • net/wall
  • striking/fielding
  • invasion
67
Q

Explain the principles of play for Target games (Primary objective/tactical strategy)

A

Primary objective
- to get your object closer to your target than your opponent
- opposed and unopposed
Archery/darts = unopposed
Curling= opposed

Tactical strategy
- aim and accuracy
- want to manipulate things like force and distance
- Trying to regulate HR

68
Q

Explain the principles of play for net/wall games (Primary objective/tactical strategy)

A

Primary objective
- get object to opponents area of play in order to score a point

Tactical strategy
- consistent placement and positioning

69
Q

Explain the principles of play for striking games (Primary objective/tactical strategy)

A

Primary objective
- try to score as many runs as possible and run to safe areas

Tactical strategy
- hitting with accuracy
- avoiding outs

70
Q

Explain the principles of play for fielding games (Primary objective/tactical strategy)

A

Primary objective
- prevent runs

Tactical strategy
- try and get the batter out

71
Q

Explain the principles of play for Territory/Invasion games (Offence and Defense) games (Primary objective/tactical strategy)

A

Offense
Primary objective
- invade opponents goal and to try and score
Tactical strategy
- getting into open space
- maintaining possession

Defense
Primary objective
- Defend goal and prevent scoring
Tactical strategy
- close open space, intercept object and gain possession

72
Q

What are strategic control factors

A

Players manipulate them to gain an advantage

73
Q

What are the initial strategic control factors

A
  • Space
  • time
  • force
74
Q

What are the advanced strategic control factors

A
  • Sike
  • Uncertainty
    reducing uncertainty for self
    increasing uncertainty for your opponent
75
Q

Explain the strategic control factor of space

A
  • where the object needs to be placed to gain an advantage
  • players as well, where the player need to move into space to get an advantage
76
Q

Explain the strategic control factor of force

A
  • How much force we put on an object
    e.g. hitting a ball
    - direction
    • height
  • force that is deployed in contact sports against another player
77
Q

Explain the strategic control factor of time

A
  • making the decision when you will execute a skill
  • creating time to take a shot or make a shot
  • running down the time
78
Q

Explain the strategic control factor of Decreased uncertainty for self

A
  • running plays in practice
    making sure you know where everyone is supposed to be
  • communication
    video replays (watching your plays)
79
Q

Explain the strategic control factor of increase uncertainty for other.

A
  • signals
  • creating fakes
  • being aware of opponents use of space
    gain a sense of pattern
80
Q

Explain the strategic control factor of psych

A
  • being able to control your own emotional responses
  • rituals to improve your psych
    listening to music
    pre game rituals

Midterms (5 decks)

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