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KNED Intro to Movement > KNES Final > Flashcards

KNES Final Flashcards

1
Q

What is Motor Ability Development

A

improving motor skills through practice

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2
Q

What does Transfer Effect explain?

A

Explains how children can perform a skill that they have never practiced before

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3
Q

Example of transfer effect

A

Being able to transfer a skill from one side of your body to the other

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4
Q

Fleshman’s findings of “General Motor Ability”

A

There is no such thing- there are several categories of motor ability

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5
Q

According to Fleshman, do children have a set of underlying abilitities?

A

Yes- children do have underlying abilities that determine, to a large degree, there level of proficiencey at a given skill

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6
Q

Why is it important to provide a variety of tasks at varying levels of difficulty?

A

Motor Abilities are the product of learning and develop at different rates, mainly during childhood and adolescence

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7
Q

What are the 3 stages of learning a motor skill according to Fitts and Posner?

A
  1. Cogniitive
  2. Associative
  3. Autonomous
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8
Q

Which Development Level is the Cognitive Stage of learning a motor skill often paired with?

A

Active Start

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9
Q

What are the traits of the Cognitive Stage of learning a motor skill?

A
  1. thinking about a skill as much as trying to perform it
  2. jerky/segmented movements, inaccurate, inconsistent
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10
Q

How to teach during the cognitive stage of learning a motor skill?

A
  1. clear, simple instructions & short explainations
  2. allow individual practice and experimentation
  3. focused on 1-2 main components
  4. continuous positive feedback
  5. stress form as understanding develops (vs accuracy, distance etc.)
  6. pracitce activities and low organization games that are cooperative and fun (few participants, few rules)
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11
Q

Which Development Level is the Associative Stage of learning a motor skill often paired with?

A

Fundamental Stage

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12
Q

What are the traits of the Associative Stage of learning a motor skill?

A
  1. shifting to effort to refine skill
  2. pocess a clear mental picture of skill
  3. many fundamental skills have been acquired
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13
Q

How to teach during the Associative stage of learning a motor skill?

A
  1. insightful obervations (moving from value feedback to corrective feedback)
  2. practice activities that require increased levels of skill performance
  3. gradually increase rate
  4. short sessions with breaks
  5. small group work with maximum participation
  6. correct form stressed
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14
Q

Which Development Level is the Autonomous Stage of learning a motor skill often paired with?

A

Learn to Train

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15
Q

What are the traits of the Autonomous Stage of learning a motor skill?

A
  1. skills performed look and feel habitual/automatic
  2. no lonfer concentrated on various components of skills but on bigger picture (offensive/defensive ability)
  3. NOT THE END
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16
Q

How to teach during the Autonomous stage of learning a motor skill?

A
  1. provide practice sessions that enhance form, style and accuracy
  2. include better skill analysis
  3. provide effective motivational devices
  4. encourge experimenting when plateau’s are reached
  5. provide greater variety and more instisty in practice
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17
Q

Quote: By Understanding phases and stages you can create an environment that motivates, challenges and enables learners to be successful.

A
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18
Q

Steps in the Learning, Teaching and Assessment Process

A
  1. Identify child’s interests, strengths and needs
  2. choose skill(s) and identify learning outcomes
  3. assess child’s level of FMS achievement
  4. plan and implement appropriate learning experiences
  5. continue to assess level of FMS achievement
  6. share gathered info
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19
Q

Why use criteria?

A
  • criteria allows us to see developement, improvement and progress
  • help’s us measure- if you don’t have criteria how do you measure success?
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20
Q

What to consider when planning?

A
  1. is this just for fun?
  2. is this to get to know them better?
  3. are you trying to see teamwork?
  4. meeting curricular needs?
  5. improving an FMS?

If you don’t have a why should you be doing the activity?

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21
Q

Four Criteria for success in the learning environment

A
  1. must have potential to improve motor skill
  2. must provide maximal activity or practice for all students at an appropriate level
  3. must be appropriate for the experiential level of all students
  4. should have potential to integrate psychomotor, affective and cognitive educational goals
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22
Q

What is practice performance

A

short term improvements we may see during a particular drill or day of practice

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23
Q

What is real learning?

A

improvements we see nect day or next game/competition
- retention
- transfer

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24
Q

What is retention of real learning?

A

the ability to recall and execute a skill the next day/week/game/competition

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25
Q

What is trasnfer of real learning?

A

The ability to take a skill praciticed in a certain setting and execute it in a different setting

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26
Q

What do we need to consider when designing experiences to improve skills?

A
  1. our over-arching goal is to have greatest retention and transfer to a game setting
  2. what is the context of the skill we are trying to teach?
    - scaffold learning to eventually mirror performance setting
  3. teaching the 3 compontents of performance skills (read, plan, execute)
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27
Q

What are the 3 components we need to teach kids when instructing for perfomance skills?

A
  1. read
  2. plan
  3. execute
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28
Q

What is Reading in a performance environment?

A

Analyzing the cues

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29
Q

What is Planning in a performance environment?

A

deciding from analysis, what skill(s) are needed, to what extent and in what sequence

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30
Q

What is Executing in a performance environment?

A

Do- intitiate and performing the planned actions.

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31
Q

What are the 3 components of designing a movement task?

A
  1. context
  2. goal orientation
  3. organization (including students, equipment, time, space etc)
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32
Q

What to consider about CONTEXT of designing a movement task?

A
  • describing to the learner how to complete the task
  • choice of context- usually curricular. The “why”
  • how are you scaffolding the experience
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33
Q

What to consider about GOAL ORIENTATION of designing a movement task?

A
  • communicating the intent/purpose of the task
  • sharing goal with students
  • set short-term goals enroute to proficiency to have more successes
  • application tasks
  • refining tasks
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34
Q

What is an application task?

A

a task that focuses on how to execute the movement and put it on the product of performance

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35
Q

What is a refining task?

A

focuses on the quality of movement (over quantity)

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36
Q

What to consider about ORGANIZATIONAL CONSIDERATIONS in designing a movement task?

A
  1. PEOPLE: individual, partners or group (who decides groups?)
  2. SPACE: where will students work on the task?
  3. EQUIPMENT: what equip. will they use?
  4. TIME: how long will they practice? (consider age and stage)
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36
Q

When considering PEOPLE ( of P.E.S.T.) in the Organizational Consideration of a designing a movement task what do you need to remember?

A
  1. students learning stage
  2. LTDA Phase
  3. the activity
  4. the group you’re working with
  5. the end goal
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37
Q

What framework should you work from when designing a movement task?

A

MAXIMAL PARTICIPATION within the context of safety

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38
Q

What does the TREE method outline?

A

The 4 areas where teachers can make alterations, modifications or adjustements to create an environment of success for ALL children.

39
Q

What are the 4 areas of the TREE method?

A
  1. Teaching or coaching style
  2. Rules and regulations
  3. Environment
  4. Engagement
40
Q

What to consider in the teaching/coaching style category of the TREE method?

A

How we teach, what we say, visual aids, positioning etc. Think Shelley Moore’s bowling metaphor- aim for the lowest ability kids and it will benefit all.

41
Q

What to consider in the Rules and regulations category of the TREE method?

A

Can add more or less players, bounces, eliminate or change scoring etc.

42
Q

What to consider in the Environment category of the TREE method?

A

reducing or increasing the playing size, net height, limiting distractions etc

43
Q

What to consider in the Equipment category of the TREE method?

A

size of ball, gloves, headphones etc.

44
Q

What is blocked practice?

A

Practice sequence where child repeatedly rehearses the same task

45
Q

What is random practice?

A

Practice sequence in which child performs a number of diffrent tasks in no particular order

46
Q

When considering the 2 types of practice styles- blocked and random, which produces better outcomes?

A

Blocked practice looks better during practice, but random practice has better retention and application transfer.

47
Q

What are the 4 types of practice?

A
  1. massed
  2. distributed
  3. fixed
  4. variable
48
Q

Explain massed practice and consider who it is best for

A

practicing a skill untill it is learned without taking a break
best for fit and experiences participants

49
Q

Explain distributed practice and consider who it is best for

A

practice with breaks and rest periods
best for new participants (using both phyiscal and cognitive breaks)

50
Q

Explain fixed practice and consider what skills it is best used for

A

blocked practice- closed skill, environment stays the same
Best for practicing a closed skill, ex. free throw, archery

51
Q

Explain variable practice and consider what skills it is best used for

A

random practice-
best for practicing open skills ex. dribbling, rally’s or volley’s

52
Q

What are the different teaching styles in Physical Educations

A
  1. command style
  2. practice style
  3. reciprocal
  4. self-check
  5. inclusion
53
Q

Explain command style of teaching

A
  1. teacher makes all decisions
  2. students respond immediately to stimulus or model provided
  3. best used when safety is paramount, fast responses and replication of skill is required
54
Q

Explain Practice style of teaching

A
  1. teacher demonstrates the tast and sets up the opportunity for learners to practice and develop skills at their own pace
  2. pupils carry out the prescribed tasks while teacher circulates giving feedback
55
Q

Explain the Reciprocal style of teaching

A
  1. students work together in pairs and take turns observing and giving feedback to each other using criteria given by teacher
  2. as students are completing the task the teacher circulates observing providing feedback through the observer
56
Q

Infancy to Toddler FMS

A
  1. learning to sit 6 months
  2. learning to stand without assistance 10 months
  3. walking around 12 months
  4. approx 3 years children are ready to run
57
Q

Balance and Stability Skills are important because…

A
  1. first and most basic area of movement literacy
  2. pre-requisit to all other skillds
  3. ability to balance and remain stable in stillness AND while moving
58
Q

What are the two types of balance?

A
  1. Static Balance
  2. Dynamic Balance
58
Q

When is balance attained?

A
  1. when center of gravity is over
  2. the base of support
59
Q

What is static balance?

A

Maintaining a desired shape in a stationary position

60
Q

What is dynamic balance?

A

Involves the control of body as it moves through space

61
Q

To teach balance you need to…

A
  1. teach static balance starting with two feet on the ground
  2. move to one-legged balance
  3. moved from one leg to the other
62
Q

Define running

A

Having one foot off the ground at any given time while moving fast

63
Q

Jogging

A

Heel-toe

64
Q

Sprint

A

toe-push
running at or close to ones full speed

65
Q

Dodging

A

rapid shift of the body from one line of tracel to another
quick deceptive changes in direction

66
Q

Skipping

A

-rhythmic flow of step-hop pattern
-two FMSs (step and hop)
-flight occurs on hop
-ages 4-6

67
Q

Galloping

A
  • rhythmic flow of step-together, step-together pattern
  • same foot always leading
  • flight occurs when both feet are in the air
68
Q

Jumping

A
  • all jumping involves a ‘flight phase’
69
Q

What are the 3 phases of jumping?

A
  1. preparation phase (knee flexion)
  2. airborne phase (flight)
  3. recovery phase (knee flexion landing and absorbing)
70
Q

What are the 5 basic jumps?

A
  1. jump - take off on 2, land on 2
  2. jump- 1 land on 2
  3. jump- 2 land on 1
  4. hop- take off on 1, land on same
  5. leap- take off on 1, land on opposite
71
Q

Two-foot Jumping tips

A
  1. progressive increase of initial crouch
  2. arms lifted and extended more vigorously
  3. greater extension through jumping action
  4. knees become less rigid on landing with feet in balance position
72
Q

Catching and 3 stages

A

A manipulative skill
stage 1. passive- arms toward object, no adjustments of arms or body
stage 2. negative response to object. catching with cradle to chest. head turned away
stage 3. catcher makes deliberate adjustement of bosy and arms to the object. absorbs object through fingers, hand, arm and body

73
Q

Underhand roll

A

projecting an object so it rolls or slides at or near a target

74
Q

Overhand throw and 3 stages

A

propelling the ball towards specific point with hands and arm
1. little or no prep- thrown with elbow extension
2. upward prep of the throw, some trunk rotation, step forward with same side as throwing arm
3. downward and backward prep, openning of body on back foot, rotation with step forward with opposite leg

75
Q

Assessment Strategies

A

PE Educators must have sound understanding of assessmen, measurement and evaluation
because it gives direction and the “WHY” for activities

76
Q

Assessment

A

the collecting and organizing of information (as evidence of knowledge, skills and attitudes). Can occur, before, during and after instruction

77
Q

Measurement

A

differentiation of collection/organization of student info

78
Q

Evaluation

A

judging student learning based on info colelcted in assessment

79
Q

4 essential principles of assessment

A
  1. continuous
  2. collaborative
  3. comprehensive
  4. criteria based
80
Q

Continuous Assessment means

A
  1. assessment should be ongoing to enable student learning
  2. ensures educators are aware of their student developing knowledge, skills and attributes
  3. provides feedback to educators about effectiveness of instruction
  4. means evaluation results/grades are not a suprise
81
Q

Collaborate Assessment means…

A
  1. educators should involve students and guardians in assessment process
    - students can take responsibility for learning
    - guardians have a clear understanding of student’s abilities, strengths and weaknesses
82
Q

Comprehensive Assessment means…

A
  1. a balance of curricular outcomes
  2. variety of assessment strategies (ex. learning logs, performance tasks, porfolios, skill tests etc.)
83
Q

Criteria Based Assessment means…

A
  1. assessment must consider most critical criteria that describes what students should be able to know, do or value
  2. criteria must be shared with students
84
Q

What is Reference Evaluation? 2 types

A

Considers assessments and evalutation relative to an ideal
1. norm referenced
2. criteria referenced

85
Q

What is norm-referenced evaluation?

A

Judgements based on how well students do in relation to the “average”. Problematic because it assumes a normal distribution

86
Q

What is critera-regerenced evaluation?

A

Judgements based on how well a student does in relation to set criteria (DOESN’T assume some will fail)

87
Q

Role of Assessment

A

To be as authentic as possible

88
Q

Examples of Assessments

A

exit slip
fitness test
observation
learning logs
performance tasks
portfolios
skill tests
written tests
etc

89
Q

Ways to Measure Student Learning

A

checklists
analytic rating scale
rubrics

90
Q

Planning for asssement shoud use backwards design

A

YES- decide on desired result and plan how to acheive outcome in the given timeframe

91
Q

Common Assessment Issues

A
  1. assessing student effort, participation and conduct
  2. fitness testing
  3. assessing student improvement
92
Q

Body management Skills (textbook)

A

involve balancing the body in stillness and in motion. Examples are: static and dynamic balancing, rolling, stopping, landing, bending, stretching, twisting, turning, swinging, and climbing.

93
Q

Locomotive Skills (textbook)

A

involve transporting the body in any direction from one point to another. Examples are: crawling, walking, running, hopping, leaping, jumping, galloping, skipping, dodging, and swimming.

94
Q

Object Control Skills (textbook)

A

require controlling implements (for example, bats, racquets or hoops) or objects (such as balls) either by hand or foot. Examples are: throwing, catching, kicking, striking, bouncing, and dribbling.

KNED Intro to Movement (2 decks)

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