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PEDS 293 > Midterm > Flashcards

Midterm Flashcards

1
Q

Importance of Physical Literacy for Young Learners

A

Enhance future health of young learners by increasing the probability that they will remain active.

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2
Q

PHYSICAL LITERACY

A

INDIVIDUALS: All different
COMPETENCE: Develops motivation and ability
VARIETY: Function/expressive/inward
WHOLE PERSON: Psychomotor, cognitive, affective

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3
Q

Variety

A

Formal (sport) and informal (play)
Functional, expressive, inwardly focused
Off ground, on ground, winter, aquatic

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4
Q

Whole Person

A

Psychomotor (hands, the moving child)
Cognitive (head, the thinking child)
Affective (heart, the feeling child)

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5
Q

Long-term athlete development model

A
  1. Active start
  2. Fundamentals (movement skills)
  3. Learn to train
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6
Q

Play is:

A

Freely chosen, personally directed, intrinsically motivated and culturally influenced.

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7
Q

Context of activity:

A

Play, school PE, sport/organized, family activities

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8
Q

Types of activity:

A

Organizational settings: formal/informal
Purpose/intent: expressive, func, inward
Interaction: competitive, coop, ind, group
Enviornment: ground, off ground, winter, aqua
Effort/Energy: gentle, flowing, explosive, continuous, combination
Technical requirement: specialize skills, or general movement.

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9
Q

DAPP - Is it a good choice?

A 
Dev Appropriate Activities and Practice
So Quiet Parrot Sucks Goat Suck
1. Skill dev
2. Quality
3. Practice
4. Success
5. Goal structure
6. Safe (emo + phy)
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10
Q

Motivation

A

Perceived competence and cost/ben

  • Drop out/Burn out
  • intrinsic/extrinsic
  • amotivation (no reason to participate)
  • lack of control over env
  • ego goal (norm referenced)
  • task goal (self-referenced)
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11
Q

Laban Movement Analysis

A

Body
Space
Effort Quality
Relationship

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12
Q

Fundamental Movement Skills

A
  1. Locomotor (pedal/non-pedal)
  2. Balance/Stability (holding shape in stillness)
  3. Manipulative (project/receive/retain)
    - culture dictates what is a fund mov skill
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13
Q

TARGET Strategy (Motivation)

A

Task: challenging, meaningful, variety
Authority: democracy, choice, voice
Recognition: promote self-worth, rec effort, etc
Grouping: small, mixed-ability
Evaluation: emph on ind progress, strength based
Time: progressive tasks, individualized

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14
Q

Early childhood (3-8 yrs)

A

2 in + 5 lbs each year, minimal gender difference, FATIGUE, sensory dev

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15
Q

Late childhood (8-12 yrs)

A

Slow and steady growth, better hand/eye cord.

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16
Q

Physical growth in childhood

A
  • Malnutrition, dietary excess, illness, hypertrophy/atrophy
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17
Q

Characteristics of Motor Dev - Windows of opportunity!

A

Quiet Seas Cause Dramatic May Igloos
QUALITATIVE: not quantity
SEQUENTIAL: head to tail, middle to outside
CUMULATIVE: building blocks
DIRECTIONAL: progressive or regressive
MULTIFACTORIAL: skills require many factors
INDIVIDUAL/VARIABLE: not generalized

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18
Q

Factors Affecting Motor Dev

A
  • variability, readiness, differentiation, integration, window of opportunity.
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19
Q

Inclusive Physical Education (IPE)

A

…providing all students with disabilities the opp to part in reg PE with their peers, with supplementary aides and support services as needed to take full advantage of the goals of motor skill acquisition, fitness, knowledge of movement, and psycho-social well-being, toward the outcome of preparing all students for an active lifestyle appropriate to their abilities and interests.

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20
Q

IPE

A

Acceptance, willingness, knowledge (context specific), creativity and flexibility.

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21
Q

Why teach movement skills?

A

Building blocks of many activities

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22
Q

Progression of Skill Development

A

Initial (emerging) - Early developing - Formative (intermediate) - Late developing - Mature (proficient)

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23
Q

Initial Stage

A
  • purposeful attempts at movement, but lacking in coordination
  • poor rhythmic flow
  • maturation will not help develop proficiency
  • missing parts of sequence, or in wrong order
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24
Q

Formative Stage

A
  • Great control of FMS
  • Coordination is getting better, but lacks flow
  • Many children and adults stay at this stage of movement
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25
Q

Mature Stage

A
  • Proficient, coordinated, controlled and rhytmic
  • Performance starts to rapidly improve
  • Opportunities for practice, encouragement, a supportive env and sound instruction are needed to get someone to the mature stage
  • those at mature stage have a perceived competence and perceived benefits
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26
Q

Movement Task Series

A
  • used for the progressive development of movement instruction and monitoring of a learning sequence
  • the decisions a teacher makes in working with the content to best help young learners improve their movement or sport-specific skills
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27
Q

5 Types of Tasks

A

Basic - informs, tells student what to do
Refining - helps focus on quality of movement
Simplifying - makes it easier (for success)
Extending - makes it harder (for challenge)
Applying - integrating with other skills, puts into context

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28
Q

Basic Tasks

A
  • Starts with a task that involves exploration

- effort, space and relationship concepts

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29
Q

Refining Concepts

A
  • use child-friendly cues
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30
Q

Extending/Simplifying

A
  • Adjust task to meet needs of learners
  • Mod difficulty level to ensure success (80%)
  • Gradual changes (increase # of movements, complexity of relationships, mod type/size equip, add defenders gradually)
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31
Q

Applying Tasks

A
  • integration of learned skills with other known skills
  • use the task that has been learned/practiced
  • allows learners to see importance of what has been learned
  • practical application in appropriate situations
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32
Q

Guided Discovery/Exploratory

A
  • Help learner explore/discover the answer(s)
  • build on past experience/make meaning and build new knowledge
  • teachers need to play for critical thinking/active discovery
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33
Q

GDQs

A
  • questions that lead the learner to discover the correct answer for themselves
  • open ended to allow for a range of creative responses
    (where do you need to look when you hit the ball with your bat? experiment with kicking with different parts of your foot. what parts give you best/predictable direction?)
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34
Q

Assessment

A
  • formative, summative, authentic

- continuous, collaborative, comprehensive, criteria-based

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35
Q

What to observe? (assessment)

A
  • students’ learning (on task, doing what was expected, equip dev app for students)
  • opportunity for improvement (does every student have equip and opps to improve)
  • level of challenge (every student challenge at personally appr level)
  • students’ safety (enough space, app equip, dressed, warmed up?)
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36
Q

How to observe?

A
  • what the child do the skill several times (minimize distractions)
  • start with a side view
  • gradually watch from different angles
  • watch the overall movement, then specific parts or phases.
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37
Q

Rhythm

A

Tempo, underlying beat, metre, accent, intensity mood, phrase, rhythmic pattern

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38
Q

Dance takes movement from functional to expressive

A

Expressive in nature and has intrinsic value to the performer. Perceptually interesting and attractive.
- Rhymical movement of the body for expressive purposes.

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39
Q

What does dance teach to young learners?

A
  • appreciate aesthetic and athletic elements
  • develop unique way to express thoughts, feelings and ideas
  • teach children about their bodies
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40
Q

Why teach dance to young leaning?

A
  • broaden the “moving” experience (beyond functional)
  • develop movement concepts
  • promote movement skills
  • enhance fitness related concepts
  • assist the development of langauge and imagination
  • create opportunities for the child to experience dance as a CREATOR, PERFORMER and OBSERVER
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41
Q

Role in Dance

A

CREATORS (choreographers)
PERFORMERS (dancers)
OBSERVERS (audience)

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42
Q

Child-friendly stimulus

A
  • is appealing to them
  • presents clear movement images or movement potential
  • children have experience with (use familial language)
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43
Q

Structure dance material in a way…

A
  • the body can move
  • use time, energy and flow in every action of the body.
  • body uses the space around itself
  • the body interacts (relationships) with other people, props and objects
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44
Q

Dance element: BODY

A
  • whole body actions
  • body parts
  • body shapes
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45
Q

Dance element: SPACE

A
  • levels
  • size (extension)
  • directions
  • pathways
46
Q

Dance element: EFFORT

A
  • time
  • energy
  • flow
47
Q

Dance element: Relationship

A
  • people
  • object
  • formation
48
Q

Appropriateness of dance form depends on:

A
  • the individual child
  • the group of children
  • the setting
  • the objectives
49
Q

Dev App Forms of Dance for young learners

A
  • fund rhythmic activities (patterns, timing, sounds, poetry, repetitive)
  • creative dance (express, transform ideas into movement, creative process)
  • folk dance (cultures, step patterns, cross-curricular integration, varying levels of complexity for needs and abilities of children)
50
Q

Exploring and Experiementing

A

Informal free exploration
Simple and semi-choreographed
Fully choreographed routine

51
Q

Inclusion - Modifying Activities

A
  1. Equipment modifications
  2. Rule modifications
  3. Environment modifications (temporal/physical)
  4. Instructional modifications (general/participant)
    + task/curriculum modification (IPP) if nec.
52
Q

Safety

A
  • appropriate attire
  • supervision
  • pre-requisite skills and proper progressions
  • equipment set-up and check
  • risky activity (nothing requiring spotting)
53
Q

Types of gymnastics

A
  • artistic, trampoline, recreational, tumbling, baton twirling, RHYTMIC, stuntnastics, gymnic ball, sport aerobics, trapeze
54
Q

Traditional vs Educational Gymnastics

A
  • concept, NOT skill
  • problem solving, with multiple movement answers
  • Process, NOT product
  • non-competetive
55
Q

6 DMPs - dominant movement patterns of gymnastics

A
  • landings
  • statics
  • locomotions
  • rotations
  • swings
  • springs
56
Q

LEARN LANDINGS FIRST!

A

…what goes up, must come down…

  • absorb as much force over as long as possible
  • absorb force over as much surface as possible
57
Q

Statics

A

Held/still

  • supports (stable)
  • balances (unstable)
  • hangs
58
Q

Locomotions

A

Pedal, non-pedal, on aparatus

59
Q

Rotations

A
  • transverse (side to side)
  • anterior-posterior (front to back)
  • longitudinal (head to toe)
60
Q

Swings

A
  • inverted or upright
  • an ascending phase and descending phase
  • hook-like grip
61
Q

Springs

A
  • rapid displacement of the body

- rebound (not jump)

62
Q

Explore movement concepts

A

“can you make different shapes while you hang on the monkey bars?”

63
Q

Task Series in Gymnastics

A

Develop short sequences and shapes using one or more of the DMPs.

64
Q

PROBLEM SOLVING APPROACH

A

• allows for creativity (divergent responses)– thinking outside of the box
• honouring individuals solutions
• allows students to become self reliant, and not dependent on the teacher/leader for
the answers
• activities are developmentally appropriate because they are chosen by the student,
although the teacher needs to set limits (e.g. no spinning on your head)

65
Q

PURPOSES OF TASKS:

A
  • tasks are problem statements
  • multiple solutions possible
  • task vs. command accommodates individual skill levels
  • works on a concept rather than a skill
  • maintains physical and emotional safety
66
Q

A game is:

A
  • Structured
  • Focus on FMS
  • Focus on cognitive skills
  • Focus on affective domain
  • Within child-friendly context
67
Q

Hierarchy of Games

A

Complexity: Body management games -> lead up games -> formal games

68
Q

Body Management Games (BMG)

A
  • Should develop body management skills in space/relationships before object control
  • Can be individual/cooperative/competitive
  • focus on successful participation
  • great warm up/fitness activities
69
Q

Body Management Games

A
  • use simple elements common to many games
  • use combinations of elements from other games
  • focus on one main skill (+ other complimentary skills)
  • stress basic loco and stability skills
  • minimal tactics/rules (no major roles/positions)
70
Q

Lead-up Games

A

Modification of format games to where the rules, boundaries, skills or equipment have been changed to meet developmental needs

  • prepare or lead-up to a particular formal game
  • include manipulative and BMS
  • basic strategy and team play
  • Have basic play/positions
71
Q

Formal Games

A
  • More complex and organized
  • Rules are standardized, specific and plentiful
  • specific skills
  • well-defined player roles
  • team play tactics
  • organizational representation
72
Q

Formal Game Categories

A

Simple -> Complex

Target - Striking/Fielding - Net and Wall - Invasion

73
Q

Target Games (curling, archery, bocce)

A
  • propelling an object
  • aiming at a specific target (stationary)
  • small range of movement skills (not very active)
  • stability is important when propelling (accuracy)
74
Q

Striking/Fielding Games (cricket, baseball, softball)

A 
Striking players (strike to specific area/space and sprint in a specific pathway)
Fielding players (receive object at different levels, throwing with accuracy, covering a designated area)
75
Q

Net and Wall Games (tennis, squash, volleyball)

A
  • propelling object (hitting or striking) into space at varying levels
  • Moving and changing directions quickly
  • sending the object over a net or line into a specific space
  • covering a playing area and ready to receive
76
Q

Invasion (territory) Games (football, hocket, lacrosse)

A
  • Running distance with speed
  • Dodging/faking
  • Offence/defence
  • Guarding opposition or specific area
  • Interception/carrying of an object
77
Q

Grouping of Games

A
  • show progression of simple to complex
  • shows common game components
  • learn about structure/simularities in each and transfer knowledge/skills
78
Q

TGFU (Teaching Games for Understanding)

A

Game form > game appreciation > tactile awareness > decision making > skill execution > game performance

79
Q

TGFU

A

Starts with simple game form (not with skills) to get players to think tactically first (how do i…?)

80
Q

TGFU (TACTICS BEFORE SKILLS)

A
  • first find tactile solution to tactile problem, then skills are focused on
  • return to game to practice those skills in an authentic situation
81
Q

TGFU Advantages

A
  • increases motivation (hooks them on game first)
  • provides a context for the learning of the skills
  • skills/tactics can be used for more complex games later on.
82
Q

Physical Literacy

A

…move with competence in a wide variety of physical activities that benefit the development of the whole person.

83
Q

GAMES Literacy

A

…will be able to engage with poise, confidence and enthusiasm in a wide variety of games.

  • knowledge/understanding
  • technical/tactical skills
  • positive motivational states
84
Q

Cooperative Games

A
  • encourage students to work together to accomplish a common and shared goal.
  • helps to teach caring/collaboration
  • promotes empathy, sharing and teamwork
85
Q

Cooperative Games

A
  • heterogenous groups
  • positive interdependence
  • individual accountability
  • social collaborative skills
86
Q

Heterogenous Groups

A
  • Planned or selected at random

- gender, ethnicity, academic/physical ability, SES

87
Q

Positive Interdependence

A
  • must feel comfortable

- dependent on each other to accomplish the group goal

88
Q

Individual Accountability

A

Each ind:

  • has a role to play
  • must make their own contribution
  • is accountable to the group
89
Q

Social Collaborative Skills

A
  • teamwork, information sharing, listening with patience, problem solving, taking turns, being supportive.
90
Q

Guidelines for Teaching COOP Games

A
  • each child has unique contri to group goal
  • group goal = meaningful and motivating
  • coop skills must be emphasized
  • teach, use and reinforce coop vocab
  • closure of activity/less is critical (emphasize!)
91
Q

Instructional Tips for Games

A
  • small sided games (more involvement)
  • pose GDQs
  • developmentally appr
  • try out, evaluate, retest solutions
  • critical thinking/debate of ideas
  • planning (safety)
  • boundaries (control game)
  • switch up teams/roles
  • promote social opportunities)
92
Q

Modifying Games

A
  • distance to be run (increase/decrease boundaries)
  • means of locomotions
  • play with partners (move as single person)
  • method of tagging
  • adjust goal (increase/decrease)
  • change formations
  • change requirement necessary for scoring
  • increase number of players/taggers
  • change rules/penalties of game
93
Q

Play

A

Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

94
Q

Play is…

A
  • Freely chosen
  • Personally directed
  • Intrinsically motivated
  • Culturally influenced
95
Q

The impulse to play comes from within the child:

A
  • often implies sense of fun
  • can be serious (not trivial)
  • play can be reflective
96
Q

Values and Principles of Fun

A
  • children’s views
  • enriched environments
  • freedom to play
  • equal entitlement
  • respect for children
  • children’s abilities
  • play for it’s own sake
  • importance of risk
  • adult role and responsiveness in play
97
Q

The SEVER (7) Play Objectives

A
  • Extends choice and control
  • The need to test boundaries
  • Balanced risk
  • Range of opportunities
  • Independence and self-esteem
  • social interaction and respect for others
  • healthy well-being (all developmental domains)
98
Q

Play

A

Play stimulates development! …and it does so in a way that is so highly integrated that it is very difficult for a leader to plan for and teach.

99
Q

Immediate Benefits of Play

A
  • opportunities for freedom, choice and control over actions
  • opportunity to test boundaries and explore risk
  • psychomotor, cognitive and affective experiences
100
Q

Long-term benefits of play

A
  • fosters independence and self-esteem
  • develops children’s respect and social interaction
  • supports well-being
  • growth and development
  • increases children’s knowledge
  • increases creative capacity
101
Q

Benefits of engaging with risks

A
  • learn to respect the elements
  • develop strength and agility
  • bond and form relationships
  • improve neurological processes related to reactivity
  • aids in different types of problem solving
  • develop resilience
102
Q

Decline of play

A

Changing culture of play linked to:

  • technology
  • marginalization of play in schools
  • over-parenting, over-scheduling
  • safety concerns
  • other trends and barriers
103
Q

Children without Play

A
  • lowers ability in motor tasks
  • lower levels of physical activity
  • poorer ability to deal with stressful or traumatic situations and events
  • poorer ability to assess and manage risks
  • poorer social skills, leading to difficulties in negotiating social situations such as dealing with conflict and cultural difference
104
Q

Play provision - for optimal development through play, kids need:

A

Time: for freely chosen activities
Space: A variety (physical and social)
Materials: A variety to support variety of activity
Social interactions

105
Q

Play leaders support and enrich the play experience by:

A
  • providing rich and varied environments and materials (ahead of time)
  • Letting the children/youth explore and engage in their own way (they control the content and process)
  • Observe from a distance and try to take the child’s perspective (attune to their experience)
  • Support their ideas/decisions with tools, skills and questions (avoid telling them the best way)
  • Intervene only when invited, asked, when someone has struggled for a long time, or if there is a significant risk of emotional or physical harm
106
Q

Play Cues (Low intervention, high response)

A
  • Should I intervene?
  • How much do I say?
  • How can I ensure that it doesn’t become my agenda?
  • When should I intervene?
  • How can I enrich the env?
  • How do I balance risk and safety?
107
Q

Play Spaces

A

…allow children to select from diverse experiences according to their needs.

  • indoor, outdoor and in nature
  • open/enclosed spaces
  • quiet spaces, exciting spaces, places to be loud
  • things to climb, swing, jump, slide, hide, etc
  • spaces to be alone, and places for small/lrage groups
  • fixed equipment and portable equipment
  • traveling routes and flat spaces
  • mixing of age groups
  • open/functional spaces and sheltered/enchanted spaces
  • places to “do” and places to “be”
108
Q

Outdoor Play

A
  • places to hide (for hide and seek)
  • small secret spaces (for huts)
  • places with lots of vegetation
  • places with living creatures
  • to be able to do BIG things (climbb, be loud, jump, etc)
109
Q

Nature of Outdoor Play

A
  • permits messier, louder and larger activities
  • affords the development of peer culture
  • affords different social skills than indoor spaces (more complex language)
  • allows for natural sensory experience (textures, sounds, smells, etc).
110
Q

Types of Play

A

Symbolic, rough and tumble, socio-dramatic, social, creative, communication, dramatic, deep, exploratory, fantasy, imaginative, locomotor, mastery, object, role.

111
Q

Criteria for an enriched play environment

A
  • a varied and interesting physical env
  • challenge in relation to the physical env
  • playing with the natural elements (earth, water, fire, air)
  • movement (running, jumping, rolling, climbing, balancing)
  • manipulating natural and fabricated materials
  • stimulation of five sense
  • experiencing change in the natural and built environment
  • social interactions
  • playing with identity
  • experiencing a range of emotions
112
Q

Leader Play Cues - low intervention, high response

A
  • let’s hide!
  • Catch me if you can.
  • can you move in a different way?
  • How does it feel?
  • How high can we build it?
  • Let’s see who else wants to play?

PEDS 293 (1 decks)

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