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EDEL 321 > midterm > Flashcards

midterm Flashcards

1
Q
  1. Why should PE be part of the elementary school program:
A

-Teach resilience, confidence
-Gives children who are good at sports a chance to succeed
-Gives children a chance to move around who might not be able to at home

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2
Q
  1. How often should there be classes:
A

-It should be 30 minutes daily

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3
Q
  1. What should be happening in a PE class:
A

-MOUVEMENT, no videos of lectures
-Fun
-Give them the opportunity to experience different sports, not just dodgeball

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4
Q
  1. What does a teacher need to do:
A

-Be enthusiastic, get involved (student teacher dodgeball games)
-Teach them something, provide learning, and be a good role model

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5
Q
  1. What is physical education’s role in education
A

Health
Academic and Learning Mental Health
Motor Ability
Social and Emotional Learning Joy of Human Movement

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6
Q
  1. What does physical education effect
A

It reflect on their academic performance
It is important for good mental health
Physical activity affects the whole child

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7
Q
  1. Why are past experiences with PE important:
A

-Everyone has different experiences.
-Teaching philosophy differs.
-Some of the teachers take scores and grades so intensely that the goal of wanting to foster
-A lifelong active life is ignored.
-recognizing your own past experience can impact your understanding and application of PE today

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8
Q
  1. Statement of beliefs regarding education encompassing physical education:
A

-it needs to be a process we’re all kids can reach their full potential
-teaching is an art and a science of helping children to reach their full potential
-all children are unique, which means they learn at their own levels and they have their own style of learning, they vary in ability
-our goal as teachers is to help each could become self-directed independent learners who will seek new challenges.
-If we don’t give them the opportunities they won’t want to. Our main goal is
To make them lifelong movers. Lead an active lifestyle.
-PE should be an enjoyable and successful experience for every child.

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9
Q
  1. What do people mean by developmentally appropriate activities:
A

-Age appropriate
-Maturity appropriate
-Grade appropriate
-Skill appropriate
-It’s really where they are developmentally
-It has to be overall appropriate. (appropriate for the cultural and social context.
-It’s more about doing things better, not right or wrong.

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10
Q
  1. What can happen if activities are not developmentally appropriate?
A

-it can cause serious injury
-it can have harmful effects on their tissue and bone development

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11
Q
  1. What are the levels of development:
A

LEVEL 1: grade K - 2
LEVEL 2: Grades 3 - 4
LEVEL 3: grade 5 - 6

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12
Q
  1. Definition of physical literacy:
A

can be described as the motivation, confidence, knowledge, and understanding to value and take responsibility for engagement of physical activities for life.

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13
Q
  1. Where are the domains in PE in the elements of physical literacy:
A

-Physical: moving, phhysical competence
-Affective: thinking, Motivaiton and confidence
-Cognitive: the whole child, knowledge and understanding

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14
Q
  1. What does physical growth and development encompass
A

Height
Weight
body composition
-20 to 35% of elementary children are obese, you can’t control their genetics but they can control their diet and activity levels

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15
Q
  1. Muscular growth and development:
A

from 5 to 6 years old there is rapid muscle growth. This is why they move awkwardly at the stage
Between 7 to 12 there is relatively gradual and continuous muscle growth. Cutey start to get stronger

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16
Q
  1. As a teacher what can we do about childhood obesity :
A

-Educate students on healthy habits
-Making PE a priority
-Not use candy as a motivator, kids are motivated by food)
-Encourage an active lifestyle in and out of school

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17
Q
  1. How do children’s body proportions change and effect:
A

-They learn how to move their body appropriately
-Woman have lower center of gravity, they have better balance
-Centre of gravity in early childhood causes difficulty with balance
-Puberty will change the dynamics in the students

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18
Q
  1. What type of activities helps skeletal growth development
    Weight baring activities:
A

Running
Jumping
Lifting
The most efficient way to develop strong and healthy bones is the physical activity including weight-bearing activities

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19
Q
  1. What are some factors affecting growth and development?
A

Nutrition:
If you don’t get the proper vitamins, minerals, proteins, carbs, lipids your muscles and bones will not be properly development and you will not grow properly

Exercise:
They need the right type of exercise, weight baring for developing kids

Geography:
-If it’s always cold outside you won’t want to go out and play
-What nutrition is available to you, no access to fruits etc.
-Culture has an impact on what you eat.

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20
Q
  1. Why do we want kids to develop an active lifestyle:
A

-we wanna make sure kids are developing skills that are lifelong. For instance if they’re not able to how to swim they probably will not go boating. We want them to be able to experience as much as they can in life

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21
Q
  1. What are teachers responsible for in learning a motor skill:
A

They need to provide children with opportunities and practice of certain skills in order to get to the automatic fees. Declarative knowledge is knowing what to do and procedural knowledge is knowing how to perform.

22
Q
  1. The way we teach and her children should learn (remmember 2 examples):
A

-principle of interest, if the kids think it’s fun they have a stronger desire to learn
-principle of practice, make sure kids are using proper form and repeat drills to maintain skill level
-principle of distributed practice, make sure you’re using short periods of intense practice because kids get tired quick
-principle of variable practice, make sure you’re engaging in blocked practice and variable practice which is only practising one skill and then adding on more
-principle of skills specificity, make sure you are providing a variety of activities that allow for individual differences variation of speed and skills
-Principle of whole part learning, the whole method is going over it again and again while the part method is dividing the material into portions practice the portions the night them together
-Principle of transfer practice one more task and transfer the scale to another scenario
-Principle of skill improvement, recognize individual differences provide positive reinforcement and allow enough time to master the skill.

23
Q
  1. Belka’s Principles for Development Games pg. 53
A

-Allow for maximum participation 
-Provide safe play for everyone 
-Focus on skills and strategies “good to learn” 
-Meet the needs of all participants 
-Support a developmental principle. 
-Encourage efficient and effective movement 
-Build upon and use skills, concepts and strategies to become better players 
-Enhance social and emotional status 


24
Q
  1. Fundamental motor skills FMS:
A

-locomotor moving from one place to another, non-locomotor stability balance manipulative moving with an object practising things like throwing catching retaining. These are the basic building blocks for all physical movement need to be taught in a program that has variety, confidence develops confidence and skill level and motivates participation promoting success.

25
Q
  1. Labans Movement concepts:
A

Body awareness
space awareness
Effort awareness
relationship awareness

26
Q
  1. What is the developmental model:
A

We need to consider the whole child, we take into account their interests, abilities, maturity level.
Developmental sequence of acquiring movement concepts and motor skills according to each child’s level of ability, interest, and maturity.
Draws on knowledge of how children grow and develop, theories of motor learning and social and cultural factors related to the types of activities children enjoy.
Considers long term concepts for future.
Based on activities appropriate to a child’s level of development, regardless of age or grade level

27
Q
  1. What are the developmental levels
A

Level 1:
Kids are exploring their bodies, non locomotor and locomotor skills.

Level 2: this is more of a transitional period where they understand how their body works and they’re starting to do more complex things and try new skills.

Level 3 here they were find many fundamental motor skills and refine them.

28
Q
  1. What is the point of planning:
A

-ultimately it is writing down what you want to do with the students. Or specifically is where you write down the objectives, skills to be learned, selection of activities, teaching strategies, equipment, evaluation, resources.

29
Q
  1. What is the basic lesson plan model:
A

Make sure you have selected appropriate specific and general outcomes
Make sure you select the best dimension to meet these outcomes, make sure you have the appropriate equipment and facility needed.
When you walk in the gym
-Listening cue
-kids need to know where to go
-Boundaries

-Warm up:
-Clear instructions for the game (5mins)

Learning activity:
-Identify the skill then practice individual, partner, group, be clear.

Cool down:
-Calming activity, be clear, bring down heart rate

-Special needs: find way they can participate in each part of your lesson

-Assessment: attached checklist: what you are assessing and with what tool

-Teaching reflection: what needs to change, what worked what did not.

30
Q
  1. What are the four general outcomes from kindergarten to 12 in the physical education program:
A

Activity: variety, appropriate
Benefits health: understand the health benefits that result from the physical activity
Cooperation: interact positively with others
Do it daily for life: this leads to a active lifestyle

31
Q
  1. What old aspects from the old curriculum should we be bringing into the new curriculum:
A

Dance, Gymnastics, games, individual activities, alternative environments

32
Q
  1. What is the difference between general outcomes and specific outcomes and how many do you need for every lesson:
A

general outcomes apply to each grade and stay the same while specific outcomes change with each grade. 2-5

33
Q
  1. What is the point of a yearly plan:
A

-Helps plan around equipment
-Helps plan around weather
-Helps plan around scheduling with other classes
-Helps plan with other staff so everyone is on the same page, using the equipment at the same time

34
Q
  1. Unit plans are the what: What is the format of the unit plan:
A

identifying general and specific outcomes, choosing a dimension like dance games or Gymnastics, identifying learning activities will provide, identifying instructional strategies, determining student assessment evaluation, listing and obtaining the resources needed for the unit. Make sure you always consider the environment, the safety, time of the year.

35
Q
  1. Considerations for lesson plans:
A

here you are identifying specific outcomes, identifying criteria students will be meeting, planning out the warm up learning activities and cool down, instructional strategies, equipment, student grouping, time allocation

36
Q
  1. What is the main difference between the old and the new curriculum:
A

the old curriculum taught separately physical education and health and life skills well the new curriculum brought together as one and it is now called physical education and wellness

37
Q

37: What are the organizing idea of the new curriculum:

A

active living, movement skill development, character development, safety, healthy eating, healthy relationships, growth and development, financial literacy.

38
Q

What is cooperative games:

A

an approach that enables encourages children to work together in groups towards a common goal. The emphasize teamwork, cooperation, and working towards one goal altogether.

39
Q

What do cooperative games must have:

A

Fun
cooperation: common goal
equality: equal role in the game
participation: everyone is actively involved
Success: favorable outcome
trust: everyone giving it their best

40
Q

What are the components of a lesson:

A

Objective of lesson
warm-up
learning activity
cool down

41
Q

Examples of cooperative games:

A

barnyard
parachute

42
Q

What is the role of games in the physical education program:

A

provide students with opportunities to move with control, agility, speed, and balance in relation to a target, object, opponent and space. Children are able to meet learning outcomes by engaging in games and they develop a deeper awareness of their body space and relational awareness as well as cooperation with others.

43
Q

What is the role of games in the physical education program:

A

provide students with opportunities to move with control, agility, speed, and balance in relation to a target, object, opponent and space. Children are able to meet learning outcomes by engaging in games and they develop a deeper awareness of their body space and relational awareness as well as cooperation with others.

44
Q

What are the teaching progressions:

A

individual, partner, group

45
Q

what are things to consider changes to:

A

rules, equipment, participants, space

46
Q

What are the different types of games:

A

invasion (basketball), striking (baseball), target (archery), net and wall (badminton)

47
Q

Teaching progressions and Gymnastics:

A

specific practice, application in sequence, and then performance

48
Q

What are the fundamental movement patterns:

A

landings, statics, locomotion, rotation, swing, spring

49
Q

What are important things to remember when teaching Gymnastics:

A

safety needs to be a priority make sure you were breaking down difficult skills

50
Q

What are different types of local motions in gymnastics:

A

-Pencil roll
-standing rotations
-animal walks
-turns

51
Q

How do you properly teach a forward rotation

A

Forward rotation: put bean bag under chin, hands flat on the mat, keep a round shape and roll.
-vary landings, pike, staddle, tuck.
-Disability: forward rotation over yoga ball, practice with bean bag under chin and touch mat

EDEL 321 (2 decks)

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