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KP100 > Midterm > Flashcards

Midterm Flashcards

1
Q

What is the recommended amount of daily physical activity for children? adults?

A

children 5-11: 60 mins/day

adults 18-64: 150 mins/week

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2
Q

What are barriers to adults being active?

A

lack of time, lack of motivation, lack of skillset

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3
Q

What are barriers to children being active?

A

lack of time, lack of accessibility, social environment, personal reasons (ex. anxiety, skillset)

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4
Q

What is physical literacy?

A

the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activity for life

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5
Q

Describe the ABCs of movement.

A

Agility - ability to change direction and stop/start quickly and accurately while maintaining balance

Balance - state in which the body remains reasonably steady and stable, centre of gravity over base of support

Coordination - skillful and balanced sequencing of the body and its segments to produce movement and generate force

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6
Q

What are the 3 categories of movement skills? Give 2 examples of each.

A
  1. travelling/locomotion - skipping, skating
  2. object control/manipulative - kicking, catching
  3. balance/non-manipulative - dodging, floating
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7
Q

What are the 4 stages of learning?

A

initial, emerging, competent, proficient

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8
Q

What are the 3 phases of movement?

A

preparation (producing force), execution (contact), recovery (follow-through)

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9
Q

Why is it important to understand typical AND atypical development?

A

to maximize learning for all students

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10
Q

What are the 6 principles of motor development?

A
  1. movement patterns change in a sequential manner that builds on prior movement patterns and experiences
  2. individual pathways through the acquisition of specific motor skills
  3. children of similar ages tend to have similar patterns of movement (age-related not age-dependant)
  4. patterns of movement go from less efficient and unstable to more efficient and under control
  5. movement patterns are goal directed
  6. many factors influence the performance of a motor skill
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11
Q

Describe the motor development pyramid.

A

reflexive period: birth - 2 weeks, ex. sucking reflex

preadaptive period: 2 weeks - 1 year, ex. sitting up

fundamental motor patterns: 1-7 years, ex. running

context specific motor skills: 7-11 years, ex. applying throwing movement to baseball

skillfulness: 11+ years

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12
Q

What is a reflex?

A

an involuntary, stereotyped response to a particular stimulus

don’t typically last past 1st birthday

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13
Q

What is a stereotypie?

A

movements that are rhythmical, patterned, seemingly central controlled movements, and performed by choice. integration is never totally complete, most common in the legs and feets among first forms

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14
Q

What are lifespan reflexes?

A

reflexes that persist past infancy (ex. knee-jerk)

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15
Q

What are the purposes of primitive reflexes?

A

protection, nutrition, survival (ex. sucking)

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16
Q

What are postural reflexes?

A

reflexes related to the development of later voluntary movement (ex. stepping)

17
Q

Why are reflexes critical?

A

practice for future voluntary movement, developing muscle tone

18
Q

What are pathological reflexes?

A

reflexes that are not integrated at developmentally appropriate times, involuntary shifts of muscle tone

19
Q

Explain Tonic Labyrinthine (prone and supine).

A

stimulus - any change in head position

response - increased flexor tone (prone/stomach) or increased extensor tone (supine/back)

20
Q

Explain Symmetrical Tonic Neck (extension).

A

stimulus - extend head and neck

response - extension of arms, flexion of legs

21
Q

Explain Symmetrical Tonic Neck (flexion).

A

stimulus - flexion of head and neck

response - flexion of arms, extension of legs

22
Q

Explain Asymmetrical Tonic Neck.

A

stimulus - turn head laterally

response - extension on chin side, flexing of limbs on head side

23
Q

What is growth?

A

observable step by step changes in quantity and measurable changes in the body (ex. height)

24
Q

What is maturation?

A

qualitative system changes, both structural and functional, in the body’s progress towards maturity (ex. hormones)

25
Q

What are the 2 theories of developmental direction?

A

cephalocaudal development - “from head to tail”
ex. walking (start stiff, as development progresses down the body it becomes smoother)

proximodistal development - “from points close to the body’s centre to points furthest from body’s centre”
ex. reaching (develop ability to use shoulder, then elbow, then hand, then fingers)

26
Q

What are the 3 categories and examples of voluntary movements?

A
  1. stability - head control, upright posture
  2. locomotion - crawling
  3. manipulation - grasping
27
Q

What are the 3 types of reaching?

A

pre-reaching: extension movement elicited by an object, not necessarily resulting in contact

visually guided reaching: corrections made during reach based on vision of object and hand

visually elicited reaching: more thrusting, ballistic movement, accurate, few connections needed

28
Q

Describe the 4 measures of ages.

A

chronological - number of years and days elapsed since birth

relative - difference in chronological age among children born in the same year

developmental - degree of of physical, mental, moral, cognitive, and emotional maturity

skeletal - maturity of the skeleton, determined by degree of ossification of bone structure

29
Q

Describe Piaget’s 4 stages of intellectual development.

A

sensorimotor (0-2): explores through direct sensory/motor contact, object permanence and separation anxiety

preoperational (2-6): use words/images to represent objects, no logical reasoning, egocentric, ability to pretend

concrete operational (6-12): think logically about concrete objects, add/subtract, understands conservation

formal operational (12-adult): reason abstractly and think in hypothetical terms

30
Q

Describe Erikson’s 8 stages/conflicts of emotional development.

A

Trust vs. Mistrust (1-2)
- well cared for = trust adults

Autonomy vs. Shame/Doubt (2-4)
- approval for safe exploration vs. smothering or neglect

Initiative vs. Guilt (4-5)
- doing things on their own vs. being made to feel guilty for making decisions

Industry vs. Inferiority (5-12)
- compare themselves to others

Identity vs. Role Confusion (13-19)
- discovering themselves vs. parent pressure

Intimacy vs. Isolation (20-40)
- relationship formation

Generativity vs. Stagnation (40-65)
- measure of failure/accomplishments

Ego Integrity vs. Despair (64-death)
- handling of own death

31
Q

Describe Kohlberg’s 3 stages (6 sections) of social/moral development.

A

preconventional reasoning

i) obedience/punishment (infancy)
- avoiding punishment

ii) self interest (preschool)
- what’s in it for me?

conventional reasoning

i) conformity and interpersonal accord (school age)
- what will others think?

ii) authority and social order (school age)
- rule abiding

postconventional reasoning

i) social contract (teens)
- right and wrong

ii) universal principles (adulthood)
- abstract ethical reasoning

32
Q

List the most common 3 learning styles.

A

visual, auditory, kinesthetic

33
Q

What are the 6 forms of capital in the Human Capital Model?

A 
physical - increase health
emotional - self-esteem
individual - character
social - strengthened social behaviour
intellectual - cognitive functioning
financial - reduced health care cost
34
Q

What are the 8 basic movement concepts (ways to describe a skill)?

A

location - self/general space
pathways - straight, curved
force - strong/light
levels - low, medium, high
time - fast/slow
directions - in place, forward, clockwise
relationships with people - leading, following
relationships with objects or people - over/under, near/far

35
Q

What are skill themes?

A

fundamental movements that form the foundations for success in sports and physical activity

36
Q

What are the 4 characteristics of the skill theme approach?

A
  1. each skill theme begins with fundamentals and is gradually combined to leads to success in full-sided games
  2. uses developmental level as a guide for content selection
  3. focus on skill theme in breif periods throughout the year
  4. each lesson has objectives that reflect what teacher/standards want children to learn
37
Q

What’s wrong with kickball? (and other similar games)

A
  • centres kids out
  • doesn’t take into account varying skill level
  • emphasizes winning over learning
38
Q

Describe the curriculum diamond.

A
  1. building a foundation (preK-grade 5)
    - understanding of space, effort, relationship
    - fundamentals
  2. exploring possibilities (grade 6-8)
    - exposing to wide variety of sports/physical activities to stimulate interest
  3. developing expertise (grades 9-12)
    - proficiency in desired sports
39
Q

What are the 3 stages of the Long Term Athlete Development model?

A

FUNdamentals
Learn to Train
Train to Train

KP100 (2 decks)

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