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1 semester junior year > PE Midterm > Flashcards

PE Midterm Flashcards

1
Q

which standard is developing motor skills and movement patterns

A

standard 1

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2
Q

which standard is applying concepts, principles, and strategies

A

standard 2

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3
Q

which standard id achieving health-enhancing physical activity and fitness

A

Standard 3

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4
Q

which standard is exhibiting responsible personal and social behavior

A

Standard 4

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5
Q

which standard is recognizing the value of physical activity

A

Standard 5

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6
Q

design or select tasks that are appropriate to your students’ abilities
simplify tasks for students who are of lower ability to prevent anxiety
modify tasks for students who are higher in ability be increasing the level of challenge to prevent boredom

A

implications of flow theory

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7
Q

teachers should create a climate focused on task mastery rather than on comparisons of ability, especially for lower ability students

A

goal theory

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8
Q

young learners initially view effort and ability as the same
as children move into adolescence, they start to separate their understanding of effort from their understanding of ability
by age 12 or 13 they understand that increased effort does not always result in a better outcome

A

developmental theory

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9
Q

In standard 1 physically literate individuals should

A

demonstrate competency in a variety of motor skills and movement patterns

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10
Q

what is the emphasis level for standard 1 from k-5

A

strong

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11
Q

what is the emphasis level for standard 1 from 6-8

A

moderate

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12
Q

what is the emphasis level for standard 1 from 9-12

A

light

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13
Q

what is the emphasis level for standard 2 from k-2

A

light

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14
Q

what is the emphasis level for standard 2 from 3-8

A

moderate

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15
Q

what is the emphasis level for standard 2 from 9-12

A

strong

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16
Q

what is the emphasis level for standard 3 from k-8

A

moderate

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17
Q

what is the emphasis level for standard 3 from 9-12

A

strong

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18
Q

what is the emphasis level for standard 4 from k-5

A

strong

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19
Q

what is the emphasis level for standard 4 from 6-12

A

moderate

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20
Q

what is the emphasis level for standard 5 from k-8

A

moderate

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21
Q

what is the emphasis level for standard 5 from 9-12

A

strong

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22
Q

what is utilization: skills combined with each other

A

competency

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23
Q

what is pre control

A

accidental success

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24
Q

what is control

A

consistency and greater success

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25
Q

what is proficiency

A

effortless performance

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26
Q

what are the 3 critical elements of performance

A

preparation
execution
follow-through

27
Q

what is preparation

A

setup, precontact, or prerelease

28
Q

what is execution

A

contact or release

29
Q

what is follow-through

A

post-contact or post-release

30
Q

what are locomotor skills

A

movement of the body - running

31
Q

what are non-locomotor skills

A

statics - balance

32
Q

what are manipulative skills

A

object manipulation - throwing

33
Q

In standard 1 locomotor skills are taught in isolation in

A

k-1

34
Q

In standard 1 locomotor skills are combined with each other in

A

2-3

35
Q

In standard 1 locomotor skills are the basis for skill movements or movement routines in

A

4-5

36
Q

In standard 2 a physically literate individual

A

applies knowledge of concepts, principles, strategies, and tactics related to movement and performance

37
Q

which grade level uses tactics and performance concepts in physical activities

A

middle school

38
Q

In standard 3 the physically literate individual

A

demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity

39
Q

which grade level uses basic movement concepts in dance, gymnastics, and small-sided practice tasks

A

elementary

40
Q

movement concepts should become more skilled and complex in what grades

A

upper elementary

41
Q

physical fitness is based on

A

students’ ability to achieve certain health-related levels of fitness based on criterion-referenced fitness assessment standards

42
Q

physical activity knowledge

A

students should engage in 60 minutes of physical activity every day

43
Q

engagement in physical activity

A

students should be “actively” engaged in physical education class

44
Q

Students should have an understanding of

A

fitness knowledge

45
Q

assessment and program planning

A

elementary students should formally complete a fitness assessment beginning in the fourth grade

46
Q

fitness issues in standard 3

A

fitness testing should not be used as a measure of student learning
fitness testing is not an outcome in the national standards
be cautious in developing a PE program that models a fitness or wellness facility
students should develop their own exercise plans, implement in and out of school

47
Q

Social justice issues in standard 3

A

many students struggle, have bad experience, or feel embarrassed within the physical ed.
provide learning opportunities about the physical body as well as the emotional body
educate students about what constitutes a healthy body, not a socially acceptable body based on popular culture

48
Q

In standard 4 the physically literate individual

A

exhibits responsible personal and social behavior that respects self and others

48
Q

what standard includes learning about safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction

A

4

49
Q

which standard deals with personal responsibility, accepting feedback, working with others, rules and etiquette, and safety

A

4

50
Q

personal responsibility

A

students accept and exhibit personal and social behavior independently and when working with others

51
Q

accepting feedback

A

students accept a variety of feedback (general corrective) from the teacher and their peers

52
Q

working with others

A

students work cooperatively with others and accept all students regardless of their skill level

53
Q

rules and etiquette

A

students recognize and exhibit the rules, routines and expectations in a variety of physical activities

54
Q

safety

A

students use equipment properly and work safely in a variety of physical activities

55
Q

What are social justice issues in standard 4

A

cultivate an accepting atmosphere
differences may include students (dis)ability, gender, race, ethnicity, culture, sexual orientation, class, religion, body, type of clothes they wear, and so on

56
Q

standard 5 is the physically literate person will

A

recognize that value of physical activity for health, enjoyment, challenge, self-expression, and or social interaction

57
Q

what is the goal for students in standard 5

A

to develop self-confidence and a positive self-image

58
Q

what are the outcomes for standard 5

A

health
challenge
self-expression and enjoyment

59
Q

health

A

students make connections between engaging in physical activity and good health

60
Q

challenge

A

students identify that being challenged in various physical activities can lead to success and personal enjoyment in mastering a challenging task

61
Q

self-expression and enjoyment

A

students identify physical activities that are enjoyable to them and have positive social interactions when working with others

62
Q

considering students perspective in standard 5

A

physical educators need to gain knowledge and insight from students’ perspectives and rely solely on observation and assessment data that are gathered

63
Q

social justice issues of standard 5

A

students need to challenge themselves based on their level of ability. they need to know that they can be successful physical movers for this to occur regardless of their physical ability and that they do not need to compare themselves with others

1 semester junior year (17 decks)

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