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EPHE 143 > PE/Pedagogy and Health Promotion > Flashcards

PE/Pedagogy and Health Promotion Flashcards

1
Q

What is learning? How do you test learning?

A

Basic form: test ppl on it– how can you replicate the info?

REPLICATION- how well can you replicate a movement

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2
Q

What is the K-9 Physical and Health Education Curriculum?

A

It’s like a road map

Curriculum- need it to serve as a point of replication and standardization to allow for comparison
-helps us get the students where they need to be. All children are reaching the same goals as the rest of the students.

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3
Q

What are students expected to do in the new BC curriculum?

A
  • develop an understanding of the many aspects of well-being, including the physical, mental and social
  • develop the movement knowledge, skills, and understandings needed for lifelong participation in a range of phys activities
  • develop knowledge, skills and strategies for building respectful relationships, positive self-identity, self-determination, and mental WB
  • demonstrate the knowledge, skills, and strategies needed to make informed decisions that support personal and community health and safety
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4
Q

What is the major focus in learning for this course?

A

-develop the movement knowledge, skills and understandings needed for lifelong participation in a range of PA

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5
Q

What are the 3 elements of the new BC Curriculum model (k-9)?

A
  1. Content- what students are expected to know
  2. Curricular Competencies- what students are expected to do
  3. Big Ideas- what students are expected to understand
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6
Q

What are the curricular competences and content organized in relation to?

A

to curriculum organizers:

  1. Physical literacy
  2. Healthy and active living
  3. Social and community health
  4. Mental Well-being
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7
Q

This area focuses on students acquiring the knowledge, skills, and mindsets that will enable them to successfully participate in a wide range of physical activities.

A

Physical literacy

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8
Q

This area focuses on various aspects of developing a healthy lifestyle, both in and out of school, including healthy eating, daily physical activity, and healthy choices that influence health and well-being.

A

Healthy and Active Living

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9
Q

The overall health and safety of ourselves and others is directly influenced by our surroundings, including the physical environment and interpersonal relationships. Focusing on the reciprocal relationship between individual and community health enables students to develop an understanding of how we as individuals can influence, and be influenced by, the health of others and the community.

A

Social and Community Health

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10
Q

This area enables students to learn about the many factors in our lives that influence our mental well-being, including our sense of self, our relationships with others, and how we might cope with the many changes we experience throughout our lives. Additionally, students will explore various pressures and influences on mental well-being while learning about strategies to promote mental well- being for themselves and others.

A

Mental WB

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11
Q

How do ppl learn? (Curriculum @ the lesson level)

A 
Objective specific outcomes
Domains (CAPs)
1. Cognitive
2. Affective (social)
3. Psychomotor
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12
Q

What are Prescribed Learning Outcomes (PLOs)?

A
  • Content standards for the provincial education system- they are the prescribed curriculum
  • written within curriculum organizers
  • what students are expected to know and be able to do by the end of the specified subject and grade
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13
Q

What are the 2 theories for proximal vs distal dev?

A

They look at differences in skill performance associated with developmental maturation
Theory 1: Distal dev follows proximal development (inter-dependence)
T2: 2 different motor control systems
-implications for general PE, as well as treatment programs for motor dysfunction

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14
Q

3 types of FMS

A
  1. Manipulative skills
  2. Locomotor skills
    - running, jumping, hopping
  3. Stabilizing skills
    - twisting etc
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15
Q

What are fundamental motor skills?

A

They are building blocks

-once you get older these movements will become more and more refined

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16
Q

What are the 4 related stages/features of health related fitness?

A
  1. Efficient mover- if you are able to move efficiently you will have more positive views for PA- you will seek out activities more
  2. Activity seeker
  3. Physical fitness
  4. Activity persistence- beyond the standard peak
    - positive pattern of movement- important b.c these things become harder and harder to do
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17
Q

Girls vs boys for PA and participation

A
  1. girls are less active than boys
  2. girls less active in older ado
    - both boys and girls are more sedentary than in the past
  3. Minority group less active
  4. Lower SES group less active
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18
Q

What did we discuss for if children should be cut from teams?

A
  • if there are opportunities for the ind

- there is a point where cutting shouldn’t be accepted

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19
Q

What are barriers to participating in sport?

A
  • perceived competence
  • cost of activities
  • transport
  • paid work
  • perceptions of gender appropriateness
  • weather
  • hyper-competitiveness of boys
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20
Q

How many children drop out of sport annually in NA?

A

35%

-the proportion of Canadian ado participation regularly in sport has dropped from 75% in 92 to 58% in 2005

21
Q

What are the 2 main intrapersonal contraints that are influencing why ppl are dropping out of sport?

A
  1. Not fun

2. Perceptions of physical competence

22
Q

What are the 4 areas of that influence your physical activities and global self worth?

A
  1. Competence motivation
  2. Social Enviro
  3. Competing priorities
  4. Physiological/physical factors
23
Q

When do children most enjoy PA? (5)

A

When they…

  1. Can choose to engage in sports and rec activities that are most appealing to them
  2. Are taught necessary skills
  3. Develop confidence in their PA
  4. Are guided by competent, knowledgeable, and supportive adults
  5. Are supported by cultural norms that make participation in PA desirable
24
Q

What are the strong differences in achievement and participation seen in young women?

A
  • gender differences in children’s attitudes appear quite young
  • gender differences are considered to be predominately a consequence of gender-role socialization
  • 92-95% of Gr 10 girls choose not to take PE when it becomes an elective
25
Q

What are young women influenced by for physical activities?

A

They don’t engage in PA for LT health benefits, but are very much influenced by ST benefits such as weight less, fitness, and feelings of well-being
-many girls have an implicit belief that if they developed their physique (toward muscularity) they will be labelled lesbian and socially ostacised

26
Q

What are things that motivate young ppl to engage in PA?

A
  • competence
  • fitness
  • social affiliation
  • team aspects
  • competition
  • fun
27
Q

What is health promotion?

A

The science and art of helping ppl change their lifestyle to move toward a state of optimal health

  • involves working with:
    1. populations
    2. communities
    3. individuals
28
Q

What are examples of health promotion?

A
  • bike lanes on Pandora
  • vikes nation
  • bike to go
  • aquafit for free
  • intramurals
29
Q

Explain the role of a physical educator as a contributor to the overall motor dev of children between age 5-11

A
  • dev of motor skills
  • create pos learning enviro
  • dev social aspects of learning
  • create pos perceptions of their competence
  • teach skills for more specific application further in life
30
Q

3 types of health

A
  1. physical health
  2. mental health
  3. social health
    - mental and social have been newly brought in to the new changes in the BC curriculum
31
Q

What are the 3 levels of prevention?

A
  1. Primary
    - prevent on-set (ifestyle, safety equipment, sunscreen etc)
  2. Secondary
    - early diagnosis and treatment (screen programs)
  3. Teritary (comes after)
    - rehab and support
32
Q

What are some limitations of prevention?

A
  • prevention is not a ‘magic bullet’
  • messages eventually wear our
  • limitations in technical advances
  • ethical concerns- fines or taxes for acting in unhealthy ways
  • economic limitations
33
Q

In practice, what are the best ways to handle prevention?

A
  1. Assess needs of target pop
  2. Develop appropriate goals and objectives
  3. Create an intervention that considers the peculiarities of the setting
  4. Implement the prevention
  5. Evaluate the results
34
Q

The study of the distribution of disease and determinants of disease and injuries in human pop

A

Epidemiology

35
Q

What are some reasons we are seeing an increase in childhood obesity?

A

Don’t see kids free playing anymore, some ppl say they are in too many organized/structured sports

  • some say electronics
  • some say that it’s for safety reasons- can’t let your kids out to play by themselves
36
Q

What are some ways we are decreasing the number of facial injuries/neural damage?

A
  • put stop signs on the backs of hockey players
  • football and hockey- both having legal issues and potentionally losing financial support bc parents aren’t signing their kids up enough
37
Q

Describe the ways that a health promotion specialist and bio-mechanist might work to prevent or reduce the severity of concussive injuries in snowboarding?

A

Helmets mandatory, age you can use park facilities, safe practice measures before accessing the hill, riding with friends/family, staying in designated areas, make sure you’re physically fit, getting cool helmets and having pro athletes to wear helmets

38
Q

If you were a sport sociologist, what would you do to reduce the severity of injuries in snowboarding/skiing?

A
  • build healthy public policy
  • find something achievable and sustainable for all
  • create supportive envio
39
Q

What is the Ottawa Charter for Health Promotion?

A

The first international conference on health promotion

-charter for action to achieve health for all by the year 2000 and beyond

40
Q

What are the 5 major areas in the Ottawa Charter for Health promotion?

A
  1. Build Healthy Public Policy
  2. Create supportive enviros
  3. Strengthen Community Actions
  4. Develop Personal Skills
  5. Reorient Health Services
41
Q

What does the healthy public policy aim to do?

A

Aims to ensure safer and healthier goods and services, healthier public services, clearer and more enjoyable enviros
eg. seat belt or smoking laws

42
Q

What are ways to create supportive healthy environs?

A

Important to change the patterns of life, work and leisure

  • work and leisure should be a source of health for ppl
  • the way society organizes work should help create a healthy society
43
Q

What are ways to strengthen community action?

A

Community development draws on existing human material resources in the community to enhance self-help and social support
-develop flexible systems for strengthening public participation in an direction of health matters

44
Q

3 strategies to improve health services in the community

A
  1. Advocate (holistic approach)
    - good health is important for social, economical and personal dev and an important dimension of quality of life
  2. Enable (education)
    - reduce differences in current health status and ensuring equal opportunities and resources to enable all ppl to achieve their fullest health potention
  3. Mediate
    - mediate b/w the differing interests in society for pursuit of health
    - adapt health promotion strategies and programs to the local needs of communities etc
45
Q

What is the mission of Healthy Schools BC?

A

Support students to develop healthy habits for a lifetime

-adopt a comprehensive school health approach

46
Q

What is school connectedness?

A
  • safe, seen, heard, supported, significant and cared for

- building strong, positive relationships between students, staff and community

47
Q

What are benefits of school connectedness?

A 
IMPROVED LEARNING OUTCOMES
-increased school completion rates, attendance, self-reported grades and academic competence
-class room engagement
-expectations for attending post-sec
IMPROVED HEALTH OUTCOMES
-self-reported health status
-self-esteem
-MG
less- depression etc, disruptive or violent behaviour, Sub use, early sex
48
Q

What are LT benefits of school connectedness?

A 
INCREASED:
1. wages
2. tax revenue
3. life expectancy
DECREASED
1. social assistance costs
2. healthcare costs
3. substance use
4. crime and incarceration rates
49
Q

What is food literacy?

A

Having knowledge, skills and attitudes necessary to choose, grow, prepare and enjoy food to support one’s health, community and the enviro

EPHE 143 (5 decks)

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