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KIN 260 > Quiz 1 > Flashcards

Quiz 1 Flashcards

1
Q

Physical literacy

A

Foundation for developing skills knowledge and attitude to lead a healthy and active lifestyle. It benefits the whole person and increases the probability that youth will remain active as adults. It is a journey, not a destination.

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2
Q

Physical competence

A

Depends from person to person. It is not a general expectation but rather individual.

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3
Q

Role of educators

A

To educate individuals to make healthy active choices throughout their life.

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4
Q

This course is about?

A

We will address the role of leaders in engaging children in a wide range of developmentally appropriate physical activities. (special focus on games, gymnastics, dance, play)

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5
Q

Why are activity levels in children decreasing.

A

Technology use, screen time, more structured time less free time (child-directed), safety concerns (stranger danger, helicopter parenting…), less active transportation, lack of sleep

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6
Q

Physical literacy develops the abilities to:

A

Understand, communicate, apply, analyze through different forms of movement.

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7
Q

With physical literacy, kids can demonstrate movement:

A

Confidently, competently, creatively, strategically

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8
Q

To develop physical literacy - children should experience a variety of movements in the 4 basic environments:

A

Ground, water, snow/ice and air

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9
Q

Diverse mouvement situations:

A

Functional, expressive, inwardly focused

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10
Q

What is sampling:

A

Trying out multiple different sports to broaden horizons.

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11
Q

What are the psychosocial benefits of sampling:

A

They develop life skills, prosocial behaviour (diff norms) , healthy identity exploration, diverse peer group, and social capital.

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12
Q

Reasons for dropping out of sports:

A

Negative experience, competing interests, lack of skill, fun, playing time and more pushing the parent’s agenda, burning out

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13
Q

CET-Coach effectivement Training:

A

Winning is not everything, focus on fun, doing your best, getting better. Avoid punishment, positive feedback and encouragement.

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14
Q

What is the goal of TARGET:

A

Basic building blocks of a mastery climate, let kids develop their own skills at their own rate, children develop more life skills by participating in many sports instead of specializing in one. Mainly used to enhance physical literacy.

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15
Q

What does TARGET stand for:

A

Task, Authority, Recognition, Grouping, Evaluation, Time

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16
Q

Context of physical activity

A

Play, school physical education, organized sport,

transportation and family activities.

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17
Q

What are the 3 domains of development and learning

A

Psychomotor/Motor/Physical (hands, doing), Cognitive (head, understand), Affective (heart, feeling)

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18
Q

DAAP’s 6 criteria:

A

Focus on development (physical, cognitive, affective), provide lots of practice (effective use of time, space), focus on quality of the movement (executed properly), accommodate all skill levels (good and challenging), use appropriate goal structures (individual, cooperative, competitive, are safe (emotionally, physically).

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19
Q

What is the difference between Mastery Motivational Climate and Performance Motivational Climate.

A

Mastery: Task-goal perspective, self referenced criteria
emphasis on improvement, learning, skill mastery, reward for effort.

Performance: Ego-goal perspective, normative criteria, interpersonal competition, demonstration of superiority over others.

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20
Q

Intrinsic vs. extrinsic motivation

A

Intrinsic: I wanna have fun, go outside, see my friends. (More lasting effect)

Extrinsic: Getting medals, fear of punishment, treat promise.

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21
Q

A in TARGET:

A

Authority: Less authoritarian and more democratic
Use less regimentation (control in routines)
Allow for kids to make decisions
Promote leadership roles

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22
Q

R in TARGET:

A

Recognition: Recognize improvement and effort
Focus on both process and product
Acknowledge individual characteristics and promote self-worth
Increase opportunities for recognition

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23
Q

G in TARGET:

A

Grouping: Arrange multiple groups to focus on skills
Use small groups to maximize time on task
Avoid choosing teams based on ability

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24
Q

E in TARGET:

A

Evaluation: Self-evaluation and self-improvement
Avoid public comparisons
Use constructive and corrective feedback
Make evaluations meaningful and private

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25
Q

T (2) in Target:

A

Time: Use progression in task and teaching
Use developmentally appropriate tasks
Modify rules, task demands, equipment
Individualize instruction

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26
Q

What age is considered early childhood

A

3-8

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27
Q

What age is considered later childhood

A

8-12

28
Q

Factors affecting motor development

A

Developmental Sequence, Developmental Variability, Readiness, Sensitive Learning Period

29
Q

Definition of sensitive learning period

A

A timeframe in which the child can learn new skills faster and easier.

30
Q

Definition of developmental variability

A

Although there is a typical sequence of motor development, the rate at which children acquire skills and abilities varies greatly.

31
Q

Definition of readiness

A

Conditions in both the child and the environment that make a movement task appropriate or a game developmentally appropriate for the child-youth.

32
Q

What factors can affect growth

A

Nutrition, Physical Activity, Illness, lifestyle.

33
Q

What are the fundamental movement skills and what to they do.

A

Stability, locomotor, manipulative.

They are the building blocks for more specialized activity in sports.

34
Q

Definition and example of stability

A

Ability to sense a shift of the body and adjusting for it, stabilizing and balance.
(Standing on one foot)

35
Q

Definiton, example, and 2 types of locomotions

A

Total body movement, movement from place to place. Pedal (running, walking)and Non-pedal (boardwalk, somersault).

36
Q

What are the 5 types of jump

A 
5 types of jumps:
• 2 feet to 2 feet
• 1 foot to 2 feet
• 2 feet to 1 foot
• 1 foot to the other (leap)
• 1 foot to the same foot (hop)
37
Q

Definition and example of manipulative skills

A

Requires control of body AND object (throw, kick, strike)

38
Q

What is the importance of observation

A

We must be skilled observers in order to provide effective instruction. Waiting to make a decision, we often jump to conclusions.

39
Q

What are the principles of effective observation

A

Student safety, Student learning, level of challenge, opportunity for improvement.

40
Q

What does Laban’s movement concepts allow us to do.

A

Structure learning tasks and ask strategic questions, Observe and analyze movement, communication with others by using a common ‘movement vocabulary, Evaluate students’ movement and content of program.

41
Q

Definition of movement education and the types of activity.

A

Movement Education is a conceptual approach to teaching movement. It provides learning experiences in all the fundamental movements so they can then be built upon to form all types of activity (functional, expressive, inwardly focused).

42
Q

What is a functional activity

A

Straight forward, put ball in basket.

43
Q

What is a expressive activity

A

Tells, an idea, invokes feelings, dance.

44
Q

Inwardly focused

A

individul goal structure, yoga

45
Q

What are the mouvement concepts

A

Every movement can be analyzed and described by 4 categories of movement concepts:

  1. Body Awareness (what)
  2. Effort Qualities (how)
  3. Space Awareness (where)
  4. Relationship Awareness (who-what)
46
Q

What are the subcategories of body awareness

A

Basic Actions:

a) bend, stretch, twist, curl…
b) Actions of Body Parts: support, transference of weight, leading an action…
c) Activities of the Body: locomotor, non-locomotor (stability), manipulative
d) Body Shapes: straight, wide, twisted…
e) Symmetry / Asymmetry
f) Continuity: continuous or noncontinuous

47
Q

What are the subcategories of space awareness:

A

Space Awareness
Broad division of space
a) Personal (or self) Space (space in personal bubble)
b) General Space (all the space provided)

  • Directions: forwards, backwards, left, right, up, down, clockwise, counter-clockwise…
  • Levels: high, medium, low
  • Pathways: ground and/or air.- straight, curved, zig-zag, combinations
  • Extensions: big or small movements, near or far from the body
  • Planes: wheel, door, table
48
Q

What are the subcategories of effort awareness:

A
  • Time
  • fast or slow (sudden or sustained)
  • Weight/Force
  • heavy (strong, firm) or light (fine)
  • Space
  • direct or flexible (indirect)
  • Flow
  • bound (stoppable) or free (ongoing)
49
Q

What are the subcategories of relationship awareness:

A

• Environment
-objects, sounds, apparatus
• People
-Alone, alone in a mass, in a team

50
Q

What type of experience is inclusion

A

a subjective experience

51
Q

recommendations to enhance children’s free play experiences may also include:

A

(a) employing collaborative and cooperative learning approaches in structured activity environments in ways that transfer well to less structured play settings
(b) using peer-mediated strategies that emphasize the roles of peers over adults in intervention
c) preparing the physical play environment in advance using environmental supports to ensure access
(d) arming children with and without disabilities with the social skills required to navigate the free play environment successfully

52
Q

What is the ETA model

A

Ecological Task Analysis Model

53
Q

What are the appropriate variables of the ETA model

A

Task Variables, Individual Variables, Environmental Variables

54
Q

How can you modify the appropriate variables of the ETA model for the Task Variables

A 
Individualize task difficulty to match the child's needs and unique abilities.
▪ Complexity
- Movement Patterns
- Rules (Fewer or More) - Flexible Times
▪ Speed
▪ Force
▪ Height
▪ Timing
▪ Distance
▪ Direction
▪ Accuracy
▪ Manipulable Equipment
- Size, Weight, Color, Surface, Texture, Sound, Shape, Movement or Trajectory
55
Q

How can you modify the appropriate variables of the ETA model for the Individual Variables for physical, intellectual. and affective

A

Physically: Strength, Coordination, Range of Motion, Weight and Height, Endurance, Medical Conditions, Fine and Gross Motor Control, Equipment that the
individual brings with them e.g. wheelchair.

Intellectual: IQ, Learning Style, Attention Span, Previous Experience.

Affective: Interest and Motivation, Value of the Activity, Mood, Self-Confidence, Patience, Willingness to try new things and activities, Perceived Inclusion.

56
Q

A true philosophy of inclusion makes the following assumptions about ALL children:

A

They are valued, They can learn, They belong in the places and spaces occupied by children in school and community life, They are apart of…not apart from

57
Q

What are the 4 types of inclusion:

A

Physical: All children are together within the activity content.

Instructional: activities are designed and implemented to engage all children in consideration of their similarities and differences.

Social:

Perceived: a sense of belonging, value and acceptance from the perspective of the child.

58
Q

In Children’s Physical Activity Contexts Who Might be Included or Excluded?

A
  1. Boys vs Girls or Girls vs Boys
  2. Skilled vs Unskilled
  3. Interested and Motivated vs Disinterested and Un/Amotivated
  4. Liked-Popular vs. Disliked-unpopular
  5. Majority vs. Minority (e.g. culture, religion, race, impairement)
59
Q

What is the definition of disability

A

“a complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives.”

60
Q

Medical model of disability

A

The focus here is on a ‘problem’ with the individual. The medical model seeks to ‘fix’ or solve ‘the problem’.

61
Q

Social model of disability

A

Sees disability as a socially created problem and not an attribute of the individual.

  • It’s a social created problem, it demands a response (political, accomadating environments).
  • Disability can be a combination of medical and social model.
62
Q

What Is Adapted Physical Activity?

A

Adapted physical activity (APA) is a professional branch of kinesiology / physical education / sport & human movement sciences, which is directed toward persons who require adaptation for participation in the context of physical activity.

63
Q

What are the 3 types of adaptation

A

Full Participation: No modifications necessary – children are able to fully participate

Modified Active: modifications made to different aspects of the task, individual or environment to enable participation

Active Parallel: Participation at own level alongside peers.

64
Q

What are the themes to the Inclusion Understood From the Perspectives of Children with Disability reading?

A
  • Gaining entry to play
  • feeling like a legitamate participant
  • Having friends
65
Q

How can you modify the appropriate variables of the ETA model for the environmental variables:

A

Physical: (lighting, sound in the gym)
Social: (competitive, parters, cooperative, teacher led)

66
Q

Who can benefit from participating in modified games and activities?

A

All children

67
Q

How to include children with impairments?

A

Flexibility, Creatively, Willingness, Knowledge

KIN 260 (2 decks)

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