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Kin 240 > Teaching Physical Education (part 2) > Flashcards

Teaching Physical Education (part 2) Flashcards

1
Q

2 large camps of goal orientations

A

Mastery goal orientation and ego goal orientation

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2
Q

Mastery goal orientation

A

A teacher focus where the students are helped to pursue their best selves
They are assessed relative to themselves

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3
Q

Ego orientation

A

Refers to a teacher focus where the students are trying to “perform” at the highest level in a social comparison context

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4
Q

What does ego orientation place an emphasis on

A

Results and meeting previously established standards
(Norm vs criterion)

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5
Q

What has scientific research in the world of sport shown about mastery goal approach

A

Enhances student emotional well being, intrinsic motivation, and enjoyment of the sport activity

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6
Q

Foundational principles consistent with mastery goal orientation

A
  1. Excellence is the best version of you, not some external standard
  2. You are defined by your pursuit of excellence, not your attainment of it
  3. Pursuing excellence means going for it, not just hoping it will happen
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7
Q

Why should students embrace the three principles consistent with master goal orientation

A

Use as foundational supports upon which to bas their pursuit of new knowledge, skills and values

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8
Q

What can goals be in PE

A

General or specific

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9
Q

General goals

A

Tend to apply to curriculum objectives (what is going to happen in a course)

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10
Q

Specific goals

A

Tend to apply to the instructional objectives (what is going to happen in a class)

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11
Q

What are the 3 broad and interrelated categories of PE goals

A

Cognitive, psychomotor, affective

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12
Q

What do cognitive goals target

A

The students’ thinking world (knowledge)

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13
Q

What things are apart of the cognitive goal domain

A

The knowledge needed to understand techniques, tactics, and principles

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14
Q

What multiple levels do cognitive goals address

A

Recall (listing what you have been taught), application (applying what you have been taught), and creativity (exploring new possibilities using what you have been taught as a starting point)

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15
Q

Psychomotor goals (skills)

A

In PE any goal that deals with physical and motor abilities exists within this category

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16
Q

What is the differentiation feature when comparing pE programs to other K-12 programs

A

Psychomotor goals
No other program emphasized them to the extent of PE

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17
Q

What falls within the realm of psychomotor goals

A
  • teaching of both simple (e.g., throwing) and complex (bball layup) skills
  • teaching and application of fitness strategies (strength training)
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18
Q

Affective goals (values) address

A

The “feeling” world of the student

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19
Q

What are the 2 key affective goals of PE programs

A

To nurture within students an appreciation for and a desire for being physically active

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20
Q

What is achieving the affective goals essential in

A

Enhancing the likelihood students will commit to a physically active lifestyle after high school

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21
Q

What else do affective goals (values) address

A

The “character development” component of PE programs

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22
Q

What is an affective goal pertaining to winning and losing competitions

A

Nurturing within students a commitment to fair play and being a good sport

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23
Q

How should students be given opportunities to treat people in caring and respectful ways

A

By being placed in situations where they work together with other students

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24
Q

What must be done for goals to be effective

A

Must be realistic for the setting in which they are being pursued

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25
Q

What may asking too much of students do

A

Has potential to frustrate and/or discourage them

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26
Q

What may asking too little of students do

A

Has potential to leave them feeling unmotivated or wishing to seek challenge elsewhere

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27
Q

Wha this the general rule for goals to be considered realistic

A

If they are specific, challenging yet achievable, and approach-oriented

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28
Q

What requires careful and thoughtful planning

A

How teacher helps students move from where they are in direction of specific goals

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29
Q

it’s out carefully designed steps as a teacher what can happen to learning

A

Can take on level of randomness that is counterproductive
Ex) not necessarily develop capacity for fair play if teacher not intentional about insisting on it and reinforcing it

30
Q

What is important for PE teachers to consider for each lesson

A

What cognitive (knowledge), psychomotor (skills), and affective (values) goals they are pursuing

31
Q

Why are cognitive and psychomotor goals easier to pursue

A

They are inherent in the content of most PE lessons
Ex) - when teach about rules of vball they are targeting cognitive goal
- when teach a class how to serve a vball they are targeting a psychomotor goal

32
Q

Why are affective goals more difficult to pursue

A

Because they are rarely the primary focus of a PE lesson
They tend to be pursued in conjunction with the lesson being taught
Ex) when students playing game of floor hockey in class the teacher may choose to emphasize the principle of fair play

33
Q

What can affective goals be for a PE class

A

Can be primary focus but are also effectively addressed in PE classroom sessions

34
Q

When teachers decide what to teach what challenge are they faced with

A

How to teach it

35
Q

What can the how of teaching be described as

A

An instructional process
Dynamic reality that involves the teacher and the students

36
Q

What does a teacher need to assess to select an instructional process that accommodates the goals of the lessons

A

The nature of the class and any extenuating factors (e.g., facility limitations)

37
Q

What is the usual PE lesson

A

Teacher will present a type of movement task and then students are given the opportunity to practice it while the teacher gives constructive feedback

38
Q

What are the 2 main responsibilities for teachers during a PE lesson

A
  1. create a learning environment conducive for the lesson to be taught
  2. Teach the lesson and help the students in their learning efforts
39
Q

After the getting ready routine what does the teacher do

A

Orients the class to what is going to happen that day and why

40
Q

After orienting class to what’s going to happen that day and why, what happens

A

Fairly specific series of events begin that revolve around the interaction unit called the movement task-student response

41
Q

What is events of the movement-task student response

A
  • Teacher starts with presentation of the movement task as well as any organizational arrangements
  • implementation of movement task
  • teacher observes student responses to the movement task and makes appropriate adjustments to the movement task if required
42
Q

In most PE classes what is central focus of lesson

A

Movement task

43
Q

What is important for the teacher when teaching the movement task

A

Convey the task in a clearly understandable fashion

44
Q

What learning styles should teacher use to teach the movement task

A

At minimum use auditory and visual cues

45
Q

Does the visual demonstration of the movement task have to be done by the teacher

A

No another student or a video can be provided of the demonstration

46
Q

what should the movement task expectations be linked to

A

The current level of proficiency of the students

47
Q

After instructing why must teachers also ensure the learning environment is organized

A

So students can actually do what they have been asked to do

48
Q

What do PE teachers have to organize

A

People, space, time, and equipment

49
Q

How do you make PE more efficient

A
  • make pre and post lesson routines familiar
  • make the organizational methods (e.g., setting up and taking down) familiar
50
Q

What should the teacher do once the students have begun working on the day’s task

A

Observe carefully and provide effective and caring feedback

51
Q

What are the first observations by teacher

A

Safety and understanding the task

52
Q

What is an often needed teacher response

A

Further clarification: individual or group
May have to address motivational or classroom management concerns

53
Q

What is an often needed teacher response

A

Further clarification: individual or group
May have to address motivational or classroom management concerns

54
Q

Teachers response may not always be

A

Pre-planned
Simplify or more complex or new activity

55
Q

What does a teaching function look at

A

The purpose of a teaching behaviour, not the behaviour itself
- teacher can perform a teaching function through variety of teaching behaviours

56
Q

What does focusing on teaching functions do

A

Builds a bridge between commonly accepted teaching practices and the qualities that potentially make each individual teacher unique and special
E.g., multiple processes can be used to meet same outcome

57
Q

Identifying outcomes

A

Identifying learning goals and objectives

58
Q

Planning

A

Design and sequence appropriate learning experiences and tasks to meet the identified goals

59
Q

Presenting tasks

A

Present and communicate these tasks effectively so that students have a clear idea of what they are being asked to do and are motivated to do

60
Q

Organizing and managing the learning environment

A

Arrange and maintain the learning environment that maximally motivates student practice of the task

61
Q

Monitoring the learning environment

A

Provide students with feedback on their performance through accurate assessment of student performance in relation to the task

62
Q

Developing the content

A

Modify and develop the task further based on student responses to the task

63
Q

Assessing student performance

A

Determine the extent to which students meet objectives

64
Q

Evaluating

A

Evaluate the effectiveness of the instructional process

65
Q

Teacher functions in the teaching-learning process (8)

A

Identifying outcomes
Planning
Presenting tasks
Organizing ad managing the learning environment
Monitoring the learning environment
Developing the content
Assessing student performance
Evaluating

66
Q

Teacher functions in the teaching-learning process (8)

A

Identifying outcomes
Planning
Presenting tasks
Organizing ad managing the learning environment
Monitoring the learning environment
Developing the content
Assessing student performance
Evaluating

67
Q

If the environment is not conducive to learning

A

Students will find learning challenging despite the teachers best intentions

68
Q

What is it important for teachers to do to make the environment conducive to learning

A

Not only possess abilities to teach content, but also possess abilities to create a proper positive learning environment

69
Q

Learning environment abilities

A

Management behaviours

70
Q

Teaching content abilities

A

Content behaviours

Kin 240 (15 decks)

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