PE exam 2
Terms
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- precontrol
- lack of ability to conciously control or intentionally repeat a movment
- movement concepts
- are always modifiers
- grade level, age, sex
- what they used to use to determine skill
- physical output
- either positive or negative action/skill that you perform
- task specific
- levels of skill development are
- central processing
- the brain and where information is dealt with
- skill theme
- fundamental movment pattern using games gymanstics and dance
- experience
- you learn management and discipline problems through
- size of fields
- changes to football, baseball, soccer
- nonverbal teacher interactions
- moving in a close proximiaty to the student, borrowing their equiptment for an example, eye contact, or head nod are examples of
- verbal teacher interactions
- praising students that are following directions and doing what asked is example of
- clarity of problem, firmness, consistency
- 3 characteristics of a good reprimand
- 70's and 90's
- in these years participation in sports started to decline
- precontrol
- sucessful skill performances at this level are usually accidents
- utilization
- moveing around while doing skill in this stage
- 4 to 9
- ages critical to learning motor skills
- procedures
- necessary to put and keep students in contact with subject material
- building a foundation
- part of the diamond that represents where children are introduced to skill themes and movement concepts, intial focus is on developing functional understanding of these concepts
- visual, auditory, kinestetic
- 3 types of input
- use or practice them
- age does not predict motor ability the only way to become skillful in motor skills is to
- preschool and kindergarten
- most kids at precontrol level are ages
- spinal cord injurty, message does not get there
- breakdown in output
- because breakdown in any three parts of process
- why do some people have trouble learning skills
- developing expertise
- part of the diamond where students refind the skill themes and movment compets they learned in oderd to use in specifc sports and physical activities
- appropriate planning and appropriate teacher behavior
- effective management and disapline (2 things)
- exploring the possibilties
- part of the diamond where kids begin to discover the various sports and activities that the are or are not appealing
- less disruptive behavior
- the less management time you have the
- movement analysis framework
- termed the whell, is inteneded to show how the skill themes and movement concepts interact with each other
- precontrol
- at this level know nothing about how to do skill and can't do it
- boys
- on average____ are more physically active
- children's changing capacities to move and those that promote such change
- developmentally appropraite practices in physical education are those that recognize
- through input, central processing, physical output
- how does anyone learn skills
- practice
- skillfullness is the result of
- 20,000 to 30,000 reps
- takes between _____ to _____ for minimum skills development
- girls
- have the potential to be equally as skillful
- take care of things in advance
- good management means you
- mental or physical capacity
- do not make kids play adult rule specific games because they do not have the
- 4 and 5 grades
- utilization level occurs in grades
- prerequisites
- beofre they can master skills have to have
- minor
- use nonverbal interactions whe behavior is
- 3 to 5
- how many hours a week to teachers spend on management tasks
- more space, more equipment, more activity
- 3 differences between discipline in classroom and pe
- remind children of rules before they break them not just after, focus on positive behavior when you can, ignore inappropriate behavior when possible, make sure child knows your angry with the behavior and not the child, and in correcting a problem the child should know what he or she has to do to change the behavior
- 5 broad guidelines for discipline
- series of stages
- skill development evolves through
- utilization
- can use the skills in modified game situations and increasingly automatic
- discipline
- should only be used to redirect inappropriate behavior
- skill themes
- are always verbs
- exploring the possibilities
- part of the diamond that focus shifts to using the skills and conepts in a varieyt of movement forms
- positive learning environment
- ensures the focus of the lsson is on appropraite behavior for learning
- precontrol
- can't dribble 4 or 5 times in a row is example of
- motor skill development and cognitive processing
- 2 research areas about why teach with skill themes and movement concepts
- developing experitse
- part of the diamond that suggests that students will beign to make decisions about the activities they enjoy and desire to become proficient in
- block in 3 types of input either kinestetic, auditory, or visual
- breakdown in input
- athletes
- there is no such thing as natural
- precontrol, control, utilization, proficiency
- levels of skill proficency
- past experience, practice, too much information
- central processing, the way it deals with information is
- understand stages of motor development and motor skills children go through/ learn to asses childs development level/ develop appropriate modifications of skills for children
- 3 fold challenge for anyone teaching motor skills
- lower goals, changed weight of basketball for women then children
- changes to basketball
- progression spiral
- example of developmentally appropraite progressiosn that were developed for each of the skill themes
- 1 and 2 grade
- most kids should be at the control level in grades
- instructionally appropriate pe program
- incorporates the best known practices derived from both research and experiences teaching children, into a program that maximizes opportunities for learning and success for all
- t-ball, coaches pitch, then regulation
- changes to baseball
- true
- kids should be allows to come up with their own rules as long as everyone agrees (T/F)
- information processing
- explains how anyone learns a new skills
- developmentally appropriate physical education program
- accomodates developmental status, previous movement experiences, fitness and skill levels, body size, and age
- control
- les haphazardmovments and intense concentration to complete skill
- developmental readiness
- key to teaching development
- LD children can get information but it gets lost
- breakdown in central processing
- movment concepts
- not a movement in and of itself but how when where with whome or with what a movment will be performed
- proficiency
- automatic effortless movments and use skill in changing environments
- movement concepts
- three outer wheels represen the
- management
- time devoted to organization and transition before, during, or after a lesson when no instruction is given and no practicing occurs
- skill themes
- two inner wheels represent the
- developmental readiness
- match the skill with the childs level of development
- 1992
- in this year COPEC decided needed accountability for PE teachers
- nueral pathway
- message from brain to muscle
- teacher's attitude
- most important factor in establishing learning environment is the
- visual eye contact, physical proximity, quiet warning, time out, behavior contract, and take child to principals office
- sequence for misbehavior
- utilization
- rarely have elementary child at this level because not enough practice