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60 Cards in this Set
- Front
- Back
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Level 1 Stunts & Tumbling include:
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animal movements, balance stunts, simple partner activities, tumbling & safety skills --- FOUNDATIONAL
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Level 2 Stunts & Tumbling include:
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tumbling, agilty, and balance skills become more difficult
teachers should emphasize quality and form |
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Level 3 Stunts & Tumbling include:
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a continuation of level 2 - require more strength, power, and control
more spotters are needed pyramid building |
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Gymnastic sequence (routine) analogy
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Movement Sentence
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Developmental Level I
is grades.... |
K-2
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Developmental Level I
typical things |
egocentric, curious, enthusiastic
needs praise and tires quickly important time for skill acquisition simple games: tag, running, rolling individualistic/partner/small group |
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Developmental Level II
is grades.... |
3-4
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Developmental Level II
typical things |
develops greater proficiency at throwing, catching, dribbling, kicking, and hitting
willing to practice to improve skills new social and psychological needs means children like more organized, complex, and challenging team games prefer adult led activities |
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Developmental Level III
is grades.... |
5-6
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Klor-Con
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Potassium Chloride
natural salt that is important for the heart, muscles, and nerves. Too much or too little potassium in the body can cause serious problems. Potassium is found in many foods and is normally supplied by a balanced diet. This medicine is a potassium supplement that is used to prevent and to treat low potassium. |
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Motor skill development is influenced by
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growth, maturation, and learning
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3 phases of learning a motor skills
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1) Initial Phase (cognitive)
2) Intermediate (associative-focused effort) 3) Automatic Phase |
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declarative knowledge
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knowing WHAT to do
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procedural knowledge
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knowing HOW to do
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error detection is affected by what type(s) of knowledge?
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declarative and procedural
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changes during the process of learning a motor skill are in these 3 areas
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1) error detection & correction
2) coordination 3) visual attention |
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motor program theory
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the creation and reorganization of motor programs as skills are learned and developed
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generalized motor program theory
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accounts for transfer of skills - ie writing with hands, feet, mouth
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Schema Theory
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people can successfully perform novel motor skillsie
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Principle of Interest
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motivation for learning
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Principle of Distributed Practice
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skills learned best with distributed practice, not with massed practice
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Principle of Variable Practice
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practicing skills in combination is better than practicing individual skills in isolation
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Skill Specificity
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affected by an individual's schema development
IE: kicking may be subpar because it hasn't yet been learned |
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Principle of Whole-Part learning
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start with the big picture then break into individual skills
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Principle of Transfer
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skills transfer - finger motor skills can apply to ball handling and to typing
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Principle of Skill Improvement
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practice & learning plateaus
when there is no obvious learning, consolidation is occurring |
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Basic how-to for teaching phys ed
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1 use normal voice
2 standard procedures (changing, lining up, free time 3 max participation 4 base on abilities not set quantities 5 safety rules |
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Purpose of spotting
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Assistance in performance of a task. Teaching or direct assustance
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Tumbling
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A rolling action of the body
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Agility
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Involves body action -animal walks,
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expanding movement vocabulary requires
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direct instruction
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difference between PE and PA
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you can be physicall active without beint physically educated
pe hones the skills of pa |
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Planning Gymnastics
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progressions:
mats individuals partner small groups add small equipment (bean bags, hula hoops, wands) individuals partners small groups stations |
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why plan gymnastics systematically
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fewer injuries
better focus |
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Reacting to Parents regarding why gymnastics
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strength and coordination
fitness balance spatial and body awareness flexibility |
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Benefits of Free Discovery
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individual approach
at own developmental level problem solving approach lack of self-motivated challenge |
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Benefits of Direct Approach
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task approach
allows teacher to focus approach on tasks pushes children to new forms they wouldn't discover on their own |
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4 General Outcomes
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A activity
B benefits/health C cooperation D daily |
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General Outcome A
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ACTIVITY
acquisition of basic skills and apply them running, hopping, sliding |
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General Outcome B
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BENEFITS / HEALTH
functional fitness, body image, well-being |
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General Outcome C
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COOPERATION
fair play leadership teamwork communication |
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General Outocme D
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DAILY
assumes own responsibility for active lifestyle effort safety goal setting/challenge active living in the community |
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Is Physical Education part of the core curriculum?
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yes
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Aim of the Phys Ed Curriculum
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The aim of the Kindergarten to Grade 12 physical
education program is to enable individuals to develop the ksa's necessary to lead an active, healthy lifestyle. |
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Difference between general and specific outcomes
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General is broad. Specific will outline the degree of achievement within each general outcome Ie Activity for kindergarten may be to experience something while gr 6 is to master it.
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Why study phys ed?
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Physical activity is vital to all aspects of normal
growth and development, |
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Benefits of Phys Ed & activity
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health
active lifestyle skill development positive interaction (social) self-confidence & self-image goal setting economic (reduced health expenses) academic achievement (healthy bodies/health minds) |
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Gymnastics mat work - rolls sequence
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start with safe falling - lead with shoulder
diagonal rolls then forward rolls |
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How to do a headstand
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balance on forehead (stronger part of skull)
think of triangles for support hands back near knees push legs up - not throw them up spread fingers for wider base |
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Handstands
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lock joints
stop yourself with head and chin -- look at mat for counterbalance to spot, stand ahead of person to support them then move to side once they are up |
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two ways to achieve individualized instruction
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vary the amount of time for a given task
change the task and the time given |
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Direct Teaching Style
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command method
task method |
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Combined Teaching Style
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limitation method - here is your task but....
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Indirect Teaching Style
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guided discovery (sequential challenges)
free exploration (vague instruction) |
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Effective Teaching
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structured
varied time on-task provides success uses student ideas effective communication questioning/probing personal characteristics motivating/enthusiastic |
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Effective Teaching
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effective communication
orientated to the task time on task instructional variety student success questions probing use students ideas learning that often lacks structure ENTHUSIASM |
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6 dimensions of health
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physical
social mental emotional environmental spiritual |
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Teaching Games - tips for success
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delineate instructional space
divide into groups/teams team leaders cueing system (places, come in) safety procecures |
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Teaching games - primary progression
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begin with structured challenges
invented/modified games |
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Soccer skill progression
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kicking
trapping dribbling heading throw-in tackling other rules |
