Health And Movement Education 1

Front 1

What is Physical Education?

Back 1

Physical education is defined as a process of education through physical activity. It is a process of learning through physical activities designed to improve physical fitness, develop motor skills, knowledge and behavior of healthy and active living, sportsmanship, and emotional intelligence.
Physical Education is not only aimed at physical development but also includes the development of the individual as a whole.

Front 2

What is sport?

Back 2

Organised games within an accepted set of rules in which an individual or team competes against another or others for entertainment

Front 3

What are the environmental factors which impact on an individual's health?

Back 3

Economic, physical, political,social cultural, individual (lifestyle, behaviour, genetics, beliefs)

Front 4

Key determinants of health

Back 4

Socioeconomic
Health behaviours
Social and physical environment
Early nurturing, cultural and economic conditions

Front 5

6 dimensions of health:

Back 5

Spiritual
Environmental
Emotional
Intellectual
Social
Physical

Front 6

What is the TREE principle used for and what does it stand for?

Back 6

The TREE principle is a way of modifying an activity to facilitate inclusion and individualisation for all learners.
T - Teaching strategies
R - Rules of the game/the way the game is structures
E - Environment (indoors vs outdoors etc)
E - Equipment

Front 7

Social Justice

Back 7

'social justice' implies fairness and mutual obligation in society: that we are responsible for one another, and that we should ensure that all have equal chances to succeed in life

Front 8

What is health?

Back 8

a complete state of physical, mental and social well being, not just the absence of disease

Front 9

What is health education?

Back 9

Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.

Front 10

What is a strengths-based approach?

Back 10

Individuals and groups come with a range of strengths and resources to draw upon. The focus is on the strengths, abilities and capabilities of the people not on problems and weaknesses (no "fixing" things)

Front 11

What is a whole-school approach to health?

Back 11

An approach to health promotion which looks at all the different aspects of a school, such as the curriculum, teaching style, classroom climate, school culture, student participation, physical environment, partnerships with the community, welfare services and the wellbeing of staff.

Front 12

What are the three dimensions of the Health Promoting Schools Framework

Back 12

Curriculum, teaching, learning
Partnerships and services
School organisation, ethos and environment

Front 13

Who/what contributes to health education?

Back 13

Curriculum
Health Policies
Committed Staff
Supportive Environment
Supportive Parent Body
Access to Resources and Programs
Community Agencies

Front 14

What is the ACT Healthy Schools Network?

Back 14

The Healthy Schools Network ACT is a collaboration of health focussed, not for profit organisations. Their collective goal is the promotion of health and wellbeing in ACT schools.

Front 15

What is DCD?
What are the diagnostic criteria?

Back 15

Developmental Coordination Disorder: Substantially delayed development of functional skills that enable control over the environment
A. Substantial issues with motor coordination considering age (motor skills are uderdeveloped)
B. This must affect academic achievement or daily activities
C. Not due to a general medical condition (e.g. cerebral palsy) or a pervasive medical condition
D. If there is a mental disorder present the symptoms are in excess of those usually associated with it

Front 16

What are some issues generally created by DCD?

Back 16

Behavioural
Social & emotional
Academic
Stress & embarrassment

Front 17

What can a teacher do for a student with DCD?
What strategies can be implemented?

Back 17

Understand DCD
Modify tasks & equipment
Alter expectations
Reward success
Give responsibility
Lots repetition & practice
Change the environment

Strategies
Encourage ‘personal best’
Quiet spaces
Buddy system
Encourage extra-curricular activities e.g. cycling, swimming
Liaise with parents/carers

Front 18

What are the differences between process-oriented and task-oriented interventions?

Back 18

Process-oriented interventions are a bottom-up approach which suggests the need to address underlying deficiencies that underpin successful development
Task-oriented interventions are top-down approaches which suggests trying to remediate specific skills by providing problem-solving situations and/or practice in that skill
Research suggests that top-down approaches seem to achieve slightly better results.

Front 19

What are the SELF CARE AIMS

Back 19

S - sleep
E – exercise
L – love
F – food

C – creativity
A – autonomy
R – residence
E - environment (natural)

A – achievement
I – income
M – mindfulness
S - study

Front 20

What are the three aspects of gratitude?

Back 20

Care for oneself
Care for each other (across cultures, distances and time)
Care for the environment (near and far)

Front 21

Define bullying:

Back 21

Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.

Front 22

Define cyber bullying:

Back 22

It refers to bullying through information and communication technologies.

Front 23

The personal and social capability continuum:

Back 23

Self-awareness
Self-management
Social awareness
Social management

Front 24

Inclusion:

Back 24

Giving all students an opportunity to participate in learning experiences at an appropriate level and with an appropriate level of support, usually in a regular class placement.

Front 25

Integration:

Back 25

Involves 'placing' rather than including students and where the curriculum is not modified to suit the child

Front 26

Mainstreaming:

Back 26

A child is attending or participating in a regular class.

Front 27

What is the current philosophy for educational diversity in Australia?

Back 27

Australia has a philosophy of full inclusion which means all students, regardless of diversity, have the right to be educated in mainstream schools

Front 28

Strategies for including Indigenous students:

Back 28

Learn about the students' culture
Use multiple teaching methods and modes
Include Indigenous games, dance and movement
Develop understanding, trust and dialogue
Provide role models from different cultures
Train teachers in creating inclusive learning environments

Front 29

How to plan for inclusion of children with disabilities:

Back 29

Research (the child, parents, previous teachers)
Independent Learning Plan (ILP)
Literature
Inclusive programs (Sports Ability etc)

Front 30

Why teach nutrition?

Back 30

1. Mandated by curriculum
2. Directly affects the health, participation, concentration and achievement of students
3. Prepare students beyond the classroom - life skills

Front 31

What must we protect ourselves and others from?

Back 31

Hazardous people
Hazardous things
Hazardous environments

Front 32

Pedagogy:

Back 32

A term which encompasses the science and art of teaching

Front 33

Performance pedagogy:

Back 33

The development of skilled movement and its application to sport-specific contexts

Front 34

What role do decisions have in pedagogical practice?

Back 34

The control over decision making creates a spectrum of teaching styles from teacher-controlled/centered to student-controlled/centered

Front 35

What should a teacher consider when choosing a teaching style?

Back 35

The achievement of learning outcomes should be the top priority in teaching decisions

Front 36

What decisions exist that impact on a lesson?

Back 36

Pre-impact: Intent within planning an preperation decisions
Impact: actions during the implementation of the pre-impact decisions (task engagement/performance)
Post-impact: assessment, including feedback and evaluation

Front 37

What types of curriculum are there?

Back 37

Overt: What can be seen within the curriculum, work programs, lesson plans and the like.
Covert: What is not formally found in lesson plans, but what teachers still consciously and intentionally communicate eg. obey authority etc
Null: What is excluded from teaching decisions due to resources or teacher confidence and interest
Hidden: What teachers do and say, giving messages to what is vallued in the class

Front 38

Critical pedagogy:

Back 38

Addresses the issue of power inn teaching and learning. Draws attention to educational responses to structures and relations which are unequal. Aims for democratic, emancipatory and empowering learning.

Front 39

Models-based practice:

Back 39

an instructional model which refers to a complete plan for teaching which includes a theoretical foundation, a statement of intended learning outcomes, teacher's content knowledge expertise, appropriate learning activities, behaviour expectations, learning outcomes and mechanisms for measuring the model.
Examples: Teaching Personal and Social Responsibility (Don Hellison), Sports Education (Siedentop), Teaching Games for Understanding (Thorpe, Bunker and Almond) and Cooperative Learning.

Front 40

Teaching Personal and Social Responsibility

Back 40

Uses sport and fitness activities to develop character and responsibility in children.
5 goals: respect, effort, self-direction, caring and helping.
Level 0 Irresponsibility
Level 1 Respect
Level 2 Participation
Level 3 Self-direction
Level 4 Caring

Front 41

Sports Education

Back 41

Engage a range of learners within a sporting context, but is limited by maturity level.
6 elements: seasons, affiliation, formal competition, culminating event, record keeping and festivity.
Seeks to develop: a competent sportsperson, a literate sportsperson and an enthusiastic sportsperson.

Front 42

Teaching Games for Understanding:

Back 42

Uses questioning strategies to stimulate students to consider tactics, strategies and solutions to sports challenges. When used with Sports Education it becomes a well-rounded method of teaching.

Front 43

Cooperative Learning:

Back 43

In contrast to competitive learning environments, involving students working together in structured, small, heterogenous groups to master content. Must have positive interdependence and individual accountability.
Time consuming and complex but leads to holistic learning.

Front 44

What is sexuality education?

Back 44

The process of gaining information and forming attitudes , beliefs and values about sexual identity, relationships and intimacy.

Front 45

What is included in sex ed?

Back 45

Body awareness
Sexual development
Sexual orientation and identity
Reproductive health
Interpersonal relationships
Safe behaviors
Self esteem
Body image
Values and attitudes
Sex and gender roles

Front 46

What is child abuse and what types are there?

Back 46

Child abuse is the term used for different types of maltreatment that endangers a child or young person’s safety, wellbeing and development. Child abuse can be a single incident or a chronic pattern of behaviour over time and may be intentional or unintentional.
Physical abuse, sexual abuse, emotional abuse and neglect

Front 47

Reporting abuse:

Back 47

Since 1997 (ACT) certain professional groups have been required by legislation to report knowledge or suspicion of non-accidental physical injury and sexual abuse of children and young people.
Teachers are a mandated profession in the ACT.
This obligation overrides other rights to confidentiality or considerations (in relation to the information about physical/sexual risk or harm).

Front 48

Value of assessment:

Back 48

Based on curriculum and learning targets or objections
Must be specific to unit of work
Variety of strategies and contexts
Reliable and valid
Authentic

Front 49

Forms of assessment:

Back 49

Diagnostic: Diagnoses areas of need and determines future goals. Informs planning and programming and is usually conducted at the start of a unit.
Formative: Builds a cumulative record of achievement. Carried out throughout a course and takes place during regular classes. Assessment for learning.
Summative: Judgements of student achievement at specific intervals of a learning program e.g. end of a unit, term or year. Intended to measure outcomes and report on these for students, parents/carers and administrators. Assessment of learning
Used together to form a comprehensive record of student achievement.