K31: Sociology In Physical Education

Front 1

The study that describes and explains human social organization.

Back 1

Sociology and socialization.

The dual process of interaction and development where humans learn who they are and how they are connected to the world they live in.

Front 2

The CORE of sociology and socialization:

Back 2

social interaction - the influence of other.

Front 3

Prescriptive of how one should act in a situation:

Back 3

norms

Front 4

Criteria used in assessing the correctness of ideas, feelings, or events:

Back 4

values

Front 5

What standard states:

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Back 5

Standard 5

NASPE

Front 6

Which standard states:

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Back 6

Standard SIX

NASPE

Front 7

Which standard states:

Understand how individuals learn and develop, and provide opportunities that support physical, cognitive, social and emotional development.

Back 7

Standard TWO

Growth and Development

Front 8

Which standard states:

Use and have an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement inlearning and self-motivation.

Back 8

Standard FOUR

Management and Motivation.

Front 9

A person learns thoughts and behaviors by reinforcement, modeling (observational learning) and social comparison.

Back 9

Social Learning Theory (Bandura)

Encourage "prosocial behavior"

Foster an environment of positive responsibility.

Front 10

What consists of adopting the pro-social norms of society and occurs through modeling, reinforcement, and social comparison?

Back 10

moral development (component of social learning theory)

Front 11

Three things physical education programs shall include:

Back 11

1. self-discipline

2. improved judgement

3. strengthened peer relations

Front 12

Three levels of KOHLBERG:

Back 12

Level ONE: premoral

Level TWO: conventional

Level THREE: personal principle

Front 13

Kohlberg Level ONE:

Back 13

Premoral:

Stage ONE: avoidance of punishment

Stage TWO: hedonistic motives

Front 14

Kohlberg Level TWO:

Back 14

conventional:

Stage THREE: dominated by a desire for approval from others.

Stage FOUR: adherence to strong, legitimate authority

Front 15

Kohlberg Level THREE:

Back 15

personal principle:

Stage FIVE: concern for values of community; moral order and self-respect

Stage SIX: reflection upon personal conscience and deep personal principle

Front 16

Behavior is evaluated only on the basis of personal outcomes without any concept of right or wrong:

Back 16

Pre-moral

Front 17

Behavior is determined by external sanctions:

Back 17

Conventional

Front 18

A system of teaching strategies designed to move students from lower to higher levels of responsibility:

Back 18

Hellison's Model of Responsibility

Create an awareness of approprate behavior and opportunity for student reflection.

Front 19

Hellison's SIX levels:

Back 19

0. irresponsibility

1. self-control

2. involvement

3. self-responsibility

4. caring

5. outside the gym

Front 20

Unmotivated, undiscilpined, verbally, or physically abusive:

Back 20

irresponsibility

Front 21

Not highly engaged in lesson but not disruptive, goes through motions:

Back 21

self-control

Front 22

Demonstrates self-control and enthusiasm for content, willingness, has personal definition of success:

Back 22

involvement

Front 23

Ability to work with others, identify of own needs:

Back 23

self-responsibility

Front 24

Cooperative, supportive, willing to help others:

Back 24

caring

Front 25

Transfer of responsible behavior to life settings:

Back 25

outside the gym

Front 26

Three parts of RESPONSIBILITY model:

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1. Treat kids as whole person

2. Empower them to make decisions

3. Use medium of fitness, sport

Front 27

Teachers need to respect students:

Back 27

1. strengths, not deficits

2. individuality

3. decision making

Front 28

Addition al HELLISONS:

Blames others, negative, name-calling, disruptive, makes excuses, does not play by the rules, aggressive behavior, does not listen or participate:

Back 28

irresponsible

Front 29

HELLISON cont:

Does not call names, controls temper, does not disrupt class, listens (but not actively):

Back 29

self-control

Front 30

HELLISON cont:

Listens and follows directions, shows at least minimal respect, stays on task only when teacher is watching, willing to try and are involved inactivity, participates with reservation:

Back 30

involvement

Front 31

HELLISON cont:

Shows respect, makes good choices, honest and fair, admits mistakes and apologizes, works on activity independently:

Back 31

self-responsbility

Front 32

HELLISON cont:

Works with everyone in the class, willing, compliments and encourages others, takes care of equipment, asks and provides assistance to teacher and other student, concerned with the progress of others:

Back 32

leadership/caring

Front 33

HELLISON cont:

Transfers responsible behavior to life settings:

Back 33

outside the gym