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54 Cards in this Set
- Front
- Back
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Cephalocaudal Development
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The gradual control that a young baby develops over their heads, then hands and down to their feet. (clumsy or poor control is referred to as incomplete Cephalocaudal Development)
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Proximodistal Development
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Refers to a child having more control over the centre of their body before the extremities This is when children having more control over their big muscles before their hands and fingers.
<------> |
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Reflexive Movement Phase (Gallahue's)
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Involuntary movements
Neck and crawling reflexes Goes up to 1 year old |
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Rudementary Movement Phase (Gallahue's)
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First observable voluntary movement
Birth to 2 years old Gaining & Maintaining stability (Sitting & Standing) |
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Fundamental Movement Phase (Gallahue's)
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Takes approx 2-7 years
Stability, locomotor and manipulative movements Initial, elementary and mature stages |
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Specialised Movement Phase (Gallahue's)
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The final stage.
Takes approx 7-14 years Applying daily movements and skills to daily lives and sport. |
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Gallahue’s life span model is a key in...
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understanding where a child is on the continuum is a key factor for HOW teacher’s progress students into the next phase.
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Sports skill proficiency barrier
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Children who do not master skills in the fundamental movement phase often do not move on to learn sports skills and games skills because of lack of confidence. It is here that students withdraw from PE.
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AUSVELS has...
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An eleven level structure.
-A Learning focus -Standards (define what students should know and be able to do at different levels) -Dimensions 1. Movement and physical activity – from Level 1 2. Health knowledge and promotion – from Level 3. |
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Professional Knowledge
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All students...capable to move...capable of learning through movement.
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Professional practice
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Using a range of teaching approaches...encouraging independent and cooperative learning.
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Professional Engagement
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identifies PE's ability to develop a child's psychomotor, affective and cognitive development of students
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Low level games
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Are easy to play
Simple rules Require little or no equipment. |
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Cooperative games
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Emphasise group interaction
Socialization in a cooperative setting Group problem solving activities and trust activities. |
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Lead up games
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Active games that involve the use of two or more sport skills, rules or tactics used in playing the official sport.
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Modified sports
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1. size of equipment
2. playing area and goals 3. duration of games 4. team sizes and interchanges. |
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the TREE approach
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T- changing your teaching style to accomodate learning
R- Modify the rules for inclusion E- Equipment E- Environment- make the game half the court |
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Stages of catching pattern
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Initial
Elementary Mature |
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How many Fundamental movement skills are there?
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12!
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Continuos Skills
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are repetitive. Eg. running, cycling.
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Serial skills
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are a series of discrete actions put together eg. Pass and attack in netball.
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Discrete skills
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have beginning and end points. Eg. Swinging a golf club
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Closed skills
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take place in a predictable environment and the performer knows exactly what to do and when. Eg. Serving in tennis, there is no one to interfere.
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Open skills
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are performed in a constantly changing environment eg. A sports game.
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What are the proposals being made for the 21st century HPE curriculum
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• taking a strengths-based approach
• focusing on the educative outcomes of HPE • develop health literacy skills • valuing movement • including a critical inquiry approach |
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What are the AusVels dimensions?
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1. Movement and physical activity – from Level 1
2. Health knowledge and promotion – from Level 3. |
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Assessment FOR learning
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Formative Assessment
Teachers use inferences about student progress to inform their teaching. It: • is ongoing • is tied to learning outcomes • provides information that informs decisions about planning and instruction Examples: focused questioning in class, anecdotal notes |
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Assessment OF learning
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Summative Assessment
Assessment of learning: • is tied to learning outcomes • occurs at the end of a learning theme or cycle • is used to evaluate whether learners have achieved the learning outcomes, and to what degree • is used to make decisions about learners’ next placement Examples: anecdotal notes, quizzes, writing samples marked using rubrics, documented observations |
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Assessment AS learning
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Self-assessment
is ongoing • is tied to learning outcomes • assists learners in becoming aware of their learning process • involves self-monitoring and self-evaluation • requires teacher direction and support Examples: in-class discussion of learning points, self assessment checklists, learning logs |
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How are low level games grouped?
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They are grouped according to the movement skill they promote, the theme (tag, partner, seasonal), formation (mass, circle and line games), activity level (active and passive games).
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Characteristics for children and implications for teachers.
Kinder to grade 2- Physical development characteristics |
Want attention
Egocentric Active Fine motor skills not developed Tire quickly Enjoy rhythms |
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Characteristics for children and implications for teachers.
Kinder to grade 2- Physical devel. implications for teachers |
Offer active games
offer role play stories with individ. roles Avoid games that require throwing, catching and kicking Use music! Offer 20-30seconds of activity followed by rest |
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Characteristics for children and implications for teachers.
Kinder to grade 2- Cognitive development |
Short attention spans
Want to understand games and movement Need to understand teamwork Approaching the peak of their creativity |
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Characteristics for children and implications for teachers.
Kinder to grade 2- Cog development Implications for teachers |
Change activities often
Be succinct in explaining how movements and games are performed and how they can improve. Encourage modification using their imagination Talk about team work Teach games with one or two rules, inforce following the rules |
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Characteristics for children and implications for teachers.
Kinder to grade 2- Social development |
Strong self belief
Little gender differences in their interests Want to be the centre of attention Like pleasing the teacher |
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Characteristics for children and implications for teachers.
Kinder to grade 2- Social development. Implications for teachers |
Offer the same activities to boys and girls
Avoid embarrasing them This time is crucial for self image development Reinforcement and teacher approval is important You need to teach sharing the spotlight in games |
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Characteristics for children and implications for teachers.
Grade 3-6- Physical development characteristics |
Hand eye coordination is developing
Increasing interest in sport with age Reaction time is slow in Grade 3/4's Individual skills and maturity among students In grade 5/6 girls begin their growth spurt |
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Characteristics for children and implications for teachers.
Grade 3-6- Physical development characteristics. Implications for teachers |
Talk to students about sport, assist them in playing in teams.
Teach them how to play sports Offer lots of throwing and catching activities using a range of materials Avoid letting them develop a fear of getting hurt Don't let students dominate activities Encourage girls especially to develop pride in what they can do. Explain to boys girls may be more mature at this age |
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Characteristics for children and implications for teachers.
Grades 3-6- Social development |
Want to perform well and be admired
Teach how to be gracious in winning and losing Cliques and friend groups become important Little interest in the opposite sex in terms of holding hands & being friends |
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Characteristics for children and implications for teachers.
Grades 3-6- Social development. Implications for teachers |
Help less athletic children experience success and gain acceptance. Being sporty makes you popular
Discuss being a good loser and winner Offer games like netball where every team member has an important role. Discuss the importance of inclusion Avoid forcing kids to hold hands at this age |
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Characteristics for children and implications for teachers.
Grades 3-6- Cognitive development |
Less egocentric and more interested in groups
Need to understand the rules of games Older students become interested in game strategies Interest in how the body functions Attention span increasing with age |
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Characteristics for children and implications for teachers.
Grades 3-6- Cognitive development Implications for teachers |
Offer small group activities to promote working with others.
Following rules becomes important- Teach consequences Games that require strategies should be taught now Offer information about heart rate, breathing and factors that influence performance. Provide opportunites for practising skills on their own |
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Fundamental motor skills (FMS) are...
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the foundation movements or precursor patterns to more specialised, complex skills in games, sports, dance, aquatics, gymnastics and recreational activities”
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What is a skill?
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A skill is a learned, coordinated activity which achieves a goal
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Define Health
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a resource for everyday life, not the objective for living.
It is a positive concept emphasising social and personal resources, as well as physical capacities (world Health Organisation0 |
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Define sport
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Physical involvement in an organised game or activity with a set of rules.
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Define Physical Education
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A sequential, developmentally appropriate educational experience that engages students in learning and understanding movement activities.
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Define physical activity
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All movements in everyday life. It can be structures or unstructures, planned or incidental. (WHO, 1986)
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The Melbourne Declaration goals for years p-3 in hours...
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20-30 minutes each day!
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The Melbourne Declaration goals for years 4-6 in hours...
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three hours per week of physical education and sport with a minimum provision of 50 per cent for physical education.
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When program planning:
Planning Learning Sequence and Units Think of what? |
Think:
Curriculum Pedagogy Assessment |
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Performance Criteria of a catch
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1. Eyes are focused on the ball throughout the catch
2. Preparatory position with elbows bent and hands in front of body 3. Hands move to meet the ball 4. Hands and fingers positioned correctly to catch the ball 5. Catch and control the ball with hands only 6. Elbows bend to absorb force of the ball |
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What are the 3 stages of learning a Fundamental Movement Skill
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The cognitive stage- the learner thinks of how the skill is performed and how they can perform the skill.
The associative stage- the learner practises the skill of dribbling in basketball often on a court alone. The Autonomous stage- the learner practises dribbling the ball in a game. The movement has become habitual. |
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In the continuom of motor skills the sports barrier is found. What are the stages?
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Bottom to top:
Reflexes and reactions Fundamental motor skills Proficiency barrier Transitional sports skills and games (lead up games) Sports games and rec skills. |
