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34 Cards in this Set
- Front
- Back
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Developmental Levels |
Games are labeled according to age and skills of children. |
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Developmental Level 1 |
Fundamental skills, more individual game activities at this level. (K-2) |
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Developmental Level 2 |
Refining skills, begin partner activities at this level. (3-4) |
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Developmental Level 3 |
Group, team and competitive activities are developed at this level. (5-12) |
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Types of Games |
Locomotor, Manipulative, Cooperative, Inventive |
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Locomotor Game |
Moving without equipment. |
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Manipulative Game |
Moving with equipment. |
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Cooperative Game |
Working with others to make game effective, less individual competition. |
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Inventive Game |
Children using their creativity to design or make strategy for a game. |
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Low Organization Game |
A game with few rules and easy to start play quickly. Ex. Dribble Tage |
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High Organization Game |
A game with more rules that will take longer to prepare for students to play. |
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Extrinsic Motivation |
An external reward, prize, etc. |
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Intrinsic Motivation |
An internal reward such as praising the child or a thumbs up. |
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Poor Skill Developers |
Games such as dodegeball, kickball, relays with long lines. Little improvement will occur in skills during these games! |
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Direct Teaching Style |
The most teacher-controlled approach. The class is instructed and guides their pace and direction. It emphasizes creating a controlled class environment that is safe for students. |
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Task Teaching Style |
Involves arranging and presenting learning tasks at several learning areas and stations. Students rotate between learning stations. Offers more freedom because students decide. Instruction focuses on visiting learning stations and interacting with students who need help. This requires more preparation time. |
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Individualized Teaching Style |
Based on the concept of of student-centered learning through an individualized curriculum. Students are allowed to progress at an individual rate. |
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Cooperative Learning (Reciprocal) Style |
Focuses on the importance of people working together to accomplish common goals. Students are in groups where each member works to reach common goals. This helps foster constructive relationships among students. |
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Inquiry Teaching Style |
A process-oriented approach that emphasizes the learning process more than the final product or outcome. The teacher guides rather than commands students to solutions by using a combination of question problems, examples and learning activities. |
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Guided Discover (Convergent) Teaching Style |
Used when the teacher wants students to discover a single predetermined choice or result. |
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Problem-Solving (Divergent) Teaching Style |
Involves input, reflection, choice, and response. The problem is structured so that there is no one prescribed answer. It is useful when teaching concepts, relationships, strategies, and proper use of skills for specific solutions. |
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Free-Exploration Teaching Style |
The most child-centered style of learning. Teacher guidance is limited to selecting the instructional materials to be used and designating areas to be explored. No limits are imposed on children except those dictated by safety. |
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Basic Urges of Children |
Movement Success and Approval Peer Acceptance and Social Competence Cooperate and Compete Physical Fitness and Attractiveness Adventure Creative Satisfaction Rhythmic Expression To Know |
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Objectives of PE |
Cognitive, Psychomotor, and Affective |
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Scope |
Yearly content of the curriculum.
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Psychomotor |
Movement vocabulary, moving implements and objects, movement of body party, locomotor movements, patterns of movement, moving with others, movement problem solving. |
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Cognitive |
Knowledge, comprehension, application, analysis, synthesis, evaluation. |
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Affective |
Receiving, responding, valuing, organizing, and characterizing. |
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Sequence |
The skills and activities to be covered from year to year. |
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Balance |
Ensures all objectives in the program receive adequate coverage. |
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Modifiers for Games |
Space used. Time Playing Game. Type of Equipment. Number of Students. Educational Elements. DON'T TAKE AWAY A CHILD'S CREATVITY |
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Characteristics of a Quality Lesson |
-Time Management -Positive Climate -Positive and Corrective Feedback -Clear Expectations -Good Student Management and Smooth Transitions -Very Little Time Waiting -High Expectations -Enthusiastic Teaching Style |
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Management and Discipline Techniques |
-Develop Assertive Communication Style -Be a leader not a Friend -Understand why students misbehave -Avoid preaching or threatening -Have a routine, rules and consequences -Rind unique ways to find partners or groups |
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Decreasing Unacceptable Behavior |
-Corrective Feedback -Don't raise voice -Avoid glaring -Deal with student alone -Don't threaten -Avoid Touching |
