Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
37 Cards in this Set
- Front
- Back
|
air patterns (PERSONAL SPACE)
|
similiar to general space
-restricted to area of our personal space |
|
|
roles of body parts in activity
(BODY CONCEPTS) |
coordination
=integrated involvement of various body parts during an action |
|
|
the body in action
(BODY CONCEPTS) |
3 basic actions
a. bending b. stretching c. twisting |
|
|
simplifying tasks
|
the degree of difficulty of a task may need reducing before they can improve
|
|
|
body concepts
|
(activity orientated)
-what the body or parts of the body are doing |
|
|
extensions (PERSONAL SPACE)
|
gestures made near the body or far away from it
|
|
|
extensions (GENERAL SPACE)
|
refers to the amount of space a movement pattern uses
|
|
|
directions
|
6 basic directions
-forward -backward -right -left -up -down |
|
|
levels (PERSONAL SPACE)
|
refers to an area in relation to our body structure
ex. low level is below hips |
|
|
refining task
|
(follows basic task)
-these tasks tell the children how to improve what they are doing -tend to be closed |
|
|
relationship concepts
|
(people/things oriented)
-what the interaction with people and objects is |
|
|
nonlocomotor activities
|
occur in our personal space
2 aspects of this activity: a. supporting b. transferring |
|
|
manipulative activities
|
used to control other objects
|
|
|
2 effort attitudes
|
a. indulging attitude
b. fighting attitude |
|
|
4 components of personal space
|
a. directions
b. extensions c. air patterns d. levels |
|
|
open tasks
|
a. elicit individual interpretations
b. increase child's responsibility c. encourage thinking, exploration, and discovery d. require a flexible approach to skill devpt e. require good teacher observation skills |
|
|
effort concepts
|
(quantity/quality oriented)
-what the movement is like and which dynamics are used |
|
|
closed tasks
|
a. elicit uniform responses
b. remove responsibility from children c. may save time d. may focus attention on a specific movement concept |
|
|
movement tasks
|
tasks that improve the motor performance of children
|
|
|
4 components of body concepts
|
1. whole body in action
2. activities of the body 3. roles of body parts in activity 4. shapes during activity |
|
|
air patterns (GENERAL SPACE)
|
(3 dimensional)
-trace pathways in the air |
|
|
2 components of relationship concepts
|
a. people in the environment
b. objects ( + sounds) in the environment |
|
|
basic tasks
|
the starting point of each learning sequence in a lesson
-can be open or closed |
|
|
5 kinds of movement tasks
|
a. basic tasks
b. refining tasks c. simplifying tasks d. extending tasks e. applying tasks |
|
|
4 movement concepts
|
1. body
2. effort 3. spatial 4. relationship |
|
|
locomotor activities
|
moving the body from place to place
|
|
|
extending tasks
|
(opposite of simplifying tasks)
-increases the degree of difficulty -can be open or closed |
|
|
floor pathways
|
refers to a pattern on the floor
(straight/curved) |
|
|
4 components of general space
|
a. levels
b. extensions c. floor patterns d. air patterns |
|
|
spatial concepts
|
(place/pattern oriented)
-where the movement is and how it moves |
|
|
4 components of effort conceps
|
1. time(fast vs. slow)
2. weight(strong vs. light) 3. space(linear vs. flexible) 4. flow (stoppable vs. ongoing) |
|
|
2 components of spatial concepts
|
a. personal space
b. general space |
|
|
applying tasks
|
after a concept is explored, expanded, and practiced, now it is used and integrated with other known skills
-can be open or closed |
|
|
supporting/transferring
|
supp- stillness
trans- change position |
|
|
levels (GENERAL SPACE)
|
refers to how close to, or how far away from, the floor we are as we move
|
|
|
activities of the body
(BODY CONCEPTS) |
3 categories
a. locomotor activities b. nonlocomotor activities c. manipulative activities |
|
|
shapes during activity
(BODY CONCEPTS) |
ex. rounded, elongated, wide, twisted
|
