Phys Ed For Teachers

Front 1

Learning is like breathing:
Inhale:
Exhale:

Back 1

Inhale: Taking in the world.
Exhale: Expressing who we are.

Front 2

Essential Elements of Instruction

Back 2

1. Setting Objectives
2. Task Analysis
3. Anticipatory Set (intro)
4. Input and Modeling
5. Checking for Understanding
6. Guided Practice.
7. Closure

Front 3

What does task analysis mean?

Back 3

Analyzing the skill to the lowest level so that all children can understand. Breaking down the skills.

Front 4

How can you enhance communication?

Back 4

1. Be exciting and dynamic
2. Establish anticipatory set
3. Build on previous knowledge
4. Present material in logical sequence
5. Model correct and incorrect examples.
6. Conduct checks on understanding
7. Seperate management and instruction

Front 5

Multiple teaching unit pros:

Back 5

provides variety and flexability, good for children with short attention spans

Front 6

Multiple teaching unit cons:

Back 6

a lot of preperation

Front 7

Modified teaching unit pros:

Back 7

Variety, permits teacher to plan for one activity, easy to set up yearly program

Front 8

Modified teaching unit cons:

Back 8

Not very flexible and does not cope with short attention spans

Front 9

Factors affecting the choice of a teaching style:

Back 9

-Phase and stage of motor development
-Level of movement skill learning
-Ability to handle task complexity
-Comprehension of the requirements of the task
-Behavioral ability to comply

Front 10

Decisions concerning selecting a teaching style:

Back 10

-preperation decisions
-execution decisions
-evaluation decisions

Front 11

Student comprehension and compliance factors:

Back 11

-Inviting to perform
-Directing to perform (guiding)
-Manipulating through performance

Front 12

Movement skill learning factors:

Back 12

-Beginning/novice level
-intermediate/practice level
-advanced/fine-tuning level

Front 13

Reproduction Styles:

Back 13

Command Style, practice style, reciprocal style, self check style, inclusion style

Front 14

Reproduction styles are:

Back 14

teacher centered methods and basis in behavioral learning theory

Front 15

command style

Back 15

-teacher tells students exactly what to do
teacher prepares all facets of lesson
-evaluation is accomplished by instructor
-children are guided toward similar goals and standards
-instructions brief
-demonstration used to shorten explanation time

Front 16

Practice style:

Back 16

-students involved in pace of lesson
-tasks can be verbal or written

Front 17

reciprocal style:

Back 17

-learners are paired
-one is observer and one is "teacher"

Front 18

self check style:

Back 18

-learner performs task and checks off skills on sheet of paper
-analyze your own skill

Front 19

inclusion style:

Back 19

-slanty rope
-accept individual differences among students
-allows options for students

Front 20

Mastery Learning or Outcome Based Style:

Back 20

-skills broken down into subunits
-each unit mastered in order
-in order to continue, mastery level of 80% to 90% must be achieved
-if failure, there must be an opportunity to relearn or retest
-child progresses at own rate
-

Front 21

Production Styles are:

Back 21

child centered approaches with basis in cognitive learning theory

Front 22

Production styles:

Back 22

-guided discovery style
-convergent discovery style
-divergent discovery style

Front 23

Guided discovery style:

Back 23

-teaches through questioning
-teaches children to think and problem solve

Front 24

Convergent Discovery Style:

Back 24

-encourages children to find the same answer or movement to a question

Front 25

Divergent Discovery Style:

Back 25

-encourages children to find multiple movements and answers to a question

Front 26

4 advantages to guided discovery:

Back 26

-encourages children to think on their own to discover new and different approaches to performing skills
-encourages children to solve questions related to teamwork and strategy
-gives children opportunities to explore movement when they are not yet ready to learn a mature version of the skill
-children develop a sense of ownership

Front 27

Cooperative Learning Style:

Back 27

-cooperation
-involvement
-acceptance
-fun
*work together for a common goal
*success for all

Front 28

Problem Solving Style:

Back 28

incoporates student input, reflection, choice and response

Front 29

The problem solving style follows a five step approach:

Back 29

1. present the problem.
2. Determine the problem
3. experimentation and exploration
4. observation, evaluation, and discussion
5. refining and expanding

Front 30

Sandy Buerkowitz: Students have a need for a safe environment:

Back 30

1. Survival
2. Love and belonging
3. Fun
4. Freedom (choice)
5. Power (over lives)

Front 31

4 advantages to guided discovery:

Back 31

-encourages children to think on their own to discover new and different approaches to performing skills
-encourages children to solve questions related to teamwork and strategy
-gives children opportunities to explore movement when they are not yet ready to learn a mature version of the skill
-children develop a sense of ownership

Front 32

Cooperative Learning Style:

Back 32

-cooperation
-involvement
-acceptance
-fun
*work together for a common goal
*success for all

Front 33

Problem Solving Style:

Back 33

incoporates student input, reflection, choice and response

Front 34

The problem solving style follows a five step approach:

Back 34

1. present the problem.
2. Determine the problem
3. experimentation and exploration
4. observation, evaluation, and discussion
5. refining and expanding

Front 35

Sandy Buerkowitz: Students have a need for a safe environment:

Back 35

1. Survival
2. Love and belonging
3. Fun
4. Freedom (choice)
5. Power (over lives)

Front 36

Using Punishment:

Back 36

1. be consistent
2. offer a warning signal
3. don't threaten students
-must follow through if you do
4. punishment should follow the misbehavior as soon as possible
5. punish softly and calmly

Front 37

Key elements of running:

Back 37

arm action
foot strike
leg recovery
stride length
arm and leg coordination

Front 38

Beginning level of a runner: arm action

Back 38

-arm action: arm moves at chest or waist height (mid guard), horizontal, used for balance

Front 39

beginning level of a runner: foot strike:

Back 39

flat footed strike, heel toe

Front 40

beginning level of a runner: leg recovery

Back 40

rarely above knee height

Front 41

beginning level of a runner: stride length:

Back 41

short and choppy

Front 42

intermediate level of a runner: arm action:

Back 42

arm action opposes leg action, assymetrical, forearms move to lower chest

Front 43

intermediate level of a runner: foot strike:

Back 43

heel toe

Front 44

intermediate level of a runner: leg recovery:

Back 44

knee height

Front 45

intermediate level of a runner: stride length:

Back 45

increases

Front 46

intermediate level of a runner: arm and leg coordination

Back 46

arm action opposes leg action

Front 47

advanced level of a runner: arm action:

Back 47

hands at shoulder or face

Front 48

advanced level of a runner: foot strike:

Back 48

body above landing foot, near midline

Front 49

advanced level of a runner: leg recovery:

Back 49

heels near buttocks

Front 50

advanced level of a runner: stride length:

Back 50

long forceful pushoff (Force production)

Front 51

advanced level of a runner: arm and leg coordination:

Back 51

arm action opposes leg action, symmetrical, pendular arm-leg action

Front 52

Mike Cosgrove: Respect and courtesy:

Back 52

1. Model
2. Promote
3. Modify
please, thank you, excuse me

Front 53

Shirly Holt/Hale: Respect and Responsibility

Back 53

Paper, Rock, Scissors

Front 54

Missy Parker

Back 54

1. respect the rights and feelings of others
2. just try it
3. work, even though the teacher isn't looking
4. help others
time outs
-first -choice
-second -choice
-third -time out talk

Front 55

Rod Miller

Back 55

-Group discipline
-poits-want to get to the top

Front 56

Throwing: key elements:

Back 56

Arm Action
Weight transfer
trunk action
leg action

Front 57

Beginning level of a thrower: arm action

Back 57

arm moves forward, up, and back

Front 58

Beginning level of a thrower: weight transfer

Back 58

little transfer of weight

Front 59

Beginning level of a thrower: trunk action

Back 59

limited trunk action, slight hyperextension

Front 60

Beginning level of a thrower: leg action

Back 60

feet remain stationary

Front 61

Intermediate level of a thrower: arm action:

Back 61

arm moves up and back

Front 62

Intermediate level of a thrower: weight transfer:

Back 62

added weight transfer, transfered forward

Front 63

Intermediate level of a thrower: trunk action:

Back 63

hyperextended back, trunk flexion, ipsolateral

Front 64

Intermediate level of a thrower: leg action:

Back 64

steps in the direction of the throw, foot moves forward with the arm throwing

Front 65

Advanced level of a thrower: arm action

Back 65

low at side, moves back, up to shoulder height, forward

Front 66

Advanced level of a thrower: weight transfer

Back 66

weight transfer to rear foot

Front 67

Advanced level of a thrower: trunk action

Back 67

body rotates

Front 68

Advanced level of a thrower: leg action

Back 68

controlateral, foot steps opposite of the throw, left leg pivots, uses lead foot as a break

Front 69

SOCS strategy

Back 69

Situation
Options
Consequences
Solution

Front 70

Assertive Discipline (Canter)

Back 70

-published expectations and consequences
-desirable rewards/undesirable consequences
-time-out (minute per grade)

Front 71

Consequences for misbehavior

Back 71

-1st time rule broken: warning
-2nd: 5 minute time-out
-3rd: 10 min time out
-4th: teacher calls parent
-5th: child is sent to principle

Front 72

Hellison's Levels of Effective Development (Jim Roberts)

Back 72

-Level zero: irrespnsibility
-Level 1: self-control (Practice skills, but not all the time)
-Level 2: Involvement (Trying new things and not complaining about it)
-Level 3: Self-responsibility (undertaking to learn a new skill, using resources outside class)
-Level 4: Caring (willingly work with anyone in class)

Front 73

Practice Tips for Behavior Management (Virginia Schultz):

Back 73

1. Use empathy, not sympathy
2. Try using one sentence interventions
3. Try a recovery spot
4. Take care of yourself
-am i working harder than the child at solving the problem

Front 74

Grahm's strategies for minimizing off-task behavior:

Back 74

-back to the wall
-proximity control
-with-it-ness (know what is happening in the classroom)
-selective ignoring
-overlapping
-learning names
-positive pinpointing

Front 75

The physically gifted child can:

Back 75

1. help the slow learner
2. help set up the physical education program
3. demonstrate
4. set higher goals
5. expand interests
6. benefit from a specialist in teh school or community
7. assist with the special needs students and program

Front 76

Catching: Key elements:

Back 76

arm action
hand action
body position
locomotion

Front 77

Beginning level of a catcher: arm action:

Back 77

held in front of body, arm response delayed, at chest

Front 78

Beginning level of a catcher: body position

Back 78

stationary

Front 79

Beginning level of a catcher: locomotion

Back 79

unable to position body to catch

Front 80

Intermediate level of a catcher: arm action:

Back 80

arms have to meet ball, arms scoop under ball, trap against chest

Front 81

Intermediate level of a catcher: hand action

Back 81

arms encircle the ball

Front 82

Intermediate level of a catcher: body position

Back 82

body adjusts to flight of ball, body lowered

Front 83

Intermediate level of a catcher: locomotion

Back 83

no locomotion

Front 84

Advanced level of a catcher: arm action

Back 84

arms begin at side with elbows extended, catch with hands

Front 85

Advanced level of a catcher: hand action

Back 85

hands positioned to meet ball, ball caught with hands

Front 86

Advanced level of a catcher: body position

Back 86

body shifts to absorb force

Front 87

Advanced level of a catcher: locomotion

Back 87

locomotion to position body

Front 88

Guidelines for teachers for successful inclusion:

Back 88

-study teh literature--be informed
-meet and work with the students parents
-be an active participant of the multi-disciplinary team
-ask for assistance if needed
-find a support group

Front 89

supervising students:

Back 89

1. never leave a class unsupervised
2. be aware of possible dangers
3. post safety fules
4. keep all students in view
5. do not leave equipment unsupervised

Front 90

planning for safe instruction:

Back 90

-sequence all activities (simple to complex)
-develop a written lesson plan
-never force students to perform an activity
-injuries of illness should be substantiated by a note from home