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90 Cards in this Set

  • Front
  • Back
Learning is like breathing:
Inhale:
Exhale:
Inhale: Taking in the world.
Exhale: Expressing who we are.
Essential Elements of Instruction
1. Setting Objectives
2. Task Analysis
3. Anticipatory Set (intro)
4. Input and Modeling
5. Checking for Understanding
6. Guided Practice.
7. Closure
What does task analysis mean?
Analyzing the skill to the lowest level so that all children can understand. Breaking down the skills.
How can you enhance communication?
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
Multiple teaching unit pros:
provides variety and flexability, good for children with short attention spans
Multiple teaching unit cons:
a lot of preperation
Modified teaching unit pros:
Variety, permits teacher to plan for one activity, easy to set up yearly program
Modified teaching unit cons:
Not very flexible and does not cope with short attention spans
Factors affecting the choice of a teaching style:
-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
Decisions concerning selecting a teaching style:
-preperation decisions
-execution decisions
-evaluation decisions
Student comprehension and compliance factors:
-Inviting to perform
-Directing to perform (guiding)
-Manipulating through performance
Movement skill learning factors:
-Beginning/novice level
-intermediate/practice level
-advanced/fine-tuning level
Reproduction Styles:
Command Style, practice style, reciprocal style, self check style, inclusion style
Reproduction styles are:
teacher centered methods and basis in behavioral learning theory
command style
-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
Practice style:
-students involved in pace of lesson
-tasks can be verbal or written
reciprocal style:
-learners are paired
-one is observer and one is "teacher"
self check style:
-learner performs task and checks off skills on sheet of paper
-analyze your own skill
inclusion style:
-slanty rope
-accept individual differences among students
-allows options for students
Mastery Learning or Outcome Based Style:
-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
-
Production Styles are:
child centered approaches with basis in cognitive learning theory
Production styles:
-guided discovery style
-convergent discovery style
-divergent discovery style
Guided discovery style:
-teaches through questioning
-teaches children to think and problem solve
Convergent Discovery Style:
-encourages children to find the same answer or movement to a question
Divergent Discovery Style:
-encourages children to find multiple movements and answers to a question
4 advantages to guided discovery:
-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
Cooperative Learning Style:
-cooperation
-involvement
-acceptance
-fun
*work together for a common goal
*success for all
Problem Solving Style:
incoporates student input, reflection, choice and response
The problem solving style follows a five step approach:
1. present the problem.
2. Determine the problem
3. experimentation and exploration
4. observation, evaluation, and discussion
5. refining and expanding
Sandy Buerkowitz: Students have a need for a safe environment:
1. Survival
2. Love and belonging
3. Fun
4. Freedom (choice)
5. Power (over lives)
4 advantages to guided discovery:
-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
Cooperative Learning Style:
-cooperation
-involvement
-acceptance
-fun
*work together for a common goal
*success for all
Problem Solving Style:
incoporates student input, reflection, choice and response
The problem solving style follows a five step approach:
1. present the problem.
2. Determine the problem
3. experimentation and exploration
4. observation, evaluation, and discussion
5. refining and expanding
Sandy Buerkowitz: Students have a need for a safe environment:
1. Survival
2. Love and belonging
3. Fun
4. Freedom (choice)
5. Power (over lives)
Using Punishment:
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
Key elements of running:
arm action
foot strike
leg recovery
stride length
arm and leg coordination
Beginning level of a runner: arm action
-arm action: arm moves at chest or waist height (mid guard), horizontal, used for balance
beginning level of a runner: foot strike:
flat footed strike, heel toe
beginning level of a runner: leg recovery
rarely above knee height
beginning level of a runner: stride length:
short and choppy
intermediate level of a runner: arm action:
arm action opposes leg action, assymetrical, forearms move to lower chest
intermediate level of a runner: foot strike:
heel toe
intermediate level of a runner: leg recovery:
knee height
intermediate level of a runner: stride length:
increases
intermediate level of a runner: arm and leg coordination
arm action opposes leg action
advanced level of a runner: arm action:
hands at shoulder or face
advanced level of a runner: foot strike:
body above landing foot, near midline
advanced level of a runner: leg recovery:
heels near buttocks
advanced level of a runner: stride length:
long forceful pushoff (Force production)
advanced level of a runner: arm and leg coordination:
arm action opposes leg action, symmetrical, pendular arm-leg action
Mike Cosgrove: Respect and courtesy:
1. Model
2. Promote
3. Modify
please, thank you, excuse me
Shirly Holt/Hale: Respect and Responsibility
Paper, Rock, Scissors
Missy Parker
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
Rod Miller
-Group discipline
-poits-want to get to the top
Throwing: key elements:
Arm Action
Weight transfer
trunk action
leg action
Beginning level of a thrower: arm action
arm moves forward, up, and back
Beginning level of a thrower: weight transfer
little transfer of weight
Beginning level of a thrower: trunk action
limited trunk action, slight hyperextension
Beginning level of a thrower: leg action
feet remain stationary
Intermediate level of a thrower: arm action:
arm moves up and back
Intermediate level of a thrower: weight transfer:
added weight transfer, transfered forward
Intermediate level of a thrower: trunk action:
hyperextended back, trunk flexion, ipsolateral
Intermediate level of a thrower: leg action:
steps in the direction of the throw, foot moves forward with the arm throwing
Advanced level of a thrower: arm action
low at side, moves back, up to shoulder height, forward
Advanced level of a thrower: weight transfer
weight transfer to rear foot
Advanced level of a thrower: trunk action
body rotates
Advanced level of a thrower: leg action
controlateral, foot steps opposite of the throw, left leg pivots, uses lead foot as a break
SOCS strategy
Situation
Options
Consequences
Solution
Assertive Discipline (Canter)
-published expectations and consequences
-desirable rewards/undesirable consequences
-time-out (minute per grade)
Consequences for misbehavior
-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
Hellison's Levels of Effective Development (Jim Roberts)
-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)
Practice Tips for Behavior Management (Virginia Schultz):
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
Grahm's strategies for minimizing off-task behavior:
-back to the wall
-proximity control
-with-it-ness (know what is happening in the classroom)
-selective ignoring
-overlapping
-learning names
-positive pinpointing
The physically gifted child can:
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
Catching: Key elements:
arm action
hand action
body position
locomotion
Beginning level of a catcher: arm action:
held in front of body, arm response delayed, at chest
Beginning level of a catcher: body position
stationary
Beginning level of a catcher: locomotion
unable to position body to catch
Intermediate level of a catcher: arm action:
arms have to meet ball, arms scoop under ball, trap against chest
Intermediate level of a catcher: hand action
arms encircle the ball
Intermediate level of a catcher: body position
body adjusts to flight of ball, body lowered
Intermediate level of a catcher: locomotion
no locomotion
Advanced level of a catcher: arm action
arms begin at side with elbows extended, catch with hands
Advanced level of a catcher: hand action
hands positioned to meet ball, ball caught with hands
Advanced level of a catcher: body position
body shifts to absorb force
Advanced level of a catcher: locomotion
locomotion to position body
Guidelines for teachers for successful inclusion:
-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
supervising students:
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
planning for safe instruction:
-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