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;
83 Cards in this Set
- Front
- Back
|
what are the 7 components under psychomotor domain taxonomy
|
1. Perception – use of sense organs
2. Set – readiness to take action (mentally, physically and emotionally) 3. Guided Respponse – earlyy learningg of a skill guided by instructor, or involve imitation, and trial and error 4. Mechanism – learned responses have become habitual, and simple skills & movements patterns are performed with confidence and proficiency 5. Complex Overt Response – involves the integration of more complex patterns (additional elements) quickly and efficiently (automatically) 6. 6. Adaptation Adaptation – where where the the individual individual can can make make modifications (to the technique, and in their responses) to address specific conditions and circumstances. 7. Origination ‐ creating new movement patterns (e.g. handspring throw‐in in soccer) |
|
|
what are some peer and self assessment tips
|
1-leave room for assessors name as well as people being assessed
2- leave sufficient space for comments 3-provide variations of types of questions 4-dont use negative wording for areas that are weak |
|
|
what was dean mummerys session about in australia?
|
tracking physical activity with pedometers
|
|
|
what is incidental inactivity
|
activity done throughout the day (walking stairs,
|
|
|
how do you wear pedometers
|
on the waist and in a horixzontal position
|
|
|
what are aspects the pedometer does not account for?
|
intensity, whether you are walkling or running, load, gradient, cannot measure swimming
|
|
|
what are 4 ways to measure energy expenditure and physical activity?
|
1-physiological
2-biomechanical 3-motion sensors 4-behavioural |
|
|
what is heart rate best for measuring
|
overall physical activity
|
|
|
what are the pros and cons of the heart rate monitor
|
pros- can show variations of intensity over time, relatively inexpensive
cons- effected by emotional stress, posture,, illness and environmental conditions -wont register changes in hr proportionally at low intensities |
|
|
pros and cons of motion sensors/ pedometers
|
pros-relatively inexpensive, good for self monitoring
cons-dont quantify stride length, or measure energy expenditure |
|
|
strenghts and limitations of questionnaires
|
pros- relative cost, promotes awareness, relatively simple
cons-based on reading and comprehension skills, as well as memory of prior events |
|
|
what are the strengths and limitations of interviews
|
pros- high reliability and validity
interviewer can provide helpful anchors to assist students in recall cons- high cost in terms of observer time |
|
|
what are the strengths and limitations of diaries
|
strengths- rather than memory, children record activity throughout the day
-been successful for children as young as 10 years of age cons-high degree of reactivity |
|
|
what is the definition of reactivity
|
the act of measuring may induce spontaneous changes in physical activity
|
|
|
what are the solutions mentioned by alberta healthy kids to physical activity?
|
-get outside to move
-school community partnerships -youth leaderships -policy and investment support |
|
|
what are the common flaws in rubrics?
|
-identifying criteria as topics instead of actions
-including stuff that is not part of the curriculum -defining quantitative instead of qualitative -using absolutes --using descriptors that do not delineate levels of quality -using descriptors across the row that do not describe the same characteristic. |
|
|
what is important in game playing? and therefore should be assessed?
|
etiquette, cooperation, communication skills, proper positioning, spacing, decision making.
|
|
|
how useful are game statistics?
|
-explain only observed results
-do not consider process -right now success is only defined by the number of goals an athlete scores. |
|
|
perception
|
coaches alternately use perception of player performance
-coaches often agree on the best and worst players, but subjective measurements can bring imprecision and bias |
|
|
what do standardized skills test measure
|
technical efficiency in an isolated setting
|
|
|
what will students with game literacy be able to demonstrate
|
-be able to engage with poise, confidence, and enthusiasm in a wide range of games
|
|
|
if i were to be considered a games literate person i would possess....
|
knowledge and understanding that enables them to anticipate patterns of play
-technical and tactical skills to deploy appropriate and imaginative responses -positive motivational states for self and others |
|
|
what are 4 categories of games that have common goals and tactics
|
net/wall
-striking/fielding -invasion -target |
|
|
What is a thematic approach
|
-its when students learn concepts associated with game all/most games in the same category. These concepts transfer and apply to numerous types of games within the same category
ex. invasion: maintaining possession- passing, receiving, and supporting |
|
|
what kind of a approach is TGfU
|
thematic/conceptual approach
|
|
|
what is a tactical problem?
|
a situation arising during game play that must be solved by making decisions and executing skills
|
|
|
what is tactical understanding?
|
the ability to make appropriate decisions about the skills and movements to make during the game, regardless of successful skill execution or lack thereof
|
|
|
what is the tactical complexity of the 4 categories of games 1 being least complex to 4 being most complex
|
1-target
2- batting and fielding 3-net/wall 4- invasion |
|
|
what should be learnt before skills?
|
tactics
|
|
|
why should tactics be learnt before skills
|
-game conditions require students to find tactical solutions to a tactical problem
-it is only after tactical problems are adddressed and solutions found, that skills are focused on -it is important to return to the game in order to practice the skills in an authentic situation |
|
|
games assessment is......
|
a) ongoing and regular
b) there is a connection of skills to real life situations c) there is a connection between daily instructional tasks and assessment d) it accounts for student effort, improvement and participation |
|
|
what does authentic games assessment show?
|
-shows application in game situations
-is developmentally appropriate -is not based solely on skill, also on deciding when and how to use skill to create a tactical advantage. |
|
|
what are the 2 authentic games assessment tools?
|
A) team sport assessment procedue (TSAP)
B) Games performance assessment instrument -these are intended to fill the void left by other assessment tools -focuses on technical and tactical -can be diagnostic, formative and summative |
|
|
what are the 7 technical and tactical skills involved in game performance assessment instrument
|
1-base
2- adjust 3- decision making 4-skill execution 5- support 6-cover 7- guard or mark |
|
|
what does GPAI stand for
|
Games performance assessment instrument
|
|
|
what doesnt GPAI assess
|
collobaration, communication, attitude behaviour, fitness level, emotional stress regulation
|
|
|
what are the 2 recording methods that GPAI uses
|
1- tally
2- subjective method (rubric) |
|
|
what are the 2 components of Team Sport Assessment Procedure
|
A) gaining possession
-conquering the ball -receiving the ball B) disposing of the ball -playing a neutral ball -losing the ball -playing an offensive ball -executing a successful shot |
|
|
what does TSAP not assess?
|
off the ball movements, decisions on defense, or any defense
|
|
|
aesthetic movement
|
ie expressive in nature
|
|
|
what does a games literate person possess
|
• Knowledge and Understanding that enables them to
anticipate patterns of play. • Technical and tactical skills to deploy appropriate and imaginative responses • Positive Motivational States for Self and Others |
|
|
Thematic Approach
|
• Rather than teaching discrete formal games (e.g.,
soccer, volleyball, softball), students learn concepts associated with game all/most games in the same category. These concepts transfer and apply to numerous types of games within the same category. |
|
|
• Tactical Problem:
|
“A situation arising during game play that must be
solved by making decisions and executing skills” |
|
|
• Tactical Understanding:
|
“The ability to make appropriate decisions about the
skills and movements to make during the game, regardless of successful skill execution or lack thereof” |
|
|
As with all Performance‐Based
Assessment in PE, Games Assessment … |
a)Is regular and ongoing
b)There is a connection between daily instructional tasks and assessment. c) There is a connection of skills to real‐life situations. d)It accounts for student effort, improvement and participation. |
|
|
Authentic Games Assessment
|
• Shows application in game situations
• Yet is developmentally appropriate • Is not based soley on technical skill, also on deciding when and how to use skill to create a tactical advantage (whether offensively or defensively) |
|
|
Two Authentic Games Assessment
Tools |
A) Team Sport Assessment Procedure (TSAP)
– Grehaigne, Godbout and Bouthier (1997) B) Games Performance Assessment Instrument |
|
|
A) Game Performance Assessment Instrument
(GPAI) Assesses Technical and Tactical Skills |
– Base
– Adjust –Decision Making – Skill Execution – Support – Cover –Guard or Mark GPAI c |
|
|
Team Sport Assessment Procedure (TSAP)
Components that are evaluated: |
A Gaining Gaining Possession Possession::
‐ Conquering the ball (CB) ‐ Receiving the Ball (RB) B Disposing of the Ball ‐ Playing a neutral ball (NB) ‐ Losing the ball (LB) ‐ Playing an offensive ball (OB) ‐ Executing a successful shot (SS) |
|
|
what does tsap not assess
|
• It does not assess off‐the‐ball movements and
decisions on offense; or any defense. |
|
|
Value of Dance
|
“has unique and significant contributions to
make in the total education of the child. Dance and the arts play a large part in the “humanizing humanizing” of of man man byby encouraging encouraging creativity, discovery, inquiry and the overall process of flexible cognition, in a changing, challenging environment.” |
|
|
What Type Will You Teach?
|
• What is popular – how to meet the needs and
interests of your students • Your background/experience & resources in your community (but even if you have limited background – that’s not an excuse to limit dance experiences – Your students will love being better than you!) • Elementary and secondary differences • Religions/cultural considerations |
|
|
In assessing the various types
|
You must identify what critical features are most
significant. E.g. in folk dance representing the style/energy of the culture may be important. InIn some some dance dance forms forms technique technique isis more more critical critical than than say in creative dance. |
|
|
Assessing Aesthetic Performance &
Rhythmic and Dance Activities One must first decide WHAT is to be assessed: |
a) Choreography or the composition
b) Performance |
|
|
Rationale for Assessing Art
|
Other disciplines are assessed
• Legitimizes activity • More funding options • Teachers will pay more attention to it • It will make students more accountable for learning |
|
|
Psychomotor Domain Taxonomy S
|
1. Perception – use of sense organs
2. Set – readiness to take action (mentally, physically and emotionally) 3. Guided Respponse – earlyy learningg of a skill guided by instructor, or involve imitation, and trial and error 4. Mechanism – learned responses have become habitual, and simple skills & movements patterns are performed with confidence and proficiency 5. Complex Overt Response – involves the integration of more complex patterns (additional elements) quickly and efficiently (automatically) 6. 6. Adaptation Adaptation – where where the the individual individual can can make make modifications (to the technique, and in their responses) to address specific conditions and circumstances. 7. Origination ‐ creating new movement patterns (e.g. handspring throw‐in in soccer) |
|
|
What’s different about the Self Assessment?
|
It’s personal – and can develop personal awareness (and
provides teachers with a window to their inner selves). It is assisted by being able to view oneself in action. (in what ways can we view ourselves?) Since Since itit isis done done individually individually, itit does does not not have have toto bebe asas “cool” or clever in order to insure that students will complete it. It can involve more writing (and therefore more than 3 minutes to complete). It may have the students complete it (or parts of it ) at home. |
|
|
Peer & Self Assessment Tips:
|
Insure that you leave space for the names of
the peer assessor and the person they are assessing. • Leave sufficient space for written comments. • Provide variation of types of questions. • Attend to the wording of areas that are weak. E.g. instead of saying “your weakness was ….“ Or “you need to improve on …” a small change can make a big difference in how it is receii d ved. |
|
|
e pedometers do NOT account for include: i
|
intensity (ie a step is counted as a step regardless of
whether you are walking or running, and of course, running would expend a greater amount of energy); load (how much you are carrying), Gradient ( e.g. going up‐hill). |
|
|
10,000 steps =
|
= 1 hour and 40 minutes of walking. T
|
|
|
For health benefits, both children (aged 5 – 11) and youth
(aged 12 – 17) should accumulate at least 60 minutes of moderate to vigorous physical activity every day which includes |
Vigorous intensity at least 3 days a week
Activities that strengthen muscles and bones More physical activity provides more health benefits |
|
|
Ways of Measuring Energy Expenditure
& Physical Activity |
Physiological e.g. doubly labeled water
heart rate monitors Biomechanical e.g. movement analysis Motion Sensors step counter (e.g., pedometer) accelerometer (e.g., Caltrac) Behavioral e.g. self reports, attendance, direct observation |
|
|
1. Heart Rate Measures
|
based on the relationship between heart rate
and EE HR measures are better for estimating overall physical activity, more so than EE measurements. |
|
|
Heart Rate Monitors
|
Pros – can show variations in intensity over
time, relatively inexpensive Cons – at low levels of EE, HR does not increase proportionately. HR is affected by emotional stress, posture, illness, and environmental conditions. Some students report feeling “monitored” and this reduces interest and feels more like work |
|
|
2. Motion Sensors:
|
A) Pedometers - step counter (responds to
vertical vertical displacement) displacement) Pros- small and affordable, good for self monitoring (for walking programs) Cons – don’t quantify stride length, not accurate in measuring EE |
|
|
B) Accelerometers – detects acceleration (which is
directly proportional to the muscular forces and therefore related to EE) |
Pros – can use equation to predict EE
Measures both the amount and intensity of movement More meaningful than pedometers, lightweight, portable. Cons - still lacks precision. Doesn’t detect gradient, or load carriage. |
|
|
3. Self-Report Assessments
|
Questionnaires
Interviews Diaries |
|
|
Questionnaires
Most commonly used method |
Strengths
Relatively simple - easy to administer to large sample Low Low cost cost Promotes awareness Limitations Based on a subject’s reading and comprehension skills Based on a subject’s recall of past activities, which depends on memory and interpretation |
|
|
Interviews
Interviewer-administered questionnaires |
Strengths
Higher reliability and validity than selfadministered administered questionnaires questionnaires Interviewer can provide helpful anchors in time to assist children with recall Limitations High cost in terms of observer time Seldom used in large scale survey Often over the phone due to cost |
|
|
Diaries
|
Strengths
Rather than memory, children record activities throughout the day Have Have been found to be successful with children as been found to be successful with children as young as 10 years of age Limitations High degree of reactivity Seldom used in large scale survey Often over the phone due to cost |
|
|
Reactivity
|
(Definition) The act of measuring may
induce spontaneous changes in physical activity behaviours (Malina, Bouchard, Bar-Or, An important design consideration particularly when assessing PA among children and youth |
|
|
Learning to assess perceived
exertion: |
Helps individuals to stay within desired or
target zones. Does Does not require any equipment not require any equipment Helps connect the participant to their body. This may help develop a better awareness of the body’s signals of physical stress, fatigue, wear and tear etc an allow for adjustments before going too far (injury, exhaustion, heat stress etc.) |
|
|
The report highlights the afterschool time as needing attention
|
59% of children and youth are sedentary
between 3 – 6 p.m. (getting an average of 14 minutes of moderate to vigorous physical activity (MVPA) 72 % of parents say their children don’t have access to a supervised program after school (and fewer than half of the after school programs reported Phys. Activity as their primary purpose). |
|
|
AHK solutions:
|
Get Outside to Move
School- Community Community Partnerships Partnerships Youth Leadership Policy and Investment Support |
|
|
Cognitive Evaluation Theory
|
Participants Participants are are more more likely likely toto bebe motivated motivated ifif they: they:
Believe they have some control over it, Feel a sense of relatedness to it, and Feel good about themselves while engaging in it |
|
|
Competence Motivation Theory
|
• Says that individuals engage in an activity for
the purpose of mastery (and mastery is the reward, in and of itself). |
|
|
Perceived Competence
|
Def’n: An individual’s perception of their
ability in a specific domain Found to be of more importance to promoting participation than actual ability |
|
|
Goal Orientations
|
According to Goal Orientation theory, a
participant’s motivations fall along a continuum of task (or mastery) to ego (or performance) (Nicholls 1989). II TASK i t ti th l i t n a TASK orientation the goal is to develop mastery (it is ‘self referenced’). In an EGO orientation the goal is to out perform others (‘other referenced’). |
|
|
Motivational Climate
|
Leaders, teachers and coaches are able
to influence motivation through the climate they create within their program. Th Th l “h is involves “how success is defined, how children are evaluated, what is recognized and valued, and how mistakes are viewed” |
|
|
Mastery Motivational Climate
|
A mastery motivational climate has “been
positively associated with greater levels of enjoyment, effort, self-efficacy, intrinsic motivation intrinsic motivation and perceived , and perceived competence, and inversely related to levels of tension and anxiety” |
|
|
In a Mastery Motivational
Climate … |
Emphasis is placed on
– Learning –Effort –Self-improvement (self-reference assessment) – Considering mistakes to be a part of learning |
|
|
Epstein’s TARGET Framework
(from last reading Instructional Environments) |
T Task (is it clear, goal directed, &modifiable?)
AA Authority Authority (who (who makes makes the the decisions?) decisions?) R Recognition (how is feedback given?) G Grouping (how are small group put together) E Evaluation (on what & how are they judged?) T Time (pacing and flexibility of learning) |
|
|
Feedback (knowledge of results)
|
Feedback is essential to their learning
particularly if it: • Relates to criteria or learning outcomes • II iti d t ti ( dd s positive and constructive (addresses what the student is doing well as well as what they need to be focusing on (and not on what you don’t want them to do!) • Is immediate (sooner rather than later) |
