KNR Midterm studyguide PDF

Preview

Summary

Professor A
KNR 222...

Description

KNR 222: Physical Education for the Elementary Classroom Teacher! Midterm Study Guide!

! 1. Improving the Health of America’s Children & what is physical education! ! •! !

Health effects found in overweight and obese children! ◦! Physical education 3 learning domains (understand & identify)!

CAP…..! #1. Cognitive ! #2. Affective (social interaction)! #3. Psychomotor (learning how to move)!

! !

◦! SHAPE national standards (new version – 5 domains)!

SHAPE Standards!

!

Standard 1 (Psychomotor)— The physically literate individuals demonstrates competency in a variety of motor skills and movement patterns.!

! ! !

Fundamental Motor skills! ! Locomotor, not locomotor (stability), manipulative!

! ! !

Specialized Motor Skils! ! Body management (balance, flexibility, agility, coordination) rhythmic movements, ! ! gymnastics, games, and sports !

! ! !

Standard 2 (Cognitive) — The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.!

!

! !

!

Movement concepts! ! Body awareness, space awareness, effort and relationships!

Strategies and tactics to preform activities ! Standard 3 — The physically literate individuals demonstrate the knowledge and skills to achieve and maintain a healthy enhancing level of physical activity and fitness.!

!

!

How to plan, monitor and asses physical activity!

! ! How to enhance in PA in the community! ! FITT— Frequency, Intensity, time and type)! ! !

Standard 4 (Affective) — The Physically literate individuals exhibits responsible personal and social behavior that respects self and others.!

! ! ! ! !

! ! !

Respect! Effort! Self direction ! Helping others!

Standard 5 — The Physically literate individuals recognizes the value of psychical activity for health, enjoyment, challenge, self expression and or social interaction. !

! ! ! !

!

Development of wellness! Understanding body functions! How decisions effect you health !

◦! School-based PE studies:!

!

! PE & relationship with academic achievement!

! Integration— The idea of combining two or more concepts from different areas to help students ! ! ! to interrelate knowledge. !

!

Why integrate with PA?! ! ! ! Holistic dev.: Body and mind are together as one!

! ! ! ! ! !

!

PA may improve learning and retention!

! ! !

Active Recess & concentration/ behavior! Time spent in recess appears to have a positive relationship with, or no, RELATIONSHIPS WITH, CHILDREN’S ATTENTION, CONCENTRATION, AND ON TASK CLASSROOM BEHAVIOR.!

!

Energizers: PA in the classroom! "! 2. Integrated Physical Activity and Academics! ! •!

What is integration in educational settings?!

! •!

Why integrate academics with physical activity?!

What is integration? In educational settings, the word integration refers to the idea of combining two or more concepts from different areas to help students to interrelate knowledge.

!

Why integrate with PA? !

Holistic development: body & mind are together as one

!

PA may improve learning & retention

!

Recess time will improve academic performance

!

"!

!

Alertness

!

Resting your mind

Learning in a different context => being able to transfer your learning to another area/ experience

3. Appropriate and Inappropriate practices in physical education classes – elementary PE only! ! 1! Learning Environment! ! 2! Instruction Strategies! ! 3! Curriculum! ! 4! Assessment! ! 5! Professionalism! "!

4. Teaching PA safely & effective! ! •!

Determining PA space!

! •!

Planning equipment use and distribution!

●

Give space so students are not running into each other

! ●

Students are designated helpers for the day

! ●

Each group should have 1-2 helpers

●

Speedy distribution reduces time spent on unrelated tasks

●

Place equipment around perimeter for distribution

●

Teach students how to put away equipment

!

●

! ! •!

Practice safety rules!

●

Write down your rules and communicate with them in class

●

Safety rules should be very clear and well-known by everyone

! ! ! •!

Supervising students!

●

Be able to view and hear all students

●

Not a time for planning other learning opportunities ●

Danger

●

Role model

! ! •! "!

! ! ! ! ! !

Designing effective practice sessions (length of the session)!

5. Management & discipline in an activity setting!

! ! •!

Management & discipline concepts!

! Management & discipline: using a positive approach ! Use proper teaching behaviors

1.

Teacher and students assume DUAL responsibility for learning

●

!

Sharing responsibilities with students

●

●

The teacher should create an environment that seeks to prevent behavioral issues

●

Teacher: actions speak louder than words

●

Students: learn about responsibility and apply their learning

! !

! •!

Communication styles!

Communication styles

! Passive communicator

● ●

Try to avoid conflicts

●

Seek to please others

●

No follow through

●

Examples from the book: ● ●

! !

“We are not going to start until everyone is listening” “If you do that one m

Aggressive communicator

● ●

Discussions are competitions that must be won

●

Use of “YOU”

●

Use of ALWAYS & NEVER

●

Example: “You never listen” Assertive communicator

●

!

! •! 5 steps of defining class procedures! Determine routines

1.

What is expected to be done in each period of your class?

●

!

●

Where do we start our first teaching moment?

●

Signals

●

Equipment handling

●

Grouping

●

Same idea as teaching cues: easy to remember

●

How to handle equipment

●

Respect others Determine consequences

3. ●

Students should know what to expect when they do not follow the rules Share rules beyond the class

4. ●

“It takes a village to raise a child” Practice the rules

5. ●

!

What should they do when arriving?

Determine rules & procedures for the year

2.

! !

●

Following the rules take time & practice

! •! Incorporating efficient management skills (instructions, signals, grouping)! 1.

Deliver instruction efficiently

2.

Stop and start class consistently

3.

Move students into groups and formations quickly

4.

Use equipment efficiently

! ! •! Teach acceptable behavior (including levels of responsibility)! ●

Are you autonomous or ‘dependable’ when it comes to responsibility?

●

Do you respect the speed limit so you won’t get a ticket or because it is safer? ●

When you are with friends/ boyfriend/ girlfriend

●

When you are alone

●

When you are with family members

! Responsibility model ! ●

●

Level Zero – Irresponsibility ●

Blame others

●

Not engaged and interfering with others

Level 1 – Responsible / Self-control ●

●

Level 2 – Engagement ●

●

Not engaged but do not interfere with others Engaged and do not interfere with others

Level 3 – Self-direction ●

Engaged and do not interfere with others

●

●

Level 4 – Caring for others ●

●

! !

Accountable & independent Helping others to be successful

Level 5 – Transfer behavior

! •! Use behavior management to increase acceptable behavior (types of motivation) ●

Behavior is led by intrinsic or extrinsic motivation

●

Extrinsic motivation tend to fade out or constantly needing an increase of compensation

●

Intrinsic motivation is led by interest / values (understand the difference of right and wrong)

●

Teaching about responsibility led to a intrinsic motivation

●

To know your approach: ●

What is education about?

●

What is physical education about?

5.

Incorporate efficient management skills

6.

Teach acceptable behavior

7.

Use behavior management to increase acceptable behavior

8.

Decrease unacceptable behavior with discipline

! ! ! ! ! ! !

6. Improving effectiveness of instruction & feedback and teaching for diversity! ! •!

What consists each element of a lesson (anticipatory set, instructions, check for understanding and closure)!

! •!

Types of feedback!

! •!

What should be consider to include diverse populations in your class!...