Study Guide-PE Midterm and Textbook PDF

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Summary

The full half a textbook including dozens of pictures from the text and fully highlighted with separate sections for vocab, instruction, and essay questions. Everyone in our class passed because of this....

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Study Guide-PE Midterm **If it doesn’t open automatically, I highly recommend opening the outline feature under the ‘View’ tab to help navigate this***

Emphasis HeavyEmphasis

Little Emphasis

Nothing

Chapters 1-4, 6, 12

Ch. 7-11

Ch. 5

Info ➔ In class on laptop (tablets won’t work) ➔ Open 9am- 9:50am ➔ No minimizing the screen or it auto-closes ➔ ➔ ➔ ➔

Change a question answer 2 times per question before it locks 50 questions with 1pt per Question multiple choice or true/false Read textbook, quizzes, and powerpoints

Key Terms TERM

DEFINITION

EXAMPLE

Ch 1: The Value and Purpose of Physical Education for Students Physical activity vs. Physical education

A positive, Quality physical education

Physical activity is a behavior Physical education is the school curriculum that leads to remaining physically active for lifetime ➔ Developmentally appropriate ➔ Instructionally

program

appropriate ➔ Specific to the children being served

Chapter 2: Skill Theme Approach Skill themes

Fundamental movements, later modified into more specialized patterns upon which more complex activities/sports are built

Ch 3 Skill Themes, Movement Concepts, & the National Standards Skill themes

Fundamental movements that apply to many different sports and physical activities

“verbs” or “action words” (walking, throwing, etc.) locomotor, nonmanipulative, and manipulative

Movement Concepts

The “ideas”or “modifiers” that enrich the range and effectiveness of a movement (time, levels, directions, etc.) Relate to the quality of the movement, describing how the skill is to be performed

“Adverbs” which modify the “verb” space awareness , effort, relationships

Space awareness

where the body moves

➔ ➔ ➔ ➔ ➔

Location Directions Levels Pathways Extensions

Effort

how the body moves

➔ Time ➔ Force ➔ Flow

Relationships

with whom, or what the body moves

➔ Of body parts ➔ With objects and/or people ➔ With people

Ch 4: Reflective Teaching Reflective teacher

Are continually thinking about what they need to change, or do differently, to heighten their teaching and program effectiveness.

Invariant teacher

Rarely reflect on their effectiveness, continuing to teach the same lessons and content year after year, ignoring the students’ progress and interest

Ch 6: Planning and Developing the Content Task Development

Dynamic process used to provide a sequential series of learning experiences

Tasks (Extensions)

Makes activities that will be taught easier or harder according to the ability of the children Careful selection of tasks (extending) that provide the most beneficial, and interesting, learning experiences

Reflective teachers constantly make decisions about content to provide tasks that result in learning and improvement ● This time you’re going to throw at targets. ● You’ll have to keep your eyes on the target. ● Each of you has a target in your own space. ● See how often you can hit it. ● When you can hit

your target three items in a row, take a giant step backward and try from that distance. Cues Help children become more (Refinements efficient in performing a skill or ) task Provide shortcuts to learning provided (refining) to assist in learning the skills Most effective when given one at a time – once children have learned a cue, then move another Use in conjunction with congruent feedback Consistent with what children were told to think about when practicing skill

Challenges (Applications )

Motivate children to continue to practice or show how the task can be applied Task remains same, but the challenge designed to motivate

Cues for Overhand Throwing ➔ Side to Target Make sure the side of your body away from the hand you are throwing with is toward the wall; if you were to walk straight ahead, you would walk along the wall, not toward it ➔ Arm Way Back Bring your throwing arm way back so that your elbow is almost above your ear and your hand is behind your head ➔ Step with Opposite Foot Step forward on the foot opposite the hand you are using to throw ➔ Follow Through After you throw, make your arm follow the ball. Your hand should end up almost at your knee

Batting from a tee “See how many times in a row you can hit the ball without hitting the tee or missing the ball”

Ch 7: Analyzing Reflective Teaching Systematic Observation

Used to obtain detailed information about a specific aspect of your teaching:

Interaction patterns

obtain information about your interaction patterns with an entire class

➔ Unassisted Techniques ➔ Student Assisted Techniques ➔ Peer Assisted Techniques

Practice observe and record number of opportunities practices for selected students Professional Learning Communities

groups of teachers formed to build relationships that allow them to learn from and with each other

Ch 8: Establishing an Environment for Learning Learning environment

the condition the teacher creates in a classroom that supports (or hinders) learning by the students

Rules are

general expectations for behavior that cover a wide variety of situations

Routines

procedures for accomplishing specific duties within a class.

Congruent feedback

provides focused information to children about the skill they are practicing

duty

Relationship that exists between

teacher and students Breach of duty

Duty requires teachers maintain a certain standard of care regarding students in their care (1) Anticipate any foreseeable risk in an activity (2)Take reasonable steps to prevent injury (3)Provide a warning that risk is inherent in the activity (4) Provide aid to the injured student (5)Prevent an increase in the severity of the injury

Proximate cause

Teacher’s behavior was the cause of injury

Student has a documented medical condition that precludes participation, but teacher requires it anyway, which leads to the student being injured directly because of their medical condition

injury

Injury must have been caused by breach of duty

Student falls from gymnastic equipment onto a floor with no mat and breaks their leg (no negligence if no injury- even if there’s the same circumstance)

Ch 9: Maintaining Appropriate Behavior Proactive Strategies

increase the likelihood that appropriate behavior will continue

Positive interaction

verbal and nonverbal interaction

*Proactive Strategy

Eliminating differential treatment

not singling out children with a reprimand each time they display inappropriate behavior

*Proactive Strategy

Prompting

reminding students what is expected of them

*Proactive Strategy

Reactive Strategies

are used after the inappropriate behavior has occurred

short duration, a minor Ignoring inappropriate deviation, reacting would cause interruption behavior Nonverbal teacher interactions

*Reactive Strategy

*Reactive Strategy simple nonverbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal

Person-to-pe talking with student outside of rson dialogue physical education class Class Rewards

as a whole, class can earn rewards for by class rules

Token systems

rewards desirable behavior by giving tokens that can be exchanged for various rewards

*Reactive Strategy

Ch 10: Instructional Approaches Interactive Teaching

Response influenced by telling students what to do, how to practice, and directing practice Most effective approach when: ➔ Goal is to learn and perform specific skill ➔ Teacher is looking for a specific response

Utilizes five particular components of effective teaching: Teacher gives student a clear idea of what is to be learned Gives explanations and instructions clearly and repeat cues

➔ Teacher has limited experience working with a group ➔ There is limited time for organization

Gives specific feedback Structure learning situation to maximize practice and activity time Ensure high success rates

Task Teaching

➔ Involves different students (often individually or in pairs) practicing different tasks at same time ➔ Involves stations and task cards ➔ Works well when students need to practice skills they have already been taught

Effective if teacher: Explains stations/tasks well beforehand Makes managerial aspects clear Frequently checks with students Starts with only a few stations/tasks Effective if students: Work well independently Are able to function without close supervision

Peer Teaching

Teacher designs and communicates task and students assume roles of providing feedback and assessing

To be successful requires that: Skill to be taught is simple Cues for observation clear Performance easily measured

Guided Discovery

Teaching through questioning, designed to let students think and solve problems

Advantages include, encouraging children to: Think independently to discover new and different approaches to performing skill Solve questions related to teamwork and strategy Explore a movement when they are not yet ready to learn a mature version of the skill

Two versions: convergent inquiry and divergent inquiry

Convergent Inquiry

Children discover the same answer to a series of questions

There’s a right answer and the teacher prompts

Divergent Inquiry

Children find multiple answers to a problem

Get creative; solve a problem; many right answers

Cooperative Learning

Group work carefully designed to promote: ➔ Group interdependence ➔ Problem solving ➔ Individual responsibility ➔ Provide for skill learning

Formats include “pairscheck”, “jigsaw”, and “Co-op” (Kagan, 1990)

Should integrate psychomotor, cognitive and personal-social responsibility goals ChildDesigned Instruction

Allows children to structure own learning

Requires highly motivated and self-directed children, who have skills to work independently Works well in dynamic situations after basic skills have been learned

Ch 11: Observing Student Responses

Ch 12: Assessing Student Learning

Key Concepts Chapter 1: The Value and Purpose of Phys Ed for Students ➔ The purpose of a quality physical education is to guide youngsters into the habit of being physically active for a lifetime. ➔ Regular physical activity helps: Prevent obesity; promotes motor skill

development and physical fitness; and provides opportunities for setting goals, making new friends, and reducing stress. ➔ The health benefits associated with being physically active include: Reduction in premature mortality, heart disease, colon cancer, diabetes mellitus, and drug and alcohol addition. ➔ Positive, or quality, physical education programs have: Reasonable class sizes, a developmental and sequential curriculum, plenty of practice and movement opportunities, and adequate facilities and equipment. ➔ Positive physical education programs emphasize learning in all three domains: Psychomotor, cognitive, and affective

Chapter 2: The Skill Theme Approach ➔ Skill theme approach describes both the content and pedagogy for physical education. ➔ Skill theme approach based on developmentally principles; recognizes children have different interests, abilities, and motor skills. ➔ Fundamental motor skills and their application to a variety of sports and ➔ ➔ ➔

➔ ➔

physical activities create basis for the skill theme approach. Curriculum Diamond suggests the content to be taught in elementary, middle school, and high school. Children’s abilities and interests as opposed to age or grade level used to guide selection of content in skill theme approach. Skill themes initially practiced in isolation; as youngsters develop motor skills, they practice them in sports, games, gymnastics, and dance contexts. Skill themes revisited throughout the year rather than in units of several weeks. Cognitive, affective, and physical concepts inter-woven throughout the skill theme approach rather than taught as isolated units.

Chapter 3: Skill Themes, Movement Concepts, and the National Standards ➔ Children need to become sufficiently competent in basic motor skills to eventually enjoy playing sports or games as teens and adults. ➔ In elementary school, the emphasis placed on practicing fundamental motor and sport skills rather than rules or the structures of sports.

➔ Skill themes analogous to verbs (locomotor, nonmanipulative, and manipulative). ➔ Movement concepts analogous to adverbs (space awareness, effort, relationships). ➔ In primary grades, movement concepts are taught before skill themes. ➔ The movement analysis framework “wheel” describes how the skill themes and movement concepts interact. ➔ The “spirals” outline a developmentally appropriate progression for each of the skill themes ➔ Children Moving aligns directly with the national and many state physical education standards.

Chapter 4: Reflective Teaching ➔ The reflective teacher believes that students, classes, and teaching situations are different and develops lessons and curriculum accordingly. ➔ Reflective teachers take into account as they develop their lessons and programs: ◆ number of students in a class, ◆ frequency and length of classes, ◆ facilities, equipment, ◆ behavior of the students, and ◆ characteristics of the school are all factors ➔ The teacher’s personal value system is the most important characteristic of a reflective or of an invariant teacher. ➔ Invariant teachers rarely reflect on their effectiveness, continuing to teach the same lessons and content year after year, ignoring the students’ progress and interest. ➔ Reflective teachers are continually thinking about what they need to change, or do differently, to heighten their teaching and program effectiveness. *skip Chapter 5- not on the test

Chapter 6: Planning and Developing the Content ➔ Reflective teachers plan and revise their plans over the course of a career

as they continue to strive to provide the most productive and enjoyable learning experiences for children. ➔ Planning is divided into four steps in this chapter. ◆ Step 1: Development of a curriculum scope that outlines the content to be taught for several years. ◆ Step 2: Decide how many lessons will be devoted to each of the skill themes and movement and fitness concepts during a year. ◆ Step 3: Development of benchmarks or assessments that allow the reflective teacher to determine if the children are learning what is being taught. ◆ Step 4: Development of daily lesson plans that are interesting and beneficial to youngsters. ➔ Ideally, lessons encourage students to be physically active during majority of lesson. Typically this occurs when children are able to be successful and consider the lesson fun. ➔ Just because a lesson is fun does not mean that it is a productive learning experience for children.

Chapter 7: Analyzing Reflective Teaching ➔ Reflection on teaching is an essential aspect of continual growth as a teacher. ➔ Reflective teachers follow a cycle of describing teaching, critiquing teaching, and setting goals. ➔ Regular self-reflection on teaching allows teachers to describe their teaching and determine more specific information to gather. ➔ Systematic observation allows reflective teachers to critique their teaching by obtaining clear and detailed information about various effective teaching aspects. ➔ Systematic observation techniques include: ◆ Unassisted techniques ◆ student-assisted techniques ◆ Peer assisted techniques ➔ Collecting information on feedback and lesson content development are unassisted techniques. ➔ Student-assisted techniques that provide more observable information include such things as information on: ◆ interaction patterns with students ◆ the quantity of practice opportunities ➔ Peer-assisted techniques allow for a still-higher level of detail and include: ◆ quality and quantity of practice opportunities and feedback ◆ use of time in class

◆ clarity of demonstrations ➔ Goal setting provides reflective teachers with a mechanism to determine if there are changes to teaching. ➔ Professional learning communities allow teachers to analyze teaching learning environments with the support of others.

Chapter 8:Establishing an Environment for Learning ➔ Learning environment is the condition teacher creates in a classroom that supports (or hinders) learning by the students. ➔ Learning environment consists of managerial and an instructional components; both necessary if physical education is to reach its full learning potential. ➔ Managerial component establishes structures that allow classroom to function effortlessly. ➔ Instructional component refers to subject matter activities that allow students to learn physical education content. ➔ Development of a managerial component is a necessary, but not sufficient, condition for student learning. ➔ As part of the managerial component, reflective teachers develop protocols, including rules and routines that ensure smooth existence in the gymnasium and on the playground. ➔ Rules are general expectations for behavior that cover a wide variety of situations; routines are procedures for accomplishing specific duties within a class. ➔ Rules and routines are most effective when they reflect a positive environment while teaching children to be responsible for their own behavior. ➔ Development of protocols is an integral and critical part of maintaining a safe environment. ➔ As part of the instructional component, reflective teachers develop content purposely and progressively, communicate effectively, provide focused feedback, and accommodate individual differences. ➔ Content development includes the use of tasks, cues, and challenges. ➔ KISS principle, using one cue at a time, clear demonstrations, and pinpointing are all aspects of communication. ➔ Congruent feedback provides focused information to children about the skill they are practicing. ➔ Individual differences can be accommodated through the use of teaching by invitation and intratask variation. ➔ A major responsibility of every reflective teacher is to provide students

with a physically and psychologically safe learning environment.

Chapter 9:Maintaining Appropriate Behavior ➔ Maintaining the established learning environment is something that must be consciously cultivated. ➔ Appropriate behavior is not the mere absence of inappropriate behavior. ➔ If a learning environment is not effective, before blaming the students, assess your teaching behaviors to see if your actions have contributed to the nonfunctioning environment. ➔ Three hierarchical aspects are paramount to maintaining a learning environment: increasing appropriate behavior, decreasing inappropriate behavior, and dealing with whole-class problems. ➔ Both proactive and reactive strategies can be used to increase appropriate behavior. ➔ Proactive strategies include positive interaction with children, prompting correct responses, and eliminating differential treatment of students. ➔ Behavior problems can be classified as a nonproblem, minor problem, major problem, or escalating probl...