HHPK Test 4

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  1. What is stress?
    The body and mind's reaction to everyday demands.
  2. Distress
    negative stress causing the body to have bad reactions
  3. Eustress
    positive stress that can help you achieve your goals
  4. Stressor
    a stimulus that produces a stress response (people, places, events, objects)
  5. Combating Stress
    • Know your personality type
    • Recognize that 20% of things you do you will always love and 20% of things you will always hate
    • Physical exercise produces endorphins that help relieve tension and depression
    • See life in manageable chunks
    • Put the proper price tags on life's trigger events
    • Simplify your life by readjusting your commitments
  6. Parts of a PE Class
    • Warm Up (3-5 min.)
    • Walking and jogging
    • Emphasize good foot wear
    • Emphasize good running form
    • Emphasize a slow pace
    • Emphasize the importance of warm-up to help reduce injury
    • Activity (30 min.)
    • Cool Down (3-5 min.)
  7. Good Form - Jogging
    • Relaxed
    • Arms swing directly forward and backward
  8. Principles of Stretching
    • 1. Demonstrate the stretch or have a student demonstrate.
    • 2. Stretching should be static (reach a position and hold 10-15 sec.)
    • 3. Ballistic Stretching (quick, bouncing movements) only used by trained athletes
    • 4. Ballistic stretching has the potential for serious muscle damage
    • 5. Children should be instructed to not hold their breath
    • 6. Once they learn the cadence of stretching, they should do it on their own
    • 7. Add variation to the stretching and vary day-to-day
    • 8. Stretch muscles beyond the normal length, but not to the point of pain
  9. Exercise Phase
    • Change the set of exercises every 2 to 4 weeks
    • Allow children to select from a set of exercises
    • Select a cadence or system to count repetitions
    • Exercise both upper and lower body
    • Address both warm up and strength building
  10. 3 Principles of Exercise
    • 1. Overload:
    • systems of the body constantly adapt to a daily routine so demands must be increased systematically and progressively to increase strength, flexibility, or cardio vascular fitness
    • 2. Progression:
    • begin with what is comfortable within the tolerance level of the child and gradually increase the demands on the body
    • 3. Specificity:
    • exercises selected must be designed to produce a desired effect.
  11. Isolate muscles for __________.
  12. Circuit Training
    • Have 10-25 different stations where a different exercise or stretch is performed
    • Stay at each station from 30 seconds to 1 min
    • Use a whistle for rotation and a command begin
  13. Body Position
    Teach terms so that students know the position to be in for the exercise or stretch (flex, point, legs split, straddle, etc.)
  14. Lifting
    Lift with your legs
  15. Activity Phase
    Inside or Outside?
    If the temperature and humidity total over 150, it is dangerous to be outside. (i.e. 90o and 60% humidity)

    If the windchill is below 45 don't go outside - asthmatics
  16. Content and Organization
    • Be clear in communicating both content and organization
    • Tell students what they will be doing and why
    • Teach a skill in a sequence of fundamentals
    • Backward sequencing
  17. Tell students what they will be doing and why is called ___________.
  18. Aspects of the Movement Task
    • Content of the task - what movement will the students perform
    • Goal of the task - what is the objective of the movement
    • Organization of the task - how do you arrange people and equipment to do the task
  19. Organization of a task
    • short lines
    • make more lines if necessary
    • enough equipment
    • don't put your back to students when you talk
  20. Questions to check the value of the content selected
    • Does the content achieve the learning objective selected?
    • Is it too difficult or easy for the majority of students?
    • Can in include mental and social goals for the content?
  21. Activity Skills
    emphasize running, jumping, walking, etc.
  22. Manipulative Skills
    • 2 hand underhand throw
    • 1 hand underhand throw
    • 1 hand overhand throw
    • Stress if throwing with the right hand step with the left foot
  23. Throwing Activities
    • Use large targets
    • Use large balls for young children
    • Begin by throwing a few feet from the target and gradually increase distance
    • Throw and catch with a partner (catch with hands)
    • Experiment with different ways of throwing
  24. Catching Skills
    • The younger the child the larger and softer the ball should be
    • Catch with arms extended, fingers spread and cupped
    • Recoil the arms toward the body to absorb the force
  25. Striking Skills
    • Hitting a ball with the hand or foot
    • Hitting the ball with a bat, racket or other implement
    • Transfer weight to the front foot when striking
    • Follow through in the direction you want the ball to go
    • Never kick with the toes
    • Keep your eye on the ball
    • Keep knees slightly bent
  26. Striking Activities
    • Strike a balloon or beach ball with the hand or foot
    • Use opposite hand or foot
    • Attempt to strike a merf ball into the air 3x's or more
    • Strike a ball into the air, perform a stunt and catch the returning ball
    • Make up a game for partners using striking and catching
  27. Task Presentation
    • Attention of the student
    • Use a whistle in large areas
    • Have a set way to get everyone to listen
    • A key word or phrase
    • Be quiet and look at the class until everyone looks to see why you are not talking
    • Never shout over your class
  28. Handling Distractions
    • Face your class away from distractions
    • Bring student into smaller groups
    • Acknowledge the distraction, but let students know that class will continue as usual
    • Move away from equipment and put up balls and rackets before instruction begins
    • be sure that everyone can see and hear - don't try to give instructions when students are spread over a large area
    • Keep instructions brief - don't talk until everyone is tired and quits listening
  29. Criteria for Grouping
    • A majority of teachers in PE use no criteria
    • The worst method is letting students choose
    • some group by ability, mix less skilled with more skilled
    • gender
    • interest
    • ethnicity
    • social compatibility (separate students with serious social issues)
    • chance
  30. Improving Communication
    • give examples and non-examples
    • personalize the instruction
    • repeat the difficult parts of a skill and practice the skill more than one time
    • draw on the experiences of the students
    • ask students if they have questions
    • present material with enthusiasm and not in a monotone voice
  31. 4 Ways to Communicate
    • Verbal
    • Demonstration
    • Emphasize important information
    • Media materials
  32. 4 Important Facts about Media Materials
    • you can use DVDs, videotapes, or charts
    • make sure the material is appropriate
    • make sure the material does not violate district policy
    • preview all films before buying or using them in class
  33. Why and How do you grade in PE?
    • PE has goals and objectives
    • Parents need to be aware of areas that need improvement (social, physical & fitness)
    • Use fitness testing, observation, written test and skill rubrics
  34. Criteria for Report Card
    • Skills
    • sportsmanship
  35. Rubric has _____________.
  36. Adapting PE to the classroom
    • Participation - ensure everyone can participate with grouping
    • Safety - move all hazards away from playing area
    • Noise - modify verbal commands, require hand clapping instead of team yells
Card Set
HHPK Test 4
HHPK Test 4
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