Edel 321

Card Set Information

Edel 321
2012-02-15 16:50:48

phys ed class
Show Answers:

  1. Things to do before gym class begins (in gym)
    • -quick fun activity (balls in center, etc)
    • -set up your activity
    • -warm up
  2. Cooperative learning has...
    fun, cooperation, equality, participation, success, trust
  3. Cooperative learning
    approach that enables and encourages children to work together
  4. Lesson Components
    Objective, warm up, learning acitivites and teaching strategies, closure/cool down
  5. Ice breakers
    • knots
    • birthday game
    • pulse game
  6. coperative games level 1
    • sharks and barracudas
    • crows and cranes
  7. Role of Games -Teaching progressions
    Individual - partner -group
  8. Dev. Level 1
    • basic fundamental motor skills
    • simplistic games (tag, etc)
    • individual (partner or small group as well)
    • emphasis on form and exploration
    • activities provide a foundation for more advanced skill
    • END: more complex activities
  9. Dev. Level 2
    • purpose simlilar to lev 1
    • enjoy simple games
    • transition period -refinement
    • greater proficiancy
    • group activities
  10. Dev Level 3
    • simple games as warm up
    • large group activities
    • perfecting motor skills
    • develop strategy
    • applying skills
    • lead up games
  11. modify games
    • participants/size
    • size of equiptment
    • space (distance)
    • rules
  12. Basketball Lev 1
    -bouncing, ball work, catching throwing
  13. Basketball lev 2
    adding to skills -relays, difficult bouncing and passing, partner work, using basketballs, defensive skills
  14. basketball lev 3
    using equiptment (real bballs), lead up games, more challenges, mini games
  15. About PE
    • -unique
    • role in education, promoting/maintaining active lifestyles, while
    • enhancing and teaching students about physical fitness.-must contribute to shared goals of education-enjoyable and satisfying for every child.
  16. History of PE
    • throughout, focus on strength, phsyically fit
    • 20th century - gymnastics and games
    • 1940s-60s -balanced programs, focus on participation
    • recent - active lifestyle
  17. Aims of PE
    • HAS learn skills
    • IS physicall fit
    • PARTICPATES in physical activity
    • KNOWS benefits
    • VALUES physical activity
  18. Goals of PE
    • Physical fitness and well being -maintain health
    • growth and development -enhance
    • body management and skills -develop
    • understanding human develop. -appriciate movement
    • active lifestyle -maintain
    • enjoyment through play
    • foster intellectual growth
    • personal/social develop
    • self image
    • creative talents
  19. exam example: how can we as teachers encourage children to participate in class?
  20. how can we as teachers encourage children to be physically active out of school?
  21. A develop. appropriate phys ed program is essential for children. Discuss and describe various levels, why develop. appropriateness is important and how phys ed should be taught in elem. schools.
  22. Growth
    increase in size, quatitative changes in body mass
  23. maturation
    physical and behavioural changes that are part of growth rather then experience from the environment.
  24. Development
    continuous process of change, quantitative or qualitative. ie: growth in speech
  25. Motor Development
    continuous process of change in motor areas, changes in motor proficiency.
  26. Motor task
    a specific movement activity ie: throw ball at target.
  27. Motor performance
    the actual movement performance that occurs when completing a motor task
  28. motor learning
    learning involved in body movement
  29. motor behaviour
    used when both learning and performing are being addressed. ie: Observing a motor behavior
  30. motor skill
    proficiency in performing a motor task. Poor to excellent
  31. motor ability
    skill depends on abilities, individuals bring underlying traits with them which affect performance.
  32. Body types
    • ectomorph (thin)
    • mesomorph (proportionate)
    • endomorph (obese)
  33. Body proportion
    • children have fast changes in body
    • affects skills
    • center of gravity umbillicus -difficulty balnacing
  34. Skeletal development
    • consistently grow
    • bones attain greatest mass during weight bearing
    • can absorb a lot without fracture (soft, flexible)
    • developed through physical activity (strengthens)
  35. Motor milestones
    skeletal growth affects milestones and achievement,
  36. Weight bearing activities
    mokey bars, poles, ladder, jumping, hopping, balancing, skipping, sipline, rock climb etc
  37. Movement awareness
    recieved through 5 senses, use of past experiences
  38. body awareness
    • correctly identifying body parts and relationship to each other
    • what can the body do (shapes, etc)
  39. spatial awareness
    ability to recognize and respond to objects in 3D space -visual motor coordination
  40. Rhythmic awareness
    temporal awareness develops sense of time
  41. Developing an Acitive lifestyle
    • compentancy in human movement
    • maintain practice of skills
    • taking skills throughout the rest of their life
    • TEACHING: provide children with oppurtunity to practice and gain experience (not just automatic phase) knowing what and how to do skills,
  42. Factors
    • nutrition: helps us grown, body functions, gives us what we need.
    • exercise: strengthen, for heart and health
    • geography and climate: time of year, chosen acitivites, economics
  43. Learning Phases (riding a bike)
    • Initial: tricycle, teaching them about the equiptment
    • Intermediate: training wheels, refining skill
    • Automatic: ride bike on their own
  44. Schema
    • people can successfully perform novel motor skill responses
    • -from experiences, providing practice, lead up games
  45. Principles
    • Interest: desire to learn, appropriate
    • practice: proper form, approriate activity
    • distributed practice: short or long periods
    • variable practice: blocked (1 skill), variable (more skills)
    • skill specific: variety of activitys for invid. differences
    • whole learning: going over again and again
    • part learning: divided into portions *skill dependent
    • transfer: one motor task, effect on learning of a second related one
    • skill improvement: time for mastery, individual differences, reinforcement and encouragement, limitations that hinder
    • feedback: info recieved, gain from feedback (along or partner) learner knows goal, use video, provider intermittenly
  46. Fundamental motor skills
    • locomotor
    • nonlocomotor
    • manipulative
  47. DMP's
    • statics
    • landings
    • locomotions
    • rotations
    • swings
    • springs
  48. Gymnastics
    • specific practice - application and sequence - performnace
    • floor -small equipt. - large apparatus
    • individual - partner -group
  49. Gymnatics lev 1
    • animal style movement, simple moves
    • emphasis on form
    • individual and partner work
    • min. repetition on equipt.
    • provide foundation for more advanced skills
  50. gymnasitcs lev 2
    • increase difficulty
    • greater strenght, control and endurance
    • quality and form
    • partner and group work
    • performing complex moves individual, partner, group
    • gains in strengths, endurance and proficiency for complex movement with small equipt and apparatus
    • studenst test limits, teacher ensures safety
  51. Gymnastics lev 3
    • complex movement and movement combined
    • polished performance
    • knowledge of variety of apparatus
    • creative and challenging in activities.
  52. Teaching gymnastics
    • stretching (fun)
    • teach on different levels (basic skills for 1 complex moves on benches, etc for lev 3)
    • let students explore their limits (ie: bean bag headstand, start all together, stay at step you can do, others can move on to a headstand)