TExES Physical Education EC-12 (158)

Chasing and Fleeing Games

games that entail players attempting to tag others and avoid being tagged while moving within a predetermined space tag games

Cooperative Games

games that entail players working together to solve challenges while building teamwork and communication skills cross the river

Open skill situations include

passing in football, hockey plays, and batting in softball.

Closed skill examples

performing squats, serving in tennis, and performing a gymnastics routine.

Invasion Games

team games that involve players from one team moving an object or themselves into another team's goal or territory basketball, soccer

Stability

the ability of the body to maintain balance and to return to equilibrium after being disturbed. Factors that increase stability include a low center of gravity, a wide support base, and having greater inertia.

Dynamic balance skills

the ability to maintain a controlled body position while in motion. Activities that require dynamic balance skills include running, jumping, biking, and skateboarding.

Static balance skills

the ability to maintain a controlled body position with minimal movement while remaining stationary. Activities that require static balance skills include balancing on one foot or performing a handstand.

Balance

the ability to maintain control of the body while performing tasks.

Punting

involves striking an airborne ball with the foot

Hopping

involves taking off and landing on the same leg. Because it requires students to balance on one foot, it is more difficult than two-footed jumps. In general, students will be better at hopping on their preferred foot.

Kinesthetic feedback

involves the teacher manipulating the individual so they can experience the "feel" of the proper form. For example, moving a student's arms to show them how to swing a baseball bat.

Striking

involves using a piece of equipment to apply force to an object and move it through the air or on the ground.

hitting

involves using a piece of equipment to apply force to an object and move it through the air or on the ground.

Kicking

involves using the foot to apply force to an object on the ground.

Movement exploration

is an active-learning strategy that helps students use their bodies to develop various skills and concepts, including hand-eye coordination, spatial awareness, and balance

Striking and Fielding Games

softball and kickball

Hitting style: Forehand

Use dominant hand on dominant side to strike an object

Examples of non-locomotor skills

- Bending - Stretching - Twisting - Swaying - Wiggling - Shaking - Balancing

Physical education courses help students develop two different types of balance skills:

- Static balance skills - Dynamic balance skills

Examples of manipulative skills

- Throwing - Catching - Kicking - Punting - Dribbling - Volleying - Hitting

Examples of locomotor skills

- Walking - Running - Jumping - Hopping - Galloping - Skipping

Formative assessments

- assessments for learning - provide feedback to students examples: - checklists - observations - rubrics

Summative assessment

- assessments of learning - provide a summary of student learning and are typically used at key stages such as the end of a unit, quarter, semester, or end of the year - judge student performance and utilize standardized tests or evaluation tools.

Verbal cues

- consist of words, phrases, or sentences that describe concepts or skills. - Verbal cues can improve learning by increasing student attention, comprehension, and retention of skills. - Cues should be relevant, concise, and accurate.

Body awareness includes, but is not limited to:

- identifying and locating the parts of the body - identifying body shapes and positions - demonstrating awareness of the body's movements - identifying the ways in which the body is used to communicate or express feelings - demonstrating awareness of muscle tension and relaxation

Videotaped analysis

- often used to increase performance. - A video of a student's performance provides the student with a visual of their own performance. - serves as feedback to motivate students. - visual of proper steps in instruction.

Spatial awareness includes, but is not limited to:

- recognizing the concept of personal space and respecting the personal space of others - safely moving within spaces - recognizing different directions - understanding how to change directions - understanding the different levels of movement - understanding how to take different paths through space - understanding how objects move through different pathways - adjusting one's range of motion to accommodate different tasks and situations

Temporal awareness includes, but is not limited to:

- rhythm and sequence skills - cognitive learning skills such as reading and writing, which are influenced by temporal awareness with rhythm and timing - repeating daily routines, which develops temporal awareness - understanding and practicing various tempos, speeds, and rhythms - predicting movements of objects

Open skills

- skills that are affected by the setting. - occur in unpredictable, continually changing situations so movements have to be revised depending on the situation. - affected by factors outside the performer's control.

Closed skills

- skills that occur in a stable, predictable setting. - are typically self-paced. - The individual performing the skill knows what to do, uses the same techniques for each situation, and is in control.

Directional awareness includes, but is not limited to:

- understanding concepts such as left and right, top and bottom, up and down, and front and back - the concept of laterality (the body has two sides) - the concept of directionality (applying laterality to the world around them) - awareness of the body in space - relationships among objects as they travel through space

Motor development factors

1. Environmental 2. Emotional 3. Social 4. Health

Steps for throwing:

1. Preparatory phase 2. Execution phase 3. Follow-through phase

4 principals of striking

1. focus 2. stance 3. shifting weight 4. follow through

Coach Keys is doing an activity with her fourth-grade physical education students. She has each student pair up with a peer to complete the activity. First student A will stand with their feet together, and student B will attempt to gently push student A off balance. Then student A will move their feet shoulders-width apart and student B will again lightly touch their partner in the same manner. Students then will swap places and repeat the activity. At the end of the activity Coach Keys leads a discussion about in which position it was easier to maintain balance. This activity is teaching which concept below? A. Balance is improved if you widen your base. B. Students can control their own force. C. Changing the speed of a movement alters stability. D. Raising your center of gravity increases balance.

Answer: A. Balance is improved if you widen your base. When students move their feet apart, they are increasing the size of their base. This makes them more stable and balanced.

Assessments to evaluate student performance are broken down into formative assessments and summative assessments. Which of the following correctly defines each assessment? A. Formative assessments occur regularly and test ongoing skills and competencies, while summative assessments occur at key stages of the school year. B. Formative assessments occur at key stages of the school year, while summative assessments occur regularly and test ongoing skills and competencies. C. Formative assessments are skill tests, while summative assessments are written tests including multiple-choice or essay format. D. Formative assessments are written tests including multiple-choice or essay format, while summative assessments are skill tests.

Answer: A. Formative assessments occur regularly and test ongoing skills and competencies, while summative assessments occur at key stages of the school year. Formative assessments occur regularly to test ongoing skills and competencies, and they are usually short and show how the students is progressing in the short term. Summative assessments occur at key stages of the school year, and they are usually to test a specific unit or student readiness for the next unit or semester.

Why is it important for students to be exposed to a wide variety of activities and variety of skills in their physical education class? A. It is the most likely way to improve the chance that the student will participate in some form of lifelong physical activity. B. It increases the chance that they will be exposed to an activity that significantly challenges them, and they will build resilience. C. There will be at least one activity that every student excels at, and it will lead to increased confidence. D. It keeps the students engaged from day to day.

Answer: A. It is the most likely way to improve the chance that the student will participate in some form of lifelong physical activity. Current studies show that exposing students to a wide variety of activities during physical education class is the best way to encourage lifelong physical activity, which is an important goal of physical education classes.

Mr. Hawks, an elementary physical education teacher, designs an activity where he divides the class into three rows. He places one row on the north wall of the gym, the second row on the south wall of the gym, and the third row in the middle of the gym. He instructs the students on the north and south walls to roll balls back and forth and instructs the students in the middle to avoid being hit by a ball and avoid touching other students. This activity is most effective in developing the third-row students': A. spatial awareness B. fine motor skills C. balance D. hand-eye coordination

Answer: A. Spatial awareness This is the best answer choice. The students in the middle must be aware of their location, the location of all the balls, and the location of the other students. This requires them to have awareness of the space around them.

During a high school football practice, a smaller defensive player is struggling to hold his ground when rushed by a larger offensive player. Which of the following biomechanical principles explains this situation? A. The offensive player has more inertia than the defensive player. B. The offensive player has better balance than the defensive player. C. The defensive player is more buoyant than the offensive player. D. The defensive player has a greater moment of inertia than the offensive player.

Answer: A. The offensive player has more inertia than the defensive player. Inertia is the tendency for objects to resist changes to motion, and objects with more mass and more velocity have greater inertia. In this situation, the larger, offensive player has more inertia, so the smaller, defensive player cannot resist the change in motion.

A first grader should be able to successfully complete which of the following gross motor skills? A. kicking a soccer ball into a soccer goal B. using all eating utensils appropriately C. dribbling a basketball across the court without stopping D. writing a full sentence in cursive writing

Answer: A. kicking a soccer ball into a soccer goal By the age of 6-7 years (first grade) a student should be able to kick a soccer ball into a soccer goal, which is a gross motor skill that uses major muscles of the body.

A PE teacher is demonstrating the different parts of a golf swing. Which of the following choices correctly describes the 'follow-through'? A. Before hitting the ball, the club pulls back and swings down to the body line. B. After hitting the ball, the club continues swinging in an arc past the body line. C. Before hitting the ball, the feet are planted and the body line, head, and club are in line. D. While hitting the ball, the feet are planted.

Answer: B. After hitting the ball, the club continues swinging in an arc past the body line. The follow-through is the last action after the force-producing movement. The follow-through allows momentum from the force-producing action to continue all the way through the movement.

In gymnastics, which axes and planes are involved in the movement of a cartwheel? A. horizontal axis and vertical plane B. sagittal and frontal axis and frontal and sagittal plane C. vertical axis and transverse plane

Answer: B: sagittal and frontal axis and frontal and sagittal plane A cartwheel is performed on the sagittal axis, which runs through the body horizontally from the back to the front, and the frontal plane, which divides the body into front and back. A cartwheel starts and ends in the sagittal plane and frontal axis, but the movement is in the frontal plane and sagittal axis mid-flip.

Asking students to practice throwing and catching a baseball best promotes which of the following skills? A. Rhythmic skills B. Self-efficacy C. Manipulative Skills D. Fine Motor Skills

Answer: C. Manipulative skills Manipulative skills are when a student handles an object with his hands, feet, or another body part. Examples of manipulative skills would be jumping rope, kicking a soccer ball, or throwing a baseball.

A third-grade physical education teacher has his students stand straight up with their feet close together and he gently pushes their chest to push them off balance. Next, the teacher requires they stand straight up with their feet a little more than shoulder width and gently pushes their chest again. He then asks the students in which position did they feel more stable and comfortable. This activity is most likely to promote the students': A. knowledge of how speed and force affect movement. B. knowledge of movement and stability. C. awareness of how to achieve the best stable body position. D. body awareness.

Answer: C. awareness of how to achieve the best stable body position. This is the best answer. The students are more stable with their feet apart than together. This activity allows the students to experience firsthand how foot position can lead to a more stable body position.

Which of the following types of games requires players to throw or strike a ball or arrow at a target or object in an attempt to get closer than their opponent was able to? A. kicking and striking games B. invasion games C. target games D: health and fitness games

Answer: C. target games Target games require players to throw or strike a ball at a target or object in order to get closer than the opponent; examples include bocce ball, bowling, golf, and archery.

Each step of a new skill should have an established discrete skill. An example of a discrete skill is: A. swimming B. triple jump C. throwing a ball D. running

Answer: C. throwing a ball Throwing a ball is a discrete skill, which is a single, specific skill that has a beginning and end.

When planning components of a physical education lesson, it is important to include all of the following except: A. appropriate warmup and cooldown. B. instruction and practice. C. feedback and assessment. D. names of students who will likely have disciplinary issues during the lesson.

Answer: D. names of students who will likely have disciplinary issues during the lesson. While it is good to have alternative plans ready for students who do not behave appropriately, including specific names of students in lesson plans is not necessary or encouraged.

Throwing a baseball with correct form requires which of the following movement skills? A. non-locomotor B. manipulative C. manipulative and locomotor D. non-locomotor and manipulative

Answer: D. non-locomotor and manipulative Throwing a baseball with correct form requires non-locomotor (step and arm swing) and manipulative (throwing the ball) skills.

Which of the following activities focuses on the use of locomotor skills? A. clapping in time to music B. balancing on one foot C. kicking a soccer ball D. running a mile

Answer: D. running a mile Running is a locomotor skill.

Hitting style: Backhand

Use dominant hand on non-dominant side to strike an object

Striking - Follow Through

For aim and power, follow through with the motion after making contact with the ball.

Striking - Focus

Keep attention focused on the object to be hit/struck.

Striking - Stance

Keep feet shoulder width apart, bend the knees, place weight on the toes, and hold the racquet or paddle in front of the body.

Directional Awareness

ability to understand the concepts of left and right, up and down, top and bottom, front and back, and in and out.

Hitting style: Overhead

Striking an object that is above the head

Hitting style: Underhand

Striking an object that is below the waist

Perceptual-motor development

The main categories include: 1. body awareness 2. directional awareness 3. spatial awareness 4. temporal awareness.

Center of gravity

a point in the body where the weight is evenly dispersed and all forces acting on the body equal zero. moves body position, and individuals can improve their stability by lowering their center of gravity.

Temporal awareness

ability to judge movement and time. Individuals with fully developed temporal awareness have strong eye-hand and eye-foot coordination. Temporal awareness is essential in performing skills such as walking, running, dribbling, and hitting balls. Rhythm and sequence skills such as movement activities, dance, and jumping rope are involved in temporal awareness.

Auditory discrimination

ability to recognize differences between sounds. Auditory discrimination allows individuals to determine similarities and differences between words and sounds, which helps to develop speech and rhythm. Auditory skills play a role in sound, rhythm, and movement development.

Body Awareness

ability to understand where your body is in space. It is important to be aware of one's current orientation, location, and position. Individuals with poor body awareness often appear uncoordinated or clumsy or have motor skill development delays

Sensory Skills

are required for coordination and motor development are auditory, kinesthetic, tactile, and visual discrimination.

Spatial awareness

awareness of oneself and other objects in space. Spatial awareness also includes understanding the relationships of objects when there is a change in position.

discrete skill

brief, specific skill with a clear starting and stopping point.

Perceptual-motor development

combines a child's sensory skills (brain) and motor skills (body) to synchronize body movements and perform a variety of movements allowing them to interact with their environment.

Combination movements

demonstrate the importance of knowing and practicing basic motor skills, including locomotor, non-locomotor, and manipulative skills prior to combining them in various sports and activities.

Motor tasks

entail various parts that must be developed and practiced in order for students to successfully complete the task.

Fundamental Movement Skills Games

games that involve fundamental movement skills such as locomotor, non-locomotor, and manipulative skills throwing and catching games, animal walks

Net and Wall Games

games that involve players or teams trying to score by hitting a ball or object that is unreturnable onto the opposing side tennis and volleyball

Health and Fitness Games

games that teach students about health and fitness topics

Environmental factors

have a huge effect on motor development. The more opportunities children have to develop their fine and gross motor skills, the faster they develop. Children with exposure to playground equipment, playing outside, running, and jumping will develop gross motor skills more quickly

Examples of movement exploration include

having students use their bodies to mimic various objects, shapes, and animals and playing movement games that allow students to develop locomotor, non-locomotor, and manipulative skills.

manipulative skills (or object control skills)

help students learn to handle and move objects.

Rhythmic skills and Rhythmic awareness

help students sense and perform patterns of sound and motion. Rhythmic skills include: - Performing physical actions (ex: clapping) in time with music or drum beats - Choreographed dance moves

Health factors

influence the motor development of children. Proper nutrition, healthy sleep patterns, access to medical care, and opportunities for active play affect motor development.

Locomotor skills

involve moving the body from one location to another. Most locomotor movements involve the feet, but they may also include the hands.

Non-locomotor skills

involve moving the body while remaining stationary.

Fine motor skills

involved in smaller movements that use the small muscles of the hands, wrists, fingers, feet, and toes. Mastery of fine motor skills requires a high degree of control, precision, and coordination.

Motor task analysis

involves breaking a skill down into various parts so that each part can be mastered prior to performing all parts together.

Dribbling

involves controlling a ball with either the hands (as in basketball) or the feet (as in soccer).

Volleying

involves coordinating various body parts to strike an airborne ball or object.

Throwing

involves propelling an object away from the body and toward a chosen target.

Catching

involves receiving and controlling an object being propelled toward a person.

Tactile discrimination

is the ability to determine information through the sense of touch. Individuals with tactile discrimination can feel the difference between objects. Tactile learning typically involves fine motor skills. Tactile skills are important when navigating a jungle gym or rock climbing wall.

Visual discrimination

is the ability to see subtle differences in objects, pictures, letters, and numbers. Eye-hand coordination and eye-foot coordination are visual skills that individuals use to guide their movement and are important in motor skills such as catching, kicking, and hitting a ball.

Kinesthetic discrimination

is the ability to sense changes that involve body movements and muscle feelings. Kinesthetic learning typically involves the whole body and gross motor skills such as running and jumping.

Gross motor skills

movements that involve the use of large muscles such as the legs, arms, and other large body parts.

Walking

one foot remains in contact with the ground, is the first locomotor skill we master (after crawling).

Emotional development

plays a huge factor in several areas of growth. The ability of children to control their emotions, react to their environment, and respond to various situations plays a role in motor development.

Social development

plays a huge factor in several areas of growth. The ability to get along with others plays a role in motor development. The more social opportunities that children are exposed to, the more experiences they will participate in.

readiness

refers to a student's capacity to learn a motor skill.

Mature motor patterns

require students to exercise a combination of locomotor, non-locomotor, and/or manipulative skills while also exhibiting body, spatial, and/or rhythmic awareness.

Rotational inertia

the moment of inertia, how hard it is to rotate an object around an axis. This property depends on the mass, shape, and distribution of mass relative to the axis of rotation.

Motor development

the physical growth and strengthening of a child's bones, muscles, and ability to move and touch his/her surroundings.

Force absorption

the process of decreasing the force of impact to prevent impact-related injuries and lessen physical stress on the body.

Acceleration

the rate at which an object changes velocity over a period of time. Any change in velocity, including increasing speed, decreasing speed, or changing direction results in acceleration or deceleration.

Biomechanics

the study of human movement and the laws of physics and mechanics as they relate to human performance.

Inertia

the tendency of objects to resist changes in their state of motion. The larger the mass of an object, the greater the inertia of that object.

Buoyancy

the upward force from the pressure of fluid that keeps objects afloat. Objects float when they have a positive buoyant force, or when they weigh less than the same volume of fluid that they displace.