PE

benefits of regular exercise

- improved thinking and focus - a decrease in anxiety and depression - maintenance of a healthy weight or loss of excess weight - strengthening of bones and muscles - improvements in balance and coordination - increase in energy levels - improvement of one's mood - confidence and self-esteem - better sleep - a healthy alternative to dangerous behaviors, especially for adolescents - a decrease in pain associated with some health conditions - decreased risk of chronic diseases, such as heart disease, diabetes, and some cancers - increased likelihood of a lifestyle of healthy choices and a longer life expectancy

PE TEKS

- knowledge and skills for movement that provide the foundation for enjoyment - continued social development through physical activity - access to a physically-active lifestyle - understanding of the relationship between physical activity and health throughout the lifespan

follow-through phase (throwing)

After releasing the ball, continue the movement until momentum dissipates.

flexibility (physical fitness)

Being flexible allows for greater mobility and a greater range of motion in the joints and muscles. When the joints and muscles are able to move freely, individuals are less likely to sustain movement-related injuries or incur muscle soreness after physical activity. training includes stretching exercises and programs such as yoga, Pilates, and tai chi.

stability skills

Children must master ____ to master locomotor and object control skills. To do so, they must maintain and acquire balance, or the ability to maintain control of the body while performing tasks. Physical education courses help students develop two different types of balance skills: static balance skills and dynamic balance skills

warm-up activities

Choose ____ to prepare the body for exercise by stretching the needed muscles and gradually increasing the heart rate. activities to prep and warm the body before beginning vigorous exercise. Ex: stretching

follow through (striking)

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

landing phase (jumping)

In horizontal jumping, mature jumpers land with their thighs parallel to the surface. Upon landing, their center of gravity is located behind their feet, but they then flex their knees and thrust their arms forward to propel their center of gravity beyond their feet. In vertical jumping, mature jumpers land very close to their point of takeoff. Knees, ankles, and hips flex to absorb the shock.

takeoff phase (jumping)

In horizontal jumping, the jumper rapidly and vigorously extends the hips, knees, and ankles while vigorously swinging the arms in the desired direction of travel, allowing the body to become airborne. Advanced jumpers fully extend their bodies during the takeoff phase. The angle of take-off is approximately 45 degrees. In vertical jumping, the jumper forcefully extends the hips, knees, and ankles while simultaneously lifting the arms upward. The jumper's head is tilted upward, and the eyes are on the target.

preparatory phase (jumping)

In horizontal jumping, this phase consists of a crouch (with flexion at the hips, knees, and ankles), followed by a backward swing of the arms. In vertical jumping, this phase consists of a crouch with knee flexion from 60 degrees to 90 degrees.

variety of techniques

It is vital that physical educators and coaches employ a ____ for evaluating motor skills, detecting errors in motor performance, and providing positive, corrective feedback. Assessments can be divided into two basic categories: formative and summative assessments. additional evaluation tools used in PE are kinesthetic feedback and verbal cues and videotaped analysis

focus (striking)

Keep attention focused on the object to be hit/struck

stance (striking)

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

flight phase (jumping)

Period when the jumper is in the air. In both horizontal and vertical jumping, mature jumpers reach full body extension.

preparatory phase (throwing)

Pivot the body to the right and place weight on the right foot. Swing the throwing arm backward and upward.

overhead (hitting)

Striking an object that is above the head

underhand (hitting)

Striking an object that is below the waist

forehand (hitting)

Use dominant hand on dominant side to strike an object

backhand (hitting)

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

shifting weight (striking)

When making contact, shift weight from the back foot to the front foot.

execution phase (throwing)

With the left foot, stride forward in the direction that the object is to be thrown. Rotate the hips, spine, and shoulders counterclockwise while retracting the throwing arm to the final point of its reversal. Medially rotate the upper arm and extend the forearm with a whipping action. Release the ball when it is just past the head and the arm is extended at the elbow.

sensory skills

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

height-weight ratio

a list of healthy and unhealthy weight ranges based on a child or teen's age, gender, and height.

swing phase (walking)

a mature gait cycle phase comprises approximately 40% of the gait cycle, begins when the foot leaves the ground after toe-off and is propelled forward. It ends when the foot reestablishes contact with the surface. During this, the body's mass is transferred from one limb to another Begins when the foot leaves the ground after toe-off and is propelled forward. It ends when the foot reestablishes contact with the surface. During the swing phase, the body's mass is transferred from one limb to another.

stance phase (walking)

a mature gait cycle phase it comprises approximately 60% of the gait cycle, occurs when a limb is on the ground and bearing weight. consists of three steps: - Contact, which lasts from heel strike (the moment the walker's heel strikes the ground) to flat foot (when the walker's foot is flat on the ground, absorbing the shock of landing and adjusting the surface irregularities). - Midstance, which lasts from flat foot to heel lift (in which the heel leaves the floor). In midstance, the total surface of the foot is in contact with the walking surface. - Propulsion, which lasts from heel lift to toe off (in which the toe leaves the ground, propelling the limb forward). In the propulsion stage, the foot is rigid and acts as a lever.

Body Mass Index (BMI)

a measure of body fat based on height and weight. For children and teens, age and gender are also taken into account when calculating this. Whereas adult ___ are expressed in a numerical ratio, child and teen ___ are expressed in the following percentile ranges: - Underweight: Less than the 5th percentile - Healthy: 5th to the 84.9th percentile - Overweight: 85th to the 94.9th percentile - Obese: 95th percentile and above

supporting role (running)

a period of time in which a leg is making contact with the ground

recovery role (running)

a period of time in which a leg is not making contact with the ground

flight phase (float phase) (running)

a period of time in which both feet leave the ground occurs after toe off

Individualized Education Program (IEP)

a plan created by a committee of general and special educators, parents, specialists, and administrators to provide a free and appropriate public education (FAPE) that is tailored to their needs and goals. IEP Goals

sensory circuits

a series of short physical exercises that help students become focused on their mind-body connection, and in turn, more focused in their academic work and social interactions

health and fitness games

a tool for teaching students about health and fitness topics through intriguing and enjoyable games. Topics that might be addressed through health and fitness games include nutrition, food groups, intensity levels, heart rate, and the components of fitness.

sensory processing disorder PE

activities that help develop proprioceptive and vestibular systems include gymnastics, dance, and athletics. Experts recommend incorporating sensory circuits, or a series of short physical exercises that help students become focused on their mind-body connection, and in turn, more focused in their academic work and social interactions Activities like swinging and rocking back and forth support the vestibular system, while resistance activities (push-ups, supporting one's weight with the elbows by lying on the floor, etc.) help develop the proprioceptive system Regardless of which activities are incorporated into the sensory circuit, be sure to also include a calming space that features very little auditory and visual stimuli. These calming spaces and activities are an excellent way to prevent sensory overload and their associated "meltdowns."

measure person's fitness

agility, power, balance, coordination

vestibular sensory system

allows us to balance the body and orient ourselves within space. Receptors in the inner ear send information to the central nervous system, which allows us to remain balanced and coordinate our movements. Children with impaired vestibular sensory systems may exhibit: - Gravitational insecurity: the inability to trust that gravity will keep them anchored to the ground. Gravitationally insecure children prefer to remain grounded by either lying down or sitting. - Movement intolerance: fast movement or spinning causes dizziness and/or nausea. Some children's movement intolerance may be triggered by watching other children spinning. - Hyposensitivity to movement: craves sensory experiences related to motion, including being tossed in the air and spun around. Children with hyposensitivity to motion are constantly in motion and have trouble sitting still.

tactile sensory system

allows us to process information related to pressure, vibration, movement, temperature, and pain through our skin Developing tactile awareness is crucial for helping students manipulate objects and understand and assess their environments consists of the defensive system, which allows us to sense and avoid potentially harmful sensations, and the discriminative system, which allows us to understand the qualities of objects that we touch Children with impaired tactile sensory systems may exhibit one or more of the following: - Hypersensitivity - tactile defensiveness. Signs of hypersensitivity include negative emotional or physical responses to light touches, the feel of clothing on skin, and very minor injuries (i.e., scrapes). Hypersensitive children may crave deep pressure sensations not only because these sensations are easier for them to process, but they also provide a sense of safety and comfort. - Hyposensitivity - an under-responsiveness to touch. Signs of hyposensitivity include a craving for tactile stimulation, an inability for children to understand when they have hurt other children or pets, an unawareness of runny noses or messes on the mouth/face, and a tendency to touch objects and people constantly. Poor tactile discrimination - the child cannot process information about how objects feel. Signs of poor tactile discrimination include fear of the dark, difficulty using tools (including eating implements, scissors, crayons, etc.), messy dressing and eating habits, and an inability to identify which body parts have been touched.

defensive system (tactile sensory system)

allows us to sense and avoid potentially harmful sensations

proprioceptive sensory system

allows us to sense the relative position of the various parts of the body and to apply the appropriate amount of force to objects and movements. This information is unconsciously relayed to the brain from our muscles and joints. Children with impaired proprioception may seem rough or destructive because they apply too much force, or they may seem withdrawn or uncoordinated because they apply too little force when accomplishing tasks.

discriminative system

allows us to understand the qualities of objects that we touch

movement exploration

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

spatial awareness

an awareness of oneself and other objects in space. when students understand how their bodies exist and can move in a given space It includes understanding the relationships of objects when there is a change in position. It is a skill acquired by children as they age. Children with difficulties in this often have problems determining distances and tend to struggle with visual perception. They may be clumsy, bump into things often, or stand too close to others because they haven't mastered this Various strategies for improving this include completing age- and ability-appropriate obstacle courses and movement games, using blocks or Legos to create structures, and verbalizing movements through games such as Simon Says.. 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

formative assessment

assessments for learning. They occur regularly in the classroom setting and are used to improve learning and performance. They provide feedback to students. Some examples include checklists, observations, and rubrics.

summative assessment

assessments of learning. They 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. they judge student performance and utilize standardized tests or evaluation tools.

categories of perceptual-motor development

body awareness, directional awareness, spatial awareness, and temporal awareness

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. Ex: body awareness, directional awareness, spatial awareness, and temporal awareness

cardiorespiratory endurance (aerobic fitness)

component of physical fitness that measures how well your lungs and heart work together to allow your body to stay active over an extended period of time refers to the ability of the cardiac and respiratory systems to take in, transport, and consume oxygen while performing physical activities. As with physical endurance, it is important to help students gradually build this. Regardless of which endurance activity is selected, take care to make full use of warm-up and cool-down activities. Aerobic exercises such as speed walking, running, jogging, swimming, climbing stairs, bicycling, and playing sports that require active, vigorous movements will help improve this

verbal cues

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

body composition

describes the percentage of fat, bone, water, and muscle that make up our bodies. Because it is possible for individuals of the same height and weight to have vastly different ratios of fat, bone, water, and muscle, ______ is a more accurate measure of health than weight alone. multiple methods of measuring this - bmi, height-weight ratio, waist-to-hip ratio, skinfold thickness, hydrostatic testing

cooperative games

entail players working together to solve challenges while building teamwork and communication skills. they should be challenging yet fun to encourage participation from everyone. Parachute activities are often used to practice cooperative skills. Ex: cross the river

endorphins

exercise releases this into the body, which helps to decrease stress through euphoric feelings and thoughts chemicals released from the nervous system during exercise that assist in decreasing pain and stress through euphoric thoughts and feelings

aerobic exercise

exercises that require active, vigorous movements but do not deprive muscles from oxygen Ex: jogging

weight-bearing exercises

exercises that require significant force to move an object Ex: pull-ups

equipment

flexibility - foam tubes help stretch muscles - resistance bands help build strength balance and coordination - stability balls allow students to balance while remaining stationary, and - stilts allow students to balance while in motion - Poly spots (round, non-slip adhesive vinyl discs) can be used to help students jump from one location to another - Rocker boards require students to keep their balance on a moving platform, are also useful for this purpose muscular strength and endurance - Incorporate weight lifting into the curriculum. You can use proper weights or alternatives such as books, cans, and bottles. cardiorespiratory endurance - Treadmills, stair climbers, exercise bikes, rowing machines, and other aerobic exercise machines - Equipment such as jump ropes tumbling - Mats are used for safety when learning and practicing skills and come in a variety of sizes and thickness levels - Wedge mats are inclined, which makes them ideal for learning forward and backward rolls, backbends, bridges, back handsprings and other basic tumbling skills - Octagon mats roll with the tumbler and are ideal for learning walkovers, front handsprings, back handsprings, and leaps

four components of physical fitness

flexibility, muscular strength, physical endurance, cardiorespiratory endurance

mature gait cycle

for walking. it involves two phases - the stance phase - the swing phase

manipulative skills (object control skills)

help students learn to handle and move objects. skills that involve controlling or handling an object Some examples include: - throwing - catching - kicking - punting - dribbling - volleying - hitting

Rhythmic Skills / Rhythmic Awareness

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

self-awareness

helps individuals understand themselves and be more mindful of their feelings, stress levels, and emotions. Running, yoga, and physical activity can increase one's self-awareness by being more mindful of one's body and feelings

body image

how an individual views their body and appearance Exercise helps to improve an individual's body appearance, which in turn enhances their body image and self-confidence.

Emotional and behavioral disorders

in pe instruction that emphasizes cooperation instead of competition - make precision requests - which are structured, precise messages that increase the likelihood of student compliance. - active listening - method of communication that focuses on mutual understanding to prevent confusion. There are three components to active listening: attending, listening, responding - use verbal mediation: have the student state out loud the association between their actions and the consequences of their actions - resolve conflicts by confront the student about their disruptive behavior, but do so in a non-judgmental way that discourages defensiveness start with describing the problem in neutral way, then how it is affect you and others, then how it is affecting you and other in terms of feelings, then engage the student in a dialogue to determine the root causes of this misbehavior

supporting or recovery role (running)

in running, the legs are either in a ____ role, making contact with the ground or in a ___ role, not making contact with the ground

skinfold thickness

in which a caliper is used to measure the thickness of the subcutaneous fat in the body in the abdomen, arms, buttocks, thighs, and the subscapularis muscle (the triangular muscle in front of the shoulder joint). These measurements estimate total body fat with a relatively small margin of error.

locomotor skills

involve moving the body from one location to another. Most locomotor movements involve the feet, but they may also include the hands. Some examples are: - walking - running - jumping - hopping - galloping - skipping

non-locomotor skills

involve moving the body while remaining stationary. body movements that do not involve traveling from one place to another Examples include: - bending - stretching - twisting - swaying - wiggling - shaking - balancing

net and wall games

involve players or teams trying to score by hitting a ball or object onto their opponent's side that is unreturnable onto the opposing side Attacking skills, offense, and defense are skills practiced during net and wall games. Common examples include volleyball, tennis, pickleball, and badminton.

target games

involve players throwing or striking a ball or object at a target and attempting to get closer than their opponent. Common these games include bocce, golf, bowling, and archery.

striking and fielding games

involve two teams that alternate turns in striking an object to try to score and fielding the object and stopping the opposing team from scoring. Common these games include baseball, softball, and kickball.

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

hydrostatic testing

involves underwater weighing through displacement. method of determining body composition by underwater weighing using Archimede's Principle of displacement Archimedes Principle of water displacement is utilized to measure an individual's total body density. this testing is the gold standard of body composition measurement, but it is expensive and requires high-tech equipment.

dribbling

manipulative pattern involves controlling a ball with either the hands (as in basketball) or the feet (as in soccer). To dribble with the hand: - Slightly bend the knees. - Lightly push the ball down by spreading the fingers and flexing the wrist. - When the ball bounces, keep it at waist height or lower. - Continue tapping the ball with an undulating motion, like an ocean wave. to dribble with the feet: - Slightly bend the knees. - Hold arms out for balance. - Tap the ball back and forth with the inside of the foot. - Keep the ankle locked and the toe slightly up. Use the outside of the foot to change direction or dribble the ball in tight spaces. As with the foundation touches, keep the ankle locked and the toe slightly up. Use the laces of the shoe to dribble into spaces quickly; when doing so, keep the toe down and the ankle locked.

volleying

manipulative pattern involves coordinating various body parts to strike an airborne ball or object. To execute a mature underhand volleying pattern: - Stand facing the target. - Place the opposite foot forward. - Use the flat surface of the hand to make contact with the object. - Using an upward movement, establish contact with the object when it is between knee level and waist level. - For aim and power, follow through the upward motion until the momentum dissipates. To serve a volleyball using a mature motion pattern: - Face the striking direction with the feet shoulder-width apart. - Keep the eyes on the ball. - Hold the ball in the non-dominant hand in front of the body at waist level. - Pull the striking arm back to at least waist level. - Lean forward and step forward with the opposite foot. - Strike the underside of the ball with the heel of the preferred hand at waist level or below. - When striking the ball, continue stepping forward with the foot opposite of the striking hand. - Follow through the motion of the ball with the hand, but do not raise it above shoulder height.

punting

manipulative pattern involves striking an airborne ball with the foot. To execute a mature punt: - Keep eyes focused on the ball. - Step forward onto the non-kicking foot. - Hold the ball with both hands in front of the body at hip height. - Bend the kicking leg back with a 90-degree swing. - Release the ball from the hand that's on the same side as the kicking leg. - In football, contact the ball with the top of the foot; in soccer, contact the ball with the instep. - During the kick, move the arm opposite of the kicking leg forward. - Follow the kick through in the direction of the target; the kick should be high.

active listening

method of communication that focuses on mutual understanding to prevent confusion. Includes attending, listening, and responding. Ex: focused attention

chasing and fleeing games

most commonly known as tag games. They entail players attempting to tag others and avoid being tagged while moving within a predetermined space.

catching

movement pattern involves receiving and controlling an object being propelled toward a person. A mature catching pattern includes the following six steps: - Move the body into position so that it is in line with the object that is to be caught. - Outstretch and relax the arms and bend the elbows slightly so that they are facing downward. - Extend and relax the hands and fingers. - Establish contact with the object with the hands only. - The hands, arms, shoulders, and elbows relax to help absorb the object's force.

hitting

movement pattern involves using a piece of equipment to apply force to an object and move it through the air or on the ground. To execute a forehand stroke: - Keep the eyes locked on the object. - Point the non-striking shoulder toward the target. - Step toward the target with the opposite foot. - Maintain eye contact as the object comes into contact with the bat or stick. - Follow through by swinging the arm across the chest. four hitting styles can used to strike objects with racquets and paddles: forehand, backhand, underhand, overhead

jumping

movement pattern Horizontal and vertical ____ consist of four phases: - preparatory phase - takeoff phase - flight phase - landing phase

walking

movement pattern in which one foot remains in contact with the ground, is the first locomotor skill we master (after crawling). Most children begin doing this when they are around a year old, and their early attempts are marked by a wide, rotating gait and short steps. By the time they reach the age of three, most children have established a mature gait pattern. By seven, most children exhibit the mature walking gait of an adult, in which the toes face forward (not inward or outward) and gait speed and distance are well-regulated. mature gait cycle involves two phases

throwing

movement pattern involves propelling an object away from the body and toward a chosen target Ralph L. Wickstrom, author of Fundamental Motor Patterns, maintained that there are six steps to a mature throwing pattern. These steps can be adapted to suit different games/contexts: - preparatory phase - execution phase - follow-through phase

hopping

movement pattern 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. students will be better at doing this on their preferred foot In a mature hopping pattern, the knee of the non-support leg (or the swing leg) is bent at a 90 degree angle or less and the entire leg swings back and forth in a pendulum motion to help produce force. The arms are held close to the body, and the elbow is at 90 degrees. While the non-support leg moves forward to create momentum, the hip, knee, and ankle of the support leg extend. Upon landing, the knee, ankle, and hip of the support leg flex to absorb the shock.

striking

movement pattern involves using a piece of equipment to apply force to an object and move it through the air or on the ground. A mature striking pattern follows these four principles: - Focus: Keep attention focused on the object to be hit/struck. - 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. - Shifting Weight: When making contact, shift weight from the back foot to the front foot. - Follow Through: For aim and power, follow through with the motion after making contact with the ball.

kicking

movement pattern involves using the foot to apply force to an object on the ground. To kick a ball with accuracy: - Place the non-kicking foot beside the ball. - Maintain eye contact with the ball. - Draw the leg back and swing it forward, making contact behind the center of the ball with the instep (not the toes). - For aim and power, follow through with the kicking motion after making contact with the ball.

running

movement pattern the mature gait cycle for this is essentially the same as for walking, with several key differences in walking - one foot always on the ground, but in this, there is a flight phase (or float phase) or period of time in which both feet leave the ground. The float phase occurs after toe off. In this, the legs are either in a supporting role (making contact with the ground) or recovery role (not making contact with the ground). runners will reach the mature phase at or around age seven. A mature running pattern is marked by long strides and fast speeds with a clearly marked flight phase. The body's trunk leans forward slightly, and arms are bent at right angles, pumping in opposition to the legs. The supporting leg is completely extended while the recovery thigh is parallel to the ground. The knee flexes so that the foot of the leg in recovery nearly reaches the buttocks

sensory processing disorder

occur when the brain has difficulty processing and responding to sensory information, cover a wide range of conditions and symptoms Some involve hypersensitivity and others involve reduced sensitivity includes students on the autism spectrum students with this might display a lack of coordination, an inability to sense where their limbs are in space, and difficulty engaging with others in conversation and play. Others might respond negatively to bright lights, loud noises, and/or being touched.

videotaped analysis

often used to increase performance. A video of a student's performance provides the student with a visual of their own performance. Teachers or coaches providing video of student performance serves as feedback to motivate students. Coaches or instructors can also use videos to provide students with a visual of proper steps in instruction.

verbal mediation

process in which the student states out loud the association between their actions and the consequences of their actions Ex: if a student has achieved a particular milestone and earned a reward as a result, ask the student to state what they've done to merit the reward

social aspects of PE

provides students with an understanding of: - Social etiquette for physical activities - The basic rules and procedures for common games - Promoting fair play in games A key component to building community through physical activity is focusing on inclusion rather than exclusion. Doing so will promote a sense of teamwork rather than a sense of competition.

self-discipline

refers to the ability to control and improve oneself without assistance from others. It involves controlling your actions and reactions. When setting goals it is important to create a plan with achievable and measurable goals and not constantly worry about mistakes and minor setbacks. Regular exercise takes self-discipline, but the benefits of regular physical activity are worth it.

physical endurance (muscular endurance)

refers to the ability to move the body or an object repeatedly without becoming fatigued. With their smaller frames and shorter attention spans, some children struggle with this, so it is important to gradually build up to physically intensive activities. For instance, ask students to perform 5 push-ups for one week, and then gradually increase the number of push-ups they perform throughout the term. Doing so will allow students to develop endurance. Regardless of which endurance activity is selected, take care to make full use of warm-up and cool-down activities. Repetitive exercises such as jumping jacks or push-ups increase physical endurance.

self-concept

refers to the way individuals see themselves. While some have a negative self-concept, others have a positive self-concept. Movement can improve one's self-concept since people are more likely to see themselves positively when they are more energized, motivated, and confident.

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. Developing these will help students develop the physical literacy necessary to engage in a variety of movement-related activities, including common sports.

closed and open skills

shooting a basketball, are often learned as a closed skill, and then transition to being used as an open skill, such as shooting a basketball during an actual game.

anaerobic exercise

short bursts of exercise so intense that your muscles are temporarily deprived of oxygen Ex: sprinting

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. They are affected by factors outside the performer's control. The opposition's skill level, weather factors, crowd participation, and previous plays are examples of factors that can affect situations. Some situations include passing in football, hockey plays, and batting in softball.

closed skills

skills that occur in a stable, predictable setting typically self-paced. The individual performing the skill knows what to do, uses the same techniques for each situation, and is in control. examples include performing squats, serving in tennis, and performing a gymnastics routine, free throw in basketball

precision requests

structured, precise messages that increase the likelihood of student compliance

vestibular system

system that allows us to balance the body and orient ourselves within space

proprioceptive system

system that allows us to sense the relative position of the various parts of the body and to apply the appropriate amount of force to objects and movements

invasion games

team games which involve players from one team moving an object or themselves into another team's goal or territory. Attacking skills, defense, regaining control, and teamwork are skills learned during invasion games. Common examples include football, basketball, soccer, and lacrosse.

tactile discrimination

the ability to determine information through the sense of touch. Individuals with this 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.

temporal awareness

the ability to judge movement and time. Individuals with this fully developed have strong eye-hand and eye-foot coordination. This 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 this 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

dynamic balance skills

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

static balance skills

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

balance

the ability to maintain control of the body while performing tasks Physical education courses help students develop two different types of balance skills: static balance skills and dynamic balance skills

coordination

the ability to manipulate movement

agility

the ability to move quickly and easily

auditory discrimination

the ability to recognize differences between sounds. This 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.

balance

the ability to remain upright the ability to maintain control of the body while performing tasks

visual discrimination

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

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.

directional awareness

the ability to understand the concepts of left and right, up and down, top and bottom, front and back, and in and out. Experiences with direction are important in a child's development of movement awareness. Children who struggle with this may have difficulties differentiating left and right, shifting their feet during movement, and even understanding directions. 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

body awareness

the ability to understand where your body is in space The muscles and joints of the body send information to your brain about your body and how it moves. It is important to be aware of one's current orientation, location, and position. Individuals with poor ____ often appear uncoordinated or clumsy or have motor skill development delays. Developing ____ involves multiple sensory systems. 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 relaxationwhen a student comes to understand the myriad of ways in which the body can move

504 plan

the accommodations provided to a student who has an impairment that significantly impacts their life

self-expression

the act of expressing one's feelings, ideas, or thoughts. It can be shown through one's clothing or hair or through the creation of art or music. Physical activity can also be used to express one's personality. For instance, one may express themselves through dance. Running, hiking and yoga are great ways to be mindful of your feelings and increase self-awareness and expression.

power

the capacity to move an object

muscular strength

the foundation of all physical activities In other words, ___, or the ability to use the muscles to generate force, is a key part of everyday activities. Helping students develop this is a key purpose of elementary physical education courses. To help students develop this and an awareness of its importance, have them identify a muscle and generate a list of activities that they use this muscle to complete. weight bearing exercises - such as weight lifting, pull-ups, and push-ups that require significant force to move an object will improve muscular strength. anaerobic exercises - such as sprinting or lifting heavy weights are short bursts of exercise so intense that your muscles are temporarily deprived of oxygen. When done correctly, they increase your muscular strength and can decrease body fat

fundamental movement skills games

the foundation of physical activity and movement. Locomotor, non-locomotor and manipulative skills are the basis for these games. Animal walks, throwing and catching games, and balancing activities are common fundamental movement skills games. games that involve fundamental movement skills such as locomotor, non-locomotor, and manipulative skills

waist-to-hip ratio (WHR)

the ratio of waist circumference to the hips' circumference. It is calculated by dividing the waist measurement by the hip measurement. In general, "apple-shaped" individuals who carry more weight around the waist face greater health risks than "pear-shaped" individuals whose weight is concentrated around the hips.

asthma action plan

typically divided into three color-based zones Green Zone. The student has very little or no asthma symptoms. Peak flow readings are at 80% or more of the student's personal best peak flow number. Yellow Zone. The student is experiencing worsening symptoms. Peak flow readings are between 50% and 79% of the student's personal best peak flow number. The student will most likely need to use their rescue inhaler. Red Zone. The student is experiencing severe asthma symptoms and needs immediate medical attention. Peak flow readings are less than 50% of the student's personal best peak flow number. They will need to use a rescue inhaler to open the airways.