byPraxis ii PE 5095

246. Explain briefly how student development of peer comparisons can negatively affect their perceptions of their own physical competence. Describe some teaching strategies to prevent such negative outcomes.

1&2nd graders assume they're good at everything. By 3-4th, they start noticing some are better than others and they judge their own competence. This negative outcome can be reinforced by separating students by focusing everyone's attention on them. Teachers can have kids practice in scattered formations, not in circles where they can feel everyone is watching them, or waiting in line where they can be watched. Even with positive feedback, kids become embarrassed oud they fail in front of peers. Another strategy is to ask kids in advance if they're comfortable demoing a skill instead of surprising them.

233. ID 2 methods for structuring positive interdependence within a co-op learning group and explain what each one means, including examples.

1) "Positive Goal Interdependence"- the only way to accomplish learning goals is if all group members also achieve their learning goals. A shared goal unites the group "sink or swim" together. To establish this perception, teachers must structure a clear goal in each lesson. 2) "Positive Reward- Celebrate Interdependence"- teacher gives each group member the same reward for accomplishing group goals. Teachers may also include joint rewards, for example giving bonus points for everyone scoring at or above a set score, give individual test grades, group grades for overall results and extra credit for everyone meeting test criteria. Co-op quality is enhanced through regularly celebrating group success and effort.

234. Name 2 ways of organizing positive interdependence for students in co-op learning groups, including descriptions and examples.

1) "Positive Resource Interdependence "- member only has a party of the info, materials or resources needed, therefore they must unite to attain group goals. To accentuate co-op group relationships, give limited resources that they must share. 2) "Positive Role Interdependence"- each member is assigned a role, each role is interconnected and complimentary. Research shows that checking for understanding correlates significantly with higher learning and achievement.

108. ID and describe a set of digital devices that PE teachers and students can use to supplement and support PE as well as inform healthy habits in everyday life.

1) FitBit: syncs with mobile devices to monitor and record activity and progress, access charts, graphs, track progress. 2) Aria: wifi enabled smart scale. Teachers can encourage students to use these and track their activity, competing with others and monitoring progress.

244. Describe two strstegies that enhance perceived physical competence, and accompanying examples of practices implementing these strategies.

1) Give enough time to practice (specify time limit, not the number of trials). Teachers can reduce off task behavior by changing or varying the activity assigned. 2) Give positive, specific instructional feedback. This will motivate the kid to continue practicing and participating.

174. ID 6 factors that influence the development of children's motive skills, giving definitions and examples of each one.

1) Muscle tone - hypotonia causes weak balance (Down Syndrome), hypertonia causes stiffness (cerebral palsy). 2) Strength- force of contractions against resistance. 3) Endurance- sustained exertion over time. 4)Balance - vestibular equilibrium interacting with sensory info. 5) Motor planning coordinates systems controlling perception, movement intensity, speed and sequencing. 6) Sensory integration is the interpreting of environmental sensory input correctly and responding with appropriate motor activity.

226. Give descriptions and quotes of PE rules given to kids by teachers around the country for class mgt.

1) SAFETY - use good manners. RESPECT- self, others, equipment. Have fun and enjoy PE class 2) Stop, look, listen when whistle blows. Demo good sportsmanship. Be responsible fur gym equipment. Rewards: praise, rec day, awards. Consequences: time out, F for the day, letter home, refer to administrator. 3) Find a place in the gym and prepare for class. Show kindness to others, know when to talk, follow all instructions, participate for whole activity. 4) Always try your best, if someone struggles, help instead of laughing. Equipment is for everyone, take care of it. Keep hands, feet and objects to self. When teacher or classmate is talking, you aren't.

245. ID three PE teaching strategies to improve students ' perceived physical competence, with examples of practices demonstrating each strategy.

1) Stress personal improvement. 2) Group students quickly, preventing then from comparing peers to chose teams. 3) Ask student permission in advance to demo skills instead of unexpectedly telling a student to demo, putting them on the spot.

106. ID 2 ways PE instruction has progressed in the 21st century to reflect and incorporate tech advances. Give an example of a website with resources for using tech in PE.

1) US state dept of education prepares educators and administrators with knowledge to use the tech. 2) state education depts and local educational agencies now incorporate tech knowledge and skills in academic, standards, benchmarks and assessments. Example: pesoftware.com is a site that offers tips on integrating tech in PE programs, offering a book on the subject.

14. 2 main purposes for adventure/outdoor activities. Give examples.

1) beneficial use- social/ physical rewards of physical activity. 2) pleasurable appreciation - enhancing perceptual/ spiritual development. Goal directed activities include mountain climbing, caving, hiking, etc. General activities include water sports snow sports, etc. These are physical examples. The physical & social setting can be used for testing endurance, stamina, improving skills, excitement, adventure thrills. Socially it can improve teambuilding, confidence, self sufficiency. Spiritual pleasure can be achieved through meditation, nature study, historical research, painting, etc. The outdoors also provides a place to relax, enjoy life, and not depend on expensive tourism.

Pg. 45, #260. ID 5 primary functions of nonverbal communication. Explain some ways in which nonverbal communication is important in human interactions and PE activities.

1) express feeling. 2) communicate relationships. 3) support verbal interactions. 4) reflect personalities. 5) perform greetings or other social rituals. Importance of nonverbal communication is that it can reinforce verbal communication. In PE, noise from crowds can make it hard to hear so nonverbal communication becomes more important.

223. Relate some rules for K-12 PE classes that some teachers use and experts find useful.

1)Be prepared for class: attire, fixing hair. 2)Pay attention: treat everyone as they want to be treated. 3)No eating or chewing gum. 4)Be safe and respectful: follow directions, stay on task, cooperate with others. 5)Inform of consequences for breaking rules: 1- verbal warning. 2- timeout. 3- timeout with kid writing response to the rule they broke, and what they'll do to follow it.

213. Give some examples of what students should be able to do knowing, understanding, and doing among PE competencies in grades 1-2.

1)Body awareness: walk, run, skip, slide, stop @ boundaries, change direction, throw underhand, roll, dribble a ball. ID walk, run, gallop, skip, hop, jump, leap, slide. 2)Space concepts: demonstrate direction, pathways, levels, ranges during activities, perform activities while changing these, apply them in simple games like tag. 3)Movement quality: demo fast/slow movements, moving to beats, follow simple teacher led movements, combine jumps, turns, bouncing and catching with smooth transitions. 4)Health related fitness elements: ID exercise effects like heavy breathing, define the four related fitness components. Movement related problem solving skills, awareness of personal responsibility for individual wellness, self confidence, success, safe behavior for self and others and appropriate social interactions.

Pg. 33, #188. ID and define some biomechanics concepts and principles as they are applied in PE.

1)Force motion: when we produce force, unbalanced forces act upon our body or the object we manipulate. 2)Force time: changes in motion don't happen immediately. 3)Inertia: all objects resist changes to states of motion. 4)ROM: overall extent of motion. 5)Balance: capacity to control body position. 6)Coordination continuum: The goal of a movement determines the most effective timing of segmental movements. Ex: triple extension in lifting, but throwing runs from legs to trunk to arm. 7)Segmental interaction: forces operating in a system of rigid lined bodies are transferable through joints and links. 8)Optimal projection: there's a best range of angles of projection for given goals in throwing.

214. Describe some examples of PE competencies for grades 3-6.

1)Grades 3-4: Describe movements ID'ing bodyparts and actions. ID basic muscle groups and movements. Show awareness of body part relationships. Demo leaps with alternating lead foot. Move with and around others. Balance on equipment. Understand static and dynamic balance. Understand how bodies create and absorb force. Choose forces appropriate to tasks. Control multiple tasks like dribbling while walking and running. Demo tempo changes. Incorporate equipment into various patterns. Combine up to 3 movements like jump rope routines. Demo smooth transitions to different skills (run to jump). Define, apply and assess 4 health related fitness components. 2)Grades 5-6: ID specific muscle groups and movements. Combine body movements and shapes. ID major skills in beginner gymnastics, dance and sports. Perform movement sequences. Adjust throwing force. Adjust body movements for speed changes. Combine movement concepts and motor skills in series.

143. ID a number of major body systems, including their members and what they do.

1)Immune system - white blood cells, tonsils, adenoids, thymus, spleen. Fights disease. 2)Muscular system - movement. 3)Integumentary system - skin, nails, hair. Tissue protection, sensation, prevent fluid loss. 4)Reproductive system - ovaries, fallopian tubes, uterus, vagina, mammary glands in females. Testes, vas deferens, seminal vesicles, prostate and penis in males. Enables reproduction, gestation, delivery of kids. 5)Endocrine system - hypothalamus, pituitary, thyroid, parathyroid, adrenal glands, pancreas. Secrete hormones regulating body functions.

137. ID 8 of the major human body systems and some of their functions.

1)Lymphatic system: retrieves fluids from capillaries and contains white blood cells, supporting the immune system. 2)Cardiovascular system: transports oxygen throughout the bloodstream, transports gaseous waste for elimination. 3)Urinary system: regulates balance of fluids, electrolytes, ph, removes nitrogenous wastes. 4)Digestive system: breaks down food. 5)Nervous system: provides sensory input, interprets info, evokes and signals responses, coordinates muscle functions. 6)Endocrine system: secretes hormones that regulate general functionality. 7)Reproductive system: enables reproduction. 8)Respiratory system: gas exchange with outside air.

Pg. 39, #224: ID a variety of PE class rules used by different PE teachers for classroom management at public schools across the country.

1)Maryland teacher phrases: "Freeze Up"- stop, look at teacher, eyes open, mouth closed. "Move Under Control". "Get Equipment"- politely, carefully, one at a time. "Reminder for any Cue"- what am i looking for? Constantly praise good work. 2)Oregon teacher phrases: "Be nice". "Try hardest". 3)Illinois teacher adds the phrase "Hands Off ". Review rules often, asking students toID and explain them. 5-8th graders get tested on rules, 4-8th graders who break rules must write papers about the rules. 4)Teacher acronym: RESPECT: Right to learn. Effort. Safety. Purpose. Enthusiasm. Challenge. Trust/Team building. Regular student discussions about these concepts. Acronym is included in home letters and newsletters.

142. Name several of the major body systems, their parts, and functions.

1)Nervous system - brain, nerves, spinal cord. Interprets input, enables thought and sends messages to rest of body. 2)Circulatory system - heart and blood vessels. Delivers blood to/from lungs and body, allowing O2/CO2 exchanges. 3)Respiratory system - lungs, bronchi, diaphragm, trachea, larynx, and pharynx, enables breathing. 4)Skeletal system - bones, tendons, cartilage, ligaments. Provides organ protection, structural support, collaborates in movement. 5)Digestive system - salivary glands, esophagus, stomach, intestines, liver, gall bladder, pancreas, rectum, anus. Food breakdown and extracts nutrients. 6)Lymphatic system - lymph nodes and vessels. Produces white blood cells and transports lymph between tissues and bloodstream.

141. ID and summarize definitions of nine fundamental processes of physiological life.

1)Organization - labor is divided, even to a single cell. 2)Metabolism - all chemical reactions in the body. 3)Responsiveness- sensing and responding to stimuli. 4)Movement- all molecules move, muscles produce movement. 5)Reproduction - specifically: transmitting life, generally: new cell formation. 6)Differentis tion- how unspecialized cells become specialized. 7)Respiration - O2/CO2 exchange. 8)Digestion - food breakdown. 9)Excretion - waste removal.

225. Describe a number of PE classroom management methods that various American PE teachers use to establish and enforce rules for students to follow in class.

1)PEACE: Protect equipment. Enter/Exit quietly. Attention - follow directions first time. Cooperation - work well with others. Esteem - respect others. Behavior tickets to rule breakers count against grades. 2) Written rules placed in stairway drawing of for middle school and posted on totem pole at elementary school. The bottom of these drawings represent "Below the Line" behavior. Step 1= self control. Step 2=participation. Step 3= self directed learning. Step 4=kind and caring. First 2 weeks of classes begins with discussing these levels. Students self assess their behaviour quarterly, with results sent to parents. 3)EYES watching, EARS listening, MOUTH quiet, HANDS to self, BRAIN thinking, RESPECT others, USE equipment properly, SAFETY stop look listen. 4)"Win without boasting, lose without blaming". High five students beefier leaving to show respect to self, others and environment.

191. Relate some tips that parents can give to young kids to help them master the basic locomotor skills of walking, galloping, jumping, hopping, side sliding, leaping and skipping.

1)Walking: straight, smooth steps, swing arms in opposition to legs. Practice walking different ways to learn how body reacts. 2)Galloping: one foot as the leader, alternating. 3)Jumping: feet together. Try jumping rope. 4)Hopping hop at different speeds 5) Side sliding: spread arms, lead with one foot, rise in the middle. 6)Leaping: lead with one foot, leap over an object, land with other foot. 7)Skipping: March, one knee high and hopping on the other foot.

4. Manipulative movement activities for students under 5

1. Place hoops on ground or hang up. Throw balls through them from different distances. 2. Set boxes at different distances and try to toss balls into them. 3. Split teams in two groups. Set a basket of balls balls with 1 team. On command they have 30 seconds to throw as many as possible across a set line. At time limit the other team collects balls and takes their turn.

Pg28, #158. Explain how physical activity can prevent many injuries and inactivity can contribute to them. Also report some psychological and behavioral risks of inactivity for children and adolescents.

1/2 of all hip fractures could be prevented if people were more active. E Weight bearing activity strengthens bones. Activity improves balance, coordination, and flexibility. Active people have less accidents in general. Inactive kids risk having higher stress and anxiety, lower self esteem, and are more likely to get involved in drug use. Sedentary adults miss more work days than active ones.

144. Define what a food calorie is and how it's measured. Explain the basic relationship of calories ingested to calories expended.

1Kcal = energy needed to raise 1kg water 1 degree Celsius. Surplus calories eastern get stored as fat. If burning more than is eaten, fat is initially metabolized, if no extra fat exists, muscle is metabolized.

Pg34, #194.Describe some examples of strategies for teaching and learning various non locomotor skills in grades 1,2,3 respectively.

1st grade: introduce non locomotor skills like bending, twisting, curling, add find swaying by discussing weight transfer, arm/leg opposition etc. Imitate elephants swaying as they walk or trees swaying in the wind. Assign small groups to develop warm-up routines using these skills, id the skills used and name each movement. 2nd grade: intro/demo the moves. Pair kids up to perform moves and have them id joints and major muscle groups involved and exercises targeting therm. 3rd grade: intro/demo moves. Get kids to understand the principles of improving flexibility. Discuss which joints can move and list exercises targeting each in a fitness routine. Design a routine for kids to use to improve ROM. Pair kids up to do the routine, improvise exercises that equally stretch opposing muscle groups. Have kids create and lead warm-up routines in class.

240. Differentially ID 2 types of factors among resources that affect the quality of PE instruction in public schools, including examples of each. Give examples of measures that will improve each of these.

2 Factors: Structural- facilities, equipment, quantity/quality of teachers. Process- instructional practices of teachers. Measures to improve these: Federal/state/district policies that require proper allocation of funding to maintain equipment, facilities, hire/keep teachers will improve structural factors. Teacher professional development techniques that focus on decreasing class mgt time will improve the process factors.

209. Describe some skills combining throwing, catching, and rolling skills for specific sports that students should be able to perform in grades 2,3,4,5.

2nd: catch small balls at peak when self tossed overhead. Throw larger balls against wall from 8 feet and catch before bouncing. Accurate underhand toss from 15 feet. 3rd: two handed overhead throw. Chest and bounce pass to slow moving partner. Catch passes while moving. Overhead throw 20 feet. 4th: throw and catch with proper form. Scoop rolled balls properly. Move laterally to get ahead of ball. Play small sided toss and catch games like keep away. 5th: throw and catch within sport combos. Pass to moving targets with proper form on multiple passes. 6th: throw and catch from dynamic situations. Advance ball forward in playing areas in small sided games.

201. Describe some typical learning objectives combining locomotor, non locomotor, and manipulative skills in volleying for grades K-6 respectively.

4th grade: run, change direction while controlling a soccer or basketball. 5th grade: evade defender white controlling a ball, consistently and strategically move into open spaces during small sided games. 6th grade: run or leap over consecutive obstacles without stopping. Kindergarten: volley balloons to self 5x and hit balloons 9-12 inches with different bodyparts. 1st grade: vary striking force, volley 6-10x upward, alternating palms. 2nd grade: volley with partners using both hands and volley underhand while walking for 20 feet. 3rd grade: make and catch forearm passes to self. 4th grade: serve offer/underhand, consistently forearm pass to self. 5th grade: serve both ways, pass both ways, overhead volley too wall, serve over 6ft net or walls 15 feet away. 6th grade: return volleys with forearm passes at least 6ft high.

Pg. 36,# 206. Describe some aspects of the game of volleyball.

6 players. Ground the ball on opponent's court. Serve from behind rear boundary line over a net. Keep bball airborne while returning the serve. Can touch ball 3x to return serve, one player can't touch ball twice consecutively. Grounding is called a kill. Team loses a rally by faults. Faults are catch and throwing the ball, double hits, 4 hits, ball hitting out of bounds, serve not clearing net, touching net, foot faults. Common techniques are spikes, blocks, setting, and blocking.

238. Relate some findings about how the allocation, organization, and mgt of resources influences the amount of PE students recieve and how much they engage in physical activity during PE.

A quarter of class time is tied up in management. MVPA time only averaged about 20 minutes and since class only met 2-3x/week, this equaled about 10 minutes MVPA per school day. Not many schools offer PE 5x/wk. Middle schoolers were more active than elementary since they spent less time on mgt. tasks. Classes that had better teacher:student ratios and more equipment and less mgt time also spent more time MVPA.

52. Characteristics of standardized vs authentic assessments & what the results can indicate about one's performance.

A standardized test compares a score to national or state norms. Subscales can show relative strengths or weaknesses. Authentic tests can be individualized (standardized can't). They indicate more of what a student knows and can do in real life situations. Authentic tests focus on how students apply ability/ knowledge and reveal the unique individual qualities.

228. Quote and report some of the rules used for class mgt and accompanying comments of PE teachers in various U.S. locations.

A. 3 rules (all begin with RESPECT): a. Yourself - by working hard and safely every day to improve fitness level. b. Others- always encourage, never put down. c. Equipment - use for intended purpose. B. Follow directions: actively listen when teacher is talking. Respect others: keep hands/feet to self. C. Be a good listener. Always follow directions. Treat others with respect. Use equipment properly. Always try best. These rules are explained in detail to each student, older students get more detail.

Pg26, #146. ID the molecule that is the source of energy for muscular contraction. Summarize how it's accessed, depleted, and replenished. ID 3 different energy systems the body uses.

ATP is converted from food via cellular respiration. This process depends on how much O2 is available, which is determined by exercise intensity and duration. Three energy systems: alactic anaerobic, lactic anaerobic, and aerobic.

Pg48, #278. Discuss the expectations of some national standards for PE teachers four using mutual communication to show and elicit respect, and create high expectations.

According to NBPTS, good teachers use 2-way communication with students. This shows that the teacher respects the student's ideas and feelings and also that the teachers expect the same consideration from the kids. The NBPTS standard for creating a respectful, supportive, learning environment requires teachers to involve kids in dialogue. This gives students motivation fur helping sustain learning environments that welcome and further responsible behavior. This dictates that teacher regularly communicate expectations. Existing kids to perform up to the full level of their capacities not only promotes student achievement, but also is another way of communicating teacher respect for students and their abilities.

277. Explain some ways in which PE teachers are expected to communicate and interact with their students to demo respect and consideration for them.

According to NBPTS, o ff standard is to create an environment of respect and rapport. This board states that to establish this, teachers should carefully select what they say and do to gain rapport with kids and develop understanding with them to enable and maintain learning environments. Engage students as partners in learning, inviting them to participate in establishing policies, procedures, and rules. Be sensitive to how you set the tone, model behaviors that are constructive and positive. When confronting problems, ask kids to describe their characteristics, explain what made it disruptive, andID what to do to fix it. Facilitate ownership in classroom mgt and organization.

123. Describe some of the typical effects of student substance abuse on classroom performance.

According to US Substance Abuse and Mental Health Services Administration, alcohol and marijuana can impair memory. When students develop addictions, getting and using take precedence over performance. This leads to neglecting homework, skipping class, etc. Repeated abuse can get students suspended or expelled. Some drugs trigger violent behavior. Ritalin can create psychotic ote violent behavior.

159. ID some forms of physical activity that contribute to a healthy lifestyle, and some recommended amounts .

Activities that raise temperature, increase breathing rate to deeper than normal. Walking to or from school, play intramural or outdoor sports, household chores, yardwork. These create smooth households and allow everyone to get active. Can also go biking, swim, dance. Kids need at least 1 hour most days of the week, adults at least 30 minutes.

127. Comment on how student substance abuse affects student interpersonal relationships.

Adolescent students may begin using alcohol in response to peer pressure. When one student abuses substances and the other doesn't, they may find no other way to relate. When a student with a preexisting friendship abuses substances and the other doesn't, he or she may withdraw from that friendship. Anther effect is increasing conflict. Disagreements become more common over one person's substance abuse due to the dysfunctional behavior the substance causes.

161. Describe the developmental progress of babies in using hand held implements purposefully as tools.

After babies have mastered reaching and grasping, they learn to differentiate textures by banging hard objects against hard surfaces to make noise, the louder the better. Infants age 9 months Can bang spoons, but it takes several months to develop the control to scoop food and put it in their mouth. Ast astound 8 months babies learn to reach and pull a cloth to bring a toy closer to them. Older babies lean forward, using sticks to extend their reach . Toddlers rake in objects using canes as tools.

153. Describe some elements of individual differences that affect performance in PE activities.

Age: physical maturity occurs at different ages. Age impacts strength, aerobic capacity, reaction time, flexibility and experience. Full strength hits at 20, best flexibility at teens. Somatotype is also a major individual difference.

163 Discuss some maturational considerations for PE teachers and coaches in assigning physical activities to middle and high school students, including some examples, and team assignment.

Allow adolescents of both genders to participate in activities w/o contact that require agility and lower body strength. Examples: running, capture flag, ultimate frisbee. For activities requiring more upper body strength, assign based on skill level . Teams can also be matched based on maturation and skills . Examples: tennis/badminton (single or double), flag football. Monitor activities and adjust then as needed to keep all students engaged and enjoying the activity.

113. Explain how PE teachers can use tech to assist with instruction and assessment via an app.

Apple has an app, GradeBookPro: records assessment data, attendance, and student behavior. Allows fast creation of attendance and grade reports. This reduces disputes of course grades, and allows the teacher more time teaching and less time dealing with papers.

111. ID 2 free apps, one that PE teachers can use to find other free apps and one that PE teachers can use in class to assist with classroom behavior management.

AppsGoneFree: compatible with Apple devices and lists apps that have become free of charge or have free trial periods. PE Central also offers a link to apps like these as well. Class Dojo is an app that works with Apple and Android devices. This device introduces gaming concepts to PE classes. It also allows the teacher to monitor and track student behaviors during class. By using preset criteria, students can gain or lose points and self monitor their progress. It also allows weekly emails about student behavior to be sent to parents. PE Central also provides a link to allow teachers to download this app.

Pg16, #86. Discuss some ways PE teachers can engage community members and orgs in supporting school PE programs and contributing to PE processes.

Ask staff from local parks and rec departments to give a presentation on community resources available and how to use them. Contact local businesses, colleges, govt agencies, and private agencies to solicit funds for equipment, medals/awards for field days. enlist students from local colleges to volunteer at events.

PG38, #218. Describe some of the current opportunities for athletes and others with disabilities to participate in sports.

Associations and organizations have grown since 1970's. In competitive sports there are opportunities for disability specific and sport specific world championships such as the Parapan American Games. There are certain events in the Olympic Games and Commonwealth Games where disabled athletes compete against mainstream athletes. Internationally there are 18 or more games for disabled athletes. The Special Olympics offers year round opportunities for competition. The Paralympic Games include intellectual disabilities, CP, spinal injuries, amputations, visual impairment, and others. The Deaflympics offers completions for hearing impaired.

115. Describe some examples of how tech can benefit PR teachers in keeping records, and manipulating and producing them as well.

Attendance and disciplinary actions can be made faster and with greater accuracy. Information can be shared between other teachers or staff faster and easier. Outside organizations such as parents, counselors, etc. can send info to teacher as well. Tech can also be used to track stats such as teacher student ratios, athletic performance, team stats, or any other records desired.

197. Describe some manipulative movement activities involving throwing for kids aged less than 5 years.

Ball or ring toss game variations aiming at targets. Long toss variations focusing on throwing for distance or number of throws in a set time limit.

199. Explain some of the ways that baseball, basketball, and football combine locomotor, non locomotor, and manipulative skills.

Baseball: locomotor skills - run after hits or to catch balls. Non locomotor - twist when batting, bend when reaching for ground balls. Pitchers lean, twist, balance on one leg. Catchers squat. Manipulative skills: pitching, catching, fielding, hitting. Basketball: locomitor- tun and jump. Non locomotor- lean stretch, bend. Manipulative - dribble, pass, catch, throw. Football: locomotor- ruin, jump. Non locomotor - bend, twist. Manipulative - throwing and catching.

160. Describe some aspects of the role of the manual skills of reaching and grasping in motor development.

Before birth fetuses display arm and isolated finger motions. After birth they must deal with gravity. Arm movements are flappy and jerky until 4-5 months of age. Infants initially problem solve by moving hands individually. Sedentary babies have to fight gravity to raise arms, active ones must fight against inertia. Both only open hands into fitting shapes after touching objects. By age 8 months, babies can adjust their hands prior to touching objects. Babies don't need to see their arms or hands to guide them because kinesthetics and proprioception work for body parts but not separate objects.

264. ID 6 essential considerations coaches should consider before communicating with athletes, and 6 elements of effective communication they can apply to communicating with athletes. Asks explain briefly why and how coaches should make their communications positive. ID several expert recommendations for coaches to improve their communication skills.

Before speaking: 1) why. 2) who. 3) where. 4) when. 5) what. 6) how. Effective elements: 1) present CLEAR info. 2) be CONCISE. 3) CORRECT info. 4) COMPLETE info. 5) be COURTEOUS. 6) be CONSTRUCTIVE. Being positive will encourage athletes better. Lead with a positive comment. Coaches should develop their verbal and nonverbal skills, give positive feedback, give equal attention to all and communicate consistently.

267. Discus how PE teachers can apply concepts relayed to giving students feedback when teaching new motor skills in their classes.

Begun by analyzing the skill consider if verbal assistance is needed. Determine if the environment can provide any info. Initially give performance remaster cues. Let students learn from mistakes whenever possible. Help students make critical self evals. Teacher should understand when the students can't view how they're performing and can't see their own body parts that feedback should be provided.

89. ID individual, group, and club activities that teachers can infirm kids about and encourage them to engage in before/after school, including web resources.

Biking: biking.com, adventurecycling.org. Bowling has multiple sites regarding in-School and community programs. Competitive cheer programs can be organized in school or as a club. Due to safety concerns, gymnastics is typically not offered.

220. Discuss some of the physical benefits of rec activities.

Can enhance one's physical health and wellness. Research has shown that people who were active at state parks made fewer doctor visits, had lower bmi and blood pressures. Rec activities outside can provide some of the best opportunities for people to get exercise. The number of available facilities can influence the amount of activity people participate in.

263. Discuss several factors that can cause communication blocks between coaches and athletes. ID some essential considerations for coaches before communicating with athletes.

Causes of communication blocks: athlete perception may be different. Action oriented athletes may jump to conclusions rather than waiting for the process to develop. Maybe the coach is trying to explain something the athlete doesn't understand. Some athletes may not be motivated to listen or translate the coach's directions into action. Coaches may have trouble expressing what they want done. Emotions can interfere with communication so coaches must think before speaking.

15, #80. Explain how knowledge in nutritional biochemistry can infirm students regarding supplementation.

Certain nutrients are found naturally in our bodies (ex. creatine, give brief overview of it). Another example is glutamine. Glutamine slows muscle breakdown. Normally extra amounts aren't necessary, but bodybuilders often supplement with it to ensure protein isn't being broken down to get it. Glutamine is found naturally in dairy products. Knowing this can prevent unnecessary supplementation or advise supplementing only under medical supervision.

126. Discus some ways in which substance abuse by students affects their general behavior.

Changes from their typical behavior to the opposite. Alcohol, cocaine, and Prozac and similar substances can temporarily lower inhibitions. Adolescents who see introversion as a hindrance may resort to drugs. A common symptom of many addictions is social withdrawal.

231. Summarize a basic pattern of group learning and individual application. Relate 6 methods for structuring individual student accountability for doing his or her fair share of group work during co-op learning exercises.

Co-op groups first learn together, then apply this individually to show they've mastered it personally. Teachers must evaluate each student's contribution, give feedback, help eliminate redundancy, give constructive feedback, and assure each students' responsibility for final results. 6 WAYS TO STRUCTURE ACCOUNTABILITY: 1) Keep group small. 2) Give individual tests. 3) Randomly choose a student to present work of the group. 4) Observe and record. 5) Assign a student to be a checker. 6) Have students teach what they've learned to rest of group.

Pg.40, #230. ID 5 conditions required for cooperative learning activities to be more productive than individual or competitive learning activities.

Co-op learning requiresa common goal whose achievement is rewarded. 5 elements: 1) students have positive interdependence and know it. 2) students engage in face to face promotive interaction . 3) students are personally and individually accountable and responsible for achieving goals of the group and they realize they are. 4) students make use of the small group and interpersonal skills that are important to their activity. 5) students regularly and frequently engage in group processing of their functioning to improve the effectiveness in the future. Co-op relationships don't always occur simply by grouping students, teachers need to manage them.

269. Explain how congruent feedback is an effective PE teaching technique. Define the sandwich approach for giving feedback to students/athletes.

Congruent feedback is not only specific but also matches the cues given in advance. Ex: for the cue of following thru on a shot, instead of saying "good job" say "good job following thru". Match feedback wording to the cue. Thus makes the feedback congruent. Sandwich approach: first describe one thing done well, then ID something to correct or improve, then finish with another piece of positive feedback.

192. ID some fundamental motor skills that are critical for kids to learn in elementary school. Give examples of how 2 of these essential skills are applied in specific sports. ID at which grade levels students should be introduced to, and master, each of these skills.

Critical skills to learn in elementary school: run, VJ, leap, dodge, kick, overhead throw, catch, ball bouncing, punting, forehand strike, 2 hand side arm strike. Examples: overhead throw: baseball pitch. 2 hand side arm: bat swing. Age of progression: Run, VJ, kick and catch, intro @ kindergarten. Running, VJ, and catching mastered by 2nd grade, kicking by 3rd. Overhead throws, ball bounces, leaping and dodging introduced @ 1st grade. Ball bouncing, leaping and dodging mastered @ 3rd, overhead throwing @ 4th. Punting, forehand, side arm strikes intro @ 2nd grade. Punting mastered @ 4th. The strikes should be mastered by the 5th grade.

261. Briefly define verbal communication. Comment on some origins of the importance of human communication. Cite some reasons for the importance of verbal communication.

Definition: any kind of social interaction using words that are spoken, written or signed. Origins of importance: our ancestors were pack animals that defended heavily on communication with others. Reasons for importance: verbal communication figures heavily in overall communication for well being. Humans now differ from other animals by having an organized system of sounds to communicate with.

252. ID some appropriate teacher practices for promoting student responsibility and social skills, and for creating productive learning environments.

Design situations and activities that teach and help develop social skills for cooperation, collaboration, competition, and sportsmanship. Take advantage of peer teaching, group work, allowing kids to select equipment. Class size should be same as other classes. Closely monitor for safety. Create environments that include everyone. Include culturally diverse activities, provide challenges for all levels. Socialization, support and encouragement should be gender equal. Use gender neural language.

Pg. 42, #242. Summarize the recent status of PE and activity for American teens, and the corresponding roles of PE programs and teachers. ID three strategies for increasing internal motivation in students, with examples of practices for each.

Despite acknowledging the need, daily PE has decreased. Effective PE teachers must create positive experiences for kids early in life and create environments that will motivate kids to be active later in life. STRATEGIES to INCREASE INTERNAL MOTIVATION: 1) give students the freedom to choose the activity (within reason), involving them in the decision making process. 2) modifying rules, space, or equipment to allow students to have success, increase interest and allow then to do this as well. 3) give each student ideal challenges such as matching activity to the kid, give then choices ib the difficulty level.

Pg. 32, #182. Describe some instructional activities PE teachers can provide students to help them gain understanding and control of the spatial concepts of direction and level.

Develop understanding of the spatial cobcepts of direction by instructing them to move in different directions, prompting the students to be aware of their own kinesthetic feedback. Locomotion "car" activities teacher kids to work in pairs. The front kid learns controlling skills, the back kid following skills. Falling drills should be done going both directions. Teachers can instruct kids to be aware of high, low, and middle levels of their bodies during movements.

208. Give descriptions of skills that students should be able to perform to combine movement skills for specific sports, including to combine dribbling and shooting in grades 4,5,6; and to combine throwing, catching, and rolling skills in grades K and 1.

Dribbling and shooting: 4th: bank shot, dribble around objects at a jog. 5th: juggle in cascade pattern. Dribble while avoiding defense who isn't using hands. Shoot layups. 6th: shoot from distances up to second hash. Demo good ball handling skills. Throw/Catch: K: throw/ catch beanbag thrown to self, catch teacher tossed foam balls(7-9") from 5 feet. 1st: roll a tennis ball. Scoop a rolled ball in hands. Throw with hand/foot opposition. Consistently catch large balls self tossed overhead.

44. Explain the use of checklists in PE record keeping. Give an example.

Due to many PE tasks being physical, observation is the natural form of assessment. Checklists allow the teacher to list what they're looking for in advance. This allows the teacher to only need to check a box, yes/no, skilled/ talented/gifted, etc. Example: strength/ endurance, balance/flexibility, ability to move in space, interest in sport or activity, ability to follow directions in games, age/ability appropriate gross or fine motor skills, participation in activities or games. The checklist can also have a space for the teacher to write district PE objectives.

101. Discuss how expert PE teachers attain professional growth through reflection and development opportunities, including done examples.

Effective teachers construct purposeful personal action plans that include professional development opportunities. Through continual reflection, teachers can determine the experience and information they need to meet the needs of their students. There are different methods of obtaining professional development. This can be done by getting advanced degrees or certifications. This not only enhances the teacher, but also improves what the school can offer the kids. Another form of professional development is participating in educational committees and professional organizations and sharing the knowledge they gain by presenting papers at workshops or on social media.

180. Define effort awareness. ID concepts that interact with movement concepts and how understanding them informs student activity, include examples.

Effort awareness refers to knowledge of time, fierce, and balance, and how these are related to physical movements. Athletes must incorporate the movement concepts of vision, space, direction, and speed. Movement concepts are all connected, for example, athletes need to coordinate speed and direction in order to change directions without sacrificing speed.

Pg20, #110. Name and describe an app that PE teachers, students, and others can use to monitor stats for distance shorts and other athletic workouts.

Endomondo Sports Tracker: works with smartphones and GPS watches. Shows stats for walking, running, and biking. Stats include distance, remaining distance, speed, summaries, history, training logs and graphs. Also has an "Audio Coach" that can provide feedback, allows user to analyze performance or engage in social networking. The tracker has free and paid versions that provide different levels of stats. The app is also compatible with other apps and devices.

Pg. 47, #272. Explain how a PE teacher can use task cards, station signs, or posters to teach a specific sports skill, using an example.

Example: Basketball drills. Set up stations with minimal equipment: goals, target, cones, ball. Each station involves a task with progressively greater difficulty. Progressing station to station allows kids to attain cumulative learning. The visual cues help kids with learning disabilities. All kids benefit from the multimodal stimulation and cognitive redundancy. Task cards are available on line for teaching dribbling and numerous other skills to various ranges of grades.

273. Describe an example of one way in which PE teachers can use bulletin boards to communicate.

Example: TIME LAPSE BULLETIN BOARD. Topic: balance. Assign kids to bring in pictures showing or explaining balance. They can make drawings, find pics, diagrams, or articles. This type cam supplement the teaching unit, visually helping the kids and engage them in contributing to individual and class learning.

235. ID some external variables that affect performance in physical activities.

External factors are things outside ourselves, over which we usually have little or no control but still impacts or performance. Ex: weather, equipment, tech, video, other players. Performance is affected by birth teammates and opponent's. Decisions made by refs or other officials are also external.

283. Explain why fundamental movement skills (FMS) are important to child development. ID 3 categories of FMS and 2 divisions of the 3rd category. Describe a number of activities for young children to develop rotational skills.

FMS influence physical, cognitive, and social growth. FMS are building blocks for games, dancing, sports, and other activities. FMS CATEGORIES: locomotor, manipulative, and stability. DIVISIONS OF STABILITY: rotation and balance. Rotation activities for youth: spinning, eyes closed, varied speeds. Standing, bending to look between legs, touching hands and head to floor, waving to friends throwing beanbag into hoop through legs, walking backwards looking thru legs. Spinning in a circle, rolling inn floor with arms overhead. Wheelbarrow walking, sitting on scooter and moving around.

229. Summarize some psychological factors that affect learning in PE settings. ID and define three stages in motor learning. Summarize how arousal and attention affect performance, how anxiety affects attention, and how to reduce anxiety.

Factors that influence learning: readiness, which includes physiological and psychological variables that affect ability and interest for learning. Motivation, which includes intrinsic conditions of needs and drives. Reinforcement, which includes actions, behaviors, events (+/-) augmenting the chances that the person will repeat the same response. Individual differences, which includes student abilities, backgrounds, intelligence, personalities, and learning styles. THREE STAGES OF MOTOR LEARNING: 1)Cognitive: understand the goal and nature of activity, make first attempts, including major errors. 2)Associative: practice to master skill timing, errors are more consistent and less numerous. 3)Autonomous: effortless movement, minimal errors performance automaticity allows learner to redirect attention to other skill aspects. AROUSAL AND PERFORMANCE: peak performance enabled by optimal arousal. Attention ranges from narrow to wide and internal to external. Attentional flexibility ous the capacity for shifting voluntarily and quickly among different attentional styles according to task demands. Anxiety narrows and internalize attentions focus. Physical activity can decrease general anxiety, pre-competition warmups can decrease performance anxiety and prevent injuries while enhancing movement.

7. Drill teaching to fall sideways and land on hands.

Falling involves skill of rolling sideways. First, fall from kneeling sideways, rocking onto arm, side, shoulder. Practice both directions. Next, roll sideways down a wedge or slope. Next, while moving, fall, roll sideways, stand up and keep going. Progress from walk to jog to run, then with dodging. Partner drill- Tip the Spider. One on all 4's, the other pushes inn shoulder while pulling opposite arm to force landing on shoulder. Look for straight arm, hand facing in toward body.

Pg 46, #266. ID some types of PE situations wherein feedback is less or not necessary. Relate feedback to effective PE instruction.

Feedback is necessary when learning new motor tasks. Some tasks provide environmental feedback (seeing a ball go thru hoop). With some skills, watching a demo reduces need for teacher feedback. If the skill is simple enough and the student has enough experience, feedback may not be needed. Effective teachers organize their classes to afford required chances for practice as well as giving skill related feedback when needed.

131. Define fitness education. ID a national resource developed to provide guidance to PE teachers and others in designing inn destruction to meet diverse student needs. Summarize the purpose and basic assumption of this resource.

Fitness Education: gain information and higher level comprehension of both the processes of physical activity habits and health lifestyle, and the products of good health, wellness, and health related fitness. NASPE has produced guide called the Instructional Framework for Fitness Ed in PE (IFFEPE). This provides information on designing and providing fittness ed by establishing what students need to know, understand, and be able to do from Pre-K through college. These guidelines are based on the assumption that all students cab attain healthy levels of fitness through activity.

262. Explain some aspects of communication between coaches and athletes, including several things coaches need to monitor when they communicate with athletes, and some aspects of nonverbal athlete communications that coaches need to understand.

For athletes to initiate the proper actions, coaches must communicate well with them. Athlete needs to receive, comprehend, and accept the info. Things a coach should keep in mind when talking to an athlete: 1) have athletes' attention. 2) explain so athlete understands. 3) Make sure athlete understands. 4) make sure the athlete believes the coach. 5) make sure athlete accepts what coach says. Important aspects: downturned or glazed eyes and fidgeting indicate boredom, half raised eyebrows indicate puzzlement while fully raised indicate disbelief. Group posture can indicate team mood or attitude toward coach

37. High school doubles badminton: formations, rotation, cues, think abouts.

Front/Back formation- offensive. 1 mid court and 1 back. Enables drop and smash shots. Teacher demonstrates while explaining. Rally scoring: stay in front/back formation. finish a 10-hit rally before scoring. Rotate positions after each point. Rotate team after each game. Cues: "determine a strategy", offense or defense focus. "Communicate" call positions & shots. "Adjust as partner moves" change position as partners move to strike. "Attack/defend" attack front/back, defend side/side. Target cues: front - drop shot has low trajectory and front court target. Back- smash shot has steep trajectory & mid court sideline target. Think abouts: When playing vs front/ back, where should shots land? What is an advantage off front/back formation?

265. Differentiate between general and specific feedback using examples. Explain why one's better than the other. Include an analogy with prescriptive feedback.

General (descriptive) feedback can be socially reinforcing. Specific (prescriptive) feedback indicates exactly what a kid is ding or needs to do instead of just praising them. Analogy: prescriptive feedback is like a doctor's prescription for an illness.

253. Share several strategies that teachers can use in planning effective class behavior mgt.

Get to know each student, learn a unique fact about each one. Greet students by name. Establish routines and procedures consistent each day for each class. Develop a written set of expectations, don't have more than 5, posting them. Enforce consistently, focus on the positive.

215. ID some examples of things students should be able to understand and demo at grades 7-8.

Give constructive feedback. Solve more complex problems with larger groups in simple movement challenges. Describe movements using more advanced terminology. Show understanding of body part relationships in more complex skills. ID major skills in complex gymnastic or dance activities. Recognize similarities in the use of space in advanced activities. Perform complex sequences line high/low rope routines. Dance rhythm. Adjust moves with partners. Combine a complex series of movement concepts and skills like dribbling a ball against a defender. Adjust skills to more complex situations, such as throwing or hitting to certain locations. Assess performance on Fitnessgram. Monitor HR, RPE,breathing rate. Understand basic FITT principles. Play by the rules. Officiate small group games. Assume leader follower rules, cooperate, show appreciation for feedback, interact with others.

279. Explain how PE teachers demo respect for students and further their engagement, learning, and performance by communicating high expectations for them and by facilitating their achievement of those expectations, including an example.

Good teachers challenge kids physically and intellectually. This can be done by helping kids set goals that promote discovery by and about themselves. These goals should develop kids ' high order cognitive skills for analyzing, interpreting, synthesizing, and evaluating. For example: move object without dropping it. Things to consider: kids per team, distance, weight, and similar factors that entail cooperative strategizing among kids. Devising plays in sports like football require critical thinking and problem solving skills. Good teachers know this and recognize that facilitating quality participation fully engages kids in their learning environments.

Pg 24,#134. ID some of the benefits of APE to students with special needs.

IDEA orders a chance for free and public education in least restrictive environment possible. If a student can't participate in or benefit from regular PE because of a limitation, they're required to be given APE. Benefits of APE: developing functional, developmentally appropriate motor skills, enable them to play and participate with non-disabled peers, promoting and active lifestyle, developing basic motor skills to participate in games, improving self image and self esteem, gaining increased mobility, physical independence, self help/self sufficiency, independent living and reducing health related complications.

Pg. 31, #176. Discuss the principles of practice, self-assessment, and observational learning that PE teachers must understand to help students acquire and refine motor skills.

Ibstruction and practice are important because w/o therm motor skill development can only be determined by natural talents and abilities. Motor skills improve with structured, frequent practice. Students are more motivated to work hard when they are required to self assess their own skills and abilities. Observational learning is a key principle in PE because students learn easier by observing.

195. In an example of a thematic unit, describe some strategies teachers can use to help students in grades 4,5,6 respectively to learn and practice non locomotor skills.

In 4th grade: Review skills, discussing importance in activities like bending in tucked, pike, squat, cheeses and backward positions, importance of stretching, noting major muscle groups to stretch, static balancing with 1-4 part bases, gymnastics routines, dynamic balance, including turning in dance and flopping from seated, kneeling and standing positions. Teachers should guide paired kids on may exercises. 5th grade: Review. Use group and individual activities, performing bends, stretches, and rolls on mats. Have kids lead the class in these. Invite a PT or other pro to discuss stretching and injuries. 6th grade: Review. Have kids preform moves on mats, punting out specific moves discovered. Assign pairs to create routines, recording and displaying activities and muscle groups included on posters. Assign short reports with diagrams explaining the relationship of stretching and injury prevention. Emphasize more independent student movement development.

75. Explain some ways algebra, geometry, and calculus are used in certain categories of biomechanics.

In biomechanics, 1 subdivision is devoted to the computational methods used to calculate the quantities involved. Knowledge of shapes allows calculating of vectors in various directions. Knowledge of algebra allows you to calculate vector quantities. Knowledge of calculus allows one to calculate rate of change. Another calculus technique is integration, and this allows one to calculate velocity, acceleration, displacement, work, and power.

43. Contrast some pros/cons of naturalistic observation vs structured observations as assessments. ID and describe two methods of making structured observations.

In naturalistic observations, performance is observed as it happens but this also leaves scoring to be very subjective. Structured observations allow a set criterion to score with. This makes the observation more objective. Structured observations are usefulfor assessing motor, movement, & social skills. 2 types of structured assessments: Stratton approach & embedded assessments. In stations, a circuit of mini games, motor skill practice, exercise, & testing are set up. With embedded assessments, instruction & assessment happen at the same time. Periodic progress monitoring or end of unit summative assessments are used.

120. ID some reasons for greater PE teacher or coach liability compared to classroom teacher liability.

In regular classrooms, movement is limited. Implements propel projectiles. PE facilities are bigger, indoors and outdoors. Pools and showers present drowning and fall risks. Never allow students in facility w/o supervision. Be the first in and last out. Professional vehicles are a source of liability. Some state statutes cap liability limits to within school duties. Programs like AAU, etc. are not protected.

Pg 14, #74. Explain some ways physics principles are involved in biomechanics.

In the umbrella of biomechanics, kinematics (the description of motion) is 1 subdivision. This includes the physics concepts of mass, C.O.G., displacement, inertia, linear/angular motion or velocity vectors, acceleration. Another subdivision is forces. Forces include rotation, couples, resultant force, equilibrium, levers, mechanical advantage, weight, friction, fulcrum, etc. A 3rd subdivision is kinetics. This is where Newton's laws of motion are founded. Understanding these physics concepts enablesa corresponding understanding of body movements.

125. Relate some information about how student substance abuse affects students' overall health.

Increased risk of injury or death from overdoses or car wrecks. Permanent damage like tooth loss, skin damage, liver, heart, kidney damage. Avascular necrosis. Higher risk of drug induced illnesses, homicides, suicides. HIV/AIDS transmission from drug sharing or exposure to infected partners. Infants born from infected mothers.

154. Describe some individual differences that can affect PE performance, including motor abilities that affect skill development and performance, with some examples.

Individual differences include biological, physiological, and environmental factors. Muscle composition will impact strength, flexibility and balance . Deficits in eye development impacts reaction time. Participating in more academic classes than physical classes affects development of motor skills. Perceptual motor abilities that affect individual skill performance: control precision, rate control, aiming, choice reaction time, manual dexterity, steadiness, hand speed. Physical proficiencies: explosive strength, static strength, trunk strength, flexibility, dynamic flexibility, limb speed, static/dynamic balance, multi limb coordination, gross body coordination, stamina.

241. In considering the effects of individual differences in learning in PE, differentially define the individual and situational interest. Also explain how these are related.

Individual interest is the lasting psychological preference to repeatedly engage in certain events. It's specific to content, develops slowly, is stable, evolving in relation to the individual's value and knowledge, and influences a student's preference for certain activities, predicting future motivation. Situational interest describes the responses generated by environmental stimuli. This can be short term, and its influence on knowledge only marginal. Appealing features stimulate situational interest which can lead to true interest. Both types of interest influence learning, they don't exist separately. Situational interest can help long term interest develop and strong individual interest can cause a person to respond differently than others who lack the same interest.

Pg 29, #164. Explain how coordinating perceptual exploration with early manual skills development is a basic requirement in motor development.

Infants need visual info about the characteristics and locations of objects to reach and grasp. Newborns bring hands to mouth, also turn head to watch their arms when reaching. As they get older they coordinate among visual, tactile and oral exploration. When infants aren't strong enough to support them while sitting, they'll use their arms to form a tripod. At 5-6 months they can sit normally and have their hands free to reach, grasp, manipulate objects.

268. Describe several teaching strategies that PE teachers can employ to assist students with critically self evaluating their own performance when they're learning new motor skills.

Initially give performance related cues. If the skills aren't too complex and they can see their body moving or their performance they'll learn from making and correcting errors. Teachers can give checklists with photos and cue words. Can also assign teams to work together. Video can help as well. Verbalize key parts of the skill then assign groups to watch the video. This can make students more independent learners.

172. Differentiate between the influences of maturation and experience on motor development. Describe some types of experience that influence motor patterns.

Initially it was believed that maturation determined skill development but research has shown that the learning process is also active. Early motor skills like crawling and walking are heavily influenced by maturation, but experience clearly playa a part as well. Later, more sophisticated skills are even more heavily influenced by experience. Early motor skill development typically follows similar sequences across cultures, but different cultures can have an impact. For example, cultures in which mothers carry their babies more results in the babies taking longer to learn to sit, stand and walk than in others.

119. Discus some legal aspects of PE equipment use & class organization related to instruction, classroom environments, emergency 1st aid, & transportation.

Insufficient or improper instruction can set a teacher up for liability. Teachers shouldn't let students lacking judgement of their capability preform movements. State safety instructions simply. Use equipment only how and for what it's intended. Instruction for setup, takedown, and use is a must. Be alert for potential dangers. Environmental conditions vary daily. Space students to mitigate problems. PE teachers are expected to give injured students appropriate help before medical access. PE teachers should be certified in 1st aid. First aid procedures should be included in class objectives and displayed school wide. Teachers should be informed of student's pre-existing conditions, writing detailed reports of any incidents. Transportation risks liability so written parental consent is a must. Always follow the policies, practices, and procedures of the school.

117. ID some forms of tech that enhance professional development for PE teachers.

Internet: finding and joining professional organizations, as well as local chapters and events. Study and take tests online covering specific subjects. Networking. Tablet and smartphone apps: allow automated test scoring, video recording of teaching sessions to critique performance of themselves or students.

91. ID some main criteria for after school intramural sports programs. ID benefits of and community resources for students shorts participation outside of school.

Intramurals are indoor sports. Also encompass dance, clubs, open gym days. Criteria: voluntary, all students have equal opportunities for participation, students get chance to participate in planning, organizing, and administering programs, with adult supervision. Activities are adjusted to match age and skill levels. Always establish proper rules and regs. Can be competitive or not. Participation improves fitness, develops social skills and allows kids to expand their PE experience. Community resources are Y's, Boys and Girls club parks and rec, and youth sports camps.

156. ID some health risks associated with inactivity. Cite a few facts research has found related to living sedentary lifestyles.

Johns Hopkins researchers have found that a lack of activity is a risk factor for chronic diseases, even if other factors such as diet, smoking, etc are eliminated. Depression and anxiety can be caused or worsened by inactivity. Inactivity may raise risk of some cancers. People tend to become less active as they age, women more than men, whites trend to be more active than Hispanic and black, non Hispanic adults.

210. Give examples of some manipulative skills that students in grades K-6 should demonstrate for striking sport balls or objects with implements.

K: Balance objects on rackets while walking. Hit off tees. 1st: Strike beach balls using short implements while walking 20 feet. 4 strikes without object hitting floor. 2nd: Bounce and hit objects over nets to partner or target. 3rd: Hit soft tosses. Bounce and hit with forehand. 4th: Hit self tossed object with one bounce. Volley over net. Recieve hockey pass from teacher and shoot to target from 10 feet. 5th: Hit teacher's underhand whiffle ball. Forehand and backhand to wall. Backhand balls to large targets. Dribble and shoot using long handled tools. 6yh: Hit teacher tossed underhand softballs. Serve to target without bouncing. Play give and go with long handled tools.

211. ID some objectives for manipulative skills involving kicking that students should learn at each elementary grade level.

K: Dribble with both feet while walking. Approach stationary ball and kick with high follow through. Kick still ball with high backswing and follow through. 1st: Dribble while walking or jogging. Kick with high follow through, approach and kick with high follow through. 2nd: Trap balls when stopping. Kick using instep. Kick rolled balls. 3rd: Dribble and run. Pass with inside foot kick. Punt with or without bounce 15 feet or more. 4th: Dribble around still objects. Trap rolled balls, dribble and instep kick moving ball to large target. 5th: Dribble around light defense. Punt 30 feet with 2-3 step approach. Lead pass while moving to moving target. 6th: Evade while dribbling. Trap balls from different heights and speeds. Dribble and pass during keep away games.

207. Describe be what students should be able to do to demonstrate their manipulative movement skills for dribbling and shooting basketballs at grades K,1,2,&3.

K: twirl a hoop and roll it on floor. Drop a ball and catch at peak of bounce. Dribble with dominant hand. 1st: juggle 2 scarves. pass beanbag between legs in figure eight pattern. Dribble while moving. 2nd: Dribble around still objects dribble with both hands while still. 3rd: hula hoop around waist. Juggle 3 scarves. Dribble in figure eight, alternating hands to opposite side of cones 10 inches apart.

10. Recommendations for amount/ types of feedback that is best to use.

Keep input simple, not simplistic. Student experience levels determine feedback amounts. Example: with volleyball beginners use terms like watch ball, bend knees, relax hands, etc. Once basics are mastered, switch to terms like smoother and softer. Program feedback should be simpler than parameter feedback b/c program adjustments are harder. Example: football beginners learning to pass can learn from program feedback of flicking wrist more. This progresses to the parameter of adding force, releasing ball sooner to increase distance. Summarizing and averaging feedback are extra ways to prevent info overload.

166. Define kinesthesis and equlibrium, and explain how our perceptions of these inform our perceptions of our body movements in space, and of spatial relationships in body movements.

Kinesthesis: the sense of the bodyparts' positions and movements. Equilibrium: sense of balance. Equilibrium is provided by vestibular system: semicirculsr canals and fluid in the inner ear. Movement causes the fluid to shift, stimulating cilia in the canals and sending messages to the brain to let it know about any movement occurring. The combined feedback from kinesthesis and equilibrium allow us to orient ourselves in space.

187. Define kinetics and running. Describe some aspects of the interaction between force and (speed??) in the example of running.

Kinetics: part of biomechanics studying movement and the forces that produce it. Running: gait with aerial phase (no parts on ground), no external forces on body except wind and gravity. Runners must change stance phase (when foot touches ground) to change speed. Newton's 3rd law of motion: equal and opposite reactions. The for produces a down/back force on ground, ground returns an up/forward force. Force plates measure these (called GRF). Faster running requires shorter stance time plus higher peak forces. Bent knees extend impact time, reducing joint forces and injuries

21. Modifying instructional goals & teaching strategies.

Know when changes are necessary & be flexible enough to do so. For example: if teaching throwing & finding that ability levels are diverse. Set up stations of varying difficulty: 1 tosses to stationary target. 2. make lead passes. 3. pass against a defense.

19. ID challenges in education.

Lack of resources, parental support, large class size, burnout, discipline issues/ violence, drug abuse. Greatest challenge for PE is time limits., PE time is commonly cut to give more time for academics.

190. Define locomotor skills. ID the basic locomotor skills in three approximate order in which kids typically learn them. Relate some tips for parents to help kids learn locomotor skills.

Locomotor skills: movements using arms and legs to move. Order of progression: walk, run, hop, jump, skip, gallop, slide (sideways galloping), leaping. Ages: walk @ 1yr, run, hop, jump @ 2, gallop, skip, slide, leap @ 3. Parents should provide some instruction to help kids figure it out.

239. Compare professional recommendations fake children's daily physical activity to findings of actual activity in school PE classes, and discuss expert advice relative to this comparison.

MVPA recommendation is 60/day. The actual breakdown equates to kids getting about 10. Researchers recommend better teacher:student ratios, hiring and retaining teachers is the best course of action.

255. Describe a number of ideas for PE teachers to include in their behaviour mgt plans for keeping their classes running smoothly.

Make sure to tell kids WHEN to do something before telling then WHAT to do. From SPARK PE WEBSITE: rules of 3 for instructional cues (3 people, 3 passes, etc.). 80/20 rule: 80% learn, 20% will figure it out. Don't over talk when teaching. Use pair and share strategies and questioning techniques to give students chance to talk with one another.

196. Define manipulative or object control skills. Give examples of these. Explain a consideration when kids are initially learning them.

Manipulative skills use objects. Include fine motor skills like buttoning, zipping, twist ties, writing, forks, spoons. Also includes gross motor skills like swinging a bat, jump rope, etc. Actions included in manipulative skills are: push, pull, lift, swing, strike, throw, catch, kick, rolling, volleying, bouncing, and dribbling. Donut expect perfection at beginning. Master the basics of the motions first, then work on accuracy. Try practicing the movements without objects first then progress to real objects.

Pg 25, #140. Trace some aspects of progress through the hierarchy of neural systems that control the body's motor movements.

Many areas of the brain, including those responsible for emotion and memory are involved in motor control. Command neurons at the highest hierarchy level form the intention to move. This command gets sent to middle command in the sensorimotor cortex, cerebellum, and brain stem. It's here that postures and necessary movements are determined. Midlevel neurons also receive input from eyes, skin, joints, muscles, etc. and uses this to develop a motor program. This motor program is sent to the sensorimotor cortex and brainstem to the lowest hierarchy level, the motor neurons. These units determine joint angles and necessary amounts of muscle tension. Continuous monitoring and updating of these programs refines the movements by making them more efficient (coordination improves).

124. Discuss some of the effects of substance abuse on student ability to complete physical activity.

Marijuana and alcohol: impaired coordination, lower energy, less motivation. Marijuana can impair depth perception. Alcohol can impair judgement, coordination, and energy. Steroids may provide a short term benefit but side effects like high blood pressure, violent behavior, acne, liver disorders and cancer make it not worth it.

15. History, proposes, types & techniques of martial arts.

Martial arts are standardized combat systems practiced fur multiple purposes. They date 4K years ago in China, Greece, & Europe. May be classified by region, historical or contemporary, application, or technique used. Unarmed forms are classified as using strikes or grappling. Examples: boxing, Wing Chun (use punches), Kickboxing, Taekwondo (kicks), Judo & Sambo (throws), Jujitsu (submissions, joint lock grappling), wrestling (pinning toe grappling). Weapons based styles include Japanese kendo (sword), Bojutsu (staff), fencing, & archery.

151. ID some short term and long term effects of physical training upon mental health and CV health

Motivation to follow and continue routines can be supported by short and long term effects of exercise. Glycogen depletion from exercise can trigger endorphin release that brings on feelings of well being in the short term. Long term benefits can be prevention or relief from depression, improved cardiovascular health. People new to exercising initially feel dizzy and winded. In the short term, exercise increases circulation. Long term, the exercise can lower BP and pulse People who consistently perform cardio lower risk of heart attacks, strokes, etc.

138. Discus some parts of the anatomy, physiology, and function of the body's muscular system and its role in exercise.

Muscular system consists of cardiac, smooth and skeletal muscles. Skeletal muscles provide voluntary movement. Tendons link muscle to bone. Ligaments bone to bone. Muscle and skin elasticity and joint structure determine flexibility. Type 1/red/slow twitch fibers used in endurance. Type 2/white/fast fibers used in speed Low force movements use slow twitch. Muscle fibers are activated in groups called motor units. Strength training increases fiber size, strengthens and thickens convective tissues.

109. ID and describe a fitness app that PE teachers and students can use to support healthy lifestyles and physical fitness.

Myfitnessoal: tracks exercise ands diet. Allows user to create personal diet profiles, tracking calorie burn. Also has forums where users can get motivation and n's information. Syncs with fitbit, and many other popular apps.

18. National organization's PE guidelines that address accountability debate, note areas not resolved. ID a current PE trend.

NASPE gives an operational definition of a person who's physically educated, w/ benchmarks fur each grade. Physically educated - being fit, being skilled in various activities, participating in then regularly, being aware of benefits valuing contribution of activity to healthy lifestyle, being respectful of diversity & socially responsible. Weak points - degree of specificity/ direction regarding standards/ assessments. Many places are replacing health & fitness w/ wellness. Wellness represents optimum well being, health, mentally, emotionally, socially, environmentally, and spiritually as well.

132. ID a national fitness education resource to help PE educators meet students' needs, and summarize some aspects of its nature, applications, content, design, and uses.

NASPE's IFFEPE is a guide for teachers to use to design their curriculum and lesson plans. It has grade level benchmarks to enable the measuring off knowledge and skills and covers multiple areas to be suitable for all students. This guide can be used to id desired fitness ed learning experiences and tailor out to meet the diverse needs of their students.

162. Describe some aspects of inter-limb coordination and gait development as toddlers and children develop the locomotion skill of walking.

Newborns may already have inter - limb coordination, displayed in crawling, swimming, and stepping. After learning to crawl, babies go through multiple stages of pulling up, balancing, cruising while holding onto furniture. These culminate in walking. Beginning gait: wide feet, toes out, no knee bend, palms up reaching for ceiling. Step ghat footed or on toes. By age 7 yeasts, they walk like adults.

193. Define non locomotor skills differentially from locomotor skills and give some examples of non locomotor skills, including definitions of some.

Non locomotor activities don't involve moving among locations. Examples: weight lifting and squeezing a ball. Common movements in non locomotor skills: balancing, swaying, turning, twisting, and swinging . Bending is movement around a joint between two bodyparts. Dodging is sharply avoiding a person or object. Stretching is extending the joints. Twisting is rotating around a stationary axis. Turning is moving the body in a circle, releasing the base of support. Swinging is a circular or perpendicular motion below an axis of the body or bodyparts. Swaying is swinging, but above an axis. Pushing is using force to move something away. Pulling is using force to move something toward you.

157. ID some disease conditions that can result from inactivity, and some health benefits of activity.

Obesity and T2 diabetes. Can develop T2 diabetes while not obese if inactive and practice poor nutrition. Sitting for most of waking hours can be as harmful as smoking. Even with 1 hour of daily exercise, being inactive the rest of the day is still harmful. Physical Activity can aid weight control, lower risk of heart disease, some cancers, strengthen muscles and bones, improve mental health.

198. Describe some activities using manipulative movements of throwing and catching fur kids aged 5-12.

Older kids start to focus more on accuracy and distance in games like Force Back, 3-court ball, and scatterbsll.

85. Describe some instances of how PE teachers can collaborate and partner w/parents to promote PE interest, support, and advocacy, and to contribute to student PE experiences.

Organize and hold events and discussions with parents. Initiate honest communications, inviting parents too provide input about instructional processes and regularly evaluate PE program effectiveness. Invite a parent who is a cardiologist to visit to talk about how health is enhsnced through exercise, weight management and nutritional choices. Such collaboration not only supplements student education but also acknowledges and respects family knowledge, gives teachers insights into parental aspirations and expectations for their kids and enables teachers to learn more about student's interests and motivations from parents.

149. Define and explain the principles of overload and individual differences in exercise science.

Overload: body only responds if pushed out of comfort zone. Individual differences: not everyone responds the same way to the same program, and some people are predisposed to succeed in certain sports and exercises better than others.

48. Examples of formal/informal assessments, data collected in each.

PE assessments are typically observation based but written records legitimize the assessment. Examples are game stats, win/loss record. Game stats, wins, fitness scores skill assessments are formal examples. Rstings scales, andchecklists that ID behaviors, skills, performance according to established criteria are informal, allowing fast evals with minimal writing. Rubrics are formal since they establish set criteria for rating. Surveys, questionnaires, and interviews are informal since they collrct info based on how students feel, student journals since they require self reflection and perception. Student logs are firms records since they measure features over time. Student projects, written tests, and worksheets are all formal assessments.

100. Describe some characteristics of the way good PE teachers pursue professional and personal growth.

PE teachers need to be very reflective. This shows dedication by perfecting there own expertise to maximize support of education for the students. The impact teachers have in students and schools and how they think about their instructional strategies and techniques are changed by their professional growth. To continue improving, teachers must continually refine their techniques, skills, and knowledge. Teachers should use their professional needs and personal ambitions as the basis of their growth. Good teachers are constantly committed to developing professional development plans.

178. ID some PE teaching techniques to help students develop better spatial awareness and coordination, some skills and activities that can be taught in steps, and some recommended instructional strategies.

PE teachers should concentrate on activities that require vision, hearing, and touch, that are sequential in nature and children enjoy. It's important to discuss the steps to perform fundamental skills. Running, hitting, catching, dribbling, shooting basketballs, setting volleyball address skills that can be broken into segments. Teaching strategies can be first introducing the skill, have students practice using a variety of equipment and settings, modifying games to incorporate practice of these skills, and implementing lead up games containing these modifications. Once the students have had enough practice, allow them to use these skills in real games.

87. Differentially define PE vs Physical activity. Include components, types, frequency, and their relationships.

PE: instructional programs that teach sequential, developmentally appropriate knowledge, skills, and the confidence necessary for the students to establish ands maintain active lifestyles. PE teachers instruct the skills, give feedback, and evaluate the knowledge, motor and social skills. PE SHOULD BE PROVIDED DAILY. Physical Activity: any body movement, includes sports, fitness, and rec activities as well as daily life. PHYSICAL ACTIVITY SHOULD BE DONE MULTIPLE TIMES EVERY DAY. BesidesPE classes, schools cam provide activities that incorporate physical movement and serve as transitions between actual PE, activities, and academic class activities.

42. Practicing Heimlich and CPR.

Panicky victims may strike out. NO Heimlich on someone spelling coughing, breathing. Stand behind, hug victim. Make fist w/ right, place above navel. Crap w/ left, thrust in/ up violently. u If consciousness is lost, begin CPR. Child CPR on 1-8. Practice universal precautions, using protective equipment. "Shake/ shout", call 911. If alone, CPR for 2 minutes then call. Oon children, 2 compressions per second for 30 reps, repeat. On adults, compressions @ 100 per minute, repeat.

165. Explain some basic aspects of how perception contributes to motor development in children.

Perception: absorbing, organizing, interpreting sensory input is multisensory. When infants see a face and hear a voice they turn their heads. As motor competence develops babies use perceptual info to choose which motor action to perform. Most of the perceptual info is received from movement of the eyes, arms, hands, and legs. Changes in size, weight, strength, and bodyfat present challenges as they age.

73. Describe an experimental research study, including summaries of purpose, duration, methods, results, and conclusions regarding how physical activity across the curriculum can influence elementary school student's body weight and academic achievement.

Physical Activity Across the Curriculum (PAAC). GOAL: decrease weight gain, and obesity, increase activity in elementary kids. TIME FRAME: 3 years, 2/3 graders to 4/5 grades. INTERVENTION: 90 minutes weekly of physically active academic lessons with moderate to vigorous intensity given by teachers. RESULTS: 75 minutes or more activity caused a significantly smaller increase in bmi compared to when less than 75 minutes was received. 90 minutes of activity showed improvements in daily activity and academic test scores.

275. Discuss some ways that video recordings can help PE teachers communicate instructional info to students.

Physical moves are easier to teach by demonstrating. Instead of demoing over and over, make a recording. Recordings can also be used by subs. When a kid demos excellent form, video them (with parent permission) to use to show others in the class.

258. For PE teachers to develop and apply effective behavior mgt plans, relate some components they can include for their classes.

Play school appropriate, current, kid friendly music. Give clear expectations. Teachers should model what they expect. Set up a tracking system to call on kids in a equitable manner. Give each kid s chance to respond. Enlist parents as allies. Talk about positive behavior in specific terms and give objective descriptions of concerns. When contacting parents about poor behavior, allow cooldown time and focus on the behavior, not the kid. The best behavior mgt plan is a strong instructional plan and being prepared for each lesson.

232. Explain some essential elements that define positive interdependence in a co-op learning lesson in terms of student perceptions.

Positive interdependence: students can't succeed unless their teammates do and vice versa. Students maximize learning when they collaborate by giving mutual support, sharing resources, and celebrating success Everyone's work is indispensable and needed to succeed. Everyone has unique roles, responsibilities, and resources so each contribution in unique. In co-op learning groups, each is responsible for learning the assigned content Ann's assuring everyone else also learns it.

281. Describe some general rules for PE teachers to follow to communicate respectfully with parents.

Post and send parents copies of rules at beginning of year. Include a cover letter asking parents to review these to insure kids understand and parents in the loop. Emailing may be more effective. Explain briefly but clearly the importance of knowing and following all rules. This communication is also good prep in case of behavior problems, disputes, or injuries.

249. ID and describe some responsible personal and social behaviors that can be expected of students in physical activities to demo respect for differences and positive social interactions.

Pre K/K: show consideration of and cooperation with others (sharing, taking turns). 1st-2nd: show good fitness partnership behaviors (cooperation, encouraging others). 3rd-5th: show respect (no put downs), ID diverse cultures' physical habits and activities. 6th-8th: demo sensitivity/respect for others and analyze how health behavior is challenged and enriched by cultural diversity. 9th-12th: participate/invite others to join in activities regardless of backgrounds, skills, etc. Higher ed: invite family and friends to be active.

271. Describe a few examples of task cards and tech that PE teachers can use to communicate instructional information to their students for various activities.

Pre-K and elementary: make task cards. Ex: Yoga for kids. Brain Breaks by Teacher Next Door has 100 cards containing creative movement, exercise, active games to enhance learning for grades 1-6. Also has Song and Dance Cards. Some brands of cards provide kinesthetic activities to help refocus attention after transitions. These can help break the ice, build classroom motivation, gross more skills, eye hand coord, creativity, and cooperation. These help with class mgt, provide inside activities when weather is bad, help teachers with kids who finish early. and make lesson fun.

Pg. 44, #254. Relate several behavior mgt techniques recommended as effective for PE teachers to apply with their classes.

Prepare equipment in advance. Put agendas on paper and also post, holding students accountable for checking it daily. Use high activity roll call strategies instead of letting them stand around while taking roll. Give time limits on transitions between stations.

49. Components of presidents challenge and fitnessgram as assessment and feedback methods.

President's Challenge: assesses/gives feedback on fitness levels using exercises like rt-angle pushups, pullups, curlups, endurance/shuttle runs, v-sit/reach. Fitnessgram also evaluates these qualities. President's challenge is part of President's Council on fitness, Sports, & Nutrition. It replaced the 1960's physical fitness test which was part off the president's council on physical fitness. The president's challenge included: Adult fitness test, presidential active lifestyle award challenge, presidential champions challenge, & presidential youth fitness program . Fitnessgram provides a variety of tests that score using Healthy Fitness Zones, separate summary, achievement, data sheets, tracking, stats, info, summary report forms, activity logs, and ACTIVITYGRAM modules to report tests scores to students & parents. Fitnessgram and ACTIVITYGRAM reports can be used in educating, research studies, and teacher ed/prep.

257. ID some effective strategies that PE teachers can use when making their plans for class behavior mgt.

Privately and quietly discipline when needed. Never discipline in front of students To settle disputes between or among students, use the rock paper scissors method to ensure randomness. When assigning groups, consider individual differences and needs suck as disabilities, skill level, language proficiency, race, gender, etc. Language learners and speds should be paired with supportive partners. Begin and end on time, teaching bell to bell.

105. Relate the nature of professional growth for PE teachers, and some of the results that such growth can accomplish.

Professional growth is a cycle of reflection, deliberation, and acting. By participating in educational groups, teachers can stay up to date on current research. By forming partnerships, teachers inspire other teachers to seek professional development and this also increases the self confidence of teachers.

150. Give definitions and explanations of the principles of progression and of use/disuse in exercise science.

Progression: one must progress at a certain rate. Progression and overload balance delicately, there's no one size fits all Use/disuse: use it or lose it. AKA reversibility principle.

276. Explain some ways that using video recording of students can contribute to effective PE classroom mgt.

Provides records proving exactly what happened in certain times and places. Similar to surveillance cameras. Videos can be used to help teach added observation and assessment. Students who have never seen their own performance or behavior are often surprised by watching their videos. This feedback can be used to instruct students to change inconsiderate or aggressive behavior.

155. ID some positive developmental outcomes that effective PE supports in the psychomotor, cognitive, and affective domains respectively.

Psychomotor domain: effective PE enhances movement skills for participation and being a spectator. It affords skills for applying cultural and intellectual pursuits to use leisure time and skills for preserving the natural environment. Cognitive domain: effective PE supports higher order thinking through motor activity, enhances academic performance, provides understanding of body and knowledge of health and illness and exercise, enhances understanding of roles of sports and activity in American culture and supports knowledgeable consumerism with goods and services. Affective domain: effective PE supports a healthy response to activity. It contributes to self esteem, facilitates self actualization. Helps students direct their lives for setting worthwhile goals. It enables students to use play for enjoying social experiences, teaches cooperation and social interaction, fair play, good sportsmanship. Supports humanitarian ideals and behaviors.

57. 6 purposes of assessment and 5 requirements of effective assessment measures.

Purposes: 1) gauge learning. 2)Eval/ improve instruction. 3) communicate w/ students, parents, admin. & ID gaps in curriculum. 4) eval/modify programs. 5) validate/support programs. 6) motivation. Requirements: 1) validity. 2) reliability. 3) objectivity. 4) feasibility. 5) usefulness.

222. Explain the general relationship between leisure physical rec and quality of life. Also summarize some uses and benefits of Rec Therapy (RT), including an organization providing more info about this.

Quality of life is improved by finding balance in life and one way for people to do this is by allocating time for leisure and rec. People who participate regularly in rec are more likely to report greater satisfaction with their lives. Greater life satisfaction is linked to greater mental health and better mental health is related to greater physical health. Research has shown 90% of those participating in rec were satisfied with their fitness and health compared to 60% not participating feeling dissatisfied. The American Therapeutic Rec Association highlights RT benefits to addicts, psyche patients, seniors, and kids including better body function, improved cognitive function, stress management, and faster healing.

227. Describe the classroom mgt practices of 2 teachers, including the first teacher's rules and consequences for violation, and the second teacher's rules, motto, and comment.

RULES/CONSEQUENCES (sent to parents at beginning of year): 1) enter gym, sit on number. 2) listen for instructions. 3) Show kindness and courtesy. 4) discuss disputes with words, involve teacher if necessary. 5) stop on signal. 6) leave gym from number, prepare for next class. Violations: 1) "S" warning. 2) "I" warning #2. 3) "T" sit out until kid can verbalize how they'll return ready to learn. Repeat violations get a letter sent home that must be signed and returned before kid is allowed to return to class. RULE/MOTTO/COMMENT: "ABCD"- ﹰAct safely. ﹰBe prepared/positive. Cooperate. Do your best. "Have fun - work hard - learn." "For 18 years these guidelines and motto have served me well".

204. Relate some characteristics of tennis including some of its activities and rules.

Racket is strung with cord. Felt covered balls. Courts are classy, grass, asphalt, concrete, acrylic or carpet. Nets 3' at center, 3.5 @ends. Returned serve in bounds gets a point. Played as singles or doubles. Server is behind baseline, between sidelines and center mark, receiver can be anywhere. Serve must clear net, going diagonally into opponent's service box. A "let" is a serve that hits net before landing in service box. Lets are played over. Serves that are wide, long, or hit net are faults. For faults are touching baseline or center mark before hitting ball during serve. Double fault gives receiver a point. Legal return hit ball before 2 bounces. Can't hit ball twice consecutively. Legal returns can hit net.

243. Explain how perceived physical competence influences motivation to engage in physical activity. Contrast teaching that emphasizes technique and maintains motivation.

Reasons for engaging in physical activity: fun factor, sense of accomplishment, perceived physical competence. Teaching frequently requires specific numbers of trials within a set time limit, inducing students to sacrifice quality. Giving a set duration without setting a number of trials enables a focus on form. Let students experiment and give positive feedback on what they do right instead of stressing numbers.

216. Offer some examples of skills that students grades 9-12 should be able to demo.

Recognize personal strengths and weaknesses and develop strategies to fix. Give feedback. Describe body movements using advanced terms. ID similar skills in different activities (VB spike and Tennis smash). Apply space concepts in varied activities, like set plays. Apply balance in various activities. Demo competency choosing and performing skills in new activities. Choose, perform, and apply knowledge and skills in 2 activities. Participate regularly in activities to maintain activity goals. Assess, refine, maintain fitness plans. Analyze sports and activities to achieve higher performance levels. Anticipate and correct dangerous outcomes such as spotting, refereeing. Eval competition by quality, not results. Show self discipline and direction. Respect feedback. Develop lead and follow skills . Include diverse others. Help others.

60. Ways students can record progress using self assessments. Give an example of self assessments fur K-2.

Record progress using a journal, submitting these to the teacher. Self assessment is a practical, fast method for teachers to gather information on progress K-2 example: log for students to measure fitness activity. Column 1 lists activity type w/ description - Cardiovascular endurance "I have s strong heart" Column 2 allows student to draw paste pics demonstrating an actor they do that counts for this This can be a creative way to help students categorize activities.

55. Define reliability. ID/Define examples.

Reliability - getting the same results. Test/Retest: stability when administered repeatedly (surveys or IQ tests). Interrater reliability: quantifies amount of agreement between 2+ observers (Olympic judges). Internal consistency reliability: whether different items measuring same construct w/in a test give same results. Instrument reliability: is equipment calibrated tip yield same measurements.

282. Discuss some advice for PE teachers on how to communicate respectfully with irate parents, and how to communicate respectfully with their colleagues.

Remain calm. Prohibit out of control non - adult behavior in office. Don't allow parent to "unload" in front of students. listen and acknowledge concerns. Empower parents by inviting they're contributions. Show and expect respect. Engage in a collaborative spirit of problem solving. Parents are less aggressive/defensive when they realize their kid's welfare and progress assure important. Teachers should share experience with other teachers, working as a team. Asking advice from other teachers is always a smart move.

Pg 22, #122. ID several fundamental practices that PE coaches and teachers should observe to limit the chances of student injuries and coach or teacher liability for them.

Remember that if basic rules aren't followed, innocent activities can become dangerous. Serious injuries are more probable from head/head, smaller to bigger student collisions . Inspect slip resistant surfaces constantly. Inspect facilities monthly, reprint any issues. Get and use eye protection when reasonable. Always use proper safety equipment. Prevent non-participating students from getting in harm's way. Follow physician orders. Review safety rules with students. Don't punish with exercise. Confer with nurse regarding medical conditions and avoid student physical contract except for safety reasons.

250. Discuss some of the ways that positive relationships can influence and interact with physical and athletic activity and motivation to engage in it.

Research has found that middle school kids perceive close friendships more highly through positive affect related to physical activity and kids perceiving peer acceptance experienced higher physical self worth. Positive affect also promotes physical activity and challenge preference. Psychosocial outcomes are enhanced through contributions from both peer acceptance and friendship. Quality activity experiences benefit from motivation supplied by positive affect, self perceptions and relationships with others. Research interest: peer influence on the affect in physical domain, shaping of self perceptions, affect moral attitudes and behaviors, affect motivation for activity choices, seeking challenges, sustaining commitment to activity. Peer relationships and health behavior reciprocally influence each other.

107. ID an organization, publication, and online newsletter related to using tech in PE.

ShapeAmerica.org is a nonprofit organization and the largest one dedicated to PE, health, dance, activity, and healthy lifestyles. SHAPE America's largest periodical, JOPERD, covers many topics, including the use of tech like apps and how to use them in teaching. PELINKS4U is a weekly online newsletter that also focuses on the use of tech in PE.

147. Explain when and how the alactic anaerobic, lactic anaerobic, and aerobic systems respectively are used to provide energy to muscles during different kinds of exercise, include exercise examples.

Short duration, explosive activities (100 meters) use anaerobic alactic. AKA ATP-PC or phosphagen system, it's the first one accessed. Rephosphorylization occurs as long as the muscles have PC. High intensity, longer lasting activities (up to 90 seconds) like the 800 use the lactic anaerobic system. It kicks in when the alactic anaerobic system can't handle the demands. O2 still isn't needed, and lactic acid is the byproduct. Continuous, 2-5 minutes and longer activities such as distance running uses three aerobic system. It recruits cellular respiration to get ATP from food, since O2 is available, lactic acid isn't produced.

56. 3 principles that inform high quality assessments.

Should be informed by local, state, & national standards so results can be used four establishing appropriate objectives. All teachers should choose & apply suitable measures. This applies to both formative & summative assessments, including formal & informal instruments. Teachers should develop evaluation schemes that reflect whether and tho what extent objectives have been met. Grades are not the only criteria for evaluation. Satisfying learning goals is just as important.

Pg 27,#152. Discuss some research observations related to the effects of individual differences in learning in PE.

Situational interest can help motivate students to become engaged in learning. Teachers can change task presentation, the structure of the learning experience, and instructional strategies to enhance this situational interest. Most research into motivation in PE is related to goal achievement and aren't predictive of motivation. Research has found that student interest has a greater influence on learning and future participation. Teachers lack clarity in the roles they play in stimulating interest. Two types of interest: situational and individual. Both have two phases. Situational interest phases: activation of interest, and sustained interest. Individual interest phases: interest emerges, and interest being defined.

136. ID 4 of the major human body systems, including summaries of some of their features and functions.

Skeletal system: structural frame, protects vital organs, works with muscles to produce movement, stores calcium, produces red blood cells. Integumentary system: hair, nails, skin. Provides sensation, regulates fluid loss, makes vitamin D, protects deeper tissues. Muscular system: maintains posture, creates movement, generates heat. Immune system: multiple parts of many systems. Protects and defends against disease and foreign elements.

11. Frequency and detail of feedback that should be given.

Skill development doesn't need high frequency b/c practicing w/o external feedback forces more focus on internal feedback. Giving too much feedback slows learning. Stopping feedback causes regression to previous levels. Teacher should give minimal effective dose of feedback. Don't give any more until performance declines, then only give enough to move forward.

Pg. 41, #236. Discuss the impact of the relative availability of various resources in PE on student outcomes.

Smaller class sizes mean better teacher: student ratios, increased safety, activity levels, learning, and time participating in PE. In schools where teachers only teach PE, students recieve more PE weekly whereas when teachers teach multiple subjects the lessons and activity decreases. Research has proven that standards based PE curricula augment student's activity as does having enough equipment for the size of the class.

203. Describe some of the rules and practices of soccer.

Soccer fields are rectangular, goals at ends. 7-11 players per team. Only goalkeeper uses hands and only in their penalty area. Goal posts 8yds apart. Outfielders can use head, torso, feet. Ties result in draw, extra time, or shootouts. Soccer had 17 official game laws. Balls are 27-28 inches around and 14-16 ounces, inflated to 8.5-15.6 psi. Adult pitching distances are 110-120 yards long and 70-80 yards wide internationally. Non-international fields are 100-130x45-90. FIFA organizes world cup.

202. ID some differences in equipment and rules of softball from regular baseball and differentially describe 2 types of softball.

Softball: underhand pitches, 7 innings, larger ball (11-12", baseball is 8-9"), 60' bases (baseball is 90), slow pitch more common, 10 players, sometimes uses a ball larger than 12", arcing pitch, no bunts or stealing in slow pitch. Fast pitch softball: 9 players like baseball, bunts and stealing ok Pitching distances: 46-43' for men, 39' for women, 35' for girls. Baseball is 60.5'.

130. Comment on some considerations that PE teachers must address in designing PE curriculum that is culturally relevant for schools in urban communities.

Some authors have recommended methods for establishing equal PE practices relative to race, social class, gender, and sexuality. Others focus on the issue of unintentional racism. There is little research in the area of culturally relevant PE. Past research shows that teachers who took extra classes in multicultural education didn't become more culturally sensitive. Particular challenges that teachers face are students who speak limited English, and dealing with local relevance out various physical activities and the set curricula including diverse representations.

167. Describe some recent research conclusions about how perceptual and motor behaviors are related, and how both are interrelated with other developmental domains and processes.

Some point out that cognition, perception, and motor behavior transpire in the context of culture, social relationships, experience, and emotion, affecting overall brain function and mental/physical health. Others find perception and motor actions are interdependent processes, parts of an action system. Very early strong motivation in infants to pay attention, obtain info, explore and engage their physical and social domains of development are interrelated, demonstrated by visual tracking, head turning, and reaching. Behavior=Movement. Psychology (study of human behavior). Perceptions and motor behaviors inform psychological development.

13. Example high school lifetime activity/ recreation program.

Some schools require credits in lifetime wellness as well as a year of traditional PE. Primary goal is to promote health literacy - having critical thinking/ problem solving skills, is a self directed learner w/ good communication skills, & is a productive, responsible citizen. Lifetime wellness programs give students ideas for wisely using their leisure time & teaching them skills, positive self confidence/image they can use throughout life. Some schools teach total wellness - physical, mental, emotional, social well being by including topics such as nutrition, disease prevention/ control, substance use/ abuse, mental health, safety/1st aid, sexuality/ family life, &personal fitness.

Pg 23, #128. Discus how some state departments of education include family life education in their comprehensive health and PE instruction, and how they address family and cultural values in providing this instruction.

Some states include family life education elements in their health and PE classes. Education departments provide for parents who object to this content based on moral beliefs an alternative for their kids. Kids may be excused if the parents provide a signed statement that the content conflicts with their beliefs. Alternative content must meet state PE core curriculum content and local health education curricula. The letter from the parents must explain how the content conflicts with their beliefs and once administrators clarify the alternative programs with the parents, agreed upon classes are decided. Examples could be a food and nutrition class or independent study.

23. Varying teaching strategies to meet student needs.

Some students learn better w/pics, others are auditory, some are haptic (physical, kinesthetic directions). Some do better w/ reading instructions. Teachers should use task analyses, whole to part instructions, & cure words progress simple tasks too more complex levels. Use metaphors that match student age, such as in golf putting. elephant trunk for young kids, pendulum swings for older kids.

217. ID a number of barriers to participating in sports that people with disabilities commonly experience.

Some will not have had sports experiences early in life. People in their communities, schools, and organizations lacking awareness and understanding of how to include disabled people. Limited community resources, programs, and opportunities. Lack of accessible facilities, transportation . Social and psychological barriers include parent, teacher, coach, and even disabled person's attitudes and beliefs toward disability Inadequate access to info and resources.

179. Give a definition of spatial awareness and some examples of general instructional planning that PE teachers can use to apply this concept in class activities. Also describe some PE activities for assessing and developing body awareness.

Spatial awareness involves consciousness of and decisions about changes in objects' positions within 3-d space. Developing spatial awareness has 2 phases: 1) recognizing object location in space relative to one's own body. 2) locating multiple objects in space relative to each other independently of one's body. PE teachers can apply spatial awareness Bhatt instructing students to move toward, away from, behind, in front of, over, etc, but providing objects of various sizes and shapes. PE teachers can assess and enhance awareness by observing in games like Simon Says.

148. In exercise science, define the principle of specificity and explain it giving examples. Also define and explain the principle of adaptation.

Specificity: one must exercise the specific muscle, movements, or techniques one wants to improve. General conditioning won't improve specific skills. Adaptation: with regular practice, exercises become easier. To continue improving, routines must be changed regularly. The body adapts to the process of executing specific tasks.

129. Explain some ways that public schools can be sensitive to the diverse cultural and religious beliefs held by various students' parents regarding sexuality and family.

State education department standards have a set structure to follow, however each school district is responsible for making sure their curriculum meets these standards while also taking into account the specific needs of the students they serve. It isn't realistic fur one teacher to i know about all cultural beliefs given the diversity in today's demographics. School districts should collaborate with their community cultural and religious organizations to build cultural sensitivity. Some states have developed networks to help school districts with this. For example, New Jersey's Department of Health and Senior Services has a network for cultural competence.

177. Describe the principle of feedback relative to motor skill learning in PE students.

Student motivation and interest are enhanced by positive feedback while error recognition and correction are enhanced by negative feedback. When learning motor skills, these are temporarily stored in short term memory, positive feedback supports these being transferred to long term memory. Negative feedback can be both corrective and motivational. Students receive internal feedback through kinesthesia and proprioception. Students recieve external feedback from teachers, coaches, etc. External feedback that improves internal feedback is called augmented feedback. Extrinsic feedback includes knowledge of performance and technique. The timing of feedback is just as important as the content. Positive feedback is important for beginners since negative feedback may bore them. Negative feedback, corrections, and results are more meaningful to advanced students.

45. Components of checklists in sports and cheerleading.

Student name, team, teacher/coach, assessment period. Yes/No/Comments column of skills being evaluated, such as punctuality/participation, positive attitude, skills determined by teacher or coach, proper use of equipment. Cheerleading example: mastery levels (skilled/talented/gifted), energy, voice projection, memorization of routines, jumping and tumbling ability, punctuality/attendance, attitude, creativity, use of pom-poms, choreography, dance skills, recommendations and comments.

103. Describe how PE teachers apply their own professional development gains to benefit their field, their communities, and their students.

Successful teachers acquire new knowledge then implement it in their instruction and also use it to promote PE. This can be done by developing professional networks with professors at colleges, exercise science specialists in other fields, etc. To benefit their students, PE teachers enrich the skills and knowledge in their communities by applying their own political sand social judgement and insight.

185. Define biomechanical summation of forces. Explain the principles it involves and give examples.

Summation of forces is to attain max force with any movement that uses multiple muscles in a manner that enables generating the max force possible. The general principle of order off use is larger, stronger muscles in the center of the body initiate power, smaller muscles in extremities used for coordination. The largest bodyparts are the slowest, moving first, smaller ones are faster, moving last. Force is simultaneous and sequential. Example: kicking s football. Bodyweight is transferred forward with abs leading, hip moves forward, leg is trailing, abs and quads move the thigh forward, the quads and calf muscles straighten the lower leg and the calf snaps the foot.

121. Describe some basic rules that PE teachers & coaches should follow to maintain student safety and limit teacher liability for personal injuries.

Supervise between classes. Intervene in alterations. Monitor and supervise doors of PE complex. Lock gym and pool between classes. Don't give students keys. Always check before locking doors. Equipment with a fall risk must have adequate padding. If teaching gymnastics, only teach the most basic tumbling and vaulting skills, always with proper spotting. Never use trampolines unless the school has proper insurance, which schools typically don't cover these.

34. Safety considerations for activity in extreme environments that can be used for teaching learning standards.

Swimming in ocean is different than pools. High altitudes have less O2, can be hot during day and freezing at night. Desert regions have dangers of high heat and little water. Teachers can prepare students for activity in these climates, have students research the regions, designing plans for safe activity in them.

247. Expand the acronym TARGET as a model for promoting student motivation for PE. Explain the meaning of each of the first three dimensions (T,A,&R). ID strategies and associated examples for each of these.

TARGET: Task Authority Recognition Grouping Evaluation and Timing. TASK strategies: giving activities with varying difficulty levels (ex. catching with 2, dominant or weak hand). AUTHORITY strategy: allow kids to have some of the responsibility for their choice of activity. RECOGNITION strategies: recognise the process over the product, focusing on improvement instead of outcome.

Pg 43, #248. Name the 6 dimensions represented in the TARGET model by each letter in the acronym. Devine the last 3 dimensions (G,E,T). Supply some PE strategies and accompanying examples for each strategy.

TARGET: Task, Authority, Recognition, Grouping, Evaluation, Timing. Grouping: form groups quickly to avoid peer comparisons and augment social interactions. EX. Have kids sit in groups of four that have 1 boy and 1 girl per group. Evaluation: engage students in self evals targeting self improvement. Timing: maximizing learning and practice time, not introducing competition too early, helping students make time outside of class to practice. EX. include specific directions and suggest practicing at home.

22. Planning, implementing, & adapting lesson plans to enable safety & learning.

Take initiative tho make yourself aware of medical conditions a student may have. Example - Down syndrome, metabolic disease, birth defects, traumatic injuries, upper respiratory infections, RA, head/neck injuries can cause atlantosxial in- instability (too loose @ C1/C2). These can't do forward roll in gymnastics but could do log rolls to the sides.

173. ID and define some teaching methods to use for promoting psychomotor learning.

Task/reciprocal method: use stations to integrate the learning of specific tasks into the learning setup. Command/ direct method: teacher centered style where teacher gives clear explanation of goals, explains the skills to be learned, gives practice time. During the practice progress is noted by the teacher. Contingency/contract method: offer specified rewards that are continent on completing indicated tasks.

40. Safety considerations regarding specific rules, instructions, supervision teachers should give in elementary.

Teach drills in correct order. Games must include skills already taught Use activities requiring no equipment to start year, progress to smaller equipment then larger pieces. Before using balance beams, use lines on floor. Define procedures and rules & give time to practice them, such as stop signals, look where you're headed, start/stop commands looking where going. Safe equipment use in side out. Be i bottomed about students w/ med conditions? Place pylons, lines, & markers in see areas away from walls. Don't use stages our walls for endzones, Always keep kids in sight, supervised. Always be aware of any medical conditions.

183. ID some PE activities that teachers can provide students to help them develop understanding and control of the movement concepts of pathway, energy, time, speed, and force.

Teach students to develop understanding and control of movement pathways through space by walk and run in different shapes and patterns. To develop concepts of planes, move in circular, vertical, or horizontal pathways. To understand the different energy systems, practice short term, high intensity moves like weight training and sprinting as well as longer duration, lower intensity activities like running and biking. To teach about speed, force, and time, practice ruining or other moves at varying speeds, paying attention to how their stance times and postures must change as the rate of movement changes.

270. Summarize teacher feedback, peer feedback, and self feedback as instructional methods, their respective advantages and disadvantages, and the teacher's and student's roles in each.

Teacher feedback: give task sheets starting criteria, then roam around giving feedback. Advantages: kids can work independently, teachers can give individuals specific feedback. Disadvantage: can be hard to give everyone attention. Teacher roles: plan tasks, provide feedback. Student role: decide when, where, and how to do the task. Peer feedback: teacher gives clear task criteria, grouping kids to eval each other. Advantages: teachers can roam the class kids learn from observing and analyzing, students develop social skills. Disadvantages: some kids may be unable too give good feedback. Teacher roles: planning tasks, supplying specific criteria, observing student cooperation, collaboration and feedback. Student roles alternate between performing skill and providing feedback. Self feedback: watch video and eval. Advantages: greater interdependence, learn tho self analyze. Disadvantages: less skilled kids may be unable to self analyze. Teacher roles: determine self assessing abilities of kids. Student roles: execute tasks and self eval.

114. Explain some ways in which tech can enhance sports skills through video analysis.

Teachers can analyze their own use of skills and allow students to view and analyze their own performance. Videos of games can be quickly replayed, providing immediate feedback. When students watch videos of themselves, they can ID strategies and tactics to improve their performance.

102. Comment on the roles of PE teachers relative to their pursuit of Professional development. Include some examples of PE teacher activities that demonstrate these roles.

Teachers can be leaders by continually seeking professional development opportunities and applying what they learn in their teachings and helping other teachers do the same. Example: PE teachers could attend a workshop on tech to learn how to use social media in their teachings. PE teachers can also be intellectual leaders by sharing information school or district wide about the benefits of physical activity enhancing academic performance and working with colleagues in developing a plan to incorporate this into class curriculum.

112. Summarize some ways in which PE teachers and students can use today's tech for communicating and networking.

Teachers can email or text parents, ensuring that messages get delivered more timely. Notifications or reminders about practice, homework, or test deadlines can be sent to parents and students. Teachers can join professional organizations and network with others. Students can network, sharing stats, support, or accomplishments.

Pg 19, #104. Discuss some ways wherein PE teachers can improve teaching practices in their colleagues and schools through application of what they learn from professional development activities.

Teachers can use what they learn from professional development experiences to establish reflective learning communities and productive professional networks for improving the teaching practices they use and analyze these to determine their effectiveness. To refine the way they teach, teachers can solicit mentorship - ask a colleague to observe their class. A language teacher could observe how you teach students for whom English is a second language.

97. Describe the relationship of reflective practices to assessment of effectiveness by PE teachers.

Teachers can usr assessment to not only evaluate student performance but also the productivity ood how material was taught. Monitor student progress, making adjustments ass needed. Apply info collected from assessments to create opportunities to learn. For example, start by writing an essay on health related fitness. Expand on this by assigning graphics displays, drawings, or making films. If you discover a kid isn't grasping the concept, examine how is being taught and adjust if or as needed.

28. Combining teaching style with instructional strategies to optimize learning.

Teachers must take into account each student's abilities, the learning environment, personal teaching style and personality. Before implementing a style, consider factors such as content, time, environment, personal style of teaching, and the students themselves.

280. Describe some types and examples of communication PE teachers use with students to encourage their comprehension and ownership of high standards, goals, and expectations for themselves.

Teachers not only communicate their high expectations but also encourage the kids to develop high expectations for themselves. This is done by engaging kids in conversations to explore student's comprehension of individuality, attitudes, effort, results of learning, and respect. For example: begin class by talking about how kids can set a goal to finish class more educated than when they started. The teacher can also encourage kids to think about what this goal meant to them personally. Kids can express their perspectives and interpretations of how they might achieve this. Teachers should help kids understand their learning objectives by structuring the activities. For example: write an entry task on the board. Allow kids to start activity independently, supporting high expectations. Teachers should understand that when kids comprehend expectations, their comfort levels contribute to enhanced learning environments and productivity.

Pg35,#200. Describe some locomotor, non locomotor, and manipulative skills involved in tennis, volleyball, and golf.

Tennis: locomotor - walk, run, jump over net at end of match. non - locomotor - bend, twist, or stretch to serve or volley. manipulative - swing a racket. Volleyball: locomotor - walking to rotate positions, run to the ball, jump to spike. non - locomotor - stretch, tech, bend to reach the ball. manipulative - serving and spiking. Golf: locomotor - walking. non-locomotor - twisting and turning to swing, bending to pick up ball. manipulative - swing the club.

135. Explain some ways APE fire students with disabilities can improve over historical practices, and generally how regular PE activities can be adapted Give a couple of examples of alternatives fur students with disabilities to practice and demonstrate functional physical fitness.

The APE goal of over 50% moderate to vigorous physical activity=regular OE goal Educators should collaborate with students, peers, administrators, other professionals, and community members to develop APE programs Mainstream students can participate in APE w/in regular classes or ib self contained classrooms Teachers can provide individualized PE w/in group settings. Students with disabilities may practice and demonstrate functional physical fitness through alternative means. For example, shooting baskets in a lower hoop, or playing a modified soccer game for ten minutes before resting to demonstrate sufficient endurance.

175. Discuss some research results about the effects of experience on motor patterns.

The brain has plasticity- both its structures and functions can be modified by various influences such as behavioral training and new learning. Specific motor experiences determine the place and character of plasticity. Example: training motor skills stimulates the generation of new synapses, enhancing synaptic potential, and restructuring movement representations in the motor cortex. Endurance training generates the formation of new blood vessels in the motive cortex but doesn't impact the number or organisation of synao ses or motor maps. Strength training changes the activation of spinal motor neurons and generates new synaoses in the spinal cord, but doesn't change motive map organization.

171. Discuss the significance of posture to both classical and contemporary theories of motor development.

The classical theory of motor development attributes motor skill development to neuromuscular maturation. This is seen in the posture of babies which becomes more erect as they get older. In the contemporary theory all locomotor and manual skills rely upon a stable postural base. Every developmental milestone in posture requires learning about new perception - action systems. In this learning the first step is co-contractions of the large muscle groups. Initially these actions are jerky and inefficient, but with practice they become more fluid and effortless.

139. Describe some aspects of the roles of the cardiopulmonary system in exercise.

The heart's right side receives blood from the veins. Blood in the right ventricle is pumped to lungs for O2 exchange. Oxygenated blood returns from lungs through pulmonary veins to left atrium. Blood moves from left atrium to left ventricle. Blood is pumped from left ventricle through the aorta to the body. Oxygen consumption directly affects cardiorespiratory fitness. The volume of air inhaled and exhaled each minute is called pulmonary ventilation. The difference between O2 breathed in vs breathed out is O2 consumption, max consumption ous called VO2 max.

274. Comment on some ways that PE teachers can use music for communicating instructional and classroom mgt info to students.

The most obvious use of music is accompanying dance to choreography. Music can help kids achieve greater rates/rhythms of dribbling to beat. Repeating passes to music can allow longer duration, teaching pacing and intervals. Music can increase motivation in aerobic exercise and facilitate precision. Tempo can increase for conditioning and slow down for cooldown and control. Teachers can define the parameters using music, having kids complete amrap while music plays. Class mgt can be aided by stimulating movement and making activities fun, playing popular music which decreases boredom and increases appeal.

168. Discuss whether training can be specific, general, either, or both, to promote motor learning for sports.

The nature of learning is specific. Improving any individual mental process seldom improves any others. Movement is closely related to sensory stimuli. To acquire motor skills, it's best to practice the actual skill itself. For functional sport motor skills to become permanent behavior changes the stimuli must duplicate energy systems and movements used in a designated activity. Actually performing a sport itself h the best training for learning the motor skills involved in the sport.

186. Define center of gravity, including as it relates to the human body.

The point at which a single force would have to be applied to a body in order to achieve assm exact balance of the forces that act upon the body. In other words, the point at which the weight of the body can bee considered as acting. Regarding the body, cog and center of mass are interchangeable but center of pressure isn't. COG isn't locked to one location, it moves as the body moves.

219. Summarize some of the benefits of sports competition for people with disabilities.

The quality of life and functional abilities are improved. Physical well being and health are enhanced. Psychiatric patients diagnosed with anxiety and depressive disorders have shown improvements in physical fitness and general affects through sports and activity. Self esteem, social awareness and self confidence improves. In recent decades there has been a major focus on including and integrating people with disabilities into mainstream sports. On a global scale, disability sports participation contributes to national identity and nation building.

221. Describe the effects of rec activity during leisure time on mental health.

The relationship is reciprocal. Participation gives people a sense of control over how they spend their time. Leisure activities offer relief from required duties, giving a chance to achieve balance in their lives. Rec activities cab help manage stress, decreasing depression. Parents benefit their children by participating since they model ways of managing emotions and addressing stress for therm.

145. Summarize some ways in which different body systems interact in producing movement during physical activity.

The skeletal system provides structural framework, skull protects brain, vertebra protect spinal cord. Joints contain sensory receptors. Brain controls contractions of muscles to regulate bone positions and interacts with CV system to regulate HR and BP. Baroreceptors in CV system transmit BP info. Receptors in muscles send body position and movement info to brain. Brain interacts with respiratory system (responsible for O2/CO2 exchange), controlling breathing rates, respiratory volume and blood gas levels. The integumentary system records and sends temperature info to brain. Autonomic nervous system controls sweat and peripheral blood flow during exercise.

Pg 21, #116. Explain some ways that tech can assist PE teachers in location resources and presenting information.

There are many websites that provide teachers with cutting edge innovations in their field, teaching methods, research, etc. The internet also allows teachers to be able to connect with students, families, colleagues, staff & administrators for support or communication. Teachers can also find resources to use to advance their education and credentials . Software like PowerPoint, Word, Excel, Publisher, etc can be used to present teacher information to classes, faculty/PTA meetings, conferences and conventions.

237. Describe some ways in which variations in human, material, and curricular resources can affect the amounts of time students are physically active during PE class.

Time teachers must devote to administrative tasks. Improve this by providing sufficient resources, improving teacher:student ratios. Some schools average less than 3 days a week of PE, each class lasting less than 47 minutes, with only a quarter of that actually being active.

169. Describe what studies have found about the comparative effectiveness of training an athletic skill by teaching individual parts of it vs teaching the skill as a whole, including an example.

To acquire specific sports skills, whole training is better. Example: VB Spike: parts would be approach footwork, arm work, jumping, ball contact, and recovery. Athletic skills demanding high levels of inter-limb coordination are learned best through teaching and practicing whole skill rather than parts our even progressive parts.

PG 18, 98. Comment on how reflection helps in their evaluation of their instructional practices.

To be most effective, compare the instruction the students need to your expertise and knowledge and see if there are any gaps. Pursue professional development experiences according to needs identified through reflection. Examples: video class sessions, ask a colleague to observe,

181. Summarise some ways that PE teachers can help students develop body awareness and spatial awareness. Describe some activities PE teachers can provide to help students develop understanding of force.

To develop body awareness, have kids touch or point to various bodypsrts, make shapes with their bodies, or got into different size/shaped spaces. These can both train and assess body awareness. To assess our develop spatial awareness, have students move around, over, behind, etc different objects. Too learn about force, pace targets at different distances and have students note how hard they have to throw to hit them. Another exercise is having students throw a wind resistant object forward and note how their bodies are pushed backwards as they propel the object forward.

Pg. 37, #212. Describe some of the requirements for rec activities, whether they are necessary, and shine of their purposes.

To engage in rec activities, one must have free time. Historically, we now have more than ever. Some view leisure as spare time, others see it as an essential part of civilization and personal development. Today leisure has come to be seen as reflecting a nation's character and values. The UN Universal Declaration of Human Rights considers leisure a human right. Rec activities are pursued for purposes of pleasure, healthy lifestyle, social interaction, competition, physical and mental rehab.

251. Contrast some examples of appropriate vs. inappropriate teacher practices related to establishing a productive learning environment in PE.

To establish a productive environment, plan, develop, and sustain an atmosphere of respect and support, emphasize participation and learning. Sarcasm/insults are unsafe. A productive environment will support each students' development. Inappropriate environments view superior students as successful, ignoring others. Stress the intrinsic motivations, guiding student reliability for learning. Promote the fun, health benefits, and skill of exercise. Keep class mgt practices fair and consistent. Immediately address bullying, taunting, etc Actively teach safety, post and practice emergency plans. Match activities to ability levels. Avoid drills that encourage aggressive behavior. Keep CPR and inspections current.

95. Explain how PE teachers can infirm their instruction through reflection on their own teaching experiences and content knowledge.

To improve their instruction, PE teachers can reflect on what they know and their experiences. Use this this to ascertain what the kids need to know and be ankle to do then base programs on these. PE teachers should be creative and combine promotion of classrooms that assure safe environments, equitable treatment with lesson plans characterized by diversity. For example, students can research environmental impacts of hiking and make plan for zero impact. This can help students enhance their attitudes, ethical behaviors, and performance.

189. Give some examples of instruction and learning objectives PE teachers can use to teach students to apply biomechanical principles to PE activities to make their movements safer and more effective.

To teach the concept of force relative to how objects mice in space, a learning objective could be calculating and showing how the movement of objects are affected by force. This can be taught by learning to collect a soccer ball, kicking with the instep instead of toes is easier, more accurate, and safer for toes. Regarding balance, students can analyze how their COG impacts their balance during various movement patterns.

184. Give a definition of torque, including its relationship to biomechanical force. Provide the units and formula fur measuring torque, and a practical example illustrating relative torque.

Torque is the rotational version of force. In US system the measure is the foot pound, in SI unit, it's the Nm. The formula is: T = Fd. F is the force, d is the perpendicular distance from the forces action line. Example: 2 skaters, one with longer arms. If both skaters extend their arms and you push with equal force on each arm, the skater with longer arms will spin faster since more torque was generated when pushing on therm.

58. 2 traditional approaches to assessment, give examples. 3 alternative approaches w/ examples.

Traditional assessments: selected response (multi choice, t/f). Limited open - ended format (short answer, fill in the blank). Alternatives assessments: audiovisual (power point, videos). Written (research papers). Performance tasks (officiating games fitness assessments, oral reports).

12. History and characteristics of aerobic dance.

USAF EP Kenneth Cooper & PT Col. Pauline Potts created term aerobics. Cooper was first to note, write about differences in strength and endurance. Also first to measure aerobic capacity. Findings were published in 1968. Jane Fonda popularized aerobic exercise videos in 1982. This has evolved into classes led by certified instructors teaching classes that combine all fitness elements, cardiovascular fitness, flexibility, and muscular strength, with music and dance like moves that we're separated by complexity and intensity.

133. Define APE as a professional support service for meeting student needs, including differentially defining what it is and isn't. ID examples of students who should receive APE.

Under IDEA, students with qualifying disabilities receive sped and related services and have individualized education plans (IEP). SPED includes PE. If a students disability requires adaptations to participate in PE, they must receive APE. TR,PT, and OT are related services but PE and APE are not, they are direct ed services. APE is aligned with PE in terms of curriculum. In defining APE, IDEA includes: motor fitness, physical fitness, fundamental motor patterns and skills, individual and group games/sports, lifetime sports, aquatic skills and dance skills. These are the same same skills as PE, just individualized. Student difficulties that impede participating and benefiting from PE should receive APE. PT, OT, and TR may be recommended but are not substitutes for or interchangeable with APE.

256. Give some expert recommendations off effective behavior mgt methods that PE teachers can use in their class plans.

Use approaches like co-op learning methods and peer assessment instead of direct instruction. Teachers shouldn't have to work harder than kids. Assign mgt and leadership roles such as captains, refs, equipment mgr, warm-up leaders new student buddies. Hold kids accountable for their own behavior through a combination of positive reinforcement for desired behaviors and consequences for undesired ones. Define formal rewards and consequences in advance and enforce consistently. WHEN DISCIPLINING KIDS, TALK TO THEM AS IF THEIR PARENTS ARE RIGHT BEHIND THEM.

259. Define nonverbal communication by its components, including a few examples.

Used in combo with verbal. Components: eye contact, facial expression, body posture, gestures, contact by touch. Touch can communicate comfort levels, feelings and personality characteristics. Volume, tone and pitch also impact nonverbal communication. Visually, clothes and home decor can influence judgements.

205. Describe some activities of track and field.

Various run, jump, throwing skills. Running distances are short, medium, and long, hurdling involves jumping over obstacles, relays involve teammates. Jumping involves long jump, triple jump, high jump, pole vault. Throwing involves shot put, discus, hammer, or javelin. multi-event competitions include heptathlon and decathlon. IAAF governs world championships and Olympics.

9. Proper timing of giving feedback.

When in doubt, be quiet. Solicited feedback is better. With internal feedback present, there's not a need for external. Most requests coming early in learning new skills., but external feedback shouldn't mimic internal. Problem solving is part of learning. Help students by giving feedback about pertinent internal feedback such as focusing on body parts, positions, movements, etc. Early in practice, focus inn program feedback until basics are mastered. Then focus on parameter feedback. Allowing students to ask for feedback encourages independent learning.

Pg 30,#170.. Explain the relationship of sports teaching methods to student learning and experience levels, such as beginning vs advanced, and student age and grade levels.

While teachers must structure learning environments according to the skills and abilities off the students, the training methods used should remain constant. Without enough novelty, learning won't take place, but too much will overwhelm them. Example: 3rd grade volleyball players can benefit from practicing on a smaller court with lighter balls and lower nets until they master the skills.

118. Discuss some of the legal aspects of equipment and class organization in PE, including teacher supervision of students.

With increasing class sizes, teacher liability is higher. Training should reflect national standards. Teachers are liable for: Acts of Omission - not supervising. Acts of Commission - endangering or threatening students with harm. Levels of negligence are decided according tho roles the teacher played. To be judged negligent, 4 parts are required: 1)Duty 2)Breach of Duty 3)Cause & 4)Damage. Common areas of negligence in PE: supervision, instruction, classroom environment, 1st aid emergencies, and transportation. Guidelines to prevent negligence: common sense, being informed of best practice guidelines, following the procedures in texts and national guidelines. PE teachers should continually and actively supervise and encourage peer supervision.

1. Activities for 5-12 year olds to develop rotation skills

spin on the floor, standing, sitting, or lying. Compare using/ not using hands, legs straight or tucked. Observe spinal flexion for safety. Sit cross legged on cylinders, observing posture, have students rock to music of different tempos or toss balls to add to challenge.

81. Describe an activity whereby teachers can integrate physical movement to improve rxtn time with learning of preposition meaning and use in English grammar in the same lesson.

"Above & Beyond the Blanket" for 4th/5th graders. Group kids according tho size. Stretch a large bedsheet across the floor. Kids sit or stand at edge of classroom. Teacher states a sentence, such as "Susan hid under a bush." Kids then react by running to the sheet and getting under it. This activity trains reacting to verbal cues and understanding meanings of prepositions and prepositional phrases.

31. 3rd grade activity combining ELA & PE.

"Adverbs in the move" - combines movements w/ looking yippy word meanings in a dictionary, finding synonyms and antonyms in a thesaurus. Materials: dictionary, thesaurus, word list, pencils, 3*5 cards. Assessment via observation & student responses. Give student a card w/ recently learned adverb. They then look up the synonym/antonym in thesaurus. Student then moves to the next student and they tag he their turn.

30. 2nd grade activity integrating PE/ELA. ID learning standards being met, skills developed, materials needed and assm methods.

"Vocabulary Hot Potato" Standards met: 1) perform fundamental motor and manipulative skills. 2) recognize safety hazards and respond effectively. 3) correctly spell words . Skills developed: eye hand coordination and manipulation for tossing and catching. Materials needed: spelling list and foam ball. Assessment is through observation. First review proper throwing. Then announce the word, tossing the ball. Receiver catches and gives first letter, tossing to another. Repeat until word is spelled. Student's who complete word out go a while class exercise to do reps = letters in word spelled.

3. Walking/ running locomotor activities for 5-12 year olds.

1. Follow the leader. 2. Stuck in mud- free person stuck in mud by running around them twice and high fiving. 3. Buzz off- like stuck in mud. 4. Blob tag - two students join hands and chase others. Anyone they tag links to them. Once four people linked, they split into pairs and chase others.

5. Throw and catch drills for 5-12 year olds

1. Force back - team up. One person throws as far as possible. Teammate throws from where they catch ball or where it lands. 2. 3- court ball - Divide Cory into thirds. Teams on opposite ends, guarding thro their goal. Teams throw ball, bouncing in middle third and into opponent's goal.

2. Locomotor activities that include walking and running for kids under 5

1. Musical hoops- movement around hoops to music., when music stops, hop in the hoop. 2. Whistle stop - movement until whistle blows, then freeze. 3. Move A-B - various movements from A to B. 4. Traffic lights - red light/ green light. 5. Cars - pair up, student in back has hands on front student's shoulders. Front student steers, back student reacts. 6. Tail Chase - Chase each other, trying to grab scarf/ flag tucked in pocket.

83. Describe some ways PE teachers support student well being and growth by developing productive relationships w/school colleagues and administrators.

According to National Board of Professional Teaching Standards (NBPTS), teachers responsibilities go past the classroom. Teachers work w/ colleagues, generating insights of goals/ objectives too make programs stronger. They collaborate with administrators, families, and community to actively initiate and support cooperative relationships and interactions w/ colleagues within PE departments and across the curriculum in the school and school district. They work to enhance teaching practices and design curricula, support learning objectives in all subjects. They mentor other teachers and learn from them.

36. Principles of PE coaching related to explaining/ demonstrating movement/sport skills to students.

According to SPARK: teachers have roles of giving instruction/feedback, monitoring performance, giving motivation, support & encouragement, assuring safety, managing time, space & equipment. To be effective, teachers should be responsible, patient, good listeners, trustworthy, encouraging, & inspiring. Tip optimize learning, use designed practice plans, following then in sequence, consulting them regularly. To support setup, read each task aloud. Show and tell the tasks. To give a mental edge, give think abouts. 80/20 Rule: 80% learn through demonstration, 20% from doing. Fair play, etiquette, and rules should also be taught.

69. Importance of collaboration among professionals in general & to meet special needs in classes.

All team members contribute different strengths. Collaboration w/other professionals helps learn new methods. Students in mainstream PE can exhibit a wide variety of skills/abilities. Regular PE teachers, APE teachers, PT, OT, sped teachers, class teachers, curriculum/ program designers, administrators, parents, school board members, colleges, professors and instructors all need to collaborate to meet student needs.

62. Role of assessment in APE. Federal IDEA requirements for schools to conduct assessments.

Assm is the first step in developing an IEP. Assm is the interpretation of measures attained via testing. Assm is used for placement & program planing decisions. The instruction provided to students that allow them to participate w/safety & success depends on assm. Federal IDEA regulations require local education agencies (lea's) to use multiple strategies & tools to collect information that's pertinent developmentally, functionally, & academically. This helps determine if a student has a disability, & what should be contained in their IEP. Assm should include cognitive, behavioral, physiological, & developmental factors.

88. Describe some ways schools can incorporate activity into the school day in addition to providing PE programs and classes.

BRAIN BREAKS & TAKE 10 have websites that contain activity guides that can be incorporated into academic classes. Reading and writing assignments can be used to get kids thinking about physical activity which may spark their interest in actually moving. Examples are studying cultures in other countries, the Olympic games, or sports history. Teachers can reward students with activity time fur good behavior or class work. School or class parties can be dances, relay races, or classroom modified games.

76. ID some examples of how French and Spanish are used in certain forms of dance.

Ballet originated in Italy but was largely developed in France. Only the first five positions are translated into English, the rest stay in French. Latin ballroom dance originated in Spain and Spanish speaking countries. The double step movement in Latin ballroom dancing is based upon bullfighting. The male is the bullfighter, female is the cape.

20. Steps to ID goals/ objectives, develop/ implement appropriate programs that match student levels.

Base lessons on content knowledge & insight on learning environment. Demonstrate concepts, pace progressions, observe all students, analyze/ assess, give positive feedback. Understand the progression of motor skill acquisition & sequence progressions accordingly. Find suitable contexts to teach skills & combine w/ related complimentary skills. Constantly observe ability changes & adjust to match student. Give student everything they need to succeed.

27. 3 content standards for high school PE & their rationale.

California Dept of Education: 1) show knowledge/competency regarding motor skills, movement patterns, & strategies for performing various activities. 2) show knowledge of fitness concepts, principles, & strategies and attain levels of fitness enabling performance and health. 3) show knowledge of psychology/sociology concepts, principles, and strategies applicable to learning and executing activities. Rationale: this department has 5 standards for elementary and k middle schoolers. These are consolidated based on the rationale that high schoolers can integrate cumulative knowledge and skills from previous years.

63. Factors to consider when assessing students w/ disabilities, including assessment for APE services.

Choose/administer tests w/o discrimination, given in language/form that will go give accurate information. Assm must be used only for what they're valid/reliable for. Testers must be properly trained. Instructions followed closely. Students should be tested in all areas a disability is suspected. Assm strategies/tools should provide info that helps in defining student needs. Results should be combined w/observation, measuring ability, strengths, & needs. Tests of physical fitness or motor skill shouldn't discriminate. Students w/ verbal learning disabilities needs visual cues. Formal standardized tests that don't allow demonstration of strengths & needs may be inappropriate.

84. Give examples of how a PE teacher might collaborate w/ colleagues and administrators to promote student well being, growth and success.

Collaborating w/family & consumer sciences teachers, develop a joint nutrition and fitness unit. Students design comprehensive wellness plans with nutritional goals for which they prepare suitable foods. Teaming with ELA teacher, read A River Runs Thru It. Watch the movie, analyse the characters, study the sport of fly fishing. This type of interdisciplinary units give students integrated learning experiences. Collaborating w/principal on a 15 minute walk or run every morning establishes a more productive learning environment.

71. ID educators, service providers, & others who can be included in collaborative team to facilitate the ed needs of a sped student.

Collaboration Wheel: Student at the center, everyone involved represents a spoke. PARENTS/FAMILY MEMBERS - provide best knowledge of developmental history, medical history, personality, daily lugging skills, habits, behaviors, interests. Also provide strategies they have seen work or not work. PE TEACHERS AND REGULAR TEACHERS- provide curriculum, instruction, and assm, needed accommodations, modifications, adaptations. SCHOOL ADMIN- supervise fac/staff, help develop curriculum, programs, initiatives, manage facilities, plan and manage budgets. NURSES/DOCTORS- provide health services. PSYCHOLOGISTS- conduct evals,IQ testing, mental status exams, therapy counseling, behavior mgt programs. PARAPROFESSIONALS & FOOD SERVICE - provide direct services. OT,PT, TRANSPORTATION - provide indirect services.

16. Keeping up on current trends/issues in PE.

Current societal trends, not just PE trends influence program structure/ objectives. Knowledge of history/ evolution of PE/sports is a must use current trends to assess/ improve their practices. Realize that learning goals & objectives are influenced by economic, political, & social issues.

39. HS basketball practice plan for scoring off pick/roll including game format, off/def cues, & think abouts.

Demo while explaining format. Example: 5, 1 minute periods. Start play w/ inbound pass. Only shoot after pick/roll. 1st 4 periods, stay on off/def. Final minute, switch every possession. Fouls give 1 point for offense. Cues: "PICK", set a pick. 'Roll ', roll of screen looking ast ball handler. "shoot/ follow" if open, shoot and follow ball, if not, reset . b defense cues: "match up," defend player similar in size/skil. "Shadow" stay close too offensive player. "Box out let" on shot, face basket, keeping opponent behind toty, rebound & pass . "Communicate" talk w/ teammates. Think abouts: Did you roll yo bakey after each puck? Why/why not ? Which passes worked best w/ pick/ roll? Why?

29. National demographics on instructional practices and defining success.

Demographics are constantly changing, practices must change with them. When preparing, determine if certain styles will even work with program objectives, course content, & level of the students. Plan for modifications. 1 style won't fit everyone. Primary goal is to enable each student to experience success. Student achievement = success. Doesn't always matter how the lesson was taught.

8. Difference between descriptive & prescriptive feedback. What is needed to properly use feedback.

Descriptive: tell student what they see. Prescriptive: tell student what they need to do. Involves specific correction. Tho properly prescribe, must just know what's done wrong & provide a solution too fix it.

64. ID best practices for applying assessment data to determine the support a disabled student needs to succeed. Determine be least restrictive, most appropriatePE placements.

Determine if/how much support is needed. Support could be curricular or instructional accommodations, adaptive equipment, APE consultation, direct APE, buddy support. To determine least restrictive, best placement, consider: assm, psychomotor, cognitive, & affective characteristics of student, capacity to benefit from APE (cause/ effect relationships, movement capacity, ability to interact w/others, demonstration of emotional behaviors for benefiting from 1 on 1.

26. ID NASPE's general goal for elementary PE w/ minimum time amount. Describe general instructional practices ID'd by NASPE.

Elem. goal: develop the confidence, knowledge, & skills to be physically active throughout life. Time goal: 150 minutes. Appropriate practices should address development, changes in movement abilities & individual differences of kids. The design/delivery of lessons must consider past experiences w/ motor skill, cognitive, &social development. Lesson planning should reflect age, maturation, fitness/ skill levels. Appropriate instruction should integrate best practices of teaching and research. National, state and local standards should be reflected. Teacher's should regularly evaluate progress and adjust progressions accordingly.

65. General school district procedures for beginning referral process of student for APE services.

First explore alternative programs. Teachers, parents, and others can refer a student for APE through student's teacher, or other school personnel at an IEP meeting, planing/placement team meeting, or child study conference. General ed PE teachers & parents can request referral from SPED director ote principal. After written consent, qualified personnel assess motor, fitness & behavioral skills & results are discussed to determine eligibility. PE staff can ID, assess, & recommend APE for someone not ID'd as eligible dazed on APE guidelines. Eligible students w/ gross or fine motor skills deficits are referred for PT or OT evals.

50. ID how schools typically use fitnessgram, what it measures, it's performance rating and how these ratings are determined.

Fitnessgram is a part of the Presidential Youth Fitness Program for lifelong health/fitness. Its 3 main components of fitness are: aerobic capacity, body comp, muscular strength/endurance/ flexibility. Scores are assigned to Healthy Fitness Zones which have standards established by developers of the tests that reflect reasonable levels most students should be able to reach. These standards vary according to age and gender. State education codes can require students to perform satisfactorily on a set number of these tests in order to receive a passing grade.

82. Describe a game teachers can use in or out to integrate balance/coordination w/English lit skills for upping students.

Grades K-3: Alphabet hopscotch. Draw hopscotch board on floor. Board contains alphabet, scattered in random order. Students take turns hoping through ABC's, alternating feet. Variations can include aging capital ote cursive letters and associating letters and colors to left/right feet.

70. Ways APE educators and special educators collaborate to serve students.

In early childhood ed, it's recommended that APEs and classroom teachers apply strategies learned from OT to further develop fine motor skills. This teamwork enables collaborators to share ownership, responsibility and vision of student's development. It informs each team member about each student's needs and what's being done to get them where they need to be. Ongoing monitoring and implementation of best strategies are better supported through continued communication.

79. Describe some aspects of how a knowledge of anatomy and physiology supports learning in PE.

Knowing how the heart pumps blood to the lungs, lungs oxygenate the blood, and the heart then sends this blood through the body gives an understanding of the cardiopulmonary system. Knowing the difference between inhalation/exhalation asked an understanding of respiration during exercise. Knowing VO2 max, which equals max aerobic capacity can usually predict cardiorespiratory fitness. Knowing how muscles, joints, and bones articulate gives better understanding off how movements are accomplished.

25. Game rule analysis as part of a PE course.

Learn to use knowledge/skills from earlier courses to lead peers, explain rules, & officiate. Course content could be coaching others or officiating. Learning objectives could be analyzing rules, inspecting equipment & safety procedures. Another objective could be collaborating w/ peers in discussing rules, voting on essential issues, setting goals and assigning individual roles.

96. Discuss how teachers can use reflective practice for monitoring their instruction.

Monitor and modify. For example, if an objective is s target heart rate during a game ands this isn't achieved, the speed or rules of the game can be changed to get the desired intensity. Teachers reflect not only tracing methods but how to organize the lessening environment. Teachers analyze their design and implementation of classes, evaluate results, and determine how to alter it for optimal outcomes.

6. Movement principles applied to landing. Related learning cues for landing on feet, hands, or arms. Three phases of learning and their characteristics.

Movement principle: joints bent, absorb force. Learning cues for landing on feet: land toe/ ball/ heel order., wiggle toes, stomach in, tick bottom, arms forward, head up, hop 3 second. Probe landings: arms shoulder width, elbows bent, hands flat, spread fingers, head up, body straight. 3 Learning phases - Discovery: explore, no stable base, flat foot landing, no give in knees. Development: land from various heights, feeling differences. More consistent with knees, foot landing order. Consolidation: control and confidence in landing from different heights, landing on different surfaces and consistently land softly.

72. Impact of physical fitness achievement across curriculum.

Multiple studies have shown that physical activity has a positive effect on cognitive testing. Examples: Texas 2010- found positive confection between cardio fitness achievement, bmi, and achievement on TAKS testing. Another test found fitter kids had faster rxtn times and better accuracy on responses. A similar study on adults found that they also performed better on cognitive tests after intense exercise. Another study comparing teacher led fitness activity to active gaming found students nearly twice as active when teachers were active as well.

59. Descriptor in a national fitness instruction resource for self monitoring activity w/ benchmarks fur certain grade/ed levels.

NASPE Instructional Framework for Fitness Ed in PE (parallels national pe standards). An activity descriptor for students is for them to self monitor their activity & created individual activity plans. Benchmarks: Pre-K: setting weekly goals to be active during recess. 1st/2nd: using weekly/monthly calendars to chart/ plan activity w/family outside of school. 3rd-5th: use tech to see fitness goals & monitor activity. 6th - 8th: use online tracking, hr monitors to self monitor activity ? create plans, incorporate self mgt skills, environment, social interactions, & personal preferences. 9-12th: self monitor & develop plans to strengthen deficits. Higher ed: self monitor & develop short/ long term plans to correct deficits .

93. Describe National Dance Day. Include what, when, and where it is, it's origins, and some of its components as a national opportunity for physical activity.

Nigel Lythgoe, co-creator , executive producer of So You Think You Can Dance, started National Dance Day to celebrate dance, health, and fight obesity by dancing. Hosted by Dizzy Feet Foundation, co-founded by Lythgoe & Adam Shankman to increase access to American dance education, awarding scholarships to deserving students. Congresswoman Norton recognized this program in 2010 & proclaimed the last Saturday in July National Dance Day. The LA Music Center & Dizzy Feet hold a celebration in LA's Grand Park. The Kennedy Center in DC & the Lincoln Center's Out of Doors program in NYC also hold events. NDD encourages people to create their own events, fundraising for youth dance, flash mobs, charity dance events, dance-a-thons, etc. NDD demo a beginner dance routine, adapted version, seated version and advanced version to accommodate all levels and abilities.

66. During SPED referral process, including APE, ID members of planning/ placement team (PPT) or IEP (individualized ed plan/ placement) team. ID procedures and details related to evaluation during referral process.

Once a teacher, parent, school personnel, or professional/agency personnel refers a student, school district convenes a PPT or IEP. This team includes the student, parents, at least 1 regular ed teacher, at least 1 sped teacher, someone qualified to interpret the evals, school district reps, & anyone pertinent to the student. Evals can include standardized test results, input from parents, teachers, service providers, formal/ informal observations, review of school work, Birth to 3 system records, etc. True team can design individualized evals according to the referral. Parents are given written notice for consent to evals. Federal regulations require IEP to be completed w/in 60 calendar days after written referral. State regs may require sooner.

47. Summarize how the psychomotor, cognitive, & affective domains are assessed in PE, give examples.

Psychomotor: measure the development of health related fitness and motor skills. Example: in elementary school, measure how students demonstrate the step- hop pattern in skipping. Older students may be tested with the fitnessgram test battery. Cognitive: measure student knowledge of moment concepts, principles, tactics, and strategies. Example: have middle school students explain the strategy of defending an area in a game or talking through three cues in a movement such as "ready, swing back, step, follow through" in underhand toss. Affective: measure the level to which student develops acceptable personal/social behaviors inn physical activity settings. Example: self reflection reports, peer evals, identifying, observing, and creating safety rules for activity.

53. Characteristics and use of a rubric. Norm referenced vs criterion referenced tests.

Rubric: specifies learning objectives & how they should be demonstrated. Teachers should first review rubric with students. Students can then use it as a guide. At completion the rubric can be used to determine if objectives have been met. Norm referenced tests compare scores to a previously established norm. Test authors provide stat information to allow teachers to show a student's score as a percentile rank or standard deviations from the norm. Criterion referenced tests don't compare against a norm, but against predetermined criteria. Criterion referenced tests don't determine student rank, but instead whether or to what degree a student meets lesson, unit, class, course, or subject requirements.

90. Describe a number of physical activities in the community for students to engage in outside of school, include Werth resources.

Running is the easiest. Runner's World has a website and includes a section fur kids. Nike also has a site, plus one for skateboarding. Nike also has a running app. Soccer is s extremely popular, American Youth Soccer Association has a site dedicated to this. Swimming, walking, and hiking are also popular far options that can be five in the community.

38. HS badminton practice plan w/ practice games & think abouts.

Select racquet type to allow max success. 1st 2 practice games dann be doubles w/ both teams in front/back formation. 1) One player serves, receiver calls ' mine ' before returning serve. Alternate front/back positions, completing 10 rallies. 2) Complete a 10- hit rally before attempting to score, & only smash or drop shots earn points. Players call shot in or out. 3) Play up to 5 points, switch after each point. 4) One team is in front/back formation & other is in side to side. Scoring format stays the same. Play up to 5 points, rotating players after each point, rotating formations after each game. 5) Teams make up practice, play own games, developing rules by varying shot types, formations, space, & scoring. Think abouts: Which shot was most effective vs doubles formations? Which doubles formation did you like better & why?

35. ID NASPE learning standards that can be met in high school volleyball serving/defending lesson. ID what must be known/done in team defense. ID tactical cues to give players, what each means, and questions to give players after play.

Standards set: 1.2- setting, spiking, forearm passing, defensive strategies, officiating. 3.4- aerobic capacity. 5.6- cooperating & accepting challenges. Necessary knowledge: Once a server hits the ball, defense requires each player to know their position, defend it and respond timely to offense attacks. First defensive hit should be a pass to allow smith defense to offense transition. Tactical cues given: 1) start in rotational position, setter in front, one in back, no overlapping. 2) serving using assigned technique, aiming for open area. 3) transition to base defense upon deserve. 4) defend the attack by watching the ball, calling it and starting the sequence of passing. Questions for reflection: Did you rotate after serve? Why/why not? Successfully defend? If so, how?

24. Explain some typical state educational standards for students in PE to be able to analyze various game rules.

State benchmarks: 3rd grade - ID rules/ procedures of specified activities. 5th grade - demonstrate understanding of the rules that must be followed in a specific activity. High school - demonstrate the rules in complex versions of at least 2 different categories of movement forms in individual activities, dual activities, cardio/aerobic lifetime activities, outdoor activities, team sports, aquatics, self defense, yoga, martial arts, dance, S&C. For a standard of identifying the rules in a specific game: 5th graders can demo/ explain the rules when participating. 8th graders can apply safe effective rules. High school can analyze and apply these rules.

32. How to teach aquatics at a high school that doesn't have a pool.

State learning standards typically include an aquatic component. Possible resources: Y's, rec center, public pools, apartment complexes. Alternative: teach on land. make note cards w/ strokes. Pair students up. Have one lie on bench performing stroke while partner observes, giving feedback and reinforcement. Important note, never assume this means ability to swim is enabled.

54. Define validity relative to its assessment instruments. ID/ Define different types of validity.

Statistical validity - measures what it claims to measure. External validity includes population validity: a sample population that represents the whole population and ecological validity: does the testing environment or process affect behavior. Internal validity: how string of a relationship between variables can be established. Content validity: how well a measure represents all aspects being measured. Construct validity includes convergent validity: shows constructs expected to be related are related and divergent validity: shows constructs expected to be unrelated are unrelated. A study that has both has high construct validity. Face validity is general, common sense eval based on experience. Criterion validity is whether an instrument reflects a g group of abilities. Criterion validity includes concurrent validity: comparing an instrument to an established m measure, and concurrent validity: composting an instrument to an established measure. Predictive validity: tests over time.

67. Describe guidelines for determining eligibility for APE & havingAPE goals included in their IEP under sped services.

Student can be ID'd by a PT or OT, or recommended for evals by student intervention team, teacher, parent, etc. Additional indications: not performing at ability level in group settings, scoring below average in 2+ parts of soy district's state physical fitness test, exhibits social behaviors that impede his or other's lessening for more than 1/3 of class time, scoring 1.5 standard deviations or more below norm inn 2 or more parts of a designated test. Student should be given a Test of Gross Motor Development to determine eligibility. School personnel should provide names of students recommended for APE for the coming year plus a copy of TGMD by the end of the current year. PE staff should have access to databases for writing IEP goals & objectives. PAGE 12 ONLY HAS 1 QUESTION ON IT.

Pg 13, #68. ID some benefits to students through educational collaboration. Describe current needs/expectations for personnel to collaborate to promote learning/achievement.

Students benefit from shared ownership/ vision of all ed team members. The members will have increased awareness/ knowledge of each student's needs & current intervention methods and teaching strategies. Collaboration also allows for ongoing open communication lines. All students are educated in the same core competencies regardless of their individual teachers. Teachers must promote growth, often in general ed settings, this makes collaboration more vital.

99. Characterize the nature and applications of reflection on the occupation of a PE teacher, include an example.

Teachers depend on rejection, it allows continual improvement in all aspects of teaching. This includes creating curricula and modifying it to promote learning while still meeting class standards and objectives. During rejection, teachers should think about interdisciplinary opportunities, educational resources, student interests and needs, their own personal strengths, weaknesses, interests, and ways they can contribute to enhancing the curriculum. Example: a dance teacher realizes the dance curriculum covers isolated movements but lacks the sequencing to more complex techniques. By using personal experience, the teacher can develop a plan to incorporate more advanced movements into the lesson plans to improve the student's learning experience.

61 Methods/considerations for peer assessments. Example of peer assessment in a sport for middle school.

Teachers must give clear instructions. Students can use rubrics, scales or checklists to get the criteria to judge their peers. For middle school basketball: pair up, take turns telling partners what they're looking for in each dribble, pass, or shot. Mark scoresheet with an x for each skill done properly. Skills to include: set shots, balancing ball, eyes on target, knees bent, limb extension, follow through. Lay up form (step, hop knee up, aim for backboard). Chest/bounce pass technique: fingers spread, step forward, elbows out, push ball, snap, back of hands facing, thumbs down. Dribbling form: head up, fingertips, below waist, switch hands.

94. Discuss some aspects of how reflection can infirm teacher performance as PE teachers plan their instruction.

Teachers realize their own perspectives & biases relative to their students. Teachers must consider environmental, physical, cognitive, emotional & social variables that in Florence student performance. Effective teachers observe the personalities, dispositions & behaviors of kids. For example, help a kids develop confidence by performing a skill for the class. Another benefit of rejection is it enables the teacher to comprehend school demographics, class dynamics, student abilities and needs. Enables them to prepare classes that are culturally sensitive, relevant, and meaningful to kids.

46. Relationship and individual aspects of the psychomotor, cognitive, & affective domains of PE.

The 3 domains are interrelated, which makes movement more meaningful. Psychomotor: acquiring physical skills through exploration. Cognitive: knowledge component. Affective domain: personal, social, emotional component. When students understand how their bodies function (cognitive domain) they begin to gain skills (psychomotor). While gaining these skills, they associate physical activity with passive feelings (Affective domain). Competence in motor skills happens in the psychomotor domain, by understanding the cobcepts of movement, they become more efficient at moving and learning through moving which happens in the cognitive domain. While this happens, students develop positive social/personal behaviors through the affective domain.

51. Considerations for fitnessgram administrators and resources for obtaining the test manual and reporting data online.

The prescribed protocols must be followed strictly to insure validity. School district administrators must know these regulations and enforce compliance, make sure personnel are properly trained and equipped. Special training is necessary since much of the testing is scored by judgement of the teacher & they have to be able to administer the tests safely & w/o embarrassing kids. Testing plans should be made consistent w/test manual & compliant w/regulations. Manual and PE Resource Guide can be downloaded from many sites such as Presidential Youth Fitness Program, Human kinetics, Cooper institute, State depts.

78. Describe how some knowledge of biochemistry and cellular biology can contribute to an understanding of weight training.

Understanding how mitochondria produce ATP, glycogen stores energy in muscle cells, muscle contraction releases ADP which spends energy through depletion of ATP, prompting the sarcoplasm to replenish ATP . Multiple reps trigger muscle fiber cells to increase mitochondria, cellular enzyme concentrations, and ATP stores, which makes muscles grow (sarcoplasmic hypertrophy). Muscles also grow through a process called sarcomere hypertrophy, where heavier weights for fewer reps cause the sarcolemma to rupture. This damage activates enzymes and immune cells to repair the damage and stimulate muscle cells to make and release growth factors.

41. Safety considerations including warm up/ cool down, harmful technique, & environmental conditions.

Use age appropriate procedures for warm-up/ cool down. Consider student cognitive development, behavior patterns, mental/ physical abilities when selecting activities. Teachers must possess skills/ knowledge necessary to safely teach activities. If an activity isn't in ed curriculum or safety guidelines, first determine its value., then send proposal to board. If approved, ID/ minimize risks. Instruct in all body contract techniques/ skills, concussion safety lessons, head injury prevention (DOCUMENT COMPLETION). Require all protective equipment to be worn. Inspect equipment before each activity practice, game For outdoor activities, remind parents of precautions for heat/ cold, humidity, smog, UV rays, frostbite, dehydration, insect bites. lightning.

33. Learning experience for high school to learn to analyze/apply proprioceptive/others feedback for complex skill performance. Demonstrate independent movement skill learning.

Use individual & dual activities to attend to feedback from partner and their own internal feedback. Then analyze this feedback to determine what to do. Example: golf swing. Partner gives feedback on their observation. Combine this with student's internal feedback. Use this to form a plan and write down plan for improvement. To foster independent learning, give a choice of movement skills to learn, research them, and out practice plan into action. Teacher evaluates results of the practice plan.

17. Prominent trend & controversy related to accountability.

Use of national standardized tests. Opponents feel that testing in PE takes enjoyment out, decreasing the likelihood students will want to continue these activities throughout life. Supporters feel that testing helps students gauge their progress & that PE should be judged like other classes.

77. Give some examples of how math is needed for weight training, track and field events, and team sports.

Weight trainers count "reps", calculate pounds lifted. Runners know distance, calculating mileage. Jumpers know how to calculate height or distances they must jump. Team sports track their scores. Stats such as runs, errors, averages are tracked in baseball. Points and fouls are tracked in basketball. Yards gained and points scored are tracked in football. Strikes are tracked in golf.

PAGE 17, 92. Summarize the research evidence of family contributions to student physical activity. Describe some things parents can do to encourage their children to be physically active.

When parents & siblings are active, teens follow. Kids are more likely to be active when access to okay areas, equipment is easily available. Parents can help motivate kids to be active by encouraging them, being active themselves, enforce limits on electronics, planning outdoor activities or family get togethers with lots of activities. Parents can also hello their kids participate in school/community activity programs, and advocating for quality programs at the schools.