KINE 302 test 1: chapters 1, 2, 3 (kaia) 16, 5, 23 (alexa)

What is the purpose of the GLSP? How are they used?

-Assessment of children's skills in terms of these levels is a basis for planning appropriate activities -GLSP apply to the skill themes, not the movement concepts -Serves in matching the difficulty of a task to the ability of the students

why is the GLSP important?

-Basis for planning and teaching -Children are at different levels of skill within the same class -Some children will be low in one skill (ex. Jumping) but maybe high in another skill (ex. Running)

Initial catching reaction in young child is to:

-Fend object off -Use body (i.e. the chest) to help trap the ball as arms surround it

What do we mean by generic?

-Levels task related—a child at utilization level in one skill may be at the control level in another -Age not indicator of ability for any skill and therefore does not form part of GLSP concept -Can apply to all ages/anyone

Precontrol

-Oops, Characterized by inconsistency; successful skill performances are often accidental rather than intentional. The child: -Can't repeat movements the same way for each trial -Seems awkward -Demonstrates extraneous movements -Is surprised when successful -Is controlled by the equipment or activity Adults can be at the precontrol level in skill themes they have had little or no opportunity to practice.

describe how a reflective teacher would use the GLSP to help her make decisions about which tasks to include in a lesson. Contrast your explanation with how an unreflective teacher would teach a lesson.

-Planning helps teacher choose tasks through moving up and/or down the Progression Spiral -Task is appropriate when students are highly successful and seek to continue practicing i.e., they are not bored (task too easy) nor frustrated (task too hard)

What four cues do we use to remind children about the correct way of throwing a ball over-hand? Explain the meaning of each cue.

-Side to Target (Overhand & Sidearm) make sure the side of your body away from the hand you are throwing with is facing your target (person or wall) -Face Target (Underhand): Same principles as above. -Arm Way Back - (Overhand) bring your throwing arm way back so that your elbow is almost above your ear and your hand is behind your head -Step with Opposite Foot - step forward on the foot opposite the hand you are using to throw -Follow Through - after you throw, make your arm follow the ball. Your hand should end up almost at your knee

Describe a mature running pattern. Do all children have mature running patterns? Do all adults? Explain.

-The trunk maintains a slight forward lean throughout the stride pattern. -Both arms swing through a large arc and in synchronized opposition to the leg action. -The support foot contacts the ground approximately flat and nearly under the center of gravity. -The knee of the support leg bends slightly after the foot has made contact with the ground. -Extension of the support leg at the hip, knee, and ankle propels the body forward and upward into the nonsupport phase. -The recovery knee swings forward quickly to a high knee raise, and simultaneously the lower leg fl exes, bringing the heel close to the buttock.

Name two characteristics of an individual at the utilization level in catching.

-Throw whilst traveling -Throw accurately at moving targets -Jump to throw -Catch whilst moving in relationship to various objects and/or people

What three cues do we use to remind children about the correct way of catching a ball? Explain the meaning of each cue.

-Watch the Ball - keep your eyes on the ball; see it come into your hands -Move to the Ball - remember the traveling patterns? -Reach - reach to meet the ball; don't wait for it to come to your hands -Pull It In - pull the ball toward you so your catches are soft and quiet; give with the ball (absorb the force)

by age ________ most children able to execute locomotor skills in response to verbal commands

8

leaping

A leap is an extension of a run greater force is used to produce a higher dimension than a run One foot, other foot; Extend legs; Lift arms; Bend knee for landing

Why isn't age, or grade level, an indicator of motor skill proficiency?

Age doesn't define what level you are in, it is based on that individual skill -Unreasonable to expect children to advance from control to proficiency level if they practice skill only during physical education classes

galloping

An slide in a forward direction Forward direction; Same foot leads; Momentarily airborne, Step, close

running pattern

Arm/leg opposition; Arm swing forward/backward; Trunk learns forward; Toes point forward; Foot lands heel to toe

T/F: children develop walking and running patterns naturally and don't need to be taught

False

T/F: skipping is defined as a combination of a step and a run in a forward direction

False

What does hip and spine rotation mean when throwing a ball?

Hip and spine rotation allows the child to bring the ball behind their body in preparation for the follow through.

Name the three styles of throwing. What type of task encourages children to practice overhand throws?

Overhand, underhand, and sidearm. Throwing with a partner encourages children to practice overhand throws

what is the proper sequence for introducing the Movement Framework from Children Moving

Teaching movement concepts first, then skill themes and finally combining the two areas

What does "naturally developing skill" mean? List two examples.

The skill will be learned without instruction and is a part of a natural sequence. Creeping, crawling, walking.

Why do we focus on throwing before catching?

Throwing in a static context means no movement is involved, or the child is standing still. An example of an activity with static context is throwing at a target. An example of an activity with dynamic context is throwing to a moving target.

T/F: Modeling is the best way for young children to learn fundamental locomotor skills

True

What issues exist when children begin to throw at targets?

When children begin throwing at a target, issues arise because they frequently begin to focus solely on the target, and they regress to inefficient throwing patterns. Varying the target length and size can help to develop a mature throwing pattern. Having them throw at a large target is a way that the issue of an inefficient throwing pattern can be solved.

skipping

a combination of a step and a hop, first on one foot and then on the other foot Alternating feet; Step, hop; Swing arms; Lift knee; Momentarily airborne

sliding

a combination of a step and a run. The lead step is quickly followed by the free foot closing to replace the supporting foot Slide leads; Same foot leads; Momentarily airborne; step, close

Difficulties in performing traveling skills may be due:

a lack of cognitive understanding Two strategies to overcome this include: -Modeling (by teacher or a skilled child) -Saying name of traveling skill each time it is demonstrated

a physically active educated person demonstrates

a physically active lifestyle

the fundamental locomotor skill of walking is

a process of alternately losing balance and recovering it while moving forward in an upright position

the fundamental locomotor skill hopping is

a springing action from one foot landing on the same foot

hopping

a springing action from one foot, in any direction, to a landing on the same foot One to one; Lift knee; Lift arms; Slight bend of knee

in the skill theme approach, the learning tasks are selected based off?

abilities

success with physical fitness using the Skill Theme Model produces

an appreciation and positive value for physical activity

the fundamental locomotor skill leaping is

an extension of a run where a one-foot takeoff propels the body upward and forward to land on the opposite foot

A mature running pattern is

arms swinging in a synchronized opposition to the leg action, support foot contacts the ground flat under the center of gravity, knee of support leg bends slightly after foot has made contact with ground, arms stay close to the body throughout the action

what do children need to learn in physical education before they're ready to play a game successfully?

basic motor skills

flow

bound and free

three types of pathways that we should help students understand are

curved, straight, zig zag

key points to remember when observing a child catching include

elbows flexed during preparation for catching, eyes on the ball or object throughout the catch, elbows intended as the catch is made, catch with hands alone. DO NOT step forward on opposite foot when catch is made.

physical education can be used for

enhancing brain function and reinforcement subjects taught in the classroom

t/f: a teacher who is using the skill theme approach might first plan a large group game or sport for the students in his or her third class. This teacher will continue planning games but incorporate a 5 - minute demonstration of skill before each game or lesson

false

t/f: children develop walking and running patterns naturally and don't need to be taught

false

t/f: skill themes are used in a physical education lesson to embellish, enhance, and expand the quality of a movement

false

t/f: skipping is defined as a combination of a step and run in a forward direction

false

the GLSP apply equally well to the movement concepts and skill themes: T/F

false

the fundamental locomotor skill ____________ is an exaggerated slide in a forward direction

galloping

pre-k to grade 1 is usually at what level

generally in the pre-control and control level for most skills

grades 4-5 are usually at what level

generally skill levels ranging from pre-control to utilization with possibly a few at proficiency

what is the purpose of physical education

guiding youngsters in the process of becoming physically active and healthy for a lifetime

catching

high level: thumbs close and palms up low level: pinkies close and palms down

the fundamental locomotor skill _____________ is a springing action from one foot landing on the same foot

hopping

what are the benefits of physical activity

improves motor skills and physical fitness, improves body composition, muscular strength, endurance, balance, flexibility

The wheel

inner circle is the skill themes and the outer circle is the movement concept; the rotation of the wheel allows the same movement concept to modify many different skills

the control level might be characterized as

intense concentration and somewhat consistent movements

walking

is a process of alternately losing balance and recovering it while moving forward in an upright position.

the fundamental locomotor skill galloping is

is an exaggerated slide in a forward direction

traditional activities likes Duck, Duck, Goose is discouraged because...

it creates a "singling out" concept and has limited physical activity and practice

the fundamental locomotor skill _____________ is an extension of a run where a one-foot takeoff propels the body upward and forward to land on the opposite foot.

leaping

there is an emphasis on body extension for height and for distance, and on bending the legs on landing to absorb force when teaching the traveling skill of

leaping

there is emphasis on body extension for height and for distance, and on bending the legs on landing to absorb force when teaching the traveling skill of

leaping

Utilization

learners are ready to combine several skills together or practice in dynamic, unpredictable contexts. The child: -Exhibits movement that are more automatic or reflexive -Is still successful when the movement task is varied slightly -Seems to understand how to move -Can use movement skills in combinations

running cues

like walking - exaggerated leg and arm movements hopping - springy action from 1 foot and landing on same foot - flex at ankle and knee - use arms for balance

skill themes are action words and are divided into the categories of

locomotor, non manipulative and manipulative skills

locomotor skill

movements used to change location from one place to another

describe the 60 second one-ball test

observe multiple lessons and determine how many balls are being used, if only one is being used than you know the amount of practice is being limited

the pre control level might be characterized as

oops

progressions spiral

outlines a progression for each skill themes

in the elementary school physical education program the emphasis should be placed on....

practicing motor skills

the correct order for the GLSP from less skilled to most skilled is

pre control, control, utilization, proficiency

a fourth grader is typically at the

pre control-utilization

what is one of the National Standards/SHAPE when describing a physically educated person

provide experiences appropriate to a child's developmental level not age

physical activity can accomplish

reduce risk of premature mortality and coronary artery disease

the spiral concept presented in Children Moving

represents a progression from pre-control up the the proficiency level

important cues for overhand throw include

side to target, arm way back, step with the opposite foot, follow through.

movement concepts can be divided into three categories

space awareness, effort, and relationship

force

strong and light

list 2 generic learning cues that would help child improve the following locomotor patterns: sliding, leaping, hopping, and galloping

swing arms and bend knees.

Control

tasks require intense concentration if they are to be performed successfully. Learners at this level are easily distracted -Has become less haphazard when moving -Shows some consistency with the same movement -Demonstrates "correct" movement more often -Typically exhibits full concentration and self talk prior to moving -Fails to perform the desired movement when outside input is involved

Proficiency

the expert, or mastery, level, Challenged by dynamic, unpredictable situations -Demonstrates movement automatically -Is not hindered by outside input -Is "effortless" when moving -Can modify his/her performance in a variety of planned and unplanned situations

Skill Theme approach

the fundamental movements that form the foundation for success om sports and physical activities (verbs or action words), they're movements can be performed

Movement concepts

the ideas or modifiers that enrich the range and effectiveness of a movement

what directly represents the interaction of the skill themes and movement concepts

the wheel

what are some characteristics of quality physical education

time, class size, curriculum, plenty of practice opportunities

what is the purpose for physical education

to develop motor skills and a healthy and active lifestyle that will last them A LIFETIME

Although the skills of throwing and catching go hand in hand in many game situations, each skill should taught separately, and children should be given opportunities to practice the two skills in separate practice situations before combining the two skills.

true

t/f: modeling is the best way for young children to learn fundamental locomotor skills

true

t/f: skill themes and movements concepts, which can be taught separately, are typically and constantly interacting throughout lesson

true

the essentials of a mature running pattern include all of the following EXCEPT: a. trunk maintains a slight backward lean throughout the stride pattern b. arms swing in synchronized opposition to the leg action c. support foot contacts the ground flat and under the center of gravity d. knee of support leg bends slightly after foot has made contact with ground e. arms stay close to the body throughout the action.

trunk maintains a slight backward lean throughout the stride pattern

describe a learning task, for children, using a DYNAMIC context

trying to throw a ball at a target with someone/something guarding you. -more factors/distractions you need to look out for.

describe a learning task, for children, using a STATIC context

trying to throw a ball at a target. -more of a simple task, less distractions

the fundamental locomotor skill, _____________ is a process of alternately losing balance and recovering it while moving forward in an upright position

walking

List the fundamental locomotor skills. Why are these skills important for children? **

walking, running, hopping, leaping, sliding, skipping, gallop. -By school age, most children exhibit mature walking and running patterns -

cognitive and affective learning using the Skill Theme approach happens...

when blended into the lessons

Is skillfulness a result of practice developmentally appropriate?

yes