Subtest 3: Physical Education

Types of kicking:

(1)punt kicking is described as the ball being dropped from the hands and kicked before it touches the ground; (2) place kicking is described as placing the ball on the ground and kicking it from the stationary position; (3) soccer kicking is a form of kicking that requires an extension of the hip to increase the range of motion.

Components of physical fitness:

- Fitness objectives in elementary school programs should include an understanding of the health-related component of physical fitness. Healthy life-style is a priority and the recognition of the fitness components can help teachers design activities that will benefit the physical diverse population of students. - Fitness activities should be individualized and uniquely designed to meet the needs of each children to help ensure that the fitness experience is positive and enjoyable.

Catching:

- involves using the hands to stop and control a moving object. During the early stages of learning, it is more difficult for children to learn to catch than to throw because tracking the object requires mature hand-eye coordination. -children often fear being hit by the object, so early instruction can begin with beach balls, balloons, and fleece balls. - as children develop gross and fine motor abilities, instruction should include reducing the size of the object to catch. This helps children develop perceptual abilities. -instruction should include practice in catching balls that bounce up from the floor to teach rebound angles.

Physical growth and development

- significantly impacted by genetic inheritance. - when considering average growth and development and its influence on the ability to perform physical fitness activities, its important to keep in mind chronological age, gender, environmental influences, and dietary practices

Striking:

- takes place when an object is hit with an implement such as a bat, a racket or the hand. - requires movement of the body to create the force necessary for the maximum speed of the object. Example Felid hockey. - Instruction for primary grades begin with stationary objects like T-BALL. then can progress to moving objects.

Employ Effective Teaching Behaviors

-"Effective teaching behaviors" refers to the decisions that teachers make regarding the use of time and their interaction with students -Physical education teachers use research-based, effective teaching behaviors to support student learning; these include the following: ---Planning for every lesson ---Using time effectively ---Providing effective practice ---Providing positive specific or corrective feedback ---Keeping students engaged in moderate-to-vigorous physical activity at least 50% of the instructional time ---Keeping students engaged in academic learning ---Improving speed and accuracy ---Applying motor learning concepts to instructional practices

Kicking:

-A striking action performed by the feet. - Teachers should know several types of kicking; (1)punt kicking is described as the ball being dropped from the hands and kicked before it touches the ground; (2) place kicking is described as placing the ball on the ground and kicking it from the stationary position; (3) soccer kicking is a form of kicking that requires an extension of the hip to increase the range of motion. - instruction should include reducing the size of the projectile object as skill levels develop

Include class management

-An effective classroom management system sets the stage for high-quality physical education instruction by providing the time and opportunity for learning to occur -It promotes student engagement and maximizes instructional effectiveness -Effective class management does not just happen; it is carefully and systematically planned

Gender differences:

-Boys and girls do not grow at the same rate -The peak growth spurt for boys usually spans the ages of 13 through 15 and can be as much as 3 1/2 inches per year -The peak growth spurt for girls usually spans the ages of 11 through 13 and can be as much as 3 inches per year -Coinciding with these growth spurt years, the young adolescents experience puberty and additional physical changes -The boys will develop broader shoulders than girls and the girls will develop broader hips than boys -These and other changes affect body mechanics -It can be both frustrating and difficult for boys and girls as their bodies learn to adapt to their new size and shape

Encourage practice:

-Practice can be spaced out over time (distributed practice) or completed in one instructional period (mass practice) -Distributed practice generally leads to more effective learning, especially in the early stages -Therefore, students practice a number of different skills during each class period -Practice can involve the entire skill (whole practice), or the skill can be broken down into small unites (part practice) ---Example: The triple jump involves a hop, a skip, and a jump. Whole practice would involve performing the hop, skip, and jump together. Part practice would involve practicing the hop, then practicing the skip, and then practicing the jump.

Elements of movement:

-Space -Shape -Time -Force -Flow -Rhythm - when planning an activity, remember to include logical progression of motor skills based on the increasing or decreasing degree of difficulty, give feedback, and reinforcement to provide a sound basis for future activities, and include the ability to transfer previous learning or movement techniques to new skill areas

Skeletal basic terms:

-cranium: bones of the head -clavicle: collar bone -femur: upper leg bone -humerus: upper arm bone -patella: knee cap -scapula: shoulder blade -sternum: breast bone -tibia: inner bone of the lower leg -ulna and radius: lower arm bones

Throwing:

-requires an object to be propelled into space. Movement force originates from flexing the hip and moving the shoulder forward while extending the elbow. With the coordinated body movement, the object accelerates into space with greater speed and velocity. -primary school children need to proceed through preliminary stages of tossing (e.g., beanbags) before entering the stages of throwing a ball with accuracy. In time and with practice, most children will develop a throwing skill pattern during grades three to five. -teachers should allow children to practice throwing a variety of objects that have varying weight and size. This helps the child to understand how different objects can travel at different velocities.

According to the physical education framework for California public schools, all physical education instruction should do the following:

1. establish a safe environment 2. include class management 3: employ effective teaching behaviors 4. transfer learning 5. encourage practice

Three skill based soccer warm up drills:

1. one-on-one shooting drills at the goalie. the player dribbles the ball toward goal and attempts to score. this reinforces dribbling with the instep and outside foot, body control, and shooting off the dribble 2. in tow on two parallel passing drills, two players run forward parallel to each other.. the ball is passed from one player to the next and it reinforces the dribble and receiving and trapping skills 3. in heading the ball with a partner or partners, players practice heading the ball to each other. this reinforces the directional accuracy and heading and passing skills

The average physical changes that occur in children are represented by periods of:

1. rapid growth from infancy to early childhood 2. slow, steady growth in middle childhood 3. rapid growth spurts during puberty 4. gradual, measured, slow growth during adolescence changes in body proportion have an important influence on how movement skills and fitness activists are performed. for example: the rapid changes in the length of a chili's legs can affect movement activities that require running

Instructional programs that are effective in promoting a positive self-image include:

1. self-responsibility: promoting responsibility for one's self, including self-appraisal 2. goal setting: setting and achieving realistic, personal fitness goals, including goals that are progressively more varies at different skill levels 3. social interaction: developing social interaction among students including communication, cooperation, encouraging and praising others, practicing respectful criticism, and accepting individual differences 4. group interaction: fostering social concepts of supportive learning as a group or team; working together to form group decision; respecting the sports rules, and exhibiting good sportsmanship

During elementary school, the influences of social development appear in the following:

1. team activities: students interact in group social dynamics that encourage interpersonal strategies for teamwork, inflicting motivating others, taking turns, and working together cooperatively, and accepting the physical strengths and limitations of others. 2. self responsibility: students learn to accept personal responsibility for health related fitness and their own fitness performance without blaming others. this includes responding respectfully to winning or losing. 3. social interactions: students learn to be empathetic toward others as they respect individual differences. this respect involves including others in activities and motivating other to achieve success.

Example of a classroom activity for K-3:

1. warm-up exercises involve muscles to be used during the physical activity. try to isolate the muscle groups to be sure to ask students not to overextend or bounce. A fitness activity always begins with a warm-up activity. (walking, slow jogging, light aerobics) 2. instructional component: provide students with step by step instructions as stated in the components of fitness, the fitt models and the guidelines for developing a lesson 3. physical activity: provides students with a targeted activity (dribbling a basketball) along with modeling of the activity and verbal clues. IN K-3, activities should be noncompetitive, and in 4-9 activities should be related to sports. all activities should be: safe, enjoyable, inclusive, developmentally appropriate 4. cool down exercises are just as important as warm-up exercises. cool down activities (breathing exercises, light walking) are as essential to preventing injuries as warm ups. 5. Discussion and evaluation: provide students with feedback on activities that include proper body mechanics, sportsmanship, learning objectives, and social aspects of the activity. k-3 basic stationed activity: (station 1: nonlocomotor, station 2: locomotor, station 3: object manipulation)

Heart rate formulas:

Aerobic activity should include a 20-minute activity at your target heart rate. THR = 220 - AGE x 70% to 85% Maximum heart rate: 220- age lower limit threshold: 70% of your MHR upper limit threshold: 85% of your MHR target heart tate: 70 to 85% of your MHR resting heart rate: taken while standing still - average of three heart rates taken before getting out of bed in the morning

Object Manipulation Skills:

Complex motor patterns that are basic to specialized sports and performed with an object. Ex- throwing, catching, kicking, striking - it requires hand-eye or foot-eye coordination, and thus requires developmentally appropriate gross and fine motor abilities. - if children do not learn manipulation skills, they sometimes have difficulty developing mature patterns movement (throwing or catching)

FITT:

Frequency, Intensity, Time, Type

Describe Galloping (a locomotor skill)

Galloping is a forward directional movement. As the lead foot steps forward, the back foot steps up to meet the lead foot. - Galloping movements can be tight by having the class hold hands and slide in a circle to a rhythmic beat. Shift this movement into having the children face the direction of the movement while continuing to slide. Alternate between large and small gallops.

Frequency:

How often does the activity occur? frequency is the number of sessions that the activity might take to achieve the desired results

Balance:

Instruction in concept of balance in the body Ex: balance on one foot, balance on your hands while stretching your body "form a tripod with your body"

Space:

Instruction in concepts of sharing space with others Example: run in a zigzag fashion without bumping into others. do warm-up exercises one arm's length apart

Quality:

Instruction in concepts of speed, contrast, face, and relaxation Example:(how fast or how slow an you move? "tense one part of your body and then relax another part of your body"

3 basic concepts of biomechanics:

Motion Gravity Friction

Motion:

Newton's laws of motion apply to movement. in biomechanics, the awareness of body movements can be associated with force, acceleration, and velocity as they relate to maximum effort. - the force of energy in the body causes change in physical motion

Nonlocomotor skills:

Nonlocomotor skills are Often referred to as static movements. -Passive movements performed while standing in place -Important skills that lead to effective body management such as body control, flexibility, and balance -The range of movement is around the body's joints and surrounding muscles - Movements are executed by twisting, turning in place, bending, swaying, while moving toward or away from the body center, raising or lowering parts of the body, or stretching in place -These movements are often used in activity warm-up exercises -Stretching -Twisting -Pushing

Why is it important for teachers to include motor activities that help strengthen perceptual body awareness?

Perceptual body awareness involves an autonomous sense of the body in relation to personal space, shifting weight, and changing body movements

Guidelines for fitness development programs:

Physical fitness programs are designed with age-and grade- related abilities in mind. This means that teachers should be sensitive to students' grade level, age, fitness level, and abilities. Since part of an instruction fitness activity is to challenge students to perform at higher levels of progressive skills, teachers use systematic guidelines before implementing fitness programs.

Body Awareness:

Proprioception, which is how the body senses the parts of itself. (hands, feet, legs and arms)

Pushing (a nonlocomotor skill)

Pushing is controlled, forceful action, performed against an object. It moves the body away from the object while applying force. - pushing should exert force with steady, even, and controlled effort. the student accomplishes this action by broadening and supporting the base of the body while placing the body in a forward stride position - the line of force is directed toward a specific target. - teachers should instruct students to maintain a reasonable alignment in their backs as the body builds up force for the push

Exercises that help encourage children to become aware of their physical body are:

Shape Balance Quality Space Exploration

Describe sliding (a locomotor skill)

Sliding is accomplished by movement on one side of the body. It is a one count movement. - As the leading foot steps to the side, the other foot quickly follows. - Sliding is done on the balls on the feet while shining weight from the lading foot to the trailing foot. - Teachers should have the children change direction so both sides of the body can practice. - sliding should be performed in a smooth and controlled manner; without bouncing

Stretching (Nonlocomotor skill)

Stretching is perhaps the most valuable of all the nonlocomotor movements. - its movement carries the body parts away from he body's center core and moves joints and muscles through a range of movemnets - all physical education activities should begin with stretching warm up exercise - teachers should understand that some discomfort is normal, but stretching is necessary for maintaining and increasing flexibility - ask children to stretch as far as is comfortably possible while keeping their movement smooth

Twisting (a nonlocomotor skill)

Twisting is the rotation of a body part around its own long axis, such as turning the head on its neck or wrapping the arms around the body - twisting is different from turning in that twisting involves movement around a body part, and the focal point of turning is on other space in which the body is moving. - twisting instruction should include asking children to twist as fully as is comfortably possible and then tot twist in the opposite direction while holding the supporting body parts steady

How do you establish a safe environment?

a safe environment has two components. 1. refers to the actual physical environment. This includes equipment safety and the class size conducive to providing a safe activity, that communication systems are in place in case of emergency, sufficient supervision at all times 2. refers to psychological subjective environment of the students. all activities should ensure that students feel physically, emotionally, and socially safe during the instructional process.

Muscular basic terms:

abdominals: stomach muscles biceps: top muscles of the upper arm deltoids: shoulder muscles gastronomies: calf muscles gluteus maximus: buttock muscles hamstrings: back thigh muscles quadriceps: front thigh muscles triceps: underneath muscles of the upper arm

Fitness is developed through..

activities in the daily lessons that emphasize high amount of physical activity, continuous movement, and challenges that involve overloading the major muscle groups.

Muscular Strength:

amount of force exerted with muscles. - upper grade activities will often require muscular strength for certain sports (baseball, basketball, and tennis)

Cardio-respiratory (aerobic)

an efficient cardio-respiratory system may be the post important component of fitness. Cardio-respiratory endurance is the ability of the heart, blood vessels, and respiratory system to sustain work by delivering oxygen and nutrients to the tissues of the body over a period of time. To develop this endurance, activities must be aerobic . - During aerobic activity, there is an integrated functional capacity of the heart and lungs, the vascular system, and the muscles to expend energy as the oxygen in the body is given maximum oxygen uptake. If a child is having difficulty during an aerobic activity, the teacher should stop the activity when the child is out of breath. This is a sign that the aerobic activity is causing the cardio-respiratory system to reach maximum oxygen uptake.

When preparing activities using object manipulation it's important to identify the:

appropriate age-related physical development of the child before developing physical activities.

Locomotor skills:

are basic movement skills that are performed in different directions and at different speeds. They are dynamic movements that propel the body upward, forward, or backward. Locomotor skills are the foundation of gross motor coordination involving large and small muscle movements. Ex- walking running, jumping, galloping and sliding.

Basic movement skills are...

are fundamental to physical education activities

Skill related fitness

associated with performance in sports. includes agility, balance, coordination, power, and speed

Physical fitness includes any activity with:

bodily movements that produce a contraction of skeletal muscles and increase energy through exercise, sports, dance, and other movement forms. - physical education programs, intramural sports programs, and athletic programs involve physical activity, but each serves a different purpose. - recess, intramural sports, and athletic programs provide opportunities for student learning but do not constitute standards-based physical education instruction. they are not a substitute for a high-quality physical education program

Not dressing for PE:

can have underlying serious emotional and esteem issues. determine the cause of the problem

Health related fitness:

cardiovascular fitness, body composition, flexibility, muscular strength and endurance

Self-image:

effective classroom fitness activities not only provide an opportunity for physical expression, but also provide children with the necessary psychological and emotional structures to create a self-image. - the confidence and competency gained through physical self-expression construct personal internalized meaning for children. as children acquire positive experiences their view of self and their surround world is strengthened. the mastery of physical skills i san opportunity for children to modify and improve upon cognitive and emotional internalized processes.

Social and emotional development appears in :

every aspect of a child's educational experience. The social aspects of PE demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to learning and performance of physical activity. Throughout instruction, teachers should provide an atmosphere that has clear expectations of behavior and achievement.

In upper elementary and middle grades (3-9)..

fundamental movement skills developed earlier are applied as activity specific motor skills in a wide variety of settings.

Object Manipulation is particularly helpful in...

hand-eye coordination as children learnt to rack objects in space. - Early manipulative skills help form the foundation for many later sports activities. - Primary grade children can begin with throwing beanbags or large rubber balls, preparing them for upper grade activities such as baseball or water polo.

By second grade, students are expected to do what with locomotor skills?

have smooth transitions between sequential locomotor skills

Purposeful exercise programs and a sound diet counteract..

heart disease and related circulatory problems. - establishing health and physical fitness programs in elementary schools is a well-recognized discipline for improving the ability to complete tasks that require endurance, strength, and flexibility.

Intensity:

how difficult is the activity level (mild to moderate)? - intensity gives indication of how difficult the activity might be. this is important so that the instruction can increase or decrease deeding on the intensity. - remember to always monitor cardio-respiratory exertion

Time:

how long does it take to perform the activity? - the duration of the activity is dependent on the intensity and type of activity. the minimum aerobic activity should be 8-10 minutes. but the ideal aerobic activity should be at least 20 minutes during a 1 hour activity

Newton's third law:

if one object exerts a force on a second object, the second object exerts an equal force on the first object but in the opposite direction. For every action, there is an equal and opposite reaction. For example, when a baseball player uses a bat to hit a pitched ball, the force with which the bat hits the ball (and angle) causes the ball to move in and equal and opposite force and direction

The key result of aerobics:

improved cardiovascular fitness and increased oxygen intake.. other results include stronger heart muscle, lower heart rate, reduced blood pressure. exercise also improves endurance and decreases body fat

Shape:

instruction in concepts of how the body can form different shapes Ex: allow your body to form different shapes, wide or tall. "stand like a pole"

Exploration:

instruction in the concepts of moving over, under, around, and through, and leading with certain body parts Example: make a bridge with a partner and then have a third person go under the bridge"

Friction:

is defined as the resistance of motion of two moving objects. Example: when children play kickball on grass, the ball may move more slowly than when they play kickball on asphalt. There is more resistance because of the friction of the coarse, grassy surface

Describe Jumping (a locomotor skill)

jumping: creates activity specific muscle strength and agility - requires the body to leap with both feet and to land with both feet - arms can be used to create an upward momentum and then to create a downward motion that helps balance the lang in. - Knees bend at the landing to act as shock absorbers - The order of impact is usually the balls of the feet followed by the heels In primary grades, jumping helps children create patterns (jumping like a frog or rabbit) In upper grades, it can be used in combination with sports and athletic activities (warm up activities, gymnastics, basketball)

The patterns and themes of body awareness help children..

maintain a sense of personal boundaries, develop patterns of movement through space, understand the concept of shape, and sustain a sense of balance.

components of fitness (list)

muscular strength endurance flexibility body composition cardio-respiratory (aerobic)

Newton's second law:

relates the net force acting on an object to its mass and acceleration the force of the entire body in motion should produce na accelerated velocity that results in a force-producing movement to achieve the desired result of the ball reaching the basketball hoohe force of the entire body in motion should produce na accelerated velocity that results in a force-producing movement to achieve the desired result of the ball reaching the basketball hoop

When assessing the guidelines for fitness activities, teachers..

should be aware that the natural patterns of movement in children and adolescents are different from adults. For example, during recess children use basic aerobic and bone-strengthening activities such as funning, hopping, skipping and jumping, to develop movement patterns and skills. - They are alternate breed periods of moderate and vigorous physical activity with brief periods of rest. Any episode of physical activity counts toward the daily recommendation of 60 minutes per day. - Children also increase muscle strength through unstructured activities that involve lifting or moving their body weight or working against resistance. -- children don't usually follow or need formal muscle-strengthening programs like lifting weights

Describe Skipping (a locomotor skill)

skipping is a series of step-hops completed with alternate feet - Primary school children loe to skip. To help them learn to skip, have them take a step and a small hop on the same foot and then ask them to shift to the other foot. - Set goals of smoothness and rhythm, rather than speed and distance

In the early grades K-2..

teachers help students become aware of space, basic movement, effort, and cooperative activities

Physical fitness:

the ability to carry out daily tasks with vigor and alertness,

Endurance:

the ability to sustain physical effort for long periods of time. - helps children perform fitness activities without excessive fatigue

how would you grade a student with a disability in dance?

the assessment should have tools that recognize the student's effort in performing agreed on tasks and completing social behaviors expected of the group. assessment can also include cooperation in the class activities and on task behavior

Gravity:

the center of the human body can be associated with the center of gravity. it is the point around which the mass of the body is equally distributed. the body has a balanced base of support and is affected by the height, position, and movement changes. During movement and exercise activities, the body adjusts to maintain its stability.

Transfer learning:

the learning of one skill can have a positive or negative effect on the learning of another skill. when the impact is positive: it is called positive transfer learning when the impact is negative: it is called negative transfer learning - providing student with info about the ways in which skills are similar helps them positively y transfer the appropriate learning from the first learned skill to the second. - for example, overhand movement pattern is used int he overhand volleyball serve, tennis serve, and badminton smash - when learning a tennis serve after learning a volleyball serve, students should be altered to the similarities - differences between skills are brought to the attention of the students to minimize the potential interference of the first skill in the learning of the second skill. for example: students are alerted to the differences between galloping and skipping at the time when the second skill is taught

Flexibility:

the movement in which joints and muscles move through full range of motion. Being flexible helps the student to retain a full range of movement, prevent injury from fitness activities, and improve posture. these are the reasons that stretching should be an integral part of daily warm-up activities

Body composition:

the proportion of body fat to lean body mass. it is the amount of fat in relation to the percentage of non-fat int he total body mass - measured by the thickness of selected skin folds.

In the upper grades, students are expected to do what with locomotor skills?

they are expected to demonstrate complex skills combining locomotor and manipulation skills (dribbling a basketball)

Object manipulation skills include:

throwing, catching, kicking, striking

What are the classroom objectives for PE?

to increase competency in building motor control, motor skills, and movement patterns already established in earlier grades

Basic concept of biomechanics:

understanding the physiological responses in the human body helps teachers to apply the laws of biomechanics and physics to athletic performance. - Biomechanics contributes to the explanation and precision of the mechanical characteristics of movement, exercise, play, and sports activities

Types of locomotor skills:

walking running, jumping, galloping and sliding.

Type:

what kind of activity is it? - the type of activity describes the mode of activity. Most activities can be adapted to comply with the fitt model, so teachers should focus on activities that will help them achieve their desired instructional goals. all activities should include: a warm-up, strength development, aerobic activity, and a cool-down

Newton's first law:

when an object is in motion, it will remain in motion until there is an outside force that acts upon it. For example: when a basketball is thrown toward a basket, there can be a few outcomes. if the ball is thrown using very little strength , the effects of gravity (an outside force) will overcome the velocity of the ball and it will fall short of the basket. If the ball is thrown with too much strength, the ball will overcome the effects of gravity and hit the backboard (another outside force) and change its direction

Muscle movements can be isometric:

with no visible movement (static)

Muscle movements can be isotonic:

with signs of movement (dynamic)