Term
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Definition
-Lacking coordination.
-Purposeful attempts at the task/movement
-Missing certain phases in the movement or phases are in the wrong order. |
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Term
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Definition
-Control of fundamental movements
-Coordination is better but lacks flow
-Many stay in this stage into adulthood unless they receive formal training and practice |
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Term
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Definition
-Efficient, coordinated and controlled
-Performance is improved
-Can translate basic movements into advanced sports |
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Term
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Definition
| Being able to perform a wide range of basic movements at a mature level. |
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Term
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Definition
| Refining, Simplifying/Extending, Basic, Engaging. |
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Term
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Definition
| Provide cues that focus on the quality of the movement. Cues provide the kids secrets that help learn the skill quicker and correctly and avoid the formation of bad habits. |
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Term
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Definition
| Making the task easier or harder based on their performance. Gradually progress static movements into dynamic movements. |
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Term
| Static Movements VS Dynamic Movements |
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Definition
Static: In self-space, just standing. Example: Shooting a basket alone from a spot on the court.
Dynamic: Doing the task while moving.
Example: Having a guard and moving around the court and while trying to shoot a basket. |
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Term
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Definition
| Starting with the very basic stage of the movement. |
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Term
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Definition
| Use challenges like counting and timing to get the kids excited about the activity. Put on music also. "Count how many consecutive baskets you can make!" |
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Term
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Definition
| Guided Discovery Questions: Guide the learners to DISCOVER the answer. Children build on past knowledge/experience to make meaning of new knowledge. Try to foster self reliant learning. |
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Term
| Categories of Movement Concepts |
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Definition
1. Spatial
2. Body
3. Effort
4. Relationship |
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Term
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Definition
Directions: Forwards, backwards, left, right, up and down.
Levels: High, medium and low.
Pathways: Straight, curved, zigzags, combos.
Extensions: Big/small movements, close/far from body. |
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Term
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Definition
Category of movement: Locomotor, non-locomotor or manipulative.
Body shapes: Twisted, narrow, SYMMETRY
Body parts in action: Bent, straight, twisted.
Role of body parts: Leading, WEIGHTBEARING |
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Term
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Definition
Time: Fast or slow
Force: Heavy, firm, light
Space: Direct or flexible
Flow: Bound or free |
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Term
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Definition
Environment: Sounds, apparatuses, equipment.
People: Mirroring, following. |
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Term
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Definition
-Broaden the movement experience
-Develop movement concepts
-Increase rhythm awareness
-Promote movement skills
-Enhance fitness related components
-Create expressive abilities
-Allow them to experience dance as a performer/creator/spectator |
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Term
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Definition
Dominant Movement Patterns
-Landing
-Static
-Locomotions
-Rotations
-Swings
-Springs |
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Term
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Definition
Held or still positions.
-Balances
-Supports (hands below shoulders)
-Hangs (hands above shoulders) |
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Term
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Definition
| One of the basic movements that should be practiced often. Land with 2 feet parallel, bending knees to absorb impact. Toes transfer weight to ball of the foot, to the heel. Start with "quiet" landings. |
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Term
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Definition
| Travel by running, walking, hopping etc. Animal walks can hurt wrists. |
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Term
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Definition
| Rolling and turning actions are exciting. Transferring weight around the axis of the body. Internal axis. |
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Term
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Definition
| Rotation around an external axis such as a bar. Two phases are going up and down. Do not release grip when going forwards or backwards. |
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Term
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Definition
| More of a rebound than a jump. Handsprings are an example of spring movement. Handsprings are not expected of students. Incorporate spring into their jumps. |
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Term
| Development of Childhood (Ages 5-8) |
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Definition
Affective: Egocentric but gradually learning to socialize. Learning to share and cooperate. More in reality than fantasy.
Cognitive: Language development progresses. Concepts like time are difficult. Decision-making is slow. Awareness of other peoples' opinions.
Psycho-motor: Hand-eye coordination not fully developed. Large muscles more developed than smaller muscles. Boys and girls are physically similar. Sensitive learning period. |
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Term
| Development of Tweens (Ages 9-13) |
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Definition
Affective: Enjoy self testing and risky activities. Enjoy it when younger children looking up to them. Developing self-concept. Often have best friends.
Cognitive: Can comprehend other people's point of view. Attention span increases. Source of approval shifts from parents to peers. Reasoning is concrete.
Psycho-motor:Growth spurt for girls at age 10, age 12 for boys. Can begin learning sport-specific skills. Motor development is being refined. |
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Term
| Development of Adolescents (14-17) |
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Definition
Affective: Hormonal activity increases and mood swings are evident. Interactions between genders is important. Can consider other while making choices.
Cognitive: Central nervous system develops. Abstract reasoning allows them to manipulate thoughts. Start giving reasons for decisions and plan for the future.
Psycho-motor: Major changes in bones, muscles, hormones and size. Decrease in flexibility. Oxygen transportation system improves. |
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Term
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Definition
-Freely chosen
-Personally directed
-Intrinsically motivated
-Playworker has an impact on the play space
-Encourage kids to incorporate risk and discovery in their play
-Play time takes priority over adults schedule
-Allow children to extend their play
-Support children in their use of play space |
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Term
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Definition
| Music, a story, a poem, an image, shapes, moods, or props like ribbons. |
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Term
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Definition
-The child is most important
-Children work at their own level
-Activities are made to provoke thought and learning
-Problem-solving approach is used. |
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Term
| Alberta Phys-Ed Curriculum Outcomes |
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Definition
Activity
Benefits Health
Cooperation
Do it daily..for life! |
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Term
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Definition
Acquire skills through a variety of
developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment |
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Term
| Benefits Health - AB Curriculum |
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Definition
Understand, experience and appreciate
the health benefits that result from
physical activity. |
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Term
| Cooperation - AB Curriculum |
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Definition
| Interact positively with others |
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Term
| Do it daily..For Life! - AB Curriculum |
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Definition
| Assume responsibility to lead an active way of life |
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Term
| Effective Instruction for Activity |
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Definition
-Positive learning environment
-Variety in Instructional Styles
-Clear Concise Instruction and Demonstration
-Observe both individuals and group
-Feedback
-Content development and optimal sequencing |
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Term
| Importance of outdoor activities |
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Definition
-Sensory stimulus'
-Physical opportunities
-Magical, spiritual and mystical spaces |
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Term
| Requirements for outdoor play space |
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Definition
-Spaces need variety
-Fixed equipment and portable equipment
-Traveling routes and flat spaces
Mixing of age groups (yet accommodation for specific ages) |
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Term
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Definition
Adapted physical activity
-Teachers need to ensure that the activities are inclusive to everyone, especially those with handicaps. |
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Term
| 5 Strategies for adapting activities |
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Definition
1. Instruction
2. Rules
3. Time
4. Boundaries
5. Equipment |
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Term
| Why cooperative learning? |
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Definition
a) heterogeneous groups: groups are made to reflect diversity of all types.
b) positive interdependence: everyone must feel comfortable and trust one another to accomplish their goal.
c) individual accountability: everyone has a role to play
d) Social collaborative skills: kids learn social skills like teamwork and cooperation. |
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Term
| Increase in child obesity is due to? |
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Definition
| Bad eating habits and a lack of physical activity. |
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Term
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Definition
Frequency, Intensity, Time, Type. Does not work for children. Instead they like
F-Fun
I-Intrinsic Motivation
T-Two C's: Competence and confidence |
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Term
| Inactivity is associated to..? |
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Definition
-low socioeconomic status
-parental safety concerns
-limited access to recreation programs, play spaces and active living opportunities |
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Term
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Definition
-Is a problem solving approach to teaching gymnastics
-The leader poses a problem, and the child chooses a response that is within their capabilities
-The use of exploratory questions helps to realize the range of possibilities
-Laban’s movement concepts are used for
creativity and challenge
-DMP’s are the building blocks for body control |
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Term
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Definition
-Structured
-A Physical challenge
-An Opportunity to practice/learn cognitive and physical skills and tactics |
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Term
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Definition
Body management games: Simple use of basic motor skills.
Lead up games: Like formal games but easier to suit the lower skill development
Formal games: Set rules, specific roles and skills needed. |
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Term
| Formal Game Types + Difficulty |
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Definition
1. Target
2. Striking/Fielding
3. Net and wall
4. Invasion |
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Term
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Definition
| Sending away objects at a target. CURLING |
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Term
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Definition
Striking objects to a specific target and sprinting to a specific place.
Fielding players receiving objects at different levels and throwing objects at a specific spot.
BASEBALL |
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Term
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Definition
Hitting or striking object into space at
varying levels and either close to or far away from body. Over a net or line. BADMINTON |
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Term
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Definition
| Running distance and with speed (with or without the object). Complex strategy involved. FOOTBALL |
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Term
| Teacher guidelines for cooperative learning |
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Definition
-each child has a contribution
-the goal must be meaningful and motivating
-cooperative skills must be emphasized
-Teach and use cooperative vocabulary
-May occur in addition to learning skills
-Closure of an activity is critical as learning emphasizes cooperation and social/emotional benefit |
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Term
| 5 Characteristics of a body management game |
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Definition
-simple
-use both locomotor and non locomotor skills
allow the learner to gain control over their body before object manipulation
-use any goal structure
-combinations of elements found in other games |
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Term
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Definition
-Information Sharing
-teamwork
-listening
-be supportive
-taking turns |
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