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cset multiple subjec
cset multiple subject subset 3
| Question | Answer |
|---|---|
| locomotor skills | walking, running, galloping, skipping, leaping |
| gross-motor activities: whole body | running, jumping |
| isometric exercises | isolates specific muscle groups, common not to see visible movements since it is static, strength movement |
| fitnessgram | measures aerobic capacity, body composition, and muscle fitness |
| fine motor skills | small muscle movements; generally associated with fingers in coordination with eyes |
| obesity | 95th percentile |
| overweight | 85th-95th percentile |
| social aspect of p.e. | to promote risk taking in a safe and supportive environment |
| when should competitive games be introduced? | 8th grades |
| earlier grades should emphasize... | personal growth, health and sports related fitness, healthy lifestyle choices |
| what are american originated sports? | volleyball, basketball, american football |
| proprioception | body awareness, how the body senses itself |
| exercises that encourage proprioception? | shape, quality, space, exploring |
| locomotor skills | basic movements performed in different directions and at different speeds. expected at the end of 2nd grade: sequential motor skills; upper grades: combining locomotor skils and manipulation skills. |
| examples of locomotor skills | jumping, skipping, galloping, sliding |
| jumping | action: leap with both feet and land on both feet, knees bend at the landing to absorb shock, arms can be used to create an upward momentum and downward motion to help with balance |
| skipping | series of step-hops completed with alternate feet. take a step and small hop on the same foot, shift to other foot. goal is smoothness and rhythm rather than speed and distance |
| galloping | forward directional movement. action: lead foot steps forward, back foot steps up to meet leading foot. |
| sliding | movement on one side of the body, one count movement. action: balls of the foot while shifting weight from leading foot to trailing foot |
| nonlocomotor skills | static movements; massive moments performed while standing in place. ex: twisting, turning, stretching |
| twisting | rotation of body part around its long axis |
| pushing | controlled forceful action performed against an obejct while applying force |
| object manipulation skills | complex motor patterns basic to specialized sports and are performed with some kind of object, requires hand-eye or foot-eye coordination, and gross and fine motor abilities. |
| examples of object manipulation skills | throwing, catching, kicking, striking |
| throwing | movement force orginates from flexing the hip and moving the should forward while extending the elbow. object is propelled into space. begin with tossing and develops into throwing around ages 3-5. |
| catching | using hands to stop and control a moving object. early stages may be difficult becausetracking the object requires mature hand-eye coordination. feat of being hit. |
| kicking | striking action carried out by feet. |
| types of kicking (3) | three types 1. punt kicking- ball droped from hands and kicked before it touches ground; 2. place-kicking- placing the ball on the ground and kicking while stationary; 3. socer kicking requires an extension of the hip to increase the range of motion |
| striking | when an object is hit with an instrument such as a bat, racket, etc. |
| biomechanics | physciological repsonses in the human body. contributes to the explanation and prediction of the mechanical characteristics of movement, exercise, play, an sports activities |
| motion | newton's laws of motion apply to all movements. force, acceleration, and velocity. |
| newton's first law | when an object is in motion, it will rematin in motion until there is outside force that acts upon it |
| newton's second law | the relationship between an objects mass, acceleration, and applied force. continuity of movement is reponsible for the maximum force of velocity |
| newton's third law | for every action there is an equal and opposite reaction if one object exerts a force on a second object, the second object exerts an equal force but in the opposite direction |
| gravity | center of the human body. |
| friction | resistence of motion of two moving objects |
| muscular strength | amount of force exerted with muscles movements can be dynamic or static |
| endurance | ability to sustain physical effort for long periods of time |
| flexibility | movement of joints and muscles move through a full range of motion; helps prevent injury and improves posture |
| body composition | proportion of body fat to learn muscule |
| cardio-respiratory (aerobic) | CR endurance ability of the heart, blood vessels and respiratory system to sustain work by delivering oxygen and nutrients to the tissue of the body over a period of time |
| target heart rate | 220 -your age * .70-.85 |
| fitt | frequency, intensity, time, type of activity |
| safe environment for pe | physical environment (safety equipment, class size, supervision) + psychological environment: feel emotionally and socially safe |
| effective classroom management for pe | promote student engagement, max. instructional effectiveness by carefully and systematically planning and providing the time and opportunity for learning to ocur |
| fitness activities should include | warm up, instructional components, physical activity, cool don, and discussion/evaluation |
| avg physical changes that occur in children | early childhood: rapid growth from infancy to early childhood; middle childhood: slow and stead growth; puberty: rapid growth spurts |
| gender differences | boys peak at 13-15 yo; girls around 11-13 |
| self responsibility | promoting responsibility for one's self including self-appraisal |
| goal setting | setting and achieving realistic, personal fitness goals |
| social interaction | communication, cooperation, encouraging and praising others, practicing respectful criticism, accepting individual differences |
| group interaction | fostering social concepts of supportive learning as a group team, form group decisions, respecting rules, exhibiting good sportsmanship |
Created by:
msanpedro54
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