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FTCE PE K-12
FTCE CERTIFICATION EXAM FOR PHYSCIAL EDUCATION K-12
| Question | Answer |
|---|---|
| Research in Physical education is published in all of the following periodicals except the.. | School PE update |
| Which professional organization works with legislatures? | AAHPERD |
| Which professional organization protects amateur sports from corruption? | AAU |
| In 1956, the AAHPERD fitness conference established: | The president's council on youths' fitness and the presidents' citizens advisory committee. |
| A physical education instructor anticipates and prevents potential injuries, watches for hidden injuries, and takes an injury evaluation of the entire class. Which of the following strategies prevents injuries, the teacher demonstrating? | Participant screening |
| Which of the following actions does not promote safety? | Allowing students to wear the current style of shoes. |
| All of the following actions help avoid lawsuits except: | Grouping students with unequal competitive levels. |
| A legal wrong resulting in a direct or an indirect injury is: | A tort |
| Athiugh Mary is a paraplegic, she wants to participate in some capacity in the physical education class. What federal legislative act entitles her to do so? | PL 94-142 |
| Which of the following is not a state standard for P.E in Florida? | Students are required to dress out for P.E in all grades and all public schools. |
| Which of the following countries did not greatly Influence the early development of P.E. in the States: | Norway |
| What was the first state in the U.S. to require P.E. in its public schools? | California |
| President Eisenhower was alerted to the poor fitness levels of American youths. How was the poor physical conditioning of youths discovered in the Eisenhower Administration? | By the Kraus-Webber Tests |
| The Round Hill School (a private school) in Massachusetts was the first school to require P.E. in its curriculum. What year was this? | 1823 |
| The educational philosophy that believes experience is the best teacher is: | Pragmatism |
| Idealism believes in: | The mind is developed through acquisition of knowledge |
| What must a P.E. teacher consider in planning their curriculum? | Available facilities and equipment |
| Which of the following is not, class-management techniques? | Explaining conditioning |
| A teacher who modifies and develops tasks for a class is demonstrating knowledge of which appropriate behavior in physical education activities? | Appropriate content behavior |
| All of the following are strategies to assist in teaching students of diverse populations except | Have the less skilled students sit |
| An instructor notices that class participation is much lower than expected. By making changes in equipment and rules, the instructor applied which of the following concepts to enhance participation? | Activity modification |
| Using tactile clues is a functional adaptation that can assist which type of students? | Blind students |
| To determine student's progress and the effectiveness of teaching, instructors must plan for: | Measurement and evaluation |
| The affective domain of physical education contributes to all of the following except: | Self-actualization |
| An instructor used a similar movement from a skill learned in a different activity to teach a skill for a new activity. The technique used to facilitate cognitive learning was: | Transfer of learning |
| A teacher rewards students for completing tasks. Which method is the teacher using to facilitate psychomotor learning? | Contingency/Contract |
| Playing "Simon Says" and having students touch different body parts applies which movement concept? | Body Awareness |
| Which movement concept involves students making decisions about an object's positional changes in space? | Spatial Awareness |
| Applying the mechanical principles of balance, time, and Porce describes which movement concept? | Spatial Awareness |
| Having students move on their hands and knees, move on lines, and/or hold shapes while moving develops which quality of movement? | Balance |
| Students that paddle balls against a wall or jump over objects with various heights are demonstrating which quality of movement? | Force |
| Having students move in a specific pattern while measuring how long they take to do so develops which quality of movement? | Time |
| There are two sequential phases to the development of spatial awareness. What is the order of these phases? | The location of objects in relation to one's own body in space; locating more than one object in relation to each object and independent of one's own body. |
| Coordinated movements that project a person over an obstacle are known as | Vaulting |
| Using the same foot to take off from a surface and land is which locomotor skill? | Hopping |
| Which nonlocomotor skill entails movement around a joint where two body parts meet? | Bending |
| A sharp change of direction from one's original line of movement is which nonlocomotor skill? | Dodging |
| Which manipulative skill uses the hands to stop the momentum of an object? | Catching |
| Picking up coins, tying shoes, and petting animals develop this nonlocomotor skill. | Bending |
| To enhance skill and strategy performance for striking or throwing objects, for catching or collecting objects, and for carrying and propelling objects, students must first learn techniques for: | Controlling objects |
| Which of the following is not a type of tournament? | Spiral |
| Which of the following is not a type of meet? | Ladder |
| Equilibrium is maintained as long as: | The center of gravity is over the base of support |
| Which of the following does not enhance equilibrium? | Shifting the center of gravity away from the direction of movement. |
| All of the following affect force except: | Mass |
| For a movement to occur, applied force must overcome inertia of an object and any other resisting forces. What concept of force does this describe? | Magnitude |
| The energy of an object to do work while recoiling is which type of potential energy? | Elastic |
| Gradually decelerating a moving mass by utilization of smaller forces over a long period of time is: | Force absorption |
| The tendency of a body/object to remain in its present state of motion unless some force acts to change it is which mechanical principle of motion? | Inertia |
| The movement response of a system depends not only on the net external force, but also on the resistance to movement change. Which mechanical principle of motion does this definition describe? | Acceleration |
| Which of the following mechanical principles of motion states that every motion has a similar, contrasting response? | Action/Reaction |
| Which of the following principles is not a factor to assess to correct student scores in performance for process not a factor? | Force |
| A subjective, observational approach to identify errors in the form, style, or mechanics of a skill is accomplished by: | Process assessment |
| What type of assessment objectively measures skill performance? | Product assessment |
| Process assessment does not identify which of the following errors in skill performance? | End result |
| Determining poor performance of a skill using process assessment can best be accomplished by: | Observing several attributes comprising the entire performance of a skill. |
| Which of the following methods measures fundamental skills using product assessment? | Criterion-referenced tests and Standardized norm-referenced tests |
| Product assessment measures all of the following except: | How the student performs the mechanics of a skill |
| Instructors can evaluate skill level of achievement in archery by. | Totaling a student's score obtained on the target's face. |
| Instructors can determine skill level achievement in golf by: | The score obtained after several rounds. |
| Instructors can determine skill level achievement in swimming by: | How many strokes it takes to swim a specified distance. |
| Instructors can assess skill level achievement in bowling by: | Calculating a student's average. |
| What is the proper order of sequential development for the acquisition of locomotor skills? | Crawl, creep, walk, run, jump, hop, gallop, slide, leap, skip; step-hop. |
| Having students pretend they are playing basketball or trying to catch a bus develops which locomotor skill? | Running |
| Having students play Fox and Hound develops: | Galloping |
| Having students take off and land with both feet together develops which locomotor skill? | Jumping |
| What is the proper sequential order of development for the acquisition of nonlocomotor skills? | Stretch, bend, sit, shake, turn, rock & sway, swing, twist, dodge; fall. |
| Activities such as pretending to pick fruit off a tree or reaching for a star develop which non-locomotor skill? | Stretching |
| Having students collapse in their own space or lower themselves as though they are a raindrop or snowflake develops this nonlocomotor skill | Falling |
| Which is the proper sequential order of development for the acquisition of manipulative skills? | Striking, throwing, kicking, ball rolling, volleying, bouncing, catching; trapping. |
| Having students hit a large balloon with both hands develops this manipulative skill? | Volleying |
| Progressively decreasing the size of a target that balls are projected at develops which manipulative skill. | Throwing |
| Hitting a stationary object while in a fixed position, then incorporating movement, develops this manipulative skill. | Striking |
| The ability for a muscle(s) to repeatedly contract over a period of time is: | Muscle endurance |
| Students are performing trunk extensions. What component of fitness does this activity assess? | Flexibility |
| Data from a cardio-respiratory assessment can identify and predict all of the following except: | Natural over-fatness |
| Data from assessing identifies an individual's potential of developing musculoskeletal problems and an individual's potential of performing activities of daily living. | Flexibility |
| The ability to rapidly change the direction of the body is: | Agility |
| Students are performing the vertical jump. What component of fitness does this activity assess? | Power |
| Which of the following applies the concept of progression? | Beginning a stretching program holding stretches for 16 seconds and work up to holding stretches for 00 seconds. |
| Which of following overload principles does not apply to improving body composition? | Aerobic exercise three times per week, |
| Which of the following principles of progression applies to improving muscle endurance? | Lifting weights at 20% to 30% of assessed muscle strength. |
| The most important nutrient the body requires, without which life can only be sustained for a few days, is: | Water |
| With regard to protein content, foods from animal sources are usually | Complete |
| Fats with room for two or more hydrogen atoms per molecule-fatty acid chain are: | Polyunsaturated |
| An adequate diet to meet nutritional needs consists of: | No more than 30% caloric intake from fats, no more than 15% caloric intake from proteins, and at least 55% caloric intake from carbohydrates. |
| Maintaining body weight is best accomplished by: | Equalizing caloric intake relative to output |
| Most high-protein diets: | High in Cholesterol, high in saturated fats and require vitamin and mineral |
| Which one of the following statements about low-calorie diets is false? | They make weight control easier. |
| Using the Karvonen Formula, compute the 60% - 80% THR for a 16-year old student with a RHR of 60. | 146-175 beats per minute |
| Using Cooper's Formula, compute the THR for a 15-year old student. | 123-164 beats per minute |
| Aerobic dance develops or improves each of the following skills or health components except... | Flexibility |
| Rowing develops which health or skill related component of fitness? | Muscle endurance |
| Calisthenics develops all of the following health and skill related components of fitness except: | Power |
| Which health or skill related component of fitness is developed by rope jumping? | Coordination |
| Swimming does not improve which health or skill related component of fitness? | Foot speed |
| A 17-year-old male student performed 20 sit-ups, ran a mile in 8 minutes, and has a body fat composition of 17%. Which is the best interpretation of his fitness level? | Low muscular endurance, average cardiovascular endurance; appropriate body fat composition. |
| Based on the information given in the previous question, what changes would you recommend to improve this person's level of fitness? | Muscle endurance training and cardiovascular endurance training. |
| Which of the following conditions is not associated with a lack of physical activity? | Longer life expectancy |
| Which of the following pieces of exercise equipment best applies the physiological principles? | Stationary Bicycle |
| Working at a level that is above normal is which exercise training principle? | Overload |
| Students on a running program to improve cardio-respiratory fitness apply which exercise principle? | Specificity |
| Adding more reps to a weightlifting set applies which exercise principle? | Progression |
| Which of the following does not modify overload? | Perceived exertion |
| Prior to activity, students perform a 5-10 minute warm-up. Which is not recommended as part of the warm-up? | Using a gradual anaerobic warm-up |
| Which is not a benefit of warming up? | Releasing hydrogen from myoglobin |
| Which is not a benefit of cooling down? | Removing myoglobin |
| Activities to specifically develop cardiovascular fitness must be: | Performed without developing an oxygen debt |
| Overloading for muscle strength includes all of the following except: | Lifting heart rate to an intense level. |
| Activities that enhance team socialization include all of the following except: | Golf |
| Physiological benefits of exercise include all of the following except: | Reducing mental tension |
| Psychological benefits of exercise include all of the following except: | Improved energy regulation |
| Social skills and values developed by activity include all of the following except: | Winning at all costs |
| All of the following are methods to evaluate the affective domain except: | McCloy's Prosocial Behavior Scale |
| Educators can evaluate the cognitive domain by all of the following methods except: | Willis Sports Inventory Tests |
| Which is not a common negative stressor? | Landing a new job. |
| Which of the following is not a skill assessment test to evaluate student performance? | Harrocks Volley |
| All of the following are Systematic Observational Evaluations except: | Reflective Recording |
| In regard to injury prevention, RICE stands for: | Rest, Ice, Compression, Elevation |
| Although they are still hitting the target, the score of some students practicing archery has decreased as the distance between them and the target has increased. Which of the following adjustments will improve their scores? | Increasing the parabolic path of the arrows. |
| Some students practicing basketball are having difficulty with "fres throws," oven though the shots make it to and over the hoop. What adjustment will improve their "free throws?" | Increasing the vertical path of the ball. |
| An archery student's arrow bounced off the red part of the target face. What is the correct ruling? | 7 points awarded. |
| A student playing badminton believed that the shuttlecock was going to land out-of-bounds. The shuttlecock landed on the line. What is the correct ruling? | The shuttlecock is in-bounds. |
| A mechanical pinsetter accidentally knocked down the only bowling pin left standing for a spare attempt, after clearing all the other pins knocked down by the first ball thrown. What is the correct ruling? | No count for that pin |
| The ball served in racquetball hits the front line and lands in front of the short line. What is the ruling? | Fault |
| Two opposing soccer players are trying to gain control of the bas When one player "knees" the other. What is the ruling? | Direct free kick |
| Two students are playing badminton. When receiving the shuttlecock, one student consistently stands too deep in the receiving court. What strategy should the server use to serve the shuttlecock? | Short serve |
| A basketball team has an outstanding rebounder, shoulder to keep this player near the opponent's basket, which strategy should the coach implement? | Zone defense |
| When a defensive tennis player needs more time to return to his position, what strategy should he apply? | Lob shot |
| An overhead badminton stroke used to hit a fore-hand-like overhead stroke that is on the backhand side of the body is called: | Around-the-head-shot |
| A maneuver when an offensive player passes to a teammate and then immediately cuts in toward the basket for a return pass is: | Give-and-go |
| A bowling pin that remains standing after an apparently perfect hit is called a: | Tap |
| A soccer pass from the outside of the field near the end line to a position in front of the goal is called: | Cross |
| A volleyball that is simultaneously contacted above the net by Opponents and momentarily held upon contact is called a: | Held Ball |
| Volleyball player LB on team A digs a spiked ball. The ball deflects off of LB's shoulder. What is the ruling? | Legal Hit |
| First PE school | Round hill 1823 |
| What countries greatly influenced the early development of PE | Germany, Sweden and England |
| Catherine Beecher | First American to design a program of exercise for American children |
| The first state to pass exercise in 1866 | Cali |
| Idealism | MIND. Developed through acquisition of knowledge |
| Realism | REAL. Believes in law of nature. The scientific method. Mind body harmony |
| Pragmatism | EXPERIENCE. |
| Naturalism | MATERIALISTIC. |
| Existentialism | INDIVIDUALISM |
| Humanism | Development of individual talent and fulfillment encourages participation |
| Eclecticism | Combines beliefs from drifferent philosophies |
| Primary aim of PE | To equip students with the knowledge, skill, capabilities, values, and enthusiasm necessary to the maintenance of a healthy lifestyle into adulthood. |
| 5 health related components of physical fitness | Cardiovascular endurance Muscle strength Muscle endurance Flexibility Body composition |
| Give examples of cardio-respiratory fitness program design | (Anything with endurance) Aerobic activity-walking jogging swimming 3 to 5 days a week 20 to 60 min continuous |
| examples of muscle strength program design | (Low reps) Weight training 3 sets w/ 3 to 8 reps (60 second intervals) |
| Name the 6 components of nutrition | Carbohydrates. Proteins. Fats. Vitamins. Minerals and water. |
| Overload principle | Is exercising at an above normal level to improve physical or physiological capacity |
| Specificity principle | Isolate and specifically work on a single component |
| Progression principle | Once the body adapts to the original load/stress, no further improvement of a component of fitness will occur without adding an additional load |
| Reversibility of training principle | Don't use it. You lose it. |
| Identify ways in which we can modify overload? | FREQUENCY-# of times implement a training program in a given period(3days per week) INTENSITY-is the amount of effort put forth or the amount of stress placed on the body TIME- the duration of each training session |
| Standardized tests | Validity and reliability |
| Norm-reference tests | Compares individuals score to those of other |
| Criterion reference tests | Interpreting a score by comparing it to a predetermined standard |
| AAHPERD youth fitness test | Measures motor capacity |
| AAHPERD health related physical fitness test | Measures physical capacity |
| What is THR? | Target heart rate. (Common measure in Aerobic exercise intensity) |
| Mhr? | Maximum heart rate |
| Rhr? | Resting heart rate |
| What is the most commonly used formula among physical educators to determine target heart rate range? | Coopers formula THR=(220-age) x.60 to .80 |
| Inclusive environment | Inclusive environment Attempt to accommodate all students in learning process. The needs of students of vary ability levels and developmental stages, ethnic and socioeconomic backgrounds. |
| Formal assessments | Such as win/loss records, written test, skill tests, performance records, and reviewing videotaped performances. |
| Informal assessments | Such as rating scales, observational performance descriptions, completing skills checklist, and utilizing observational time. |
| Appropriate student etiquette/behaviors include : | Following the rules. Good sportsmanship, reporting own accidents |
| Participants screening | Evaluate injury history, anticipate and prevent potential injuries, watch for hidden injuries and for the reoccurrence of an injury, and maintain communication. |
| Title IX | Prohibits sex discrimination in educational programs. Equal opportunities for both sexes |
| RICE Principle | REST ICE COMPRESSION ELEVATION |
| pL 94-142 | Requires schools to provide educational services for handicapped student |
| Tort | A legal wrong resulting in direct or indirect injury |
| Negligence | Failing to fulfill a legal duty according to common reasoning. Must consider sex, size and skill of participants when planning activities |
| Attractive nuisance | An object that results in physical injury that the responsible party should have foreseen. |
| avoid lawsuits | Knowing the health status of each person in program Knowing first aid Parental consent forms Using safe equipment Never leave classroom unsupervised |
| Spatial awareness | Ability to makes decisions about an objects positional changes in space(balance, time and force) |
| Body awareness | The awareness ad understanding a person has of his or her own body parts. Simon says. |
| Manipulative skills | Body parts to propel or receive an object, controlling objects primarily with hands and feet |
| Equilibrium | Center of gravity remains over the base of support |
| Magnitude of force | Force must overcome the inertia of the object and any other resisting forces for movement to occur |
| Energy | The capacity to do work |
| Potential energy | Energy possessed by virtue of position, absolute location of change in shape. |
| Gravitational potential energy | Potential energy of an object that is in a position where gravity can act on it |
| Elastic potential energy | Energy potential of an object to do work while recoiling after stretching, compressing or twisting |
| Kinetic energy | Energy possessed by virtue of motion that increases with speed |
| Force absorption | Absorbing force requires gradually decelerating a moving mass by utilization of smaller fleeces over a longer period of time |
| Linear motion | The larger the mass, the more it resists motion change initiated by an outside force |
| Archery | Measuring accuracy in shooting a standardized target from a specified place |
| Sequential development of manipulative skills | Striking, throwing, kicking, ball rolling, volleying, bouncing, catching and trapping. |
| IEP | Individualized Educational Plans |
| Inertia | Describes the resistance of a body to any alteration in its state of motion. |
| Performance evaluation | students performance on task or set of tasks |
| Progress evaluations | Students improvement in the ability to perform a task or set of task |
| Amateur athletic Union (AAU) | Protects amateur sports from becoming corrupted; conducts pre Olympic trials |
| American alliance for health, physical education, recreation and dance(AAHPERD) | Works with legislatures concerning education and research, works with presidents council on physical fitness and sport |
| National Association for sport and physical education(NASPE) | A non profit, professional membership organization; developed national standard for PE. |
| PE four essential components | Policy and environment Curriculum Appropriate instructions Student assessment |
| John Dewey | Founder of Pragmatism which means thinking in a logical and practical sense |
| Why was physical education pushed? | After WW2 distressing overall health statistics revealed that one-third of all drafted recruits in the U.S military were not physically fit for combat. So the government decided to pass a legislation to advance the quality of physical education |
| Which of the following best illustrates a benefit that physical education students receive from cross-curricular links? | increased awareness by students of the relevance of all subjects |
| Differentiated Instruction | Matching instruction to meet the different needs of learners in a given classroom. ex: reading buddies, small groups |
| Which of the following do the Florida sunshine state PE standard include? | goals and objectives for PE programs at each grade level |
| Professional Development Methods | P.E. teachers view these as valuable resources, they determine what kinds of experiences and info they need to meet their students varied needs |
| National demographics in diversity | diversity dictates that teachers must change their instructional practices to address the populations increasing with diversity |
| National Dance Day | encourages Americans to create events in their own communities and fundraise |
| What is trapping in soccer? | stopping the ball with your foot |
| What is a drop kick? | dropping the ball before kicking it |
| Swimming strokes | Butterfly , Backstroke, Breaststroke, and Freestyle |
| What would be an appropriate rhythmic activity for a kindergartener? | Parachute play, juggling, and jump rope |
| Cooperative Learning Stages (Positive Interdependence) | students perceive they cannot succeed unless their groupmates do and vice versa, they must coordinate their work with other members to accomplish any task |
| TARGET model | Task Authority Recognition Grouping Evaluation Timing |
| Authority strategies | allow students to have some responsibilities for their choices or activities ex: tell each student to select their favorite workout |
| Grouping strategies | avoid peer comparisons and get students into groups and encourage social interaction with students. have students partner with different classmates ex: partner students to seat themselves one boy one girl |
| Evaluation strategies | focuses on the outcome more and engages students in self assessments targeting self improvement, ensuring each students assessment is private, meaningful, and specific ex: "awesome pass!" |
| Timing strategies | maximize learning and practice time, not introducing competitive play too soon. individualizing practice with each student ex: suggesting practicing the skills at home after practice to ensure retention |
| Verbal Communication | is a type of communication wherein the message is transmitted through the use of words to share info with others |
| Examples of verbal communication | Texting, sign language, conversations, Phone, emails |
| Nonverbal Communication | is the transmission of messages or signals through a nonverbal platform such as eye contact, expressions, gestures, and body language |
| Sandwich Approach | involves first describing one thing the student or athlete did well then identifying one thing to correct or improve, and then ending with another piece of positive feedback |
| P.E. teachers Reflective Cycle | is a systematic approach to your thoughts in regards to a specific event , can be used to reflect on the teachers performance, student learning, and instructional goals |
| Reflective Cycle 6 steps | description - feelings - evaluation - analysis - conclusion - action plan |
| P.E. teachers reflective cycle (continued) | in addition to the emotional and social factors that influence students performance, P.E. teachers also reflect about these factors that affect their performance > environmental > physical > cognitive |
| Teachers committed to promoting student achievement and growth analyze what? | their design and implementation of learning experiences, evaluate results of their instruction, and determine how to alter it for optimal student performance |
| Instructional Cue | is a signal prompting an event or action especially in a performance |
| How may a P.E. teacher want use innovative administrative strategies to improve student motivation? | a P.E. teacher may implement a morning walk project daily with the principle to help students focus on their morning routine |
| Peer Teaching Model | is a method of teaching where a students instructs another student |
| How does the peer teaching model help the student? | being taught by a peer can break down barriers that may affect some students, this can create a more engaging learning experience, direct interaction between students promotes active learning |
| Direct Instruction | this means that the teachers stands in front of the classroom and presents the information, the teachers give explicit, guided instructions to the students |
| 5 Stages of Direct Instruction | > orientation > presentation > structured practice > guided practice > independent practice |
| Orientation | set the stage for learning build upon a previous lesson or get an understanding of general background knowledge |
| Presentation | use clear and guided instructions so students can begin absorbing the material |
| Structured Practice | if students don't understand the lesson material, the teachers has to give the right corrective feedback to ensure the student can get the job done |
| Guided Practice | the teacher and student practice the concept together the purpose is to guide initial practice and correct mistakes if necessary and provide sufficient practice so students can work independently |
| Independent Practice | after guided practice and receiving the right feedback students are ready to apply the learning material on their own |
| Types of Feedback | > Instructional Feedback > Descriptive Feedback > Prescriptive Feedback > Intrinsic Feedback > Extrinsic Feedback > Positive Feedback > Negative Feedback |
| Instructional Feedback | is a strategy that a teacher uses to clarify misinformation, confirm misunderstanding, and fine-tune understandings |
| parameter feedback | With parameter feedback, the teacher gives the students information relating to how they are performing the activity. |
| Descriptive Feedback | general feedback nothing specific indicates something you did right or wrong |
| Prescriptive Feedback | precise and specific provides you with on point corrective statements on how to improve |
| Intrinsic Feedback | is the physical feel of the movement as it is being performed. it is essentially (what is felt by the student/athlete) as they execute the skill or performance |
| Extrinsic Feedback | is provided by external sources, can be during or after the performance. can come from teachers, coaches, teammates and also includes things that the performer can hear or see |
| Positive Feedback | is usually given by the teacher or coach when the player is praised following a successful outcome. beginners usually benefit a great deal from it |
| Negative Feedback | is received when the movement is incorrect or unsuccessful. most effective with elite performers |
| Cognitive understanding of a particular skill | Cognitive Understanding - is the process of acquiring knowledge and understanding through thought, experience, and senses |
| Self Assessment | Is the practical quick method for P.E. teachers to gather information on students progress |
| Formative Assessment | takes place during the process of learning and is used to plan or modify instruction. used to see how well students understand the new concept/skill that is currently being covered |
| Summative Assessment | are given at the end of the unit to assess students total knowledge of a learning target ex : state assessments SAT/ACT , chapter tests, exams |
| Traditional Approach (teaching) | involves teacher generated written tests and worksheets ex: multiple choice, true/false, matching, open response, short answer |
| Alternative Approach (teaching) | different/innovative ways of teaching audiovisual ex: powerpoint, movies, written poems/journals , performance tasks, oral reports, debates, skits |
| Assessment Types | Diagnostic > Performance Based > Criterion Referenced > Norm Referenced |
| Diagnostic | pre test prior knowledge test before beginning the actual activity |
| Performance Based | application of knowledge/skills. tests that assess how well students perform certain tasks. Uses higher-level thinking to apply, analyze, synthesize and evaluate ideas and data |
| Criterion Referenced | measure performance against a fixed set of state standard based tests. |
| Norm Referenced | a test is norm-referenced when students are measured in relation to other students. percentile ranking test ex : BMI, IQ tests, SAT, LSAT |
| What is considered an assessment? | some (written record) or stat sheet has to be made of the observation |
| Formal Assessment | Pre-planned, systematic attempt to assess what students have learned. data driven/statistics |
| Informal Assessment | content and performance driven. specific behaviors and skills and performance characteristics |
| How standardized tests should be administered | schools must choose and administer assessments without any racial or cultural discrimination |
| Administering tests to students with disabilities | test measuring physical fitness and motor skill performance should not discriminate based on students disabilities |
| Bound Flow | movement that is halting - a controlled movement - connected movements that are structured and prepared |
| Closed Skill | A skill performed in a predictable environment |
| open skill | a skill performed in an environment that is unpredictable or in motion and that requires performers to adapt their movements in response to properties of the environment |
| What happens when your body shifts weight? | Weight transfer involves moving the body's weight from the base |
| a type of running where the student leans the body forward is what? | Sprinting |
| Open Loop Control | A type of control that involves the use of centrally determined, restructured commands sent to the effector system and executed without feedback; used by individuals to control rapid, discrete movements. |
| Evading | Basic movement pattern that requires you to dodge, fake, and screen success in any of the skills requires mastery and practice. |
| Sending (movement pattern) | Basic movement pattern that includes throwing, kicking, striking (manipulative) |
| Receiving (movement pattern) | Basic movement pattern that includes catching, collecting, and gathering > Beginner - visual tracking Intermediate - hand eye coordination advanced - velocity of motion and center of gravity |
| accompanying (movement pattern) | Basic movement pattern that includes dribbling or carrying |
| Motor Skills | the bodies ability to manage a process of movement either using the large muscles of the body (gross motor) or small muscles of the body (fine motor) |
| angular motion | rotation around an axis |
| Galloping | moving forward with one foot leading, similar to sliding, running rapidly |
| Vector | A quantity that has magnitude and direction ex: velocity, momentum, force, gravity |
| Tactile Games Approach | teaches games for understanding by awareness and skill execution |
| Scalar | A physical quantity that has magnitude only. magnitude is another way of saying size in movement. only one single number with scalar quantities |
| linear motion | Movement in a straight line down parallel paths without any change |
| closed loop control | is a process involved with controlling slow movement |
| In tennis, what is the definition of split-step? | Both feet come down from the air |
| ballistic stretching | a technique in which muscles are stretched by the force generated as a body part is repeatedly bounced, swung, or jerked |
| Biomechanics | analysis of human movement, how and why the body moves the way it does |
| Inertia | the tendency of an object to resist any change in its motion |
| Which developmental level would be evidenced by a player changing speed while dribbling a ball | Utilization |
| Which of the following is an indicator of physical exertion level? | time for breathing and heart rate to return to normal |
| Hannah can skip, run, and throw a ball. She has not yet mastered hopping or striking an object. Hannah is most likely: | In 1st grade (age 6) |
| Motor Skill development with ages 5-7 | > At 5 years old (Kinder) running and throwing. > 6 years old (1st grade) run, throw and skip > 7 years old (2nd grade) mastered skipping and catching. |
| Motor Skill development with ages 8-10 | At the age of 8 years (3rd grade) most will have mastered kicking and hopping > 10 years old (5th grade) mastered jumping. |
| Diarthrodial | Produce the most movement |
| Fulcrum | fixed point on a lever |
| First lever | the location of the effort force and resisting force on the opposite sides of the fulcrum |
| Second lever | when the location of the effort force is on the same side of the fulcrum with the resistance arm closer to the fulcrum |
| Third Lever | the location of effort force on the same side of the fulcrum with the effort force closer to the fulcrum |
| Gravity | A force of attraction between objects that is due to their masses. |
| The four types of practice | > constant > variable > blocked > random |
| constant practice | repeating the same movement under the same conditions |
| variable practice | repeating a movement under various conditions, such as a change in distance |
| blocked practice | several skills practiced in a particular order |
| random practice | varying practice amongst different tasks |
| In a archery class, a student complains that the bow string repeatedly hits the inside of the elbow. This error can be corrected by having the student do what? | cock the wrist of the bow arm |
| When teaching elementary students to jump from a balanced position, the teacher should instruct student to have their... | knees slightly bent at take off |
| Which of the following pedogeological influences affect physical education programs? | Movement Education > Pedagogy - related to teaching |
| Which best measure form and technique in executing a basketball lay up shot | recording the number of successful layups made in 30 seconds |
| Adduction | Movement toward the midline of the body |
| Akinesia | inability to initiate movement |
| Abduction | Movement away from the midline of the body |
| Fine Motor Skills | physical abilities involving small body movements with smaller muscles in the body, especially of the hands and fingers ex: drawing and picking up a coin, reaching & graspin |
| Gross Motor Skills | physical abilities involving large body movements, also relate to body awareness, speed, balance, and strength ex: walking, jumping, running, kicking ex: involve large muscles in our torso, legs, and arms |
| Kinematics | study of motion without considering the forces or masses that make them move |
| study of motion without considering the forces or masses that make them move | forces causing movement |
| Activities that are coed (maturational considerations) | activities that don't require body contact but require agility and lower body strength ex : running & swimming |
| Why is having evenly matched sports teams important? | even on both sides on the basis of maturation and skills > this way deficits individual skill levels are not obvious and all students have fun equally participating ex: martial arts, dance, cycling |
| Psychomotor learning contingency/ contract approach | in this type of instruction the P.E. teacher offers specified rewards to the students, which are contingent upon them completing the indicated tasks |
| Torque | is the rotational version of force,. ex: when a boxer throws a hook |
| Exercise science principles | > individual differences > overload > progression > adaptation > specificity > use/disuse |
| What are the 3 FMS skills | locomotor/nonlocomotor > manipulative > rotation/stability/balance |
| What are the 3 phases of learning on how to land/ fall? | discovery - development - consolidation |
| What is the function of the sympathetic nervous system | functions in actions requiring quick responses to dangerous situations > boosts the bodies alertness and heart rate |
| Body Systems (Skeletal) | provides the body's structural framework of bones to support it > protects organs > stores calcium in bones > produces red blood cells in the bone marrow |
| autonomic nervous system | regulates involuntary activity such as heart rate, breathing, and digestion |
| parasympathetic nervous system | a set of nerves that helps the body return to a normal resting state |
| Which of the following exercises would help hamstring flexibility? | Inner thigh stretch, trunk extensions, trunk rotations, lying knee pull exercises |
| eccentric contraction | muscle lengthens as it maintains tension example: slowly lowering weight like a squat or slowly sitting down into a chair |
| concentric contraction | muscle shortens as it maintains tension example: lifting weight like a bicep curl |
| Obesity facts/statistics | Obesity in children between the ages of 6-11 is highest among |
| Hypertension | high blood pressure |
| Lipoproteins | protein and fat clusters that transport fats/cholesterol in the blood |
| cool down | low-level activity that prepares your body to return to a resting state reduces dizziness |
| Hypoxia | lack of oxygen in cells can happen from high altitudes |
| anaerobic exercise | no oxygen is required ex: calisthenics, heavy weight lifting, plyometrics |
| aerobic exercise | all rhythmic activities that use large muscle groups for an extended period of time |
| lactic acid | is a chemical byproduct of anaerobic respiration |
| Hypoglycemia | low blood sugar |
| Minimum Daily Calorie Intake | 1500 - Men 1200 - Women |
| Integumentary System | includes the hair, nails, and especially the skin which is the body's largest sensory organ |
| Muscular System | Allows manipulation of the environment, body movements, and facial expression. Maintains posture, and produces heat/consumes energy |
| How chemical energy is used to move the muscles | muscles use the stored energy from the food we eat as energy. the molecules in the food are broken down into smaller pieces, as the bonds break oxidation occurs |
| How mechanical energy is used to move the muscles | during muscle contraction chemical energy is converted to mechanical energy from the nutrients we at |
| lymphatic system | Composed of a network of vessels, ducts, nodes, and organs. Provides defense against infection by transporting white blood cells between the tissues/bloodstream. aids in support of the immune system. |
| Respiratory System | system responsible for taking in oxygen and releasing carbon dioxide using the lungs. performs gas exchanges |
| Circulatory System | This system works as the transportation highway for the body. It consists of the heart, blood, and blood vessels. It transports substances such as oxygen, blood, carbon dioxide, and nutrients in the body. |
| Hierarchy of motor control (lowest level) | determines joint angles and degrees of muscle tension |
| Hierarchy of motor control (middle level) | determines postures and movements needed to perform an action, receive input from the receptors. uses the data received to produce a motor program. which defines the information necessary to perform the activity |
| Hierarchy of motor control (highest level) | many areas of the brain including maturation, emotions, and memory are included to command the neurons to initiate the body movements |
| Substance abuse | overindulgence in or dependence on an addictive substance, especially alcohol or drugs. |
| What is the largest number of substance abuse cases result in? | Death - Dui, Homicide, Overdose, Suicide |
| Aerobic Capacity | the maximum amount of oxygen that can be delivered through the blood ex: running, swimming, cycling |
| Vo2 max | The highest rate of oxygen consumption and utilization achieved at maximal physical exertion. |
| Aerobic Endurance | the length of time a muscle can continue to contract using aerobic pathways |
| isotonic exercise | movement in which muscles shorten (contract) and move |
| Isometric exercise | an exercise in which muscles contract but very little body movement takes place usually involves holding a position in place |
| Isokinetic exercise | muscles contract at a constant rate |
| Kinesthetic | the sensation of movement or strain in muscles, tendons, and joints; muscle sense. |
| Body Composition | the ratio of body fat to lean body tissue, including muscle, bone, and water |
| What are the 2 most common results of physical inactivity | Obesity & Type 2 Diabetes |
| What are the five components of fitness? | cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition |
| Ectomorph | tall and skinny long and narrow thin shaped body ex: long distance running and the high jump |
| Endomorph | Round and heavy body type narrow shoulders wide hips more fat on torso ex: shot putting and wrestling |
| Mesomorph | muscular wide shoulders & narrow hips little body fat ex: swimming and gymnastics |
| Behavior Management | P.E. teachers should privately and quietly discipline individual students when needed |
| internal imagery | imagine the execution of a skill from your own perspective ex: imagine yourself scoring a touchdown before the big football game |
| external imagery | Athletes see themselves performing or engaged in the physical movement ex: Gymnast sees herself balancing on the beam |
| When assigning students to groups in P.E. teachers should consider what? | individual differences, disabilities, skill levels, gender etc > to balance groups evenly teachers should divide their classes into high, middle, and low achievers as well |
| Applying effective behavior management plans | Students cmply m ore with clearer expectations, P.E. teachers should model everything they expect on rainy days not running but walking to the gym. the more students are engaged in learning activities the less they will demonstrate bad behavior |
| Motor disability meeting the students need | if you see a student with a disability struggling, have a student lend a guiding hand during the activity as well as shortening the students length for the activity |
| If you want to include a student who is in a wheelchair into your regular physical education class, what modifications could you make? | Use a variety of instructional strategies, such as whole group, small group, direct instruction, indirect instruction, experiential, and others. Adjust accordingly to encourage participation. |
| Keeping classes running smoothly | teachers should make sure that before telling students what to do they tell them when to do it ex: " when I say go everyone pick up their soccer ball" |
| Rule of 3's | To keep instructional cues concise, teachers can use rule of 3's. 3 players, 3 passes, 3 ft. |
| 80/20 rule | teach the class a concept until 80% of the students understand it, the other 20% will figure it out through doing it |
| Communication with parents in P.E | P.E teachers can post their class rules and distribute them to both the student and the parent while including a cover letter. politely asking parents to review the policies/rules ensuring the students understand them and the parents are informed of them |
| Positive relationships in P.E | areas of research have shown that psychosocial (pertaining to an individuals mind/behavior from society/social factors) are enhanced through independent contributions from both peer acceptance and friendship |
| How do peers help with P.E. | peers affect the physical domain, shape self perceptions, affect moral attitudes/behaviors, and affect motivations |
| Motor Development History | active in development of motor skills |
| How can a PE teacher and a Social Studies teacher integrate? | by using a cyclometer and a global positioning device Cyclometer - an instrument attached to a bicycle for measuring the distance it travels. Global Positioning Device - or (GPS) a navigation system synchronized to find location of travel |
| What is a way a social studies teacher and the PE teacher can be able to collaborate with the class on a project | cyclometer & global positioning device |
| ShapeAmerica.org | the Society of Health and Physical Educators, a nonprofit and largest professional organization devoted to PE |
| Surgeon's General Report | This report assesses the role of physical activity in preventing disease |
| Dynamometer | measures grip strength or power |
| Calorimeter | an insulated device used to measure the absorption or release of heat in chemical or physical processes |
| A type of software a teacher may use to create a physical education website is called what? | Dreamweaver; helps create individual webpages |
| Free Flow | movement that is continuous student is not in control of stopping their movement ex: rolling a bowling ball |
| A student swings at the ball with a bat. This motion best represents what type of movement concept? | Free Flow |
| Activity gram | Purpose: to record, analyze, and save student physical activity data and produce reports based on the data Description: computer program prompts students to recall previous day's physical activity in 30-minute time blocks |
| What influences motor development? | Maturation, Experience, and Cultural Influences |
| Maturation | crawling and walking |
| Experience | learning through trial and error in early attempts, failures, repetitions and eventual success : riding a bike, juggling, or learning how to play a sport |
| Cultural Influences | ex: babies sit, stand, walk later on in cultures where their mothers carry them more |
| Stages of Motor Learning | cognitive, associative, autonomous |
| What are some perceptual motor abilities that affect individual skill performance (while playing sports)? | control precision, response orientation, manual / finger dexterity, and rate control |
| Control Precision | ability to make rapid and precise movement adjustments ex: hockey puck handling, aiming, golf swing |
| Response Orientation | the ability to choose the right action quickly in response to several different signals ex: football QB & martial arts |
| Manual/Finger Dexterity | skill in performing tasks with the hands ex: basketball dribbling, typing, performing surgery, playing guitar, playing the piano |
| Rate Control | Rate Control |
| What is motor learning? | is the process of acquiring the ability to produce skilled actions. the change resulting from practice, experience, and the capability of responding |
| What are some psychological factors that influence learning? | Reading, motivation, actions, behaviors, student abilities, backgrounds, intelligence, personalities, and learning styles |
| Cognitive stage of learning | learners understand the goal and nature of the activity and make first attempts which come with major errors (novice) |
| Associative stage of learning | The second stage of learning a motor skill, when performers have mastered the fundamentals/timing and can concentrate on skill refinement. Errors are more consistent and less numerous. |
| Autonomous stage of learning | The third stage of learning a motor skill, when the skill has become habitual or automatic for the performer. Errors are minimal. |
| Attentional Flexibility | is the capacity to shift voluntarily and quickly among different attentional styles and task demands |
| Instructional Goals | when P.E. teachers design their lessons they demonstrate the concepts, pace the progressions, and apply teachings strategies appropriately to every student |
| Skill levels in stations (examples) | beginner station - throwing at a stationary target intermediate station - practice lead passes advanced station - practice passing while being defended |
| How do P.E. teachers enhance student skill development? | by analyzing skills on a continuum of task analysis and focus on critical concepts in feedback to inform students |
| The domains of physical education | psychomotor, cognitive, and affective |
| Psychomotor Domain | learning a new procedure or skill, the development of movement competence. includes coordination and use of motor skill areas |
| Example of Psychomotor Domain | task/reciprocal method the teacher uses stations to integrate the students learning of specific movement tasks |
| Cognitive Domain | the "thinking" domain, includes six intellectual abilities and thinking processes beginning with knowledge, comprehending, and applying to analysis, reasoning, and evaluation |
| Example of Cognitive Domain | a child learns the abc's and then recites it to the class. the ability to understand what is known |
| Affective Domain | includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes |
| Example of Affective Domain | student feels enjoyment as a result of daily P.E. |
| Affective Domain's main components | - Receiving - Responding - Valuing - Organization - Characterization |
| Receiving (affective domain) | openness to new info and experiences |
| Responding (affective domain) | active participation in the new info/experiences |
| Valuing (affective domain) | attaching worth to new info/experiences |
| Organization (affective domain) | incorporating new info or experiences into a preexisting value system structured into an orderly fashion |
| Characterization (affective domain) | internalize values and let them control the persons behavior ex : marrying a woman because of her personality and not her looks |
| Neuroplasticity | the ability within the brain to constantly change both the structure and function of many cells in response to damage or deficits |
| How can motor experiences define what goes on with plasticity? | specific motor experiences determine the place and character of plasticity in our spinal system |
| Endurance Training (synapses) | generates formation of new blood vessels in the motor cortex |
| Strength Training (synapses) | changes activation of spinal motor neurons and generates new synapses in the spinal cord |
| All 3 types of motor trainings | modify spinal reflexes that rely on each task specific behavioral requirements - these findings show acquiring skilled movements causes neural circuits in the motor cortex to be reorganized to support producing skilled movements |
| Perceptual Motor Abilities | Refers to a Childs developing ability to interact with his/her environment by combining the use of Physical attributes that combine the senses (e.g., seeing, hearing, smell) and motion (e.g., coordination, dexterity) |
| Individual Differences (Perceptual Motor Abilities) | - include biological. psychological, and environmental factors affecting performance ex: muscular tissue composition will affect an individuals strength |
| Scope and Sequence | general plan in basal reading programs for the introduction of skills in sequential or vertical arrangement scope - areas of development addressed sequence - how the skills and the content are ordered to learners over time |
| physiological and psychological variables that influence individual ability and interest for learning are? | Readiness |
| Title IX | No person in the United States shall, (on the basis of sex or gender), > be excluded from participation in, > be denied the benefits of, > or be subjected to discrimination under any education program or activity receiving Federal financial assistance |
| The most important consideration when planning a daily lesson plan is to | include motor skill development in every lesson |
| Two important aspects of observation for instruction, evaluation, and feedback are | focused watching and remembering |
| curriculum development | Determining what to teach in each course and at each level. |
| reciprocal teaching style | student centered ; they teach other -peer teaching of skills, tasks, & rules -peer assessment -teacher monitors and supervises |
| Mastery Learning | An instructional group based strategy on the principle that all students can attain lesson and unit objectives given appropriate instruction and sufficient time to learn. |
| As a P.E. teacher which one of the following planning steps would you perform first? | create a curriculum with the content you will be teaching throughout the year > create assessments and benchmarks to baseline and monitor the students learning and progress > make lesson plans |
| Sequenced Model | is a component of planning in curriculum development, this model focuses on the involvement of teachers across many different disciplines to work together to develop instructional units that overlap across the different subject areas |
| indirect teaching | > student-centered instruction in which the teacher facilitates opportunities for students to construct their own learning > group projects, virtual study projects, presentations |
| Example of Inclusion | when students are asked how they would adapt softball for students with special needs, they come up with a concept of batting of a tee while sitting in a wheel chair. then all the students attempt the new skill, this is an representation of |
| primary student | elementary school grade levels |
| attribution (motivation theory) | a concept involved in sports psychology that investigates what people attribute their successes and failures to. |
| self-determination theory | personal decision to do something or think a certain way, someone believes they're in control of their own life |
| Behaviorism Theory of Learning | learning is a change of behavior caused by consequences of behaviors, Watson, Skinner, Thorndike. Responding through environmental stimuli. learner starts off as a clean slate. positive and negative reinforcement are factors |
| social learning theory | the theory that we learn social behavior from others by observing and imitating and by being rewarded or punished ex: kids imitating TV characters |
| Harrocks Prosocial Behavior Inventory (HPBBI) | measures prosocial play behavior of 5th and 6th graders in recreational play |
| Pacer Test | • Measures cardiovascular endurance. • Objective: Run as long as possible back and forth across a 20-meter space at a specified pace that gets faster each minute. |
| Shuttle Run tests what? | Speed & Agility- Skill Related runs back and forth between two parallel lines as fast as possible |
| What are the six components of skill related fitness? | > Agility > Speed > Reaction Time > Balance > Coordination > Power |
| Agility | is the ability of the body to change direction quickly while keeping control. ex: > Football > Basketball > Soccer > Tennis |
| Speed | is the ability of the body to move quickly from one point to another. ex: Sprinting, Skating, Swimming |
| Balance | is the ability of the body to maintain an upright posture when still or in motion ex: Yoga, Pilates, Gymnastics |
| Coordination | is the ability of the body to use hand and foot movements with the input of our senses. ex: CrossFit, Golf, Jumping rope |
| Power | is the ability of the body to perform strength work at an explosive speed. ex: Olympic Lifts, Plyometrics, Track & Field |
| Reaction Time | is the amount of time it takes for the body to react to a stimulus, such as a starting gun or movement of an opponent. ex: Martial Arts |
| In an archery class a student complains that the bow string repeatedly hits the inside of the elbow. this error can be corrected by | cocking the wrist of the bow arm |
| Readiness | Physiological and psychological factors influencing an individual interest in learning. |
| Motivation | intrinsic conditions of needs and drives required for individuals to initiate goal directed activities |
| Reinforcement | actions, behaviors, or events positive or negative augmenting the probability that an individual will repeat the same response to a stimulus |
| How P.E. teachers engage with students | engage in convos with students to explore students comprehension of individuality, personal attitudes, effort, and results of learning |
| What's and example of how P.E. teachers can help structure learning activities for students | > writing an entry task on a whiteboard before class. enabling students to start the activity independently > starting the entry task helps students establish class routines & expectations for when they begin class |
| How Visual Graphics help students with P.E. part 1 | physical movements are much easier to teach by demonstrating them physically to students so they can see them > demonstrations show which movements to perform in what sequence, and also illustrate correct form + technique |
| How Visual Graphics help students with P.E. part 2 | > videos can be used to help teach self observation and self assessment > the feedback from seeing themselves can be used to instruct students to change behaviors and techniques |
| Fitnessgram | > Test students levels of muscular strength, aerobic capacity, flexibility, endurance, and body composition. > uses criterion referenced tests |
| Conceptual Theory | Teaching Method facilitating cognitive learning: The instructor's focus is on acquisition of knowledge. |
| Nonfeasance | > when an individual fails to perform a legal duty > the teacher knows what the correct procedures are but fails to follow through |
| NCLB (No Child Left Behind) | to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education. |
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