1. Skill themes are fundamental movements that form the foundation for success in sports and physical activities in later years. Initially they are studied in isolation, and then in later grades they are combined with other skills and used in more complex settings, such as found in dance, games, and gymnastics
    Movemement Education
  2. learn movement concepts such as locations, directions, levels, pathways, and extensions
    Movement Education
  3. Responses are often awkward and repeated movements in succession cannot be done
    Pre-control level
  4. Where correct skill movements appear more frequently
    Control level
  5. Skill is used in combination with other skills in less predictable situations
    Level 3
  6. They could focus outward on a goal or larger dimensions of an activity
    Proficiency level
  7. Curricula most often divided into the areas of educational games, educational gymnastics, and educational dance
    Movement Education
  8. run,hop, skip, gallop, jump
    Walking, running, hopping, skipping, galloping, sliding, chasing, fleeing, dodging
    Locomotion Skills
  9. Turning, twisting, rolling, balancing, transferring weight, jumping and landing, stretching
    Nonmunipulative Skills
  10. Throwing, catching, collecting, kicking, punting, dribbling, volleying, sticking with rackets
    Manipulative Skills
  11. -The key is movement exploration not sports.
    -This approach stress the cognitive involvement of children, the development of positive self-concepts, and the establishment of broad repertoire of movement and skill.
    Movemement Skills
  12. Movememnt Education grade level
  13. Primary goal that children and youths develop and value a physically active lifestyle
    Health Related Physical Education
  14. Physical-education activities allow students to interact socially while being physically active
    Health Related Physical Education
  15. Physical activity outside of school is promoted
    Health RElated Physical Education
  16. Students learn behavioral skills such as goal setting, overcoming barriers, and seeking support
    Health RElated Physical Education
  17. Physical-activity homework incorporates family members in physical activity
    Health Related Physical Education
  18. Schools engage with community agencies to provide after-school physical-activity opportunities
    Health Related Physical Education
  19. Schools support physical-activity breaks in classrooms and physical activity sessions to start the school day.
    Health Related Physical Educatin
  20. Physical education one semester than health education the next.
    Knowledge & skill necessary for the maintenance and improvement for health related fitness. Technology to monitor, fitness evaluations.
    Health Related Physical Education
  21. FitnessGram
    Health RElated Physical Education
  22. Uses risk and challenge to develop personal and social skills through a variety of natural and contrived activities.
    Adventure Education
  23. -To gain skill, to participate safely, and to gain utmost satisfaction from participation.
    Adventure Education
  24. -Problem-solving, self-concept, and personal growth. (obstacles produce risk, which produce anxiety and stress. When the participant learns to deal with the stress and overcome the anxiety to solve the problem created by the obstacle, then personal growth is assumed to occur.
    Adventure Education
  25. To learn outdoor sport skills and to enjoy the satisfaction of competence.
    Advanture Education
  26. To live within the limits of personal ability related to an activity and environment.
    Adventure Education
  27. To find pleasure in accepting the challenge and risk of stressful physical activity.
    Adventure Education
  28. To share this experience and learning with classmates and authority figures.
    Adventure Education
  29. Climbing walls, orienteering, adventure education trip to outdoor facilities. Students spend extended periods of time together, sharing meals and staying overnight.
    Adventure Education
  30. Building intra and interpersonal relationships (communication, cooperation, trust, emotional development, problem solving)
    Adventure Education
  31. Help younger people cope better with a complex social world, to achieve a higher degree of control over their own lives, and to contribute more positively to the small social worlds of which they are a part.
    Personal and Social Responsiblity Model
  32. Assist in maintaing appropriate behavior in class and to help children learn to be more responsible
    Personal and Social Responsibility Model
  33. Respect for others
    Demonstrating effort within class
    Self-direction as a learner and class member
    Helping others
    Demonstrating those qualities outside the physical education setting
    Personal and Social Responsiblity Model
  34. Good competition is fun and educationally useful. Games must be small-sided so that all players are active. Learning of multiple roles within sport.
    Sport Education
  35. Emphasizes competition and learning about multiple roles within sport.
    Sport education
  36. Knowledge of the kinesiology sub-disciplines blended with activity programs that split time between the classroom and gymnasium.
    Academic Integration Model
  37. Medieval Times Unit, folk dance, Olympic Games
    Academic Integration Model
  38. What is the definition of PE?
    High amounts of documented learning. High OTRs to instructional tasks. High amounts of physical activity. High amounts of enjoyment and fun
  39. Emphasis on adapted physical education not being strictly a placement but a system of services with sufficient supports to enable most students to receive their education as part of the regular classroom population. The goal that all students with disabilities should be in a regular classroom.
    Full inclusion
  40. focuses on the modification of regular activities to enable individuals with disabilities to participate safely and successfully
    Adapted program
  41. focuses on the rehabilitation of functional postural and body mechanics deficiencies
    corrective program
  42. focuses on basic fitness and motor-skill training to raise student’s skills and abilities to the point where they can participate with peers.
    developmental program
  43. Contributes to general lack of outcomes. Improvement, achievement, and mastery are themes that are neither readily apparent in multi-activity programs nor likely in programs that focus on keeping students busy, happy and good.
    multi-activity programs
  44. Main theme curricula allow students to focus for longer periods of time on mastering content. It takes time for students to develop basic techniques, to understand the manner in which the activity is pursued or competed, to master tactics involved with the activity, and to engage in the activity for long enough time to gain confidence and develop sufficient skills to enjoy the activity. When they enjoy the activity students are more likely to pursue it outside of school time. The different curriculum instruction models all depend on allowing sufficient time for students to become skilled and confident in the activity, thus allowing them to experience the enjoyment of performing the activity.
    Why is multi-activity programs bad?
  45. When is sport based taught
  46. The sense of mastering something important is denied most students in secondary physical education programs in this country
    busy happy good
  47. National Standards for PE
    • -Competency in mototr skills
    • -Understanding of movement.
    • -Physical Activity
    • -Fitness
    • -Responsible personal and social behavior-Values physical activity
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