kin 240 > final > Flashcards

final Flashcards

(73 cards)

Study These Flashcards
1
Q

teacher as profession

A

requires specialized training
brings service that society trusts in
teachers expected to meet ethical and technical standards
they are expected to consistently pursue “best practice” in their teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

the link between teacher goals and the curriculum

A

the curriculum provides the content infrastructure which teacher practices are rooted

the curriculum is intended to reflect “best practice”

the curriculum is there to help teachers and students understand where they have been, where they are present, and where they are going

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

SK overarching aims

A

active living: enjoy and engage in healthy levels of participation in movement activities to support lifelong active living

skillful movement: enhance quality of movement by understanding developing and transfering movement concepts/strategies

relationships: balance self through safe and respectful personal social cultural interactions in movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

mastery vs ego goal orientated

A

mastery goal orientation: refers to a teacher focus where the students are helped to pursue their best selves.
focus: personal improvement and learning

ego orientation: students are trying to “perform” at the highest level in a social in a social comparison. emphasis on results and meeting standards.
focus: outperforming others and gaining recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

types of goals

A

general goals: tend to apply to curriculum objectives (what is going to happen in the course)

specific goals: tend to apply to instructional objectives (what is going to happen in the class)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

cognitive goals

A

target the students thinking world
the knowledge needed to understand techniques, tactics, and principles
address student thinking on multiple levels:
recall: listing what you have been taught
application: applying what you been taught
creativity: exploring new possibilities using what they were taught)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

psychomotor goals

A

any goal that deals with physical and motor abilities
the teaching of simple and complex skills fall into psychomotor goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

affective goals

A

affective goals address the “feeling” world of the student
two key affective goals are get the students to appreciate and have a desire for physical activity.
also address the character development
student should be treating people in a caring/respectful way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

examples of the different goal domains for volleyball serve

A

rules of volleyball would be cognitive
when they are teaching the skill thats psychomotor
affective goals are more difficult to achieve ex) would be fair play in the sport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is the movement task

A

its the central focus of the lesson

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are teaching functions

A

looks at the purpose of the behaviour not the behaviour itself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

teacher functions in teaching learning process

A

1) identifying the outcomes
2) planning
3) presenting tasks
4) organizing and managing the learning environment
5) monitoring the learning environment
6) devloping the content
7) assessing student performance
8) evaluating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

the relationship between motor skill competence and PA
- what age do you not know about competence

A

lower the competence lower the PA
before the age 8 they dont know motor skill competence (important to help them understand motor skill realities)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what principles of physical literacy
how are these principles connected to the process of learning?

A

physical literacy is motivation, confidence, physical competence, knowledge/understanding to engage
competence and confidence are acquired through the process of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

how do teachers determine if students have learned something

A

consistency of performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

A behaviourist learning model
what does it believe
implications?

A

believe individuals are shaped through their experiences

implications:
- skill acquisition: focus on how motor skills are learned through practice and reinforcement
- reinforcement and feedback: they help shape/maintain motor skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

information process model
implications

A

seeks to help students connect new info to what they already know (assimilation), or make sense of new information (accommodation)
implications:
skill development: how efficiently info is processed and how errors can affect performance
practice automation: emphasizes the role of practice in improving the efficiency of info processing and automate motor skills to reduce cognitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

cognitive learning model
implications

A

guided discovery. experience. the students are placed in conditions that will most likely yield the desired learning.

implications: skill acquisition: focuses on how learners process info, mental representations
instruction and feedback: importance of clear instructions and feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

dynamical systems

A

explains movement responses
it suggests that movement responses are controlled by 3 categories of constraints:
organismic (the body)
environment (social and physical continuosly changing)
task (what the body is being asked to do)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what are the different constraints

A

organismic: refer to the physical ability and maturity level of the learner

environment: refer to physical and social environment considerations (weather, socialcultural)

Task: constraints refer to practical things like equipment, developmental level of students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

stages of motor learning
Fitt and Posner

A

stage 1: cognitive stage. learner trying to simply make sense of what to do (beginner)

stage 2: associative stage: learner trying to coordinate the different parts for the skill (immediate)

stage 3: automatic stage: no longer have to concentrate on the skill.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

cognitive stage of learning

A

the learner relies on the info (visual and auditory) think carefully of each aspect
more general movement patterns
demonstration is particularly helpful
they have the fear of making a mistake

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

causes of fear of failure
5 consequences

A

not failing the skill its what will happen after you fail
5 consequences:
feeling shame/embarrassment
feeling a decline in self estimate
feeling disappointed important others
feeling the important others have less interest in them
feeling they negatively effected their future prospects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

associative stage of learning

A

the in between stage
they cane expand more off of the skill
will not demonstrate consistency of the skill
more refined movements
this stage can be a very long time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
automatic stage
the goal is to become automatic learner does not have to think about intentionally doing the skill learner shows consistency of the skill more challenging enviornments
26
requirements for learning a motor skill
1) prerequisites 2) clear idea of task 3) motivational to the skill 4) practice 5) feedback
27
self paced skill vs externally paced skill
self paced: body at rest, object stable ex) archery externally paced: body in motion, object in motion ex) tennis forehand examples of body of motion object stable football kickoff body at rest object in motion ex batting a ball
28
open and closed skills
open motor skills are skills executed in changing environment ex) basketball layup conditions can change closed motor skill when the environment it stable/unchanging. ex) free throw opens skills are externally paced, closed skills are self-paced
29
what movement pattern for open/externally paced and closed/self paced
self paced/ close should be a stable movement environment externally paced/ open should be changing movement pattern
30
discrete, serial, continuous skills
discrete has a definite beginning and end ex) golf swing. it is related to a closed skill environments serial is when the discrete are strung together ex) baseball throw continuous skills no clear beginning and ending points ex) hockey related to a open skills instruction
31
three general principles of designing practices
1) whole or part 2) practice variability 3) massed and distributed practice
32
whole or part ? what is better and whats another method
teacher a motor skill as a whole part, or break it up into components better to teach it as a whole whole part whole method
33
practice variability
changing either the environmental conditions of practice or the skills involved in the practice key consideration is the nature of the skill open skills practiced in changing environment closed should be stable environment
34
massed and distributed practice
massed refers to devoting a amount of time at one time point (hours to do volleyball in one day) distributed refers to devoting smaller amount of time over many time points (20 min a day for 24 days)
35
motivation can be influenced by
success levels experience with content social/group dynamics learner personality and aspirations
36
Attribution theory
concerned with what people attribute their success and failure to in a learning situation when they attribute success to factors within their control, more likely to be active participants in learning process (effort, practice) when they attribute it to factors outsider their control (luck, genetics) they are less likely to be active participants
37
the types of transfer of learning
Bilateral transfer, what you learn with one foot or hand it transfers to the other hand or foot the one trained is better strength but both show improvement inter-task transfer: what you learn in one skill transfers to another skill intra-task transfer: what you learn from practice of skill in one condition transfers to practice of skill in different condition ex) practice to game
38
3 major factors that influence students learning in physical education
motivation environment condition teaching
39
organizational arrangements
instructional arrangements of space, time, people, equipment
39
criterion for learning experience
must have potential to improve the motor performance of the students second criterion: learning experience must provide maximal activity or practice time for students 3) learning experience must be appropriate for the experimental level of all students 4) potential to integrate psychomotor, affective, and cognitive goals whenever possible
40
arranging people in PA setting how could it impact the learning experience
teachers alot of time organize students into groups that are too large, which makes people standing around doing nothing
41
when is it okay for students to be inactive in PE setting
limited equipment/space the nature of students require greater monitoring
42
what is the most destructive ways of creating a group
captains
43
grouping considerations
gender ethnicity interest: student interest social compatibility size chance
44
arranging time
the decision to move students from one task to another is based on how the students are managing with the movement task
45
teacher paced vs student paced tasks
teacher paced: controlled by the teacher student paced tasks: controlled by the student the intro of a motor skill should be teacher paced closed skill teacher paced, open skill student paced
46
what is advantage teacher paced task
they can select appropriate cues, and students less likely to be off task
47
arranging space 3 important questions
what is going to be defined as the practice area? how is the practice area to be partitioned for students? (need to balance the development demands of the movement task with keeping the students active) what organization of people in the space will be used?
48
arranging equipment
need to factor in the size of equipment. different balls or weights benefit more
49
effectiveness of a movement task vs efficiency
effectiveness is measured whether the execution of the motor skill led to the desired result do what they are supposed to do skill performed efficiently when the action is mechanically correct for the siutation difficult to be effective when not efficient
50
how to design learning experiences that are safe
-confirm that every student has the necessary prerequisites - ensure students work under control with any task - make sure students always work safely - make sure that students are put in an environment that is safe emotionally - structure the learning environment that students are able to participate and practice safe
51
neutral risk framework
there is just as many positives than negatives
52
athlete perceptions of team cohesiveness
the way athletes perceive the togetherness of their team is organized into two main categories - group integration, bonding within the group - secondary category is "individual attractions to the group, the individual desire each athlete has to be part of the group.
53
communication and team cohesiveness norms/values and team cohesiveness cognitive anxiety and team cohesiveness
the communication relating to task increase so does cohesiveness, vice versa develop norms develop cohesiveness higher cohesiveness lowers the cognitive anxiety
54
what are factors that improve attention and communication
orient the learner: let them know what they will be doing sequence the presentation in logical order: give examples and non examples: what something is and isnt personalize the presentation: experience from the teacher or the student repeat things that are difficult to understand draw on the personal experience of students to transfer: how the activity is similar or different from activity they have done check for understanding present material dynamically
55
there are five characteristics of good learning cues:
accurate: important when the instructors know the material brief and critical to skill: appropriate to learners skill/age appropriate for diff kinds of content more effective if they are sequentially organized
56
cues for beginners cues for advanced
cues for beginners: regardless of age they are in the cognitive stage and the cues should be giving them a general understanding of the skill. cues for advanced: the cues should be more process-orientated rather than "gross framework" in nature. make sure its not too much feedback
57
cues for different content include
cues for response: give students info on the process of movement ex) place feet foward cues for adjustment of the response: gives learner information on how to adjust movement response to diff condition. ex) defender being closely guarded keep ball close cues for the use of response: give learners info on how to use the movement in a situation ex) throw ball ahead of catcher
58
good content development has the following characteristics
it sequences learning experiences from simple to complex or from easy to hard (extension) it focuses the learner on achieving good performance (refinement) it provides opportunities to apply the skills (application)
59
establish a progression (extension) what is difference between intra and inter task development
progression describes sequencing learning experiences from either simple to complex or easy to hard intertask development refers to the process of a teacher developing content within the same skill learning experience intratask development refers to the process of a teacher developing content by transitioning from one skill learning experience to a different one
60
demonstrate a concern for quality of performance (refinement)
learners shouldn't progress unless show consistent competency at their current level refining tasks are tasks that seek to facilitate improved student performance
61
give student an opportunity to apply/assess their skills (application/assessment)
when students are competent and confident in a skill they should be encouraged to use the skill in a competitive situation important the application does no require motor skill function beyond what students have learned
62
things a instructor can to develop extension of task
practice of parts modification equipment spatial arrangements for practice focus of intent of performance number of people involved in performance conditions of performance changing the rules
63
designing application/assessment experiences
self testing (individual or partner): test their msetery of skill self testing (group): group test their mastery of a skill competitive assess performance using criteria creative
64
extension application and refinement basketball dribbling example
extension: dribble a ball in personal space---> thorugh the legs dribble--> dribble tween cross---> 2 ball dribbling refinement: try not to lose the ball--> get faster--> dribble hard application: start to move with ball--> play keepaway from a defender--> in game dribbling keeping ball away from opponent--> not looking at ball become automatic
65
the four game stages for teaching game/sports
stage 1- devloping control of object: can sending actions (throwing punching), receiving actions (catching, collections), carrying or propelling actions (carrying football, dribbling) 2- complex control and combinations of skills: dribbling and passing 3- beginning offensive and defensive strategies 4) complex game play
66
universal design for learning
aims to make learning accessible and effective for all students, regardless of their abilities backgrounds or learning styles based on the idea that curriculum should be designed from the start to accomodate diverse learners
67
what are the aspects of universal design for learning
multiple means of engagement: stimulate interest and motivation for learning multiple means of representation: present info in different ways, clarify vocab multiple means of action and expression: allow students to demonstrate what they know in diff ways. provide tools for communication
68
fair representation and opportunities
gender representation: there are stereotypes on what gender should be able to do what, teachers can help students reach their potential by not following these stereotypes cultural differences: learn the culture of students and how they move/communicate, disadvantage individuals: establish a positive relationship, connecting is key find ways to positively support them individuals with disabilities: adapt the activity to the ability of the student. make specific adjustments
69
theory practice divide theoretical frameworks practical constraints
gaps exists as theory promotes individualized, long term planning, while practice often prioritizes short term goals and group management theoretical frameworks: evidence based theories guide curriculum and coaching strategies. intent is to optimize learning/performance practical constraints: teachers and coaches fame limited time, resources and diff levels of training diverse groups needs make for challenges in implementing theoretical models
70
common discrepancies
idealized models vs time constraints: -theory assumes structured sessions and lots of time practice often adapts to limited time and constraints individualization vs group management - theory promotes individualized/personalized plans practice suggests with large class/group sizes long term development vs short term results - theory emphasis on long holistic development -practice prioritize winning or performance
71
causes of the gap
resource limitations institutional pressures (performance overshadows development) human factors (coach experience, biases)
72
kin 240
flashcards
Decks in class (1)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions