UNI year 1 > PE > Flashcards

PE Flashcards

(109 cards)

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1
Q

What are the key agendas influencing PE?

A
  • sport
  • health
  • education
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2
Q

What are the 4 drivers of the enacted curriculum?

A
  • situational
  • professional
  • material
  • external
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3
Q

What is curriculum enactment?

A

dynamic and involves teachers negotiating the complex policy landscape and their own values and beliefs around the purpose of physical education

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4
Q

In Anglophone education what broad aims is PE commonly centered around?

A
  • physical/psychomotor
  • cognitive
  • affective
  • social/socio-moral
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5
Q

Define physical literacy

A

the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life

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6
Q

What does STEP stand for?

A

S - space
T - task
E - equipment
P - people

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7
Q

What are the example for situational drivers?

A
  • demographical, historical and cultural factors shape curriculum thinking and practice within schools
  • traditional influences of team sports
  • public/private influences the content of the curriculum, valued elements of assessment and status of PE
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8
Q

What are the examples for professional drivers?

A
  • professional development, teacher values and qualifications
  • head teachers drive for PE can facilitate the subjects position
  • class teachers confidence can influence what and how PE is delivered
  • teacher training
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9
Q

What are the examples of material drivers?

A
  • time
  • allocation
  • facilities
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10
Q

What are the examples of external drivers?

A
  • accountability and performance
  • neoliberalism
  • SATs, numeracy and literacy testing
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11
Q

Why is PE sometimes critised?

A

imbalanced curriculum that is dominated by games and an over emphasis on performance outcomes

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12
Q

What are the links between health as an influential agenda and PE?

A
  • have a long standing relationship
  • subject has been historically viewed as an appropriate vehicle through which health outcomes can be worked towards
  • engagement in PA (lack) is a public health concern
  • childhood obesity has been labelled an ‘epidemic’ that needs to be addressed so schools have been sent interventions in PE
  • PE is sought to contribute to his agenda but is criticised to due its fitness focus
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13
Q

List the problems that PE are facing?

A
  • marganalised within the curriculum
  • competition for curriculum time due to attainment pressures - focus on maths and english instead
  • not valued within schools
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14
Q

List the positives of PE within the education as a influential agenda

A
  • claims made about the educative value of PE
  • globally researchers and teachers have explored the potential that PE has for learning and development in various domains:
    cognitive, affective, social, physical
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15
Q

What is official curricula?

A

a policy generated by the government
- in which can be enacted by schools and teachers

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16
Q

What are the aims of the NCPE?

A
  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives
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17
Q

What is the attainment targets of NCPE?

A

by the end of each key stage students are expected to know, apply and understand the matters, skills and processes specified in relevant programme of study

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18
Q

What is holisitic learning?

A

it is shifting and contested but in anglophone education PE is commonly centered around a number of broad aims

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19
Q

What is the cognitive aim?

A
  • highlighted in order to give PE status
  • evidence of ‘academiscisaton’ of PE
  • PE in gyms is considered separate and sub-ordinate to learning in classrooms
  • in high stakes exams contexts PE is being studied but only rarely experienced
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20
Q

What is the socio-moral aim?

A
  • often assumed that just by playing sport character traits will develop
  • need to actively teach with a focus on socio-moral aims in order to effect change
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21
Q

What is affective aim?

A
  • largely related to ‘subjective consciousness’
  • has potential to be salient in creating conditions for meaningful PE
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22
Q

What is monism?

A

when the mind and body are inseparable

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23
Q

What is existentialism?

A

the value and impact of experiences

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24
Q

What is phenomenology?

A

experiences shape our unique perspective

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25
List the advantages of outsourcing primary PE
- perceived increased subject knowledge and enthusiasm from external coaches - perceived benefits of sporting skills - perceived benefits of coaching abilities - provide schools with flexibility in recruitment - willingness of coaches to lead sessions in inclement weather for example - ways for schools to cover PPA provision
26
List the disadvantages of outsourcing primary PE
- depriving generalist teachers of further opportunities to get to know their students outside the classroom - coaches level of qualification - coaches lack of general pedagogical knowledge - coaches lack of knowledge of children specific needs - challenges with classroom management - coaches teaching beyond their qualifications - coaches teaching sports outside their area of expertise - dangers of conflation of PE
27
List how physical literacy is used within curriculum
- encourage a range of physical activity opportunities - progressive - constructed - develops young people holistically
28
List how physical literacy links to pedagogy
- develops young people holistically - includes personally relevant and meaningful experience - learner centered
29
List how physical literacy is involved in assessments
- progressive - individualised - ipsative (relevant to own past performances) - holistic
30
What are the principles for practice for the learner?
- individual needs - promoting motivation - building confidence - physical competence - developing knowledge and understanding - developing responsibility - charting progress
31
What are the 3 categories linked to the anatomy of teaching styles?
- pre-impact - impact - post-impact
32
What is the pre-impact category?
includes decisions that define the intent - specific planning and preparation decisions
33
What is the impact category?
includes decisions related to the implementation - during the pedagogical encounter
34
What is post-impact category?
includes decisions that deal with assessment of and feedback on the impact - congruence between the intent and the impact
35
What is the most common framework within PE?
- spectrum of teaching styles - presents a continuum of teaching styles: ranging from teacher-centered to learner-centered
36
List all the teaching styles
- command - practice - reciprocal - self-check - inclusion - guided discovery - convergent discovery - diversity discovery - individual - learner initiated - self-teaching
37
What are the two cognitive clusters that the spectrum divides teaching styles into?
- reproductive - productive
38
What teaching styles does the reproductive cluster use?
- command - practice - reciprocal - self-check - inclusion
39
What teaching styles does the productive cluster use?
- guided discovery - convergent - divergent - individual - learner initiated - self-teaching
40
What is the aim of the reproductive cluster?
fosters reproduction of past knowledge
41
What is the aim of the productive cluster?
evokes production of new knowledge
42
What does the discovery threshold mean?
it is the line that demarcates the two clusters on the spectrum of teaching styles
43
What does the discovery threshold do?
marks the point at which decision-making responsibilities shift from predominantly teacher-determined to predominantly learner-determined
44
With the style command what is the role of the practioner?
instructing
45
With the style command what is the role of the learner?
copying
46
With the style practice what is the role of the practitioner?
establishing
47
With the style practice what is the role of the learner?
repeating/improving
48
With the style reciprocal what is the role of the practitioner?
supporting
49
With the style reciprocal what is the role of the learner?
performing/peer assessing
50
With the style self-check what is the role of the practitioner?
directing
51
With the style self-check what is the role of the learner?
self-assessing
52
With the style inclusion what is the role of the practitioner?
facilitating
53
With the style of inclusion what is the role of the learner?
selecting
54
With the style guided discovery what is the role of the practitioner?
questioning
55
With the style guided discovery what is the role of the learner?
uncovering
56
With the style convergent discovery what is the role of the practitioner?
guiding
57
With the style convergent discovery what is the role of the learner?
finding out
58
With the style divergent discovery what is the role of the practitioner?
prompting
59
With the style divergent discovery what is the role of the leader?
creating
60
With the style of individual what is the role of the practitioner?
advising
61
With the style individual what is the role of the learner?
initiating
62
With the style learner initiated what is the role of the practitioner?
mentoring
63
With the style learner initiated what is the role of the learner?
deciding
64
With the style self-teaching what is the role of the practitioner?
none
65
With the style self-teaching what is the role of the learner?
self-determined
66
How do you decide which teaching style is best?
- learning outcomes - situation/context
67
What are developmental effects related to?
domains of learning
68
What should you include when generating learning outcomes?
- verb - context - quality
69
How might you adapt tasks when accounting for different stages of learning - psychomotor?
- use of different equipment - pitch size/distance/duration in relation to physical capacity/exertion - complexity of skill
70
How might you adapt tasks when accounting for different stages of learning - cognitive?
- types of questions/outcomes - pitch size/numbers in relation to tactical complexity
71
How might you adapt tasks when accounting for different stages of learning - social?
- degree of responsibility - group size in relation to degree of social challenge - degree of scaffolding for communication
72
How might you adapt tasks when accounting for different stages of learning - affective?
- guidance provided around self-direction - degree of choice provided - grouping based on emotional readiness
73
What is the interaction for the style command?
practitioner makes decisions, participant copies and complies
74
What is the interaction for the style practice?
practitioner sets up opportunities giving feedback to participant who is working at own pace on tasks set
75
What is the interaction for the style reciprocal?
participants work together, receiving feedback from each other
76
What is the interaction for the style self-check?
practitioner sets criteria for success and participants check own performance against these
77
What is the interaction for the style inclusion?
practitioner sets out a variety of tasks, participants select which task is most appropriate for their abilities
78
What is the interaction for the style guided discovery?
practitioner uses questions and tasks to gradually direct participants towards a learning target
79
What is the interaction for the style convergent discovery?
practitioner sets or frames problems, participant attempts to find the most appropriate solutions
80
What is the interaction for the style divergent discovery?
practitioner sets or frames problems, participants attempt to create possible solutions
81
What is the interaction for the style individual?
practitioner decides area of focus, participants develop within this area
82
What is the interaction for the style learner initiated?
participant decides on how and what they are aiming for
83
What is the interaction for the style self-teaching?
participant engages in development on their own
84
Why have traditional approaches to PE been criticised?
- adopt a 'one-size-fits-all' approach - ineffective at enhancing pupils knowledge, understanding and skills - disconnect learning from wider cultures
85
What is models-based practice?
ensuring that teachers have a comprehensive and coherent plan for teaching and learning
86
Why does models based practice claim to have the potential to facilitate the delivery of high quality programmes?
- clarity of purpose - broader learning focus - explicit approach
87
What is models based practice moving away from?
the privileging of subject matter or the teacher
88
What is a hybrid model?
where two models are used in conjunction with one another
89
Does models based practice use singular models or multiple models?
multiple models within a multiple model curriculum
90
List the benefits of models based practice
- greater potential for holistic learning - provide opportunities to build confidence and competence - shift away from focus on technique alone as an instruction
91
List the models that have been developed within PE
- teaching games for understanding - sport education - cooperative learning - teaching personal social responsibility - health-based PE
92
What is the teaching games for understanding (TGfU) model designed for?
to enhance pupils abilities to play games legitimately through modified versions designed to suit their developmental stage
93
What are the 6 stages of the TGfU model?
1) game form 2) game appreciation 3) tactical awareness 4) decision-making 5) skill execution 6) performance
94
What are the 4 guided principles for the TGfU model?
1) sampling - exploring similarities and differences between games 2) tactical complexity - matching to developmental stage 3) exaggeration - emphasising particular game features 4) representation - developing relevant modified games
95
What are the benefits of the TGfU model?
- moves away from technique focused instruction - supports transfer of learning from practice to game - enhances pupils decision making capabilities - develops off the ball play - enhances engagement, motivation, independence - promotes holistic learning
96
What are the limitations of the TGfU model?
- requires teacher preparation - requires teachers to re-position themselves - modifying games in relevant ways can be difficult - identifying pertinent questions can be challenging - perceived as an easy option
97
What does cooperative learning (CL) involve?
pupils working together on a clearly assigned task - groups are purposefully selected by the teacher - pupils work without direct or immediate supervision
98
What are the 3 learning strategies that can be applied to CL?
- think, pair, share - jigsaw learning - learning teams
99
What is jigsaw learning?
each learner makes a different contribution to the group, they are also individually accountable for their content
100
What are the 5 key elements of CL?
1) positive interdependence 2) individual accountability 3) promotive (face to face) interaction 4) interpersonal and small group skills 5) group processing
101
What does the sport education (SE) model seek to do?
to educate pupils in the fullest sense of the sport
102
What is the SE model?
a curriculum and instruction model designed to provide authentic, educationally rich sport experiences
103
What are the 3 key aspirations of the SE model?
- provide authentic sport experiences - allow pupils to take on diverse roles - encourage a sense of personal and social responsibility
104
What are the 3 key outcomes for pupils within the SE model?
- competent sportspeople - literate sportspeople - enthusiastic sportspeople
105
What is a competent sportsperson?
has developed skills and strategies to the extent that they can participate successfully in a game
106
What is a literate sportsperson?
understands the rules, traditions and values associated with a specific sport (can distinguish between good and bad sports practice)
107
What is a enthusiastic sportsperson?
plays and behaves in ways that perserves, protects and enhances sport culture
108
What are the 6 key features of an SE model?
1) seasons - participating for an extended period of time 2) affiliation - from teams that remain constant 3) formal competition - engage in competition in formal schedules 4) record keeping - track their progress over the season 5) festivities - rewards, celebrations 6) culminating event - season finishes with an event to celebrate pupils achievements
109
List the opportunities for developing physically literate learners
- individual needs - promoting motivation - building confidence - physical competence - developing knowledge and understanding - developing responsibility - charting progress
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