1
Q
Open Skills
A
occur in dynamic environments where things Closed skills: in in environments that are stalle and predictable. Teach to novice learners. From closed to open skills. Example: Dribbling alone → Dribbling in a game
2
Q
Degrees of freedom Problem
A
The variations that can take place in a complex movement because of the isolated types of movement. Example: Throwing a ball involves feet, legs, torso, arms, hards → reduce the number of problems
3
Q
Bernstein’s Motor Learning Stages
A
Break down motor tasks into smaller pieces to develop regulation of movements, the integrating of them to develop coordination. 3 Stages.
4
Q
Bernstein’s Motor learning stage 1
A
freezing the lines. Regulating the degrees of freedom to produce desired movement. Continue until it’s automatic.
5
Q
Bernstein’s Motor Learning Stage 2
A
Gradually releasing limbs and increase as skill becomes proficient.
6
Q
Bernstein’s Motor Learning Stage 3
A
Expert Stage. Exploiting the environment and performing the skill in multiple settings.
7
Q
Motor learning
A
The study of skill acquisition processes and includes factors that help or hinder motor skill performance. Permanent or semi-permanent change. Performance is observed over time, it cannot be observed directly.
8
Q
motor Performance
A
Demonstration of a Skill or set of Skill. Contingent upon other factors. Can be observed.
9
Q
Descriptive feedback
A
Observations to identify errors for correction or actions that need to be replicated to promote consistent performance.
10
Q
Knowledge of performance
A
Quality of a performance. Felt while executing the movement or observed while watching movements.
11
Q
Prescriptive Feedback
A
Feedback given to correct an error. Warrants a change in technique or positioning to improve performance. Example: Shooting a free throw, release to the left, ball goes left.
12
Q
Knowledge of Results
A
Terminal feedback. The outcome feedback that occurs after a Skill has been performed.
13
Q
Positive Transfer
A
A previously learned Skill benefits the performance of another skill.
14
Q
Negative Transfer
A
Previously learned Skill impedes the performance of another skill.
15
Q
Zero Transfer
A
Previously learned skill has no impact on the learning of a future skill.
16
Q
Deliberate practice
A
Skills must be developed through practice. Frequency of practice and the opportunities to respond. short duration, high quality to yield better results. Goals or objectives must be established to give students focus. Direct, early feedback is given to prevent errors.
17
Q
Feedback
A
Information that teachers provide to students to improve motor skills. Types: General, Specific, positive, negative, and constructive.
18
Q
General feedback
A
Vague and not focused on the skill performance.
19
Q
Specific Feedback
A
Descriptive / explicit feedback that focuses on the skill action.
20
Q
Positive Feedback
A
Praise and focuses on what is correct.
21
Q
Negative feedback
A
Focuses on what is wrong.
22
Q
Constructive feedback
A
Specific details on what the student is doing incorrectly and explicit details on how to improve.
23
Q
Sandwich method
A
Positive feedback, Specific constructive feedback, Positive feedback.
24
Q
Types of feedback
A
Verbal, visual, Kinesthetic.
25
Perceptual-Motor Abilities
Sensory motor aspects of how the body interprets and responds to the environment. Reaction time, rate control, aiming, manual + Finger dexterity, control precision, and arm hand steadiness.
26
Physical proficiency Abilities (fleshman)
Skill related & Health related fitness components (physiologic aspects). Less dependent on environment. muscular strength & endurance, flexibility, cardiovascular endurance. Coordination, power, speed, and balance.
27
Visual Discrimination
Allow differentiation between images. *vision aids in balance and coordination through the eyes to muscles and inner ear, also with equilibrium.
28
Auditory Discrimination
Ability to differentiate between sounds.
29
Perceptual-motor skills
reaction time; with sound transmits information to the brain.
30
Kinesthetic Discrimination
Ability to detect change in muscle movement. a proprioception t joints, muscles + tendons, skin, ears, eyes receptors.- in movement + standing still.
31
Constraints
Boundaries that limit or promote movement.
32
Individual Constraints
2 subcategories-Structural (physical body structures) and functional (psychological)
33
Task constraints
Movement goals, game rules, and equipment used in movement and games. *Ball size and rules.
34
Environmental Constraints
External Factors. Physical and Sociocultural
35
Physical Environment
The space, lights, temperature, and weather
36
Sociocultural Environment
Social + Cultural aspects that impact physical activity engagement and may include gender, vace, ethnicity, religion, and social class.
37
Social / observational learning Theory
One's behavior influences others and vice versa. 1. Modeling 2. Reinforcement 3. Social comparison
38
Modeling
Watching others
39
Social comparison
The evaluation of skills to the model or a peer.
40
Bandura's Four-Step Process
1. Attention-focus 2. Retention - remembering the still 3. Motor reproduction - practice 4. Motivation- reinforcement
41
Emotional self-regulation
control of emotions that starts to develop during infancy and becomes more refined by the age of 6.
42
Emotional Knowledge
Awareness of emotions in other people
43
Emotional Development
Important because students need to manage emotions in order to focus on instruction
44
self-esteem
How one feels about themselves
45
competence Motivation
Desire to continue to engage in physical activities even when difficult.
46
self-efficacy
The belief in one's ability to perform motor skills
47
Arousal
Activation of physiological and psychological responses that vary in intensity from resting to extreme happiness.
48
Reinforcement
Rewarding or penalizing
49
Fixation
Working on consistency and closed skills (executing the skill in isolation)
50
Diversification
Working on an open skill in changing environments
51
Regulatory conditions
Important to the movement. Ex: equipment type, positions of players, proximity to the goal
52
Non regulatory conditions
Uncontrollable factors ex: crowd noise or weather.
53
Cognitive (beginner) stage
The learner makes a lot of errors, is inconsistent, and focuses heavily on skill cues.
54
Associative (intermediate) stage
Grasps on the skill and understands the skill movement patterns. More consistent in movement patterns. Refine movement by trial, error, feedback. Practice activities with errors and feedback
55
Autonomous (advanced) stage
The learner becomes automatic at this stage. Teachers focuses on motivation and designing activities to refine movements.
56
Closed skills
Occur in environments that are stable and predictable. Teach to novice learners.
57
Anxiety
collection of negative feeling that include fear, worry, and nervousness
58
Inverted U hypothesis
After arousal exceeds the highest level of arousal, the performance of the person regresses.
59
Trait Anxiety
Anxiety in non-threatening environments, dont do well in high-arousal environments.
60
State anxiety
temporary state of anxiety and its triggered in certain situations.
61
Error-Based / Corrective Feedback
Surround the error-based feedback with positive feedback (sandwich method.)
62
unmotivated Students
Feedback that focuses on the performance of correct actions or skills is more beneficial because it fosters engagement.
63
Effort
Speed in regard to chasing, fleeing, and dodging games.
64
Relationships
with others are promoted in chasing, fleeing, and dodging games.
65
Space
movement within boundaries during chasing, fleeing, and dodging games.
66
Mirroring
partners are positioned face to face one partner leads, the other follows.
67
Matching
partners are side by side, one leads and the other copies.
68
leading and following
One partner leads and one follows.
69
Refinement of manipulative Skills
Demonstrations, written and verbal cues, feedback, and video analysis.
70
Modifications or Remediations
If someone is unable to perform a skill, another skill or activity can be used.
71
Extensions
when someone needs additional challenges.
72
Movement Concepts
Spatial awareness, effort, relationships.
73
Small-sided and tag games
Aid in the refinement of locomotor skills by giving students optimal opportunities to practice skills
74
Agility
Move quickly in various directions while maintaining control
75
Balance
What keeps the body stable and upright (in control)
76
Line dances
Dances that can be performed in large groups without a partner and include locomotor and non-locomotor movements
77
Verbal cues
Action verbs that should be just a few words or less
78
Kinesthetic feedback
Utilizes proprioception to relax messages from muscles, tendons, and joints to the spinal cord to respond to movement commands
79
Creative movements
Using the body to communicate
79
Locomotor movement concepts
Pathways (straight, zigzag), directions (forward, backward), time, speed (fast, slow). 8 different movements
79
Rhythmic activity
Combination of body movements and music or sounds
80
Manipulative skills
Manipulates a ball or piece of equipment. Ex: kicking or dribbling.
80
General space
The space that doesn’t belong to anyone and is used for students to travel during activities
81
Personal space
Belongs to each individual
82
Non-locomotor skills
Movement without traveling (bending, twisting, curling, stretching, reaching, pulling, turning, swaying)
83
Movement concepts
Taught with non-locomotor movements. Include personal space, levels, directions, and relationships with the body
84
Jumping
Body becomes airborne, pushing off a surface then returning. One of 8 locomotor movements
85
Landing
Jumps require soft or bent knees to absorb the force of the ground and protect the knees
86
Overhand throw
Manipulative skill that involves propelling an object with one hand above the shoulder
87
Preparation phase
The non throwing side faces the target and the arm is back with a high elbow
88
Wind up phase
Bringing the arm back with the elbow leading
89
Execution phase
A step is taken with the opposite foot as the elbow leads the arm forward
90
Follow through
Final phase of throwing. The arm finishes across the body diagonally
91
Striking
Is a manipulative skill where an object is struck with another object
92
Flow
Contrast between smooth and jerky movements and contrast between free and bound movements
93
Smooth
Movements are fluid. Ex: glide
94
Jerky
Rigid movements. Ex: rough or bouncy
95
Free
Movement controls the body
96
Bound
Movements are always voluntary and controlled. (Appear tense or stiff)
97
Biomechanical principles involved in Leaps
Power and force, spatial awareness (moving through space), effort (force of leaps), and relationships with the body and surface. Power = (strength x speed)
98
Center of mass
Equal distribution of the body’s weight
99
Effort
Movement concept category that includes time, force, and flow.
100
Time
Fast or slow, which is the speed, beat, or pace in movement
101
Spatial directions
Often grouped and taught in pairs (foreword and backward) for better conceptual understanding
102
Relationships with objects
Grouped in pairs and include in and off, under and over, behind and through
103
Exercise and sports biomechanics
Study of forces (internal and external) that impact human movement during physical activity and sports with the goal to improve performance
104
Streamlined
Straight, position, and synchronized breathing with strokes also helps one stay afloat
105
Body type
amount of muscle and fat masses in the body
106
Drag
Amount of resistance that occurs in the air, water, and the body that can negatively impact one’s buoyancy
107
Newton’s first law of motion “Law of inertia”
Objects or the body will continue to move or remain unmoved until met with an unbalanced force
108
Moment of inertia
The difficulty in getting a body or object to rotate around an axis
109
Angular velocity
The increase in speed around the axis
110
Gravity
External force that attracts a body or objects towards the earths center and is commonly referred to as gravitational pull
111
Balance
The ability to stay in an upright position or maintain equilibrium and an equal distribution of body weight on all sides
112
Stability
The body’s ability to regain balance after displacement
113
Absorption
The body’s ability to absorb or reduce the kinetic energy of an object by applying negative force
114
Force
Is evident in every physical activity because skeletal muscle force is required to move the body. The amount of push or pull of an object or body. Force = mass x acceleration
115
Torque
The force used during twisting actions that often cause rotations
116
Acceleration
Increase of speed
117
Deceleration
Decrease in speed
118
Angle of release
The point that the ball is released at the shoulder joint
119
Projectile motion
Striking of the ball sends or projects the ball forward
120
Timing/ spatial awareness
Evident as the player needs to position themselves to make contact with the ball
121
Pathways
Movement concepts under the space and spatial awareness category. Straight, curved, zigzags
122
Levels
Low (crawling), medium (walking), high (walking on tiptoes)
123
Qualitative biomechanical analyses
Describe the desired movement, observe, compare students performance, provide feedback
124
Base of support
Area below a person that involves each point of contact or the parts of the body that are in contact with the surface
125
Cardiovascular endurance
One of 5 health related fitness components. Continuous gross-motor movements that work the heart and lungs
126
Physiological adaptations
Increased sweat, stronger/more elastic smooth muscles, decreased heart rate, increase in size/strength of the heart
127
Regular physical activity
Increases life expectancy, improves mood, reduces risk of cancers, lowers blood pressure, aids in weight loss, and helps maintain a healthy body composition.
128
Hypokinetic diseases
Result from inactivity or living a sedentary lifestyle. Heart disease, obesity, diabetes, stroke.
129
Metabolic syndrome
Collection of diseases or risk. Factors: high blood glucose, high blood pressure, excessive fat, high cholesterol
130
Immunity
Regular physical activity helps boost by increasing white blood cells
131
Endocrine system
Pituitary gland, thyroid, adrenal gland, and pancreas
132
Integumentary system
Function of the skin which is the point where sweat is released (thermoregulation)
133
Sympathetic nervous system
Responds and is responsible for the increase in heart rate
134
Parasympathetic nervous system
As physical activity slows down, this slows down respiration and heart rate
135
Muscular strength
Amount of force exerted by the muscles
136
Muscular endurance
The ability for the muscles to work continuously and repeatedly without excessive fatigue
137
Cardiovascular endurance
Ability to engage in continuous physical activity that increase the heart rate and sweat response.
138
Body composition
Measure of muscle, bone, and fat in the body
139
Flexibility
Range of motion at the joint
140
FITT
Frequency, intensity, time, type
141
Frequency
How often one engages in physical activity
142
Intensity
The difficulty of physical activity
143
Time
Duration of physical activity per session
144
Type
The kind of activity chosen
145
Warm up
Prepares the body for more vigorous activity and may reduce the risk of injury
146
Cool down
Gradually slowing down towards the end of a more vigorous exercise session
147
Overload
Performing more work than is normal or putting stress on the body’s systems
148
Progression
Gradual increase In overload to reduce the risk of injury and to prevent over training or overuse
149
Specific Measurable Achievable Relevant Timely (SMART)
Goal setting method is designed to help individuals create goals, track progress, and have accountability measures.
150
Regularity
Consistency
151
Specificity
Participating in activities that address desired outcomes
152
Individuality
Fitness training is personal
153
Vasodilation
Widening of the blood vessels that allows for greater blood flow to the muscles
154
HIIT
Combination of high intensity and muscular fitness activities in short bouts followed by a short rest period
155
Tabatha
Type of HIIT workout. Work for 20 sec, rest for 10
156
Metabolism
Breaking down foods and converting them to energy to sustain life
157
Fat oxidation
Metabolic process that helps create energy
158
Continuous training
Steady state training because the same activity is performed at long durations without rest. Ex: jogging, swimming, walking
159
Fartlek training
Speed play interval training that consists of aerobic and locomotor movements in natural terrain at varied intervals.
160
Heart rate training
Changing intensities based on heart rate
161
Maximum heart rate
Maximum number of beats the heart pumps per minute and is dependent on age
162
Target heart rate zone
A percentage of the maximum heart rate and has a range of low intensity and high intensity that is generally between 60-90 percent and
163
Recovery heart rate
Time it takes for the heart to return to normal after engaging in cardio activities
164
Queens college step test
Continuous step cadence (up up down down) on a 41cm high box or bench at a rate of 88bpm for females and 96bpm for males. 3 minutes
165
Health risks of cardio in the heat
Dehydration, heat cramps, heat exhaustion, hyperthermia
166
Dehydration
When the body doesn’t have enough fluids to maintain the body’s processes
167
Heat cramps
Painful spasm in muscles due to fatigue or loss of sodium
168
Heat exhaustion
Increase dehydration and heat stroke
169
Hyperthermia
Overheated body with thermoregulation failure. Can be fatal
170
Health risks of cardio in the cold
Skin and body temperature dropping creates heat loss. Can lead to hypothermia, frost nip, or frost bite
171
Frost nip
Superficial skin tissues freeze
172
Frost bite
Cooling and freezing of the cells
173
Physiological changes from altitude training
-Red blood cell count increases-increases oxygen transport change which increases blood flow to working muscles
-Breathing rate increases which reduces the amount of carbon dioxide which reduces fatigue
-increase in myoglobin- temporary substance that acts as oxygen when oxygen delivery is compromised
174
Carbo loading
Useful when doing 90 min of running or other long duration of exercise
175
Carbohydrates
Sugars and starches that are a primary source of energy
176
Upper body
Arms, chest, back, and shoulders
177
Trunk
Body parts above the waist and below the neck
178
Bicep exercises
Dumbbell curls, barbell curls, hammer curls, cable curls, preacher curls
179
Tricep exercises
Seated dips, dips, tricep extensions, overhead extensions
180
Pectoral exercises
Pushups, bench press, cable crossovers
181
Latissimus Doris and rhomboid exercises
Lat pull downs, seated row, bent row, one arm row
182
Erector spinae exercises
Reverse curls, Supermans, deadlifts
183
Trapezius exercises
Shrugs, scap squeezes
184
Deltoid exercises
Front/lateral/rear deltoid raises, shoulder press with dumbbells and barbells
185
Leg strength and endurance
Train muscles in legs for
Strength - high weight with low reps: 3-5, 6-8, 8-10. 3-5 sets. Longer rest times
Endurance-low weight with high reps: 10-12, 12-15, 15-20. 1-3 sets. Shorter rest times
186
Quad exercises
Squats, lunges, leg extensions
187
Hamstring exercises
Deadlifts, hamstring curls
188
Soleus/gastrocnemius exercises
Heel/toe/calf raises, seated calf raises
189
Endurance
Muscular and cardiovascular. At times they work together. Ex: jogging and swimming
190
Improving muscular strength
Body weight exercises help with body awareness
191
Proprioceptive neuromuscular facilitation
Comprised of static holds with a person or object applying pressure to deepen the stretch
192
Circuit training
Combo of cardiovascular and non-cardiovascular activities performed at stations for a certain number of minutes or repetitions
193
Duration of training
Dependent on the goal, principle of specificity
Ex: if you are doing short distance runs, the duration should be short and explosive with repeated trials or attempts
194
Frequency of training
Depends on goals, fitness levels, and the time available to train
Beginner - 2/3 x at low intensity
Intermediate - 3/4 x at moderate intensity
Advanced - 4/7 x at vigorous intensity
195
Macronutrients
Large amounts of carbs, proteins, and fats. They are energy - yielding nutrients (provides body with energy to fuel exercise/physical activity)
196
Carbohydrates
Sugars and starches. Primary source of energy
197
Fiber
Subcategory of carbs.
Veggies, fruits, and grains
198
Fats
Supply long lasting energy after energy from carbs are used
199
Protein
Main role is to build muscle and repair
200
Micronutrients
Vitamins - growth, development, maintaining the body’s processes
Minerals - macro (calcium, potassium, sodium) micro (copper, fluoride, iron)
201
Calories
Unit of energy or unit of measure for fuel
Energy in = energy out -> no weight change
Energy in > energy out -> weight gain
Energy in < energy out -> weight loss
202
Diet and exercise patterns
45-65 percent of the diet is carbs. Complex carbs (veggies, grains) are preferred over simple carbs (fruit, dessert, sugar, fructose)
CSET PE SUBTEST 1
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