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Physical Education

Terms in this set (83)

Body Awareness
Sense of being aware of movement in different parts of the body. This is an important aspect in the cognitive. social and physical development of children.
Proprioception
Body Awareness, which is how the body senses the parts of itself. eg. hands, feet legs and arms.
Shape
Instruction in concepts of how the body can form different shapes. Example: allow your body to form different shapes, wide, tall, stand like a pole.
Balance
Instruction in concepts of balance in the body. example: balance on one foot, balance on your hands while stretching your body, form a tripod with your body.
Quality
Instruction in concepts of speed, contrast, force and relaxation. example: how fast or how slow can you move? tense one part of your body and then relax the other part of your body.
Space
Instruction in concepts of sharing space with others. Example: run in zigzag fashion without bumping into others, point to a spot and see if you can run straight to it touch it and run back without touching someone else. warm-up exercise one arms length apart.
Exploring
Instruction in concepts of moving over, under, around and through, and leading with certain body parts. Example: make a bridge with a partner and then have a third person go under the bridge. lead with your head when walking.
Locomotor Skills
Basic movement skills that are performed in different directions and at different speeds. The movement propel the body upward, forward or backward. These movements are the foundation of gross motor coordination which involve small and large gross motor movement.

Locomotor movement skills include; walking, running, skipping, jumping, leaping, galloping and sliding.
Jumping
- creates activity specific muscle strength and agility.
- requires body to leap up with both feet and land with both feet.
-Arms can be used to create an upward momentum and then to create a downward motion that helps balance the landing.
- knees bend at the landing to act as a shock absorbers.
The order of impact is usually the balls of the feet followed by the heel.

Activity- Teacher can ask children to jump and touch the ceiling.
-primary grade: Jumping like a Kangaroo, a frog, and a rabbit.
-Upper-grades: can be used during sports or and athletic activities. (basketball, warm-up activities and gymnastics)
Skipping
- a serious of step-hops completed with alternate feet.
Activities:
Primary school children: love to skip.
To help children learn to skip ask them to take a step and a small hop one the same foot and then ask them to shift to the other foot.
Set a goal of smoothness and rhythm, rather than speed and distance.
Galloping
- a forward directional movement.
- As the lead foot step forward, the back foot steps up to meet the lead foot.
- Can be taught by having the class hold hands and slide in a circle to a rhythmic beat. Shift this movement into having the children face the direction of the movement while continuing to slide. Alternate small and large gallops.
Sliding
-accomplished by movement on one side of the body. It is a one count movement. As the leading foot steps to the side the other foot follows.
- sliding is done on the balls of the feet while sifting weight from the leading foot to the trailing foot.
- teachers should have children change direction so that both sides of the body can practice.
Non-Locomotor
- often referred to as static movements.
- When the body is moving on the spot and not traveling to another place
- movements include; twisting, turning into place, bending and swaying while moving toward or away from the body center, raising or lowering parts of the body, or stretching in place.
* These are important skills that lead to effective body management such as body control, flexibility and balance. Often used in activity warm-up exercises.
Stretching
- most valuable of all non-locomotor movements.
- It's movements carries the body parts away from the body's center core and moves joints and muscles through a range of movements.
- All P.E classes should begin with a stretching warm-up exercise.
- Teachers should understand and inform students that some discomfort is normal, but this is necessary for maintaining and increasing flexibility.
- Ask children to stretch as far as possible while keeping their movement smooth.
Twirling
- is the rotation of a body part around it own long axis. Examples: turning the head on it neck or wrapping the arms around the body.
- Twisting is different from turning, twisting involves moving around a body part.
- Twisting instruction, teacher should ask students to twist as fully as is comfortably possible, and then to twist in the opposite direction while holding the supporting body parts steady.
Pushing
- a controlled, forceful action performed against an object. It moves the body away from the object while applying force.
- pushing should exert force with steady, even, and controlled effort. The student accomplishes this action by brooding and supporting the base of the body while placing the body in a forward stride position.
- the line of force is directed to a specific target.
- Teachers should instruct students to maintain a reasonable alignment in their back as the body builds up force for the push.
Object Manipulation Skills
-motor patterns that are basic and help specialize sports.
- performed with some kind of object (eg. a ball or bat).
- requires hand-eye or foot-eye coordination and thus requires developmentally appropriate gross and fine motor abilities.
- If children do not learn manipulation skills, they can sometimes have difficulty developing mature patterns of movement. (eg. throwing or catching).
- help children in hand-eye coordination as children learn to track objects in space.
- Early manipulative skills helps form the foundation for many later sports activities,
- Primary grade children can being with throwing bean bags or large rubber balls. This will help prepare them for upper-grade activities such as baseball or water polo.
-It is important to identify appropriate age-related physical development of the child before developing physical activities.
Activities include throwing, catching, kicking, and striking.
Throwing
-requires an object to be propelled into space. Movement force originates from flexing the hip and moving the shoulder forward while extending the elbow. With the coordinated body movement, the object accelerates into space with greater speed and velocity.
-primary school children need to proceed through preliminary stages of tossing (e.g., beanbags) before entering the stages of throwing a ball with accuracy. In time and with practice, most children will develop a throwing skill pattern during grades three to five.
-teachers should allow children to practice throwing a variety of objects that have varying weight and size. This helps the child to understand how different objects can travel at different velocities.
Catching
- involves using the hands to stop and control a moving object. During the early stages of learning, it is more difficult for children to learn to catch than to throw because tracking the object requires mature hand-eye coordination.
-children often fear being hit by the object, so early instruction can begin with beach balls, balloons, and fleece balls.
- as children develop gross and fine motor abilities, instruction should include reducing the size of the object to catch. This helps children develop perceptual abilities.
-instruction should include practice in catching balls that bounce up from the floor to teach rebound angles.
Kicking
-A sticking action performed by the feet.
- Teachers should know several types of kicking; (1)punt kicking is described as the ball being dropped from the hands and kicked before it touches the ground; (2) place kicking is described as placing the ball on the ground and kicking it from the stationary position; (3) soccer kicking is a form of kicking that requires an extension of the hip to increase the range of motion.
- instruction should include reducing the size of the projectile object as skill levels develop
Striking
- takes place when an object is hit with an implement such as a bat, a racket or the hand.
- requires movement of the body to create the force necessary for the maximum speed of the object. Example Felid hockey.
- Instruction for primary grades begin with stationary objects like T-BALL. then can progress to moving objects.
Biomechanics
contributes to the explanation and prediction of the mechanical characteristics of movement, exercise, play and sports activities.
Motion
Newton's laws of motion apply to all movement. In biomechanics, the awareness of body movements can be associated with force, acceleration, and velocity as they relate to maximum effort. The force of the energy in the body causes change in physical motion.
Newton's 1st law
when an object is in motion, it will remain in motion until there is an outside force that acts upon it.
Example: When a basketball is thrown toward a basket, there can be a few outcomes. If the ball is thrown with very little strength, the effect of gravity (an outside force) will overcome the velocity of the ball and it will fall short of the basket. If the ball is thrown with too much strength, the ball will overcome the affects of gravity and hit the back board ( another outside source) and change it's direction.
Newton's 2nd law
the relationship between a object's mass, acceleration, and applied force. Continuity of movement is responsible for producing the maximum force and velocity.
To demonstrate the concept of force, teachers have upper-grade students sit in a chair while trying to throw a basketball into a hoop. Student's should recognize their inability to follow through with motion. When they stand up they should recognize the entire body motion is required to produce an accelerated velocity to achieve their goal.
Newton's 3rd law
if one object exerts a force on a second object, the second object exerts an equal force on the first object but in the opposite direction. For every action, there is an equal and opposite reaction.
For example: when a baseball player uses a bat to hit a pitched ball, the force with which the bat hits the ball causes the ball to move in an equal and opposite force and direction.
Gravity
The center of the human body can be associated with a "center of gravity." It is the point around which the mass of the body is equally distributed. The body has a balanced base of support and is affected by height, position, and changing movements. During movement and exercise activities, the body adjusts to maintain its stability.
Friction
can be defined as the resistance of motion of two moving objects. For example: When children play kick ball on grass the ball will move slower than when they play kick ball on asphalt.
Exercise Physiology: Health and Physical Fitness
Is a form of conditioning the body that is part of a child's growth development. Important to exercise and eat well to decrease heart disease and related circulatory problems.
- It is important to establish physical fitness programs in schools because it reinforces the importance of exercise and allows children to complete tasks that require endurance, strength, and flexibility.

-teachers should be aware that the natural patterns of movement in children and adolescents are different than adults
-children use basic aerobic and bone-strengthening activities, such as running, hopping, skipping, jumping, to development movement patterns and skills. They alternate brief periods of moderate and vigorous physical activity with brief periods of rest. Any episode of moderate or vigorous physical activity, however brief, counts towards the daily recommendation of 60 minutes per day.
-children also commonly increase muscle strength through unstructured activities that involve lifting or moving their body weight or working against resistance. They don't usually need formal muscle-strengthening programs, such as lifting weights.
Skeletal basic terms
cranium
clavicle
femur
humerus
patella
scapula
sternum
tibia
ulna
radius
Cranium
bones of the head
Clavicle
collar bone
femur
upper leg bone
humerus
upper arm bone
patella
knee cap
scapula
shoulder blade
sternum
breast bone
tibia
inner bone of the lower leg
ulna and radius
lower arm bones
Muscular basic terms
abdominals
biceps
deltoids
gastronomies
gluteus maximus
hamstrings
quadriceps
triceps
abdominals
stomach muscles
biceps
top muscles of the upper arms
deltoids
shoulder muscles
gastronomies
calf muscles
gluteus maximus
buttock muscles
hamstings
back and thigh muscles
quadriceps
front muscles of the thigh
triceps
underneath muscles of the upper arm
Components of Physical Fitness
- Fitness objectives in elementary school programs should include an understanding of the health-related component of physical fitness. Healthy life-style is a priority and the recognition of the fitness components can help teachers design activities that will benefit the physical diverse population of students.
- Fitness activities should be individualized and uniquely designed to meet the needs of each children to help ensure that the fitness experience is positive and enjoyable.
Muscular Strength
- Muscular strength is the amount of force exerted with muscles. Although many activities do not build this, upper-grade activities will often require muscular strength for certain sports (e.g., baseball, basketball, and tennis)
-They can be isometric with no visible movement (static), or isotonic with signs of movement (dynamic).
Endurance
the ability to sustain physical effort for long periods of time. Helps children perform fitness activities without excessive fatigue
Flexibility
the movement which joints and muscles move through a full range of motion.
Being flexible helps students to retain a full range of movement, prevent injury from fitness activities, and improve posture. These are the reasons why stretching should be an integral part of daily warm-up activities.
Body Composition
the proportion of body fat to lean body mass. It is the amount of fat in relation to the percentage of non-fat in the total body mass. It is measured by the thickness of selected skin folds.
Cardio-Respiratory (Aerobic)
an efficient cardio-respiratory system may be the post important component of fitness.
Cardio-respiratory endurance is the ability of the heart, blood vessels, and respiratory system to sustain work by delivering oxygen and nutrients to the tissues of the body over a period of time. To develop this endurance, activities must be aerobic .
During aerobic activity, there is an integrated functional capacity of the heart and lungs, the vascular system, and the muscles to expend energy as the oxygen in the body is given maximum oxygen uptake.
If a child is having difficulty during an aerobic activity, the teacher should stop the activity when the child is out of breath. This is a sign that the aerobic activity is causing the cardio-respiratory system to reach maximum oxygen uptake.
Target Heart Rate
Aerobic activity should include a 20mintue activist at your target heart rate. (THR)
THR: 220 minus your age multiplied by 70%-85%

Maximum Heart Rate (MHR) = 220 -age
Lower Limit Threshold 70% of you MHR
Upper Limit Threshold 85% of your MHR
Target Heart Rate (THR) 70% to 85% of your MHR (lower and upper threshold.
Resting heart rate heart rate taken while standing still

* To check heart rate count the beats for ten seconds. (Use your index finger not thumb.) Multiply by the number of beats by six to equal your heat rate per minute.
Guidelines for Fitness Programs
- Teachers need to be sensitive to students grade level, age, fitness level and abilities.
- Teachers should challenge students to perform at higher levels of progressive skills, teachers should used systematic guidelines before implementing fitness programs, Such as the FITT
FITT
frequency
intensity
time
type
FITT- Frequency
how often does the activity occur?
- the number of sessions that the activity might take to achieve the desired results
FITT- Intensity
how difficult is the activity level (mild to moderate)?
gives an indication of how difficult the activity might be. This principle is important to monitor so that instruction can be increased or deceased, depending on the intensity of the activity. Remember to always monitor cardio-respiratory exertion.
FITT- Time
how long does it take to perform the activity?
the duration of the activity is dependent on the intensity and type of activity. The minimum aerobic activity should be 8-10 minutes, but the ideal aerobic time should be at least 20 minutes during a 1-hour activity.
FITT- Type
what kind of activity is it?
the type of activity describes the mode of activity. Most activities can be adapted to comply with the FITT model, so teachers should focus on activities that will help them achieve their desired instructional goals.

All activities should include a warm-up, strength development, aerobic activity, and a cool-down.
All physical education instruction should do the following
includes an activity with bodily movements that produce a contractions of skeletal muscles and increase energy through exercise, sports, dance and other movement forms.

-Establish a safe environment
-Include class management
-Employ effective teaching behaviors
-Transfer learning
-Encourage practice
Include class management
-An effective classroom management system sets the stage for high-quality physical education instruction by providing the time and opportunity for learning to occur
-It promotes student engagement and maximizes instructional effectiveness
-Effective class management does not just happen; it is carefully and systematically planned
Establish a safe environment
-A safe environment has two components
-The first refers to the actual physical environment
---This includes equipment safety and that the class size is conducive to providing a safe activity
---That communication systems are in place in case of an emergency (located in the main office or health office)
---That proper instruction exists for students to use equipment
---That there is sufficient supervision at all times
-The second component refers to the psychological subjective environment of the students
---All activities should ensure that students feel physically, emotionally, and socially safe during the instructional process
Employ effective teaching behaviors
- "Effective teaching behaviors" refers to the decisions that teachers make regarding the use of time and their interaction with students
-Physical education teachers use research-based, effective teaching behaviors to support student learning; these include the following:
---Planning for every lesson
---Using time effectively
---Providing effective practice
---Providing positive specific or corrective feedback
---Keeping students engaged in moderate-to-vigorous physical activity at least 50% of the instructional time
---Keeping students engaged in academic learning
---Improving speed and accuracy
---Applying motor learning concepts to instructional practices
Transfer learning
-The learning of one skill can have a positive or negative effect on the learning of another skill
-When the impact is positive, it is called a "positive transfer of learning"
-When the impact is negative, it is called a "negative transfer of learning"
-Providing students with information about the ways in which skills are similar helps them positively transfer the appropriate learning from the first learned skill to the second
---Example: The overhead movement pattern is used in the overhand volleyball serve, tennis serve, and badminton smash. When learning the tennis serve, after having learned the volleyball serve, students should be alerted to the similarities between the two serves.
-Differences between skills are brought to the attention of the students to minimize the potential interference of the first skill in the learning of the second skill
---Example: At the elementary level, students are alerted to the differences between galloping and skipping at the time when the second skill is taught.
Encourage practice
-Practice can be spaced out over time (distributed practice) or completed in one instructional period (mass practice)
-Distributed practice generally leads to more effective learning, especially in the early stages
-Therefore, students practice a number of different skills during each class period
-Practice can involve the entire skill (whole practice), or the skill can be broken down into small unites (part practice)
---Example: The triple jump involves a hop, a skip, and a jump. Whole practice would involve performing the hop, skip, and jump together. Part practice would involve practicing the hop, then practicing the skip, and then practicing the jump.
Classroom fitness activity
-Warm-up exercises
-Instructional components
-Physical activity
-Cool-down exercises
-Discussion and evaluation
Classroom fitness activity: Warm-up exercises
-Warm-up exercises Involve muscles to be used during the physical activity
-Try to isolate muscle groups and be sure to ask students not to overextend or bounce
-Fitness activity always begins with a sufficient warm-up activity (e.g. light aerobics, calisthenics, walking, slow jogging, etc.)
Classroom fitness activity: Instructional components
Instructional components provide students with step-by-step instruction as stated in the components of fitness, the FITT model, and the guidelines for developing a lesson
Classroom fitness activity: Physical activity
-Physical activity provides students with a targeted activity (e.g. dribbling a basketball) along with modeling of the activity and verbal cues
-K-3: Activities should be non-competitive
-4-9: Activities should be related to sports
-All activities should be:
---Safe
---Enjoyable (promoting self-image)
---Inclusive
---Developmentally appropriate

K-3 Basic Station Activity:
--Set up stations to provide varied activities
Station 1: nonlocomotor
Station 2: locomotor
Station 3: object manipulation
Classroom fitness activity: Cool-down exercises
-Cool-down exercises are just as important as warm-up exercises
-Current research indicates that cool-down activities (e.g. simple calisthenics, breathing exercises, and light walking) are as essential to preventing injuries as warm-up exercises
Classroom fitness activity: Discussion and evaluation
Discussion and evaluation provide students with the needed feedback on activities that include proper body mechanics, sportsmanship, learning objectives, and social aspects of the activity
Average physical changes that occur in children
-Represented by periods of:
---Rapid growth from infancy to early childhood
---Slow, steady growth in middle childhood
---Rapid growth spurts during puberty
---Gradual, measured, slow growth during adolescence
-Changes in body proportions have an important influence on how movement skills and fitness activities are preformed
---Example: The rapid changes in the length of a child's legs can affect movement activities that require running.
Gender differences
-Boys and girls do not grow at the same rate
-The peak growth spurt for boys usually spans the ages of 13 through 15 and can be as much as 3 1/2 inches per year
-The peak growth spurt for girls usually spans the ages of 11 through 13 and can be as much as 3 inches per year
-Coinciding with these growth spurt years, the young adolescents experience puberty and additional physical changes
-The boys will develop broader shoulders than girls and the girls will develop broader hips than boys
-These and other changes affect body mechanics
-It can be both frustrating and difficult for boys and girls as their bodies learn to adapt to their new size and shape
Instructional programs that are effective in promoting a positive self-image
-Self-responsibility
-Goal-setting
-Social interaction
-Group interaction
Influences of social development appear in:
-Team activities
-Self-responsibility
-Social interaction
Self-responsibility
Promoting responsibility for one's self, including self-appraisal
Goal-setting
Setting and achieving realistic, personal fitness goals; including goals that are progressively more varied at different skill levels
Social interaction
Developing social interaction among students including communication, cooperation, encouraging and praising others, practicing respectful criticism, and accepting individual differences
Group interaction
-Fostering social concepts of supportive learning as a group or team
-Working together to form group decisions, respecting the sport rules, and exhibiting good sportsmanship
Influences of Social development in Physical Education
- Throughout instruction, teacher should provide an atmosphere that has clear expectations of behavior and achievement.

TEAM ACTIVITIES: students interact in group social dynamics that encourage interpersonal strategies for teamwork, including motivating others, taking turns, working together cooperatively, and accepting the physical strengths and limitations of others.

Self- RESPONSIBILITY: students learn to accept personal responsibility for health-related fitness and their own fitness performance without blaming others. This includes responding respectfully to winning or losing.

SOCIAL INTERACTIONS: students learn to be empathetic toward others as they respect individual differences. This respect involves including others in activities and motivating others to achieve success.
Physical Education Expectations
- In fifth grade students are first required to take a Physical Fitness Test.
- It is important for students to engage in Physical activity and personal fitness.
- Students should learn the importance of physical fitness for greater health.
- Students also need to learn important key words and about the culture and history.
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