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88 Cards in this Set
- Front
- Back
Body Awareness (Proprioception) |
The sense of being aware of movement in different parts of the body. (Hand,feet, legs, and arms)
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Shape |
Concepts of how the body can form different shapes (Wide or tall, stand like a pole) |
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Balance |
Concepts of balance in body (Balance on one foot, on your hands whilst stretching) |
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Quality |
The concept of speed, contrast, force, and relaxation. (Fast or slow, tense one part of body and relax another) |
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Space |
The concept of sharing space with others |
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Exploring |
The concept of moving over, under, around, and through, the leading with certain body parts |
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Locomotor Skills |
Basic movement skills that are performed in different directions and at different speeds |
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Types of locomotor skills |
Jumping, skipping, galloping, sliding, walking, running, and leaping |
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Dynamic movement |
Movements that propel the body forward, upward, or backward. |
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Locomotor skills by second grade |
Make smooth transitions between sequential locomotor skills |
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Upper grade locomotor skills |
Demonstrate complex skills combining locomotor and manipulation skills (Dribbling a basketball) |
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Nonlocomotor Skills |
Static movements because they are passive movements performed while standing in place |
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Types of Nonlocomotor skills |
Twisting, turning in place, pushing, bending, swaying wile moving toward or away from the body center raising or lowering parts of body, or stretching in place |
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Nonlocomotor skills lead to..... |
Effective body management such as body control, flexibility, and balance |
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Object Manipulation Skills |
Complex motor patterns that are basic to specialized sports and are preformed with some kind of object (ball, bat) |
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Types of object manipulation skills |
Throwing, catching, kicking, striking |
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Biomechanics |
Understanding the physiological responses in the human body |
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Physical fitness |
Is the ability to carry out tasks with vigor and alertness. |
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Skeletal basic terms |
Cranium, clavicle, femur, humerus , patella, scapula, sternum, tibia, ulna and radius |
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Cranium |
Bones of the head |
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Clavicle |
Collar bone |
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Femur |
Upper leg bone |
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Humerus |
Upper arm bone |
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Patella |
Kneecap |
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Scapula |
Shoulder blade |
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Sternum |
Breast bone |
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Physical fitness |
Is the ability to carry out tasks with vigor and alertness. It includes any activity with bodily movement that produce a contraction of skeletal muscles and increase energy through exercise, sports, dance, and other movement forms |
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Principles of physics to physical fitness |
As they relate to motion, gravity, and friction |
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Ulna and radius |
Lower arm bone |
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Muscular basic terms |
Abdominals, biceps, deltoids, gastronomes, gluteus maximus, hamstrings, quadriceps, triceps |
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Abdominals |
Stomach muscles |
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Biceps |
Top muscles of the upper arm |
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Deltoids |
Shoulder muscles |
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Gastronomines |
Calf muscle |
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Gluteus maximus |
Buttocks muscles |
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Hamstrings |
Back thigh muscles |
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Quadriceps |
Front muscles of the thigh |
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Triceps |
Underneath the muscles of the upper arm |
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Biomechanics contributes to |
The explanation and prediction of the mechanical characteristics of movement, exercise, play, and sports activities |
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Motion |
The awareness of the body movements that 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. |
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Newton's first law |
When an object is in motion, it will remain in motion until there is an outside force that acts upon it. |
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Newton's second law |
The relationship between an objects mass, acceleration, and applied force. |
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Newton's third 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. |
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Gravity |
The center of the human body can be associated with the "center of gravity." It is the point around which the mass of the body is equally distributed. |
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Friction |
Can be defined as the resistance of motion of two moving objects |
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Elements of movement |
The other bits of movement help teachers create dynamic and interesting fitness activities. |
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Components of physical fitness |
Understanding the health related components of physical fitness. Muscular strength, endurance flexibility, body composition, cardio respiratory(aerobic) |
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Maximum heart rate lower threshold |
70% of your maximum heart rate |
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Maximum heart rate upper limit threshold |
85% of your maximum heart rate |
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Target heart rate |
70% to 85% of your maximum heart rate (lower and upper threshold) |
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FITT |
Frequency, intensity, time, type |
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Frequency |
How often does activity occur?
Frequency is the number of sessions that the activity might take to achieve the desired results |
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Intensity |
How different is the activity level (mild to moderate)?
Intensity gives an indication of how difficult the activity and might be. This principle is important to monitor so that instruction can be increased or decreased, depending on the intensity of the activity. Remember to always monitor cardio respiratory exertion |
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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 of aerobic activity should be 8 to 10 minutes, but the ideal of aerobic activity time should be at least 20 minutes during a one hour activity |
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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. All activity should include a warm-up, strength development, aerobic activity, and a cooldown |
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Muscular strength |
The amount of force exerted with muscle. Muscular movements can be isometric with no visible movement (static), or isotonic with signs of movement (dynamic) |
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Endurance |
The ability to sustain physical effort for long periods of time. Endurance helps children perform fitness activity without excessive fatigue. |
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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 reasons that stretches should be an Intercal part of a daily warm-up activity. |
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Body composition |
Is the portion of the body fat to lean fat mass. 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. |
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Cardio–respiratory (aerobic) |
Cardiorespiratory endurance is the ability of the heart, blood vessels, and respiratory system to sustain work by delivering oxygen and nutrition to the tissues of the body over a period of time. To develop this endurance, activities must be aerobic. During aerobic activities, there is an integrated functional capacity of the heart and lungs, the vascular system, and the muscles to expand energy as the oxygen in the body gives is given maximum oxygen uptake. If a child is having difficulty during aerobic fitness 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. |
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Heart rate |
The number of times your heart beats within a minute |
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Calculate target heart rate (THR) |
THR equals 220 minus your age multiplied by 70% to 85% |
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Maximum heart rate (MHR) |
220 minus age |
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Resting heart rate (RHR) |
Heart rate take it while standing still (average of three heart rates taken before getting out of bed in the morning) |
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Physical education framework for California public schools |
Should include establishing a safe environment, class management , employ effective teaching behaviors, transfer learning, and encourages practice. |
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Safe environment |
First actual physical environment which include equipment safety and the size of the class is conducive to providing a safe activity; that communication systems are in place in case of an emergency; the proper instruction exist for students to use equipment; and there is sufficient supervision at all times. Second component refers to the psychological subjective environment of the students. All activity should ensure the students feel physically, emotionally, and socially safe during instructional process. |
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Class management |
Effective measurement system set the stage for high-quality physical education institution by providing the time and opportunity for learning to occur. It promotes students engagement it maximizes instructional effectiveness. Effective class management does not happen it is carefully and systematically planned |
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Employee effective teaching behaviors |
The decision that teachers make regarding the use of time in their interaction with students. Planning for every lesson; using time effectively; providing effective practice; providing positive specific or constructive feedback; keeping students engage in moderate to vigorous physical activity at least 50% of the instructional time; keeping students engaged in academic learning; improving the speed and accuracy; and applying motor learning concepts to instructional practices |
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Transfer learning |
The learning of one skill Can have a positive effect on the learning of another. When impacts his positive it is called positive transfer of learning. When impact is negative is called negative transfer of learning. Providing students with information about ways in which skills are similar helps them positively transfer the appropriate learning from the first learned skill to the second. |
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Encourage practice |
Practice can be spread out over time or completed in one instructional period. |
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Simple classroom fitness activity |
Warm-up, instructional components, physical activity, Coaldale, discussion and evaluation |
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Warm-up |
Exercises involve muscles to be used during the physical activity. (Light aerobics, calisthenics, walking, slow jogging) |
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Self-responsibility |
Promoting responsibility for one's self including self appraisal |
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Goalsetting |
Setting and achieving realistic, personal fitness goals; including goals that are progressively more varied at different skill levels |
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Social interaction |
Developing social interaction among students including communication, cooperation, encouraging and praising others, practicing respectful criticism, and excepting individual differences |
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Group interaction |
Fostering social interaction of supportive language as a group or team; working together to form a group decision, respecting the sports rules, and exhibiting good sportsmanship |
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Social aspects of physical education |
Demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to learning and performance of physical activity |
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During elementary school, the influences of social development are as follows: |
Team activities, so responsibility, social interaction |
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Instructional components |
Provide students with step-by-step instruction |
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Physical activity |
Provides students with a targeted activity along with modeling of the activity and verbal cues. |
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Physical activity should be.... |
Safe, enjoyable (promoting self image), inclusive (activity for all), developmentally appropriate |
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K-3 basic station activity |
Station 1: Nonlocomotor Station 2: locomotor Station 3: object manipulation Rotates after 10 minutes |
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Cool-down |
Exercises are just as important sat warm up.(simple calisthenics, breathing exercises, light walking) |
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Discussion and Evaluation |
Provides students with the needed feedback on activities that include proper body mechanics, sportsmanship, learning objectives, and social aspects of the activity. |
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Personal growth and development |
Average physical changes that occur 1. Rapid from infancy to early childhood 2. Slow, steady growth in middle childhood 3. Rapid growth spurts during puberty 4. Gradual, measured, slow growth during adolescence |
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Gender differences |
Peak growth spurt for boys spans the ages of 13-15 can be as much as 3 1/2 inches per year and will get broader shoulders . Girls span the ages of 11-13 can be as much as 3 inches per year.and girls will get broader hips |
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Self-image |
The confidence and confidence he came through physical self-expression construct personal internalize meaning for children. As children acquire positive experiences, their views of self and this rounding world is straightened. The mastery of physical skills is an opportunity for children to modify and improve upon cognitive and emotional internalize processes. Instructional programs that are effective promoting a positive self image include: self responsibility, goal-setting, social interactions, group interaction. |
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Cultural and historical aspects of movement form |
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