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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Standardized Tests

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scientifically constructed test with established validity and reliability

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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Teacher-made Tests

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developed personally by the teacher

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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Essay Tests/Written Assignments

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- tests the ability to organize information presented logically in written paragraphs.

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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Objective Tests

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true/false, multiple choice, matching, diagrams, completion, or short written response

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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Norm-Referenced Tests

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compares individual's score to those of others

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IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Criterion-Referenced Tests

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Interpreting a score by comparing it to a predetermined standard.

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Harrocks Prosocial Behavior Inventory (HPBBI)

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measures prosocial play behavior of 5th and 6th graders in recreational play

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Adams Prosocial Inventory

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(social measures)- measures high schools students' prosocial behaviors in physical education classes.

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Nelson Leadership Questionnaire

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(social measures)- determines leaders as perceived by instructors, coaches, classmates, and teammates.

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Cowell Personal Distance Scale

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(social measures)- measures congruity of a student within a group and his/her yearly development.

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Blanchard Behavior Rating Scale

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(social measures)- measures student personality and character.

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McKethan Student Attitude Inventory-Instructional Processes in Secondary Physical Education (SAI-IPSPE)

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(attitude measures) measures attitudes of students toward instructional processes (e.g. teacher's verbal behavior, nature of activities, patterns of class organization, and regulations and policies in conceptual physical education environment).

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Toulmin Elementary Physical Education Attitude Scale (TEPEAS)

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measures attitudes of the physical education program of elementary school students.

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Feelings About Physical Activity

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measures commitment to activity

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Children's Attitudes Toward Physical Activity-Revised (CATPA)

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measures significance students place on physical activity.

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Willis Sports Attitudes Inventory - Form C

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measures motives of competition in sports (achievement, power, success, avoiding failure).

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Sport Orientation Questionnaire - Form B

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measures behaviors of achievement and competition during exercising and sports.

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McMahan Sportsmanship Questionnaire

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measures high school students' attitudes toward sportsmanship.

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Physical Estimation and Attraction Scale

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measures motivation and measures interest

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Cratly Adaptation of Piers-Harris Self-Concept and Scale

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measures/estimates students' own feelings about their appearance and skill performance abilities

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Merkley Measure

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measures perception of physical self relating to exercise and activity

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Nelson-Allen

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measures satisfaction of movement.

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Tanner Movement

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measures students' own level of satisfaction/dissatisfaction with their own movement.

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Miller and Allen

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measures level of stress according to stress indicators

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Sport Competition Anxiety Tests

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measures anxiety toward competition via one's perception of the competition as threatening or nonthreatening.

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Iowa Brace Test

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measures motor educability.

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AAHPERD Youth Fitness Test

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measures motor capacity.

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AAHPERD Health Related Physical Fitness Test

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measures physical capacity.

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McCloy's General Motor Ability and Capacity Test

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measures motor ability and motor efficiency.

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Rodgers Strength Test

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measures muscular strength

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Texas PE Test

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measures motor ability

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Skills tests for accuracy

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involve kicking, throwing, or striking an object toward a goal; activities include volleyball serves, basketball free throws, badminton short serves, and basketball passing (e.g. AAHPERD: Basketball Passing Test for Accuracy).

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Skills test for total bodily movement

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requires performing a test course that involves movements similar to a given sport (e.g. AAHPERD: Basketball Control Test).

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Wall Volley Test

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measures the number of consecutive successful time/trials to pass, kick, throw, or strike an object at a wall in a given time (e.g. AAHPERD: Basketball Passing Test).

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Skills Tests for Power or Distance

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involve kicks, throws, or strokes to measure the ability to kick, throw, or strike an object (e.g. Badminton Drive for Distance and the Cornish Handball Power Test).

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Combination Tests

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composed of previous groupings to assess speed and accuracy

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Inclusion

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describes the attempt to accommodate all students in the learning process

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Portfolio construction

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is one way of assessing the performance of a student. The student chooses the achievements to add to the portfolio. This creates a tool that assesses current abilities and serves as a benchmark against which the instructor can measure future performance (thus evaluating progress over time, and not just a localized achievement).

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Student self-assessment

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is often an important part of portfolios. The instructor should ask children questions like, "Where am I now? Where am I trying to go? What am I trying to achieve? How can I get from here to there?" This type of questioning involves the child more deeply in the learning process.

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• Event Recording (rate-per-minute, rate of occurrence) - .

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counts the number of attempts students have to try a skill and the number of positive teacher-student interactions.

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• Duration Recording

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measures amount of time teacher spends on instructions, time spent on managing student activities, and time spent managing the participation of students.

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Group Time Sampling/Playcheck Recording

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counts the number of students participating in the activity.

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Self Recording

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students sign in their arrival time to class and how many completed tasks they accomplish.

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Student assessments

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that can facilitate changes in instructional strategies include:

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Formal assessments

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such as win/loss records, written tests, skills tests, performance records, and reviewing videotaped performances.

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Informal assessments

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such as rating scales, observational performance descriptions, completing skills checklist, and utilizing observational time.

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Body composition

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an essential measure of health and fitness. The most important aspects of body composition are body fat percentage and ratio of body fat to muscle. is an indicator of an individual's health status and potential to participate in physical activities. Specifically, body composition addresses an individual's fat to muscle ratio.

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Carbohydrates

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the main source of energy (glucose) in the human diet. The two types of carbohydrates are simple and complex

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Proteins

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are necessary for growth, development, and cellular function. The body breaks down consumed protein into component amino acids for future use. Major sources of protein

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Fats

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a concentrated energy source and important component of the human body. The different types of fats are saturated, monounsaturated, and polyunsaturated.

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Vitamins and minerals

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organic substances that the body requires in small quantities for proper functioning. People acquire vitamins and minerals in their diets and in supplements

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Water

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55 - 75% of the human body. It is essential for most bodily functions. Water is obtained through foods and liquids.

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Specificity Principle

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is overloading a particular fitness component. In order to improve a component of fitness, you must isolate and specifically work on a single component.

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Progression Principle

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states that once the body adapts to the original load/stress, no further improvement of a component of fitness will occur without adding an additional load.

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Reversibility-of-Training Principle

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in which all gains in fitness are lost with the discontinuance of a training program

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COMPUTE THE TARGET HEART RATE ZONE

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Cooper's Formula to determine target heart range is: THR = (220 - AGE) x .60 to (220 - AGE) x .80. This is the most common used formula among physical educators. Participants find their THR and attempt to raise their heart rate to the desired level for a certain period of time. There are three ways to calculate the target heart rate.

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Progression to improve body composition:

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• Begin daily. • Begin a low aerobic intensity and work up to a longer duration (see cardiorespiratory progression). • Begin low-intensity aerobic exercise for 30 minutes and work up to 60 minutes of exercise.

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The benefits of warming up are:

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• Preparing the body for physical activity. • Reducing the risk of musculoskeletal injuries. • Releasing oxygen from myoglobin. • Warming the body's inner core. • Increasing the reaction of muscles. • Bringing the heart rate to an aerobic conditioning level. Cooling down is similar to warming up— a moderate to light tapering-off of vigorous activity at the end of an exercise session. The benefits of cooling down are: • Redistributing blood throughout the body to prevent pooling. • Preventing dizziness. • Facilitating the removal of lactic acid.

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The goal of physical education is to impart the knowledge, skills, and confidence necessary for students to enjoy a life of healthful physical activity. There are six standards for physical education:

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• Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. • Standard 3: Participates regularly in physical activity. • Standard 4: Achieves and maintains a health-enhancing level of physical fitness. • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. • Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction

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Physiological benefits

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• Improved cardio-respiratory fitness. • Improved muscle strength. • Improved muscle endurance. • Improved flexibility. • More lean muscle mass and less body fat. • Quicker rate of recovery. • Improved ability of the body to utilize oxygen. • Lower resting heart rate. • Increased cardiac output. • Improved venous return and peripheral circulation. • Reduced risk of musculoskeletal injuries. • Lower cholesterol levels. • Increased bone mass. • Cardiac hypertrophy and size and strength of blood vessels. • Increased number of red cells. • Improved blood-sugar regulation. • Improved efficiency of thyroid gland. • Improved energy regulation. • Increased life expectancy.

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Psychological benefits of physical activity include:

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• Relief of stress. • Improved mental health via better physical health. • Reduced mental tension (relief from depression, improvement of sleeping patterns). • Increased resistance to fatigue. • Improved quality of life. • Increased enjoyment of leisure time. • Better capability to handle some stressors. • Opportunity for successful experiences. • Improved self-concept and self confidence. • Better ability to recognize and accept limitations • Improved appearance and sense of well-being. • Better ability to meet challenges. • Better sense of accomplishment.

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Sociological benefits of physical activity include:

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• The opportunity to spend time with family and friends and to meet new people and make new friends. • The opportunity to be part of a team. • The opportunity to participate in competitive experiences. • The opportunity to experience the thrill of victory.

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Power tests

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vertical jump

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Coordination tests

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Stick Test of Coordination.

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Balance tests

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Bass Test of Dynamic Balance (lengthwise and crosswise), Johnson Modification of the Bass Test of Dynamic Balance, modified sideward leap, and balance beam walk

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Body Composition determination

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Hydrostatic Weighing, skin fold measurements, limb/girth circumference, and body mass index.

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Muscle strength tests

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dynamometers (hand, back, and leg), cable tensiometer, The 1-RM Test (repetition maximum: bench press, standing press, arm curl, and leg press), bench-squat, sit-ups (one sit up holding a weight plate behind the neck), and lateral pull-down.

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Flexibility data

answer

identifies an individual's potential for motor skill performance, an individual's potential for developing musculoskeletal problems (including poor posture),

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Physical activity and related games can introduce children to the concepts of equity and fairness. In addition, physical activity provides a venue for the interaction of diverse groups of people, allowing participants to observe and appreciate cultural differences and similarities.

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Physical activity and related games can introduce children to the concepts of equity and fairness. In addition, physical activity provides a venue for the interaction of diverse groups of people, allowing participants to observe and appreciate cultural differences and similarities.

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Human Growth and Development

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Movement activities promote personal growth and development physically, by stimulating muscular development, and emotionally, by raising personal confidence levels among children, and by allowing them to explore concepts of inter-group equity that may at first seem threatening. To the insecure child, the concept that another group may be equal to his own may seem to diminish his group, and the child by extension.

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Psychology

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Observation and interaction with the behavior of children from diverse backgrounds in a training environment (when the training activities tend to focus more on "doing," which feels more genuine to children than the classroom setting) allows the child to see in others the same sorts of behavioral reasoning processes that he sees in himself. This humanizes others from different backgrounds, and promotes concepts of equity among diverse groups.

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Aesthetics

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Human movement activities create an opportunity for individual participation in activities with intrinsic aesthetic qualities. A gymnastic technique or a perfectly executed swing of a baseball bat relies on both physical training and a level of intuitive action. This is an artistic form of expression that is readily accessible to children. Recognizing beauty in the activities and performances of others (in some cases from groups different from that of the observer) is a humanizing experience

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Identify the role physical activity plays in developing affective skills.

answer

Feeling better; reduction of tension and depression; means of affiliation with others; exhilarating experiences; aesthetic experiences; positive body image; controls aggression, provides relaxation and a change of pace from long hours of work, study, or other stresses; provides challenge and sense of accomplishment; provides a way to be healthy and fit; improves self-esteem by mastering skills; provides creative experiences; positive addiction to exercise in contrast to negative substances.

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SOCCER: The following are direct free-kick offenses

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• Hand or arm contact with the ball. • Using hands to hold an opponent. • Pushing an opponent. • Striking/kicking/tripping or attempting to strike/kick/trip an opponent. • Goalie using the ball to strike an opponent. • Jumping at or charging an opponent. • Kneeing an opponent. • Any contact fouls.

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SOCCER: The following are indirect free-kick offenses:

answer

• Same player playing the ball twice at the kickoff, on a throw-in, on a goal kick, on a free kick, or on a corner kick. • The goalie delaying the game by holding the ball or carrying the ball more than four steps. • Failure to notify the referee of substitutions/re-substitutions and that player then handling the ball in the penalty area. • Any non- player entering playing field without a referee's permission. • Unsportsmanlike actions or words in reference to a referee's decision. • Dangerously lowering the head or raising the foot too high to make a play. • A player resuming play after being ordered off the field. • An offensive player must have two defenders between him/her and the goal when a teammate passes the ball or else he is offsides. • Attempting to kick the ball when the goalkeeper has possession or interference with the goalkeeper to hinder him/her from releasing the ball. • Illegal charging. • Leaving the playing field without first obtaining the referee's permission while the ball is in play.

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Tennis A player loses a point when:

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• The ball bounces twice on his/her side of the net. • The player returns the ball to any place outside of designated areas. • The player stops or touches the ball in the air before it lands out-of-bounds. • The player intentionally strikes the ball twice with the racket. • The ball strikes any part of a player or racket after making an initial attempt to hit the ball. • A player reaches over the net to hit the ball. • A player throws his racket at the ball. • The ball strikes any permanent fixture that is out-of-bounds (other than striking the net). o a ball touching the net and landing inside the boundary lines is in play (except on the serve, where a ball contacting the net results in a "let" - replay of the point) • A player fails, on two consecutive attempts, to serve the ball into the designated area (i.e. double fault).

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ARCHERY

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• Arrows that bounce off or through the target count as 7 points. • Arrows landing on lines between two rings receive the higher score of the two rings. • Arrows hitting the petticoat receive no score.

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The primary aim of physical education

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equip students with the knowledge, skills, capabilities, values, and enthusiasm necessary to the maintenance of a healthy lifestyle into adulthood, regardless of physical ability.

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All curriculum models have the following characteristics

answer

physical activity, by which students will become competent in a variety of, and proficient in a few, physical activities; human movement, in which students will understand and apply principles of human movement to the learning and development of motor skills; fitness; responsible behavior, wherein students will exhibit responsible personal and social behavior in physical activity settings; respect for differences; and benefits of physical activity, by which students will identify and understand how physical activity provides personal enjoyment, challenge, self-expression, and social interaction.

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The first few weeks of the school year is the most effective time to teach class management structures

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(e.g. behavioral rules, terms for compliance, consequences for violating rules, and classroom routines).

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Instructors must manage essential class structures, procedures, and routines

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(e.g. roll call, excuses, tardiness, changing clothes, and showering) in order to use class time efficiently.

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Instructors must effectively plan activities so that they proceed with precision, minimize "standing-around time", and allow for maximum activity time for each student. Instructors should arrange activities in advance and prepare any necessary line markings

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Instructors must effectively plan activities so that they proceed with precision, minimize "standing-around time", and allow for maximum activity time for each student. Instructors should arrange activities in advance and prepare any necessary line markings

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Common physical education standards require that

answer

students learn skills necessary to participate in a variety of physical activities, become physically fit, participate regularly in physical activity, understand the benefits and implications of physical fitness, and value physical activity as part of a healthy lifestyle

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In addition, governmental organizations often determine benchmarks that define physical development and fitness in school-age children. For example, standards may indicate what motor skills students should possess at certain ages and the specific performance criteria that define physical fitness. Instructors can use the benchmarks and tests to evaluate student development and fitness and plan curricula for student improvement.

answer

In addition, governmental organizations often determine benchmarks that define physical development and fitness in school-age children. For example, standards may indicate what motor skills students should possess at certain ages and the specific performance criteria that define physical fitness. Instructors can use the benchmarks and tests to evaluate student development and fitness and plan curricula for student improvement.

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Long-term planning (e.g. one month, one unit, or one semester) allows instructors to build a comprehensive, sequential curriculum that promotes the development of student skills, fitness, and knowledge over time. For example, an elementary instructor may plan a sequence of units starting with basic running and jumping skills and ending with the introduction of organized sports activities

answer

Long-term planning (e.g. one month, one unit, or one semester) allows instructors to build a comprehensive, sequential curriculum that promotes the development of student skills, fitness, and knowledge over time. For example, an elementary instructor may plan a sequence of units starting with basic running and jumping skills and ending with the introduction of organized sports activities

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Physical education through the Psychomotor Domain

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movement skills through participation and observation of sports and other physical activities; contributes to utilizing leisure hours in mental and cultural pursuits; contributes skills necessary to preserving the natural environment.

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Teaching methods to facilitate psychomotor learning include: Task/Reciprocal

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- The instructor integrates task learning into the learning setting by utilizing stations

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Teaching methods to facilitate psychomotor learning include: Command/Direct

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Task instruction is teacher-centered. The teacher clearly explains the goals, explains and demonstrates the skills, allocates time for practice, and frequently monitors student progress

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Teaching methods to facilitate psychomotor learning include: Contingency/Contract

answer

An instructional style in which the teacher rewards students for the completion of tasks.

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Techniques that facilitate psychomotor learning include: Reflex movements

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Activities that create an automatic response to some stimuli such as: flexing, extending, stretching, and postural adjustment.

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Techniques that facilitate psychomotor learning include: Basic fundamental locomotor movements

answer

Activities that utilize instinctive patterns of movement established by combining reflex movements

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Techniques that facilitate psychomotor learning include: Perceptual abilities

answer

Activities that involve interpreting auditory, visual, and tactile stimuli in order to coordinate adjustments.

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Techniques that facilitate psychomotor learning include: Physical abilities

answer

- Activities to develop physical characteristics of fitness in order to provide students with the stamina needed for highly advanced, skilled movements.

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Techniques that facilitate psychomotor learning include: Skilled movements

answer

Activities that involve instinctive, effective performance of complex movement including vertical and horizontal components.

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Techniques that facilitate psychomotor learning include: Nondiscursive(non reasoning natural inuition) communication

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Activities necessitating expression as part of the movement.

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Physical education in the Cognitive Domain

answer

contributes to academic achievement; is related to higher thought processes via motor activity; contributes to knowledge of exercise, health and disease; contributes to an understanding of the human body;

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Teaching methods that facilitate cognitive learning include: Problem Solving

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The instructor presents the initial task and students come to an acceptable solution in unique and divergent ways.

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Teaching methods that facilitate cognitive learning include: Conceptual Theory

answer

The instructor's focus is on acquisition of knowledge.

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Teaching methods that facilitate cognitive learning include: Guided Inquiry

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Stages of instructions strategically guide students through a sequence of experiences.

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Initially, performing skills will be variable, inconsistent, error-prone, "off-time," and awkward. Students' focus will be on remembering what to do. Instructors should emphasize clear communication of the skill's biomechanics and correct errors in gross movement that effect significant parts of the skill. So students will not be overburdened with too much information, they should perform one or two elements at a time

answer

Initially, performing skills will be variable, inconsistent, error-prone, "off-time," and awkward. Students' focus will be on remembering what to do. Instructors should emphasize clear communication of the skill's biomechanics and correct errors in gross movement that effect significant parts of the skill. So students will not be overburdened with too much information, they should perform one or two elements at a time

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Techniques to facilitate cognitive learning include: Transfer of learning

answer

Identifying similar movements from a previously learned skill present in a new skill.

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Techniques to facilitate cognitive learning include: Planning for slightly longer instructions and demonstrations

answer

as students memorize cues and skills.

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Techniques to facilitate cognitive learning include: Using appropriate language

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for the level of the students.

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Techniques to facilitate cognitive learning include: Conceptual thinking

answer

giving more capable students more responsibility for their own learning. (ramona writing 3 paragraphs instead of 2)

question

Aids to facilitate cognitive learning include

answer

1. Frequent assessments of student performance. 2. Movement activities incorporating principles of biomechanics. 3. Utilization of technology: e.g. laser discs, computers and software. 4. Utilization of video recordings of student performance.

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Physical education in the Affective Domain

answer

contributes to self-actualization, self-esteem, and a healthy response to physical activity; contributes to an appreciation of beauty; contributes to directing one's life toward worthy goals; emphasizes humanism; affords individuals the chance to enjoy rich social experiences through play; assists cooperative play; teaches courtesy, fair play, and good sportsmanship; contributes to humanitarianism.

question

Teaching methods and techniques that facilitate affective development include: Fostering a positive learning environment

answer

Instructors should create a comfortable, positive learning environment by encouraging and praising effort and emphasizing respect for others.

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Teaching methods and techniques that facilitate affective development include: Grouping students appropriately

answer

Instructors should carefully group students to best achieve equality in ability, age, and personalities.

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Teaching methods and techniques that facilitate affective development include: Ensuring all students achieve some level of success

answer

Instructors should design activities that allow students of all ability levels to achieve success and gain confidence.

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Teaching in small groups with enough equipment for everyone is essential.

answer

Practice sessions that are too long or too demanding can cause physical and/or mental burnout.

question

Visualizing and breaking the skill down mentally is another way to enhance the learning of motor movements.

answer

example: Show students how to push the ball down toward the ground, let it bounce back up, and push it down again. Next, have students practice dribbling while standing still. Then have them add movement and practice dribbling. Finally, demonstrate how to control dribbling while being guarded by another student.

question

Intrinsic feedback

answer

information received by the athlete as a direct result of producing a movement through the kinesthetic senses - e.g. feeling from muscles, joints, and balance.

question

Extrinsic feedback

answer

information not inherent in the movement itself but which improves intrinsic feedback (this is also known as augmented feedback).

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Negative feedback

answer

helps athletes, whether novice or experienced, become conscious of their mistakes. They can use this negative feedback to improve their shortcomings.

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Individualized Educational Plans

answer

Specific strategies involve: • Arranging peer- to- peer activities. For example, if a student is unable to shoot a basketball correctly, train a peer who can to assist the student . • Grouping students by skill levels. • Setting up station rotations where diverse exposure to activities is allowed . • Bringing in the student's resource teacher to assist the student as needed .

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ADAPTING FOR STRENGTH, ENDURANCE, AND POWER PROBLEMS

answer

Specific strategies involve: 1. Lowering basketball goals or nets; increasing size of targets . 2. Decreasing throwing distance between partners, serving distance , and distance between bases. 3. Reducing size or weight of projectiles or balls to be thrown. 4. Shortening length and/or reducing weight of bat or other striking apparatus. 5. Playing games in lying or sitting posit ions to lower center of gravity. 6. Selecting a "slow ball" ( one that will not get away too fast) , deflating ball in case it gets away, or attaching a string to the ball for recovery. 7. Reducing playing time an d lowering number of points to win. 8. Using more frequent rest periods . 9. Rotating often or using frequent substitution when needed. 10. U sing mobilization alternatives , such as using scooter boards one inning/period and feet for one inning/period .

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ADAPTING FOR BALANCE AND AGILITY PROBLEMS

answer

Specific strategies involve: 1. Using chairs, tables, or bars to help with stability. 2. Having participants learn to utilize eyes optimally for balance skills. 3. Teaching various ways to fall and incorporating dramatics into activities. 4. Using carpeted surfaces. 5. Lowering center of gravity. 6. Having participant extend arms or providing a lightweight pole. 7. Having participant keep as much of his/her body in contact with the surface. 8. Widening base of support (distance between feet). 9. Increasing width of walking parameters

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ADAPTING FOR COORDINATION AND ACCURACY

answer

Specific strategies involve: throwing Activities: using beanbags, yarn or small foam balls, and/or smallersized balls. Catching and Striking Activities: using larger, softer, and lighter balls ; throwing balls to mid- line ; shortening distance ; and reducing speed of balls. Striking/ Kicking Activities: enlarg ing striking surface s , choking up on bats, begin ning with participant successfully striking stationary objects and then progress ing to striking with movement, and increasing target size.

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EXERCISE PHYSIOLOGY ADAPTATIONS

answer

Decreasing the amount of weight, amount of reps / sets, pace , and/or distance of exercise ; increasing the amount of intervals ; and combining together any of the previous modifications

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Activity modification

answer

the first option to achieve maximum participation by simply modifying the type of equipment used (i.e. substitute a yarn ball for a birdie for badminton) or the activity rules . However, keep the activity as close to the original as possible.

question

Command style

answer

requires that the teacher make all decisions and control all the activities. The _______ is particularly useful in teaching students a skill in a short period of time. Because ________ allows very little student- teacher and student- student interaction, instructors should limit its use to initial demonstrations and explanations.

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Reciprocal style

answer

involves the interaction of pairs of students. ________ style provides needed social interaction and allows students to learn from each other through observation. The instructor is also free to interact with the students.

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Inclusion style

answer

gives all students the chance to participate in the same task regardless of skill level. Students decide how to best go about practicing and developing their skills. They learn their strengths and weaknesses through trial and error. For example, when learning to throw objects at a target, students can choose the size and type of target and the distance between themselves and the target that best suits their ability level.

question

Written communication

answer

is particularly effective when communicating large amounts of information. In addition, instructors may choose to provide students with _______instructions for classroom activities to eliminate the need for extended and repeated explanation s

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Verbal communication

answer

is traditionally the foundation of teacher- student inter action. is an effective method when explaining skills and concepts. Physical education instructors should try to limit verbal instructions and explanations to allow for maximum physical activity during class time.

question

Visual communication

answer

is an important, and often underutilized, method of communication in physical education. ________demonstrations are often the most effective way to introduce athletic skills and activities

question

Important theories and concepts in student motivation include

answer

attribution theory, social learning theory, learned helplessness, and self- efficacy.

question

Attribution theory

answer

claims that students' perceptions about their educational experience affects their motivation more than the experience itself describes the processes of explaining events and the behavioral and emotional consequences of those explanations

question

Social learning theory

answer

asserts that people can learn by observing the behavior of others and the outcomes of those behaviors. Awareness and expectations of future reward s or punishments can have a major effect on the behaviors that people exhibit.

question

Learned helplessness

answer

occurs in situations where continued failure may inhibit somebody from trying again and can also lead to many forms of depression often occurs in environments in which people experience events over which they have , or feel as though they have, no control over what happens to them

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Self- efficacy beliefs

answer

determine how people feel, think, motivate themselves , and behave To build efficacy, the instructor must not only raise the student's belief in his/her c apabilities, but also structure situations that breed success and limit repeated failure.

question

STRATEGIES THAT PROMOTE COMPETENCE IN PHYSICAL ACTIVITIES

answer

Some techniques include : mapping, using a checklist of skills broken into steps to check off once students have mastered each level of an activity or skill , and external rewards such as stars or other symbols displayed next to students' names on a posted chart. older, more developed students are better able to handle competitive situations than younger students. Younger and less skilled students require a cooperative, stress- free environment to maximize learning.

question

STRATEGIES THAT PROMOTE POSITIVE ATTITUD ES TOWARD FITNESS

answer

Allowing students to explore activities, plan fitness goals, improve personal fitness levels, and generally take responsibility for their own physical fitness

question

The Reflective Approach to teaching

answer

involves continuous self- monitoring by the teacher , of situations, behaviors, practices, effectiveness, and accomplishments. The instructor reflects upon and evaluates his or her own teaching and determines what changes are necessary.

question

*A major challenge that physical education instructors face

answer

planning a curriculum that appeals to students of different ability levels and different interests.

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*An instructor can prescribe a personal fitness program

answer

After assessing an individual's fitness level

question

For successful fitness programs

answer

formulating new goals changes the personal fitness program to accomplish those new goals.

question

For unsuccessful fitness programs

answer

changing the goals, particularly if the goals were unrealistic, is appropriate for the individual to make progress and succeed. In add ition, analyzing positive and negative reinforcements may identify barriers preventing an individual's success in his/her personal fitness program. Incorporating periodic, positive rewards for advancing can provide positive reinforcement and encouragement .

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