PE 348 Midterm Study Guide
PE 348 Midterm Study Guide PE 348
Popular in Teaching Physical Education in Elementary Schools
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This 2 page Study Guide was uploaded by Shelby Frensemeier on Wednesday September 28, 2016. The Study Guide belongs to PE 348 at Indiana State University taught by Walter Dininger in Fall 2016. Since its upload, it has received 14 views. For similar materials see Teaching Physical Education in Elementary Schools in Physical Education at Indiana State University.
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Date Created: 09/28/16
PE 348 Study Guide 1 Ch 1 pg 7/9/10 Key point: 3060mins of physical activity a day or 150mins a week Purpose of Physical Education: o Develop and refine motor skills o Experience creativity through dance and gymnastics o Be exposed to a variety of developmentally appropriate activities and sport o Have opportunities to learn about and be committed to healthrelated fitness o Acquire an understanding of movement, strategies, concepts, and tactics o Experience enjoyment o Learn to work with others Teachers’ role: to encourage students to develop an appreciation for physical activity See do/don’t chart pg 10 Ch 2 pg 13/14/1622/24 Curriculum: a collection of courses and learning experiences; a yearly guide of the goals and activities that students will achieve PE Standards: NASPE – National Physical Education Content Standards see pg 16 box 2.2 Developmental Stages o Stage 1: Beginner, little control, numerous mistakes o Stage 2: Intermediate, some skill acquired, consistency in invariant environments, practice needed o Stage 3: Advanced, not witnessed in lower grades, usually requires practice out side of class o Key points: Children can be at different stages for different activities, as grade level increases differences in skill level between children become more apparent, regression in skills may occur Developing realistic goals o Key point: it is better to achieve a smaller number of goals than none Summary: collaborate with other teachers, create a curriculum addressing standards, be conscious of the stages of development, think creatively, adjust your goals as you progress Ch 4 pg 4951/55 Hidden Curriculum: problems to consider o Teachers favor athletes Message: there is an order among students Alternative: track to make sure students have an equal opportunity to assume leadership roles and demonstrate skills o Ability Encourage students to improve Allow students to make decisions about their performance Include activities that promote creativity Group work rather than competition o Gender Teachers assume that female students are less skilled than male students Key point: prior to puberty the motor ability of boys and girls is similar o Race, Ethnicity, Culture Strategies: pair nonEnglish speakers with multilingual students, use pictures o Socioeconomic Status Strategies: consistently emphasize that students don’t need the best equipment to enjoy activity o Size Overweight students can be vulnerable Strategies: do not assume that a student is not working hard if they are walking and not running o Special Needs Key point: no single modification is suitable for every special need Strategies: modify the activity, understand there is a wide variety of conditions, be creative when planning a lesson, read teacher journals and attend conferences Null Curriculum: everything is missing from the formal curriculum, exists in every school, there may be several reasons why specific content is left out (safety, teacher inexperience Ch 5 pg 6068 Basic Movement Skills o Locomotor move in space: walk, run, skip, etc. o Nonlocomotor move in self space: twist, turn, stretch, etc. o Manipulative: use arms, hands, legs, or other body parts to receive or propel an object: throw, catch, dribble, kick, etc. Ch 12 pg 169170 Benefits of integrating movement: o Better circulation o Enhanced learning o Brain break o Better maturation o Produces good body chemicals o Decreases pressure on spinal disks o Retention of content information increases
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