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KHP200 exam 2 study guide

by: Ally Merrill

KHP200 exam 2 study guide KHP 200

Marketplace > University of Kentucky > KHP 200 > KHP200 exam 2 study guide
Ally Merrill
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About this Document

covers chapters 6-8
History and Philosophy of Physical Education and Sport
Dr. Jill Day
Study Guide
Physical, activity, Fitness, KHP, khp200, kentucky, UK, Study Guide, Lecture Notes
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This 5 page Study Guide was uploaded by Ally Merrill on Monday October 10, 2016. The Study Guide belongs to KHP 200 at University of Kentucky taught by Dr. Jill Day in Fall 2016. Since its upload, it has received 12 views.


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Date Created: 10/10/16
Ally Merrill KHP200 Exam 2 Study Guide CHAPTER 6 Class sizes: Recommendations  E.S: 1 to 25  M.S: 1 to 30  H.S: 1 to 35 Larger class size issues:  Lack of supervision, increased risk of injury, not enough equipment Liability  Teacher supervision is critical (negligence) Good competition  involves rivalry  strive to make the best effort possible Fair Play  Full participation  Giving best effort  Being a good sport  Being helpful and not harmful Best curriculum model for K-6?  Focus for K-3: fundamental motor-skill development >>> skill themes model  Need for “joy-oriented” experiences  Focus on health/fitness need not be all “FITNESS”  Sport focus: not before fourth grade Secondary school physical education “busy, happy, and good” syndrome Difficulty teaching situations  Class size  Heterogeneity of skill level Coed participation  False assumption of Title IX  Lower skilled girls The Intramural Program Problems  Lack resources  Teachers lack enthusiasm/energy  Facilities being used immediately after school by sport teams  Student transportation to and from school  Coaches increasingly aggressive in controlling facilities Purpose(s) of assessment?  Support and encourage learning and growth  Use it as the basis for grades  Planning/changing yearly block plans Types of assessment: Formative Summative Informal Formal _________ = correction in person, constructive criticism no line = form of test/exam Comprehensive School Physical Activity Program (CSPAP) (NASPE) 1. Quality physical education program 2. Physical activity during school a. Recess b. Field day c. Walking to classes 3. Before and after physical activity a. Liability issues b. Transportation issues c. Staff issues 4. Wellness programming for school staff 5. Involvement by families and the community a. Free food Coordinated School Health Program (CDC) 1. Health education 2. Physical education 3. Health services 4. Nutrition services 5. Counseling and psychological services 6. Healthy school environment a. Aesthetic view of the school 7. Health promotion for the school staff 8. Family and community involvement CHAPTER 7 Understanding of Fitness  want everyone to achieve health related fitness  motor performance mostly for athletes  Traditional view o The absence of disease (no disease/illness = considered healthy)  Contemporary view o Just because you’re physically well does not mean there is not something else in your life you would want to change  Emotional, intellectual, spiritual, social, occupational Health-Related Fitness  Linked to several “hypokinetic” diseases, and other conditions related to obesity o Little movement  5 components o cardiovascular strength o muscular strength o endurance o flexibility o body composition Motor Performance (skill) related Fitness  6 components o agility o balance o coordination—ability to use different body parts simultaneously o power—can you transfer something at a fast rate o reaction time o speed The FITT formula  Frequency—how often  Intensity—how much you do  Time  Type The Social Gradient in Health and Fitness  Social gradient in health—higher social status=better health  Traditional view of fitness o Viewed as a responsibility of the individual  Socio-ecological view of fitness o Both an individual and social issue o Goal: increase access to safe, affordable, and inclusive opportunities to pursue a physically active lifestyle for all Strength Training  Programs vary the following variables: o Amount of resistance per lift o # of reps per set o # of sets per workout o # of workouts per week  Muscular endurance vs muscular strength o Endurance = reps high, resistance low Flexibility  Essential (but often neglected) component  Static flexibility—staying in one place  Dynamic flexibility—moving  Recommendation: 3 times per week after the main activity FITNESSGRAM  the most complete program for formally assessing health related fitness and physical activity  components o aerobic capacity o body composition o abdominal strength/endurance o upper body strength/endurance o flexibility Methods of reporting test results:  Norm-referenced scoring: o Score is reported relative to that of the performance of the larger group of peers  Criterion-references scoring: o Score is reported relative to a criterion (standard) believed to produce health benefits or reduced risk of health problems  Zones of interpretation: o Use fitness-performance or physical activity data to understand whether you are  At risk for hypokinetic disease  At a level that will contribute to health, or  At a level necessary for some athletic performance CHAPTER 8 Introduction Healthy People 2010’s two overarching goals  increase the years of healthy life for all people  eliminate health disparities based on race, gender, and income Healthy People 2020’s four primary goals  improve health, fitness and quality of life through daily physical activity Fitness Levels Among Children and Youth  Two key problem performance areas o Body composition o Cardiovascular endurance  Shift from norm-referenced to criterion-referenced tests  PA and obesity levels tend to track o If you’re an obese child you’re more likely to be an obese adult  Shift in perspective o Viewed as personal responsibility to build environment  Barriers of participation in PA o Money, time, work, transportation  Publication of recommended PA levels Activity Patterns Among Children and Youth  What do we know: o Many children do not get regular physical education from a specialist teacher o Many only accumulate 2 min of vigorous activity during physical education o Over 34% of children are overweight or obese (higher % in girls and minorities) o Daily physical activity drops significantly in HS o Girls are less active than boys Moving into adolescence . . .  too many children reduce physical activity substantially  highly active children tend to develop the same habit into adolescence  PA levels peak around age 11 and then decline Fitness and Activity Patterns Among Older Adults Aging Baby Boomer generation:  Longer life expectancy  Inactive older adults have higher risk for chronic diseases  Key issue: how to assist elderly in maintaining productive lives and good quality of life Physical Activity benefits for older adults  National Blueprint: Increasing Physical Activity Among Adults Age 50 and Older: o Designed to break the typical norms >> Increase access to programs and education o Reduce lingering inequities School Physical Education cannot be sole solution, but . . .  More time needs to be allotted  Ways of extending the program need to be found Physical Activity Guidelines Simple ways of strengthening/extending the Physical Education program:  School-wide activity breaks  Fitness clubs  Fitness remediation programs  Fitness elective courses  State requirement approach


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