KIN201: Final Complete Study Set

Scientific Method — Steps

Identify problem, review literature, form hypothesis, design methods, collect data, analyze data, interpret results, share findings.

Kanazawa Quote — Meaning

The scientific method prevents biased thinking; progress occurs by testing and attempting to disprove ideas.

Academic Paper — Title & Authors

Identifies topic, researchers, and affiliations.

Academic Paper — Abstract

Snapshot of purpose, brief methods, main results, and conclusions.

Academic Paper — Introduction

Gives background literature and ends with the study’s hypothesis.

Research Hypothesis (H1) — Definition

Predicts a difference, effect, or relationship.

Null Hypothesis (H0) — Definition

Predicts no difference or effect.

Independent Variable (IV) — Definition

The manipulated or grouped variable.

Dependent Variable (DV) — Definition

The measured outcome variable.

Methods Section — Participant Info

Includes number of participants, age, sex, characteristics, and inclusion/exclusion criteria.

Methods Section — Qualitative Data

Non-numerical data: observations, interviews, descriptions.

Methods Section — Quantitative Data

Numerical data: force, speed, time, pressure, scores.

Results Section — Purpose

Presents analyzed data through tables, graphs, statistics.

Population — Definition

Entire group researchers want to understand.

Sample — Definition

Smaller group studied; used because testing whole populations is impractical.

Mean — Definition

Sum of values divided by number of values.

Standard Deviation — Meaning

Indicates how spread out data is around the mean (low = clustered, high = variable).

Range — Definition

Highest value minus lowest value.

Normal Distribution — Why Assumed

Many human traits naturally follow a bell curve; enables common statistical tests.

Galton Board — Purpose

Demonstrates how random variation produces a normal curve.

T-test — Purpose

Determines if two group means differ significantly.

T-value — Meaning

Magnitude of difference in a t-test.

P-value (for t-test) — Meaning

Probability results occurred by chance; < .05 usually significant.

ANOVA — Purpose

Compares three or more groups for differences.

F-value — Meaning

Amount of variance explained by group differences.

P-value (ANOVA) — Meaning

Indicates whether observed differences are statistically significant.

Correlation — Definition

Measures relationship between two variables.

Positive Correlation — Meaning

Both variables increase together (0 to +1).

Negative Correlation — Meaning

One increases while the other decreases (0 to -1).

Small vs. Large Coefficients — Range

Small: ±0.01–0.50; Large: ±0.51–0.99.

Correlation — Key Limitation

Correlation does NOT equal causation.

Discussion Section — Elements

Interpret results, compare with previous research, note limitations, propose future directions, provide conclusions.

Reference Section — Purpose

Lists all cited works in proper format.

In-Text Citation — Example

(LastName, Year) or LastName (Year).

Reference Citation — Example (APA)

LastName, A. A., & LastName, B. B. (Year). Title. Journal Name, volume(issue), pages.

Pedagogy

The art and science of teaching, focusing on instructional methods and how to effectively promote student learning.

Old P.E. Characteristics

Traditional team sports, competition-focused instruction, minimal individualized instruction, limited fitness development.

New P.E. Characteristics

Focus on lifelong physical activity, fitness, wellness, inclusion, and skill development for all.

Elective Models

Students choose activities like yoga, dance, and cycling, promoting autonomy and motivation.

Fitness Models in New P.E.

Focus on health-related fitness and often uses fitness logs and personalized programs.

Sport Education Model

Creates a season-like structure with team roles, promoting teamwork and responsibility.

Wilderness/Adventure Education

Activities such as hiking, survival skills, promoting trust and teamwork.

Social Development Model

Uses physical activity to teach values like cooperation and respect.

Teaching Games for Understanding (TGfU)

Focuses on teaching tactics and decision-making before technical skills.

Adaptive Physical Education

Provides appropriate P.E. instruction for students with disabilities under IDEA.

Populations Served in Adaptive Physical Education

Students with autism, intellectual disabilities, emotional disorders, and physical disabilities.

Discrimination Issues in Adaptive Physical Education

Lack of funding, segregation, and underestimating student abilities.

Source of Teaching Expertise: Previous Physical Activity Experience

Pros include understanding sport deeply; cons may include bias in teaching.

Source of Teaching Expertise: Professional Teaching Experience

Pros include real-world exposure; cons may include forming bad habits without reflection.

Source of Teaching Expertise: Research-Based Practices

Pros include proven effectiveness; cons include ongoing learning challenges.

Role of P.E. Teachers

Focus on lifelong physical activity, skill development, and inclusion.

Role of Sport Instructors

Teach specific skills to beginners/intermediate participants in community or commercial settings.

Role of Sport Coaches

Guide athletes toward performance and competition, involved in planning and management.

Community Recreation Centers

Coaching settings emphasizing fun and participation.

Institutional Coaching Settings

Schools and colleges combining teaching, coaching, and administrative duties.

Commercial Coaching Settings

Private academies and fitness clubs focused on performance improvement.

Community Physical Activity Instructors

High job availability with roles in instruction and youth sport development.

Professional Sport Instructors

Moderate availability with specialized instruction and higher incomes.

Strength & Conditioning Coaches

Moderate availability requiring specialized certification, focusing on performance enhancement.

Youth Sport Coaches

High availability with mostly low income, community-based coaching focus.

Institutional Coaches Overview

Moderate availability with responsibilities including coaching and administration.

Professional Sport Coaches

Very low availability, extremely high income at top levels, focus on elite performance.

Coaching Scandals - Reason 1

Pressure to win leading to unethical behaviors like recruiting issues and abuse.

Coaching Scandals - Reason 2

Lack of oversight allowing abuse of power, poor ethics, and misconduct.

Goals of New P.E.

Promote lifelong physical activity and student choice in activities.

Inclusivity in New P.E.

Focus on inclusion to engage all students in physical education.

Long-term Benefits of New P.E.

Encourages health, social skills, and emotional growth through physical activities.

Assessment in New P.E.

Use of varied assessment methods to cater to different learning styles and needs.

Motor Behavior

Study of how humans learn, control, and develop movement across the lifespan.

Motor Learning

How motor skills are acquired and improved with practice; leads to long-term performance change.

Motor Control

How the central nervous system organizes, plans, and regulates movement.

Motor Development

How movement changes over the lifespan due to growth, maturation, and experience.

Experimental Design

Researchers manipulate variables to test cause-and-effect.

Between-Group Design

Different groups receive different treatments.

Within-Group Design

Same participants experience all treatment conditions.

Descriptive Research

Observes and describes behavior without manipulation (surveys, case studies, naturalistic observation).

Longitudinal Design

Studies same individuals over time to track development.

Cross-Sectional Design

Compares different age groups at one time; quicker than longitudinal.

Novel Task Learning Studies

Use unfamiliar tasks to observe early skill acquisition from zero experience.

Expert Performer Studies

Examine elite performers to identify advanced control, efficiency, anticipation, and error correction.

Continuous Tasks

No clear start or end; ongoing movements (e.g., running, cycling).

Discrete Tasks

Clear beginning and end (e.g., kicking, throwing, button press).

Open Skills

Performed in unpredictable environments; require adaptation (e.g., soccer, tennis returns).

Closed Skills

Performed in stable, predictable environments (e.g., bowling, archery).

Retention

Measures how well a skill is retained after a delay without practice.

Transfer

Degree to which learning one skill impacts performance on another.

Information Processing Model

Steps: Input → Decision Making → Execution → Feedback.

Correct Practice

Practice must be accurate and representative of the skill; repetition alone is not sufficient.

Skill Acquisition Variables

Factors that cause lasting improvement (quality practice, correct technique).

Performance Variables

Factors that temporarily change performance (fatigue, anxiety, environment).

Intrinsic Feedback

Feedback from one’s own senses (e.g., feeling balance, pressure).

Extrinsic Feedback

Feedback from external sources (coach, video, devices).

Knowledge of Performance (KP)

Feedback about movement quality.

Knowledge of Results (KR)

Feedback about movement outcome.

Ultimate Goal of Feedback

Help learners become independent and self-regulating.

Degrees of Freedom

Number of joints/muscles that must be coordinated; CNS simplifies control of many options.

Motor Equivalency

Ability to complete the same task with different effectors or movements (e.g., writing with foot or hand).

Coarticulation

Overlapping movement components that create smooth, efficient action.

Perceptual Integration

Real-time use of sensory information to adjust movement.

Skill Acquisition (Motor Control)

How the CNS organizes new movement patterns, sequencing, timing, and error correction.