CSET Multiple Subjects Subtest 3

Lesson Plan should include

-warm up
-instruction
-activity
-feedback

Gross motor skills

Abilities required to control large movements of the arms, legs, and feet, or the whole body
-k-2
- these develop before fine motor skills
EX: running, jumping, climbing, and throwing.

Biomechanical principle

-the forces governing the interaction of the body with the natural universe
-k-2
-center of gravity
-these include ball handling related concepts of force projection and force absorption

Locomotor Skills

-kindergarten
movements that require location change.
-Ex:hopping, skipping, leaping, and jumping

Nonlocomotor skills

Movements such as balancing, twisting, stretching, pushing, bending, performed WITHOUT movement from place to place. Also practice balancing by walking in groups and not bumping in to one another.---kindergarten

Kindergarten

working on balancing, practicing nonlocomotor skills (bending, stretching, twisting, not bumping in to eachother)
working on locomotor skills (running, jumping, skipping)
can be encouraged to strike a ball, with any part of the body but the head
can throw and kick, not skilled at catching
(grade)

first graders

improving catching abilities as well as throwing and kicking
improving spatial awareness, can engage in movement exploration with responses to faster, slower, over, under, behind, through
(grade)

second graders

can change direction quickly and safely
move backwards without falling
skilled at jumping and jumping rope
mastered all basic locomotor skills
adept at throwing a ball overhand, with side orientation
understand and demonstrate principle of opposition
(Grade)

spatial awareness

perceptions of where the body is

Principle of opposition

Muscle balance developed by exercising "paired muscles"

fine motor skills

Skills that involve the smaller muscles of the body
-EX: such as those in the fingers where small, precise movements, such as using scissors or writing, are required
improve dramatically in middle grades 3-5

third graders

mastered gross motor skills
can dribble a ball with hands or feet
begin to combine locomotor and non locomotor skills in relation to dancing
understand body positions, such as low middle high, to learn stretches
(grade)

fourth grade

can leap off either foot
can jump for height or distance
can dribble a ball with hand for feet while moving within a group(basketball, soccer)
(grade)

fifth grade

mastered most of basic movement skills required for organized play
can apply these skills to specific movements necessary for sports
(grade)

middle schoolers (6-8)

focus on individual and team sports
understad biomechanics principles such as action/ reaction and the causes and effects of spin and torque
can throw a variety of objects (frisbee) for distance and accuracy
can learn and perform dances
use mature motor patterns
improve and maintain muscle strength, enhance cardio function, and practice advanced stretching
(grade levels)

main parts of body

-internal (heart, lungs, stomach)
-external (hands, feet, arms, legs)

kindergarten

introduced to the main parts of the body- internal and external
learn that they breathe more quickly and hearts beat faster when they exercise, and that this helps the lungs and heart to develop
(grade)

first graders

learn about food and proper eating as part of well-being
understand how bodies change as they grow in height and weight
(grade)

second graders

can count their pulse rate after exercise and rest
more aware of bodies' needs for healthy food and exercise
aware of individual medical conditions (asthma)
(grade)

third graders

understand purpose of warm up activities (stretching)
(grade)

warm up activities

minimize chance of injury
muscles and joints receive added oxygen-carrying blood and are loosened up in preparation for use

fourth graders

can describe health benefits of regular exercise:
exercise strengthens immune system
prevents adult diseases such as heart disease
helps academic performance, reduces stress
a good way to make friendships
(grade)

fifth graders

know about components of fitness
flexibility, muscular strength and endurance, cardio endurance, body composition
(grade)

sixth graders

understand components of fitness are interrelated
know which types of activities contribute to which component
time to emphasize the role of heredity and hormones/ gender differences on body types as well as relative strength of each body type- minimize psychological impact of having bodies that don't fit the ideal
(grade)

seventh graders

learning to measure themselves against standards in terms of technique, accuracy, distance, speed
introduce FIT: frequency, intensity, time
also introduced to conditioning
(grade)

eighth graders

analyze cardio endurance, muscular strength, endurance, flexibility, body composition in order to set goals
(grade)

volleyball

teams of 6 players

softball

teams of 9 players

soccer

teams of 11 players

basketball

5 players on the court, 7 benched, 12 total

health benefits of exercise

-helps strengthen the immune system
-enhances disease resistance (fewer colds)
-helps prevent adult diseases (heart disease and high blood pressure)
-helps academic performance
-enhances confidence
-reduce stress!!!!!
-good way to form and enhance friendships

components of fitness

-flexibility(stretching)
-muscular strength and endurance(chin ups)
-cardio-respiratory endurance(jogging)
-body composition

Concept of FIT

-frequency
-intensity
-time
- these improve fitness when applied as part of an exercise program

Conditioning

influenced by
-overload
-progression
-specificity
to help students set up their own fitness goals

dance

is versatile , adaptable to different skill and age levels and easily integrated into an arts unit

gymnastics

easily adaptable for all ages
beginning with balancing skills in kindergarten

Aerobic exercise

Exercise that uses the large muscle groups in continuous, repetitive action and increases oxygen intake and breathing and heart rates.

ectomorphic body type

thin

endomorphic body type

fat

mesomorphic body type

muscular

fiber

-fuel for energy
-no calories

muscle stress

induced by exercise.
-this is how muscles grow stronger

alcohol abuse

most deadly form of substance abuse
-produces most common adverse effects on babies( fetal alcohol syndrome)

main goal of physical education

to encourage lifelong participation in physical activity

action and reaction

the PE term that is based on newtons 3rd law: " every action has an opposite and equal reaction"

abduction

moving a part of the body awar from the axis or middle of the body

adduction

moving a part of the body toward the axis or middle of the body

asthma

a controllable chronic disorder characterized by sudden attacks of coughing and difficulty breathing

kindergarten

children are egocentric- difficult to understand viewpoints other than their own
limited understanding of and memory of rules
(grade)

second grade

can work with partners, give and receive encouragement and practice fair play
(grade)

third grade

can begin working in groups toward a common goal
can learn to work out problems of their own
learn wholesome attitudes toward competition and successes and failures
understand that cheating undermines fairness and fun
(grade)

body composition

the ratio of fat tissue to muscle and other lean tissues in the body

diabetes

a controllable, chronic disorder, requiring insulin treatment and dietary monitoring to maintain stable blood sugar levels

opposition

when throwing a ball, the foot opposite the throwing hand steps forward
2nd graders have mastered this

overload

the concept that the only way to progress is to increase the level of difficulty

cooperation is more important than competition, particular in primary grades. do not pick team captains, it can leave children feeling inadequate, THE GOAL FOR EVERY CHILD IS TO FEEL LIKE A WINNER

what to write if there is a constructive response regarding a sport or game?

transfer and feedback

the ability to transfer previous learning of a movement or technique while making adjustments to perform a new skill

first or second grade

when do student begin to notice differences in individual growth rates?
(grades two of them)

middle grades: 3-5

when is the most noticeable gain in coordination and muscle strength occur?
(grade level)

girls: fifth and sixth grade
boys: seventh or eighth

when do girls and boys reach puberty?

fifth grade

when do student become aware of different body types?
(grade)

dynamic balance

describes the stability achieved when a person is in motion
ex: skipping across a balance beam or riding a bike

static balance

when a person is balanced while holding a pose, being close to motionless

flexibility

the ability of a joint to move in range of motion

muscular endurance

the ability of a muscle to perform repetitions of a task

muscular strength

the ability of a muscle to exert force on an object

cardio-respiratory endurance

the ability of the circulatory and respiratory systems to continue supplying oxygen to the body during prolonged exercise

intensity

how difficult an exercise session is

frequency

how often an exercise is performed

law of conservation

understood by children ages 7-11
idea that a tall, thin glass holds the same amount of liquid as a short, stout glass

genetic influences on development

internal influences, genes, genetics, biology

cognitive constructionists

Piaget- wrote about the way children construct their own knowledge of the world
came up with assimilation
came up with acomodation
well known for his ideas of children's developmental stages as a guideline for what to expect from children

social influences on development

external influences, peers, family,

social constructionists

Vygotsky

assimilation

children interpret a new experience in terms of their previous understandings

accommodation

the process by which the child incorporates new experience into previous understandings, and modifies those existing concepts to include the new infromation

Sensori-motor stage of cognitive development

18m-2y:
*a stage of cognitive development during which a child learns to differentiate between themselves and the external world
-using senses
-learns that objects are distinct from them
-achieves object permanence

Pre-operational stage of cognitive development

2y-7y:
stage
-has difficulty entering into the viewpoints of others( trapped in an egocentric perspective)
-learning to use words for the purpose of labeling and ordering the world
-begins the process of symbol manipulation by using words for objects that are not present
- has trouble sorting objects by size

concrete operational stage of cognitive development

7y-11y:
THIS IS THE STAGE FOCUSED ON IN CSET
-most elementary children in this category
-begins to understand the viewpoints of others, or at least to recognize that others' viewpoints are different from her own
-can reason with concrete objects in concrete situations
-realizes that a tall, thin glass holds the same amount of water as a short fat glass(law of conservation)
--realizes that a pile of pennies can contain the same number as a spread out display of pennies(law of conservation)
-understands that objects can change form(solid to liquid and back) and remain the same object (reversibility)
-learns deductive logic( consideration of two concepts or relationships at the same time) . also called transivity
-seriation ( the act of putting things in order)
-no problem sorting things by size color, or other characteristics

transitivity

deductive logic
involves the consideration of two objects or relationships at the same time

object permanence

realizes that a seen object still exists after being hidden from sight

Formal operations stage of cognitive development

-11y +
stage
-abstract thought
-grasp hypotheses of science experiments, algebra or philosophy
- influence of opportunities to practice lead to this stage
-involves the ability to think systematically by using logical reasoning to formulate alternative hypotheses about an event or other occurrence and then deduce which one is accurate.
-Research results indicate that differences in experience, especially regarding the availability of opportunities to apply this type of thinking, can play a significant role in increasing or decreasing the likelihood that an individual will develop formal operational thinking skills.

Pre-conventional level of moral development

young children
-stage 1)avoid wrongdoing in order to avoid punishment-because of egocentrism
-stage 2)fairness(stealing is wrong because it is unfair) and understand that each person acts in his or her own best interests(if i hit you, you'll hit me back)

Conventional level of moral development

-what one is supposed to do
-stage 3) want to do what is defined as right by those around them
-seek approval from authority figures
-stage 4) understand social order, the fabric of society
-respect for authority figures at its height

third level of mortality

-they think about the principals underlying the laws and norms
-stage 5) adherence is to those principals, such as alienable rights, not to the specific laws themselves
- 6th stage) - willing to disobey or even fight against laws or societal norms they believe subvert the universal moral principals

enabling creative play

an excellent way to foster cognitive and moral development
children naturally seek out situations in which to develop their potentials

free play

they draw on their expanded experiences and understanding of the world
-an important way of developing problem solving skills

meta cognition

thinking about thinking
-learning to consciously think about how they learn
-ex: memory building by rehearsal

rehearsal

kindergartener can use this as a memory strategy
under the age of 10- they cannot be expected to apply this strategy unless prompted
over 10- can apply it spontaneously

nature vs. nurture

heredity (genes) vs. environmental influences
-BOTH influence people
-everyone has genetically determined potentials, but how those potentials develop depends to a large extent on what opportunities and encouragement a person encounters

preschool years

when grade wise
spent mastering language fundamentals
whatever comes out of their mouth is exactly what they are thinking, as best as they can explain it

between ages of 6-12

when age wise
vocal grows tremendously
can think before they speak
double edge sword- can say something other than what they are really thinking- results in experimentation with lies

primary grades of cognitive development

grade section
cognitive task for this age- learning to control their bodies

middle grades of cognitive development

when what grade levels
gravitate toward team play and develop necessary cooperation and interaction with peers
development of ability to work together to resolve conflict

upper grades(middle school) of cognitive development

when grade levels
beginning to master formal operations
create strategies that allow them to anticipate situations like in basketball
sports strategies- pre determined plays- aid in memory development

creative play

more structured within the bounds of recognized art forms

9 multiple intelligences

linguistic, spatial, logical-mathematical, musical, intra personal, interpersonal, bodily-kinesthetic, naturalist
everyone possess these in varying degrees
-teachers should be sensitive to individual learning styles and interests

learning disabilities

can be difficult to detect
often related to the way individual brains process information, including visual stimuli
-look for discrepancies in ability and achievement

dyslexia

a developmental reading disorder

dyscalculia

difficulty with math