Quality Physical Education and Transfer of Learning (Video Notes)

Vocabulary flashcards covering key terms from the lecture notes on Quality Physical Education, transfer of learning, feedback, cues, and teaching strategies.

Physical literacy

The ability, confidence, and desire to be physically active throughout life.

Physically literate person

A person who has the skills, participates, is physically active, understands the implications and benefits of participation, and values physical activity.

Quality Physical Education

A PE program that progressively develops movement skills, follows a developmental sequence, increases physical competency, and uses developmentally appropriate challenges.

Aims of Physical Education (Learning to move)

Development of movement skills and physical fitness.

Aims of Physical Education (Learning through movement)

Use movement principles to improve skill performance and understanding.

Four components of a high-quality PE program

Opportunity to learn; Meaningful content; Appropriate instruction; Out-of-School learning and practice with regular assessment and no punishment.

Opportunity to learn

Instructional time and resources (e.g., 150 min/week elementary, 225 min/week middle/high) and adequate equipment/facilities.

Meaningful content

A sequential curriculum with motor skills, fitness education, cognitive concepts, social/emotional development, and multicultural perspectives.

Appropriate instruction

Full inclusion, well-designed lessons, maximum practice opportunities, regular assessment, and no use of physical activity as punishment.

Out-of-School learning and practice

Additional practice opportunities beyond regular PE class.

Assessment in PE

Ongoing checklists and assessments aligned with state/national standards.

Factors that influence learning

Student interest/engagement, motor skills competency, maturity level, and instructional environment.

Capability

Gross motor skill development influenced by prior experience, genetic endowment, and fitness level.

Readiness

Cognitive, emotional, and social maturity; interests influenced by individual and situational factors.

Practice

Minimum of about 50 reps; correct practice; small groups; short, frequent practice; each student has equipment.

Progression

Move from simple to complex; gross vs. fine motor skills; Start-and-expand method (begin where all can succeed, then raise the level).

Transfer of Learning

How learning one skill affects learning another; includes positive and negative transfer and transfer categories.

Positive transfer

Mastering the first skill makes the second skill easier to learn.

Negative transfer

Learning the first skill makes the second skill harder to learn.

Categories of skill transfer

Skill to skill; Theory of practice; Practice to performance.

Guide for Teaching for Transfer

Teach and test as similarly to the target skill as possible; provide varied examples; ensure general principles are understood; avoid stress.

Part versus Whole method of teaching

Whole–Part–Whole approach: teach the skill as a whole, breaking into parts only when problems arise.

Feedback

Information given after skill execution to guide improvement; includes criteria, assessment of performance, and actionable feedback.

Corrective feedback

Feedback aimed at altering inaccurate parts of performance.

Positive feedback

Feedback that highlights and reinforces the correct aspects of performance.

Negative feedback

Feedback to be avoided because it can hinder learning.

Skill cues

Short, catchy phrases that draw attention to key components of a skill; includes verbal and visual cues.

Verbal cues

Short spoken reminders that cue a component of the skill.

Visual cues

Pictures or demonstrations that help learners picture the correct movement.

Cues given at a time

Provide 1–2 cues at a time; avoid overload by limiting total cues to 3–5.

Benefits of teaching cues

Assist corrective feedback, improve memory, focus on a component, and compress information.

Guidelines in correcting errors

Change techniques only if performance is not correct, if change will improve performance, and if performance is unsafe.

Teaching model steps

Organize the group (hear & see); state objectives; pre-assess; give 1–2 cues; demonstrate; practice; use a 3–5 point checklist focused on cues.

Checklist

A concise 3–5 point list focusing on specific cues to guide practice.