KPE 340 – Final Exam

Pedagogy

Method and Practice of teaching a subject or theoretical concept

24- Hour Movement Guidelines

Sweat: Moderate to Vigorous PA; 60 min/day
Step: Light PA
Sleep: Uninterrupted 9-11 Hours
Sit: Sedentary Behavior; No more than 2 hours of screen time

Percentage of kids meeting the sedentary recommendatios

29%

Most participation of organized sports

Soccer

Regular participation in PA leads to

Better performance in academic subjects, minimize symptoms of depression, improves memory, focus, problem solving and decision making

Participation indicators:

1. Overall PA
2. Active Play
3. Active Transport
4. Leisure Activities

What is Active Play?

Any type of unorganized and/or unstructured physical and leisure activity

Why is Active Play Important?

Helps children develop important social, physical, intellectual, and cognitive skills (Physical Literacy development)

What is Active Transport?

Any human-powered form of travel (walking, riding a bike, etc.)

Why is active transport not being partaken in?

- Culture of Convenience
- Perceived Safety
- Access to safe active transport storage
- Differing societal norms about parental responsibilities

Physical benefits to Active Transport

- Higher Cardiovascular Fitness
- Lower BMI
- Lower WC
- More favorable cholesterol profile

Components of a good Tag Game

- Non-elimination
- All skill levels
- Safety Standards
- Simple Rules

What are the 3 H's?

Hot, Happy, Hungry for More (Do NOT use to explain good game)

What is Physical Literacy?

The motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in PA for life

The 4 Domains of PL

- Physical
- Psychological
- Social
- Cognitive

What is the Long Term Development in Sport and Physical Activity Framework?

A framework for the development of PL, sporting excellence, and lifelong participation in PA

What are the 3 main goals of LTDSPA?

1. Support the development of PL
2. Strive for excellence
3. Empower people to be active for life

What are the 3 Key Factors of the LTDSPA?

1. Personal Factors
2. Organizational Factors
3. Systems Factors

What are the 7 stages of LTDSPA?

Developing Physical Literacy:
1. Active Start
2. FUNdamentals
3. Learning to Train
Developing Excellence:
4. Training to Train
5. Training to Compete
6. Training to Win
PA for Life:
7. Active for Life

Active Start

Master basic human movement & develop PA habits
For: 0-6 yrs
No Competition

FUNdamentals

Develop fundamental movement skills & enjoy being PA
For: M: 6-9 yrs; F: 6-8 yrs
FUN-based, NO Competition

Learning to Train

Learn a wide range of foundation sports skills
For: M: 9-12 yrs; F: 8-11 yrs
70% training – 30% competition

Training to Train

Build an aerobic base, develop speed & strength, and develop & consolidate sport-specific skills
For: M: 12-16 yrs; F: 11-15 yrs
60% training – 40% competition

Training to Compete

Optimize the engine & learn to compete
For: M: 16-23+ yrs; F: 15-21+ yrs
40% training – 60% competition

Training to Win

Performance on demand
For: M: 19+ yrs; F: 18+ yrs
30% training – 70% competition

Active for Life

Competitive, Recreational, fit or Sport & PA leaders
Based on individual's desire

What are the 3 Categories of Fundament Movement Skills?

1. Body Control Skills: Agility, Balance, Coordination
2. Body Movement (Locomotor) Skills: Walk, Run, Skip
3. Object Manipulation Skills: Catch, Receive, Throw

What are FMS?

Foundation blocks that allow children to develop more complex movements, PA and sport-specfic skills

What are ways to develop PL in games?

Develop skills in different setting with different equipment
- More creative players
- Practice Skills

Product Oriented Analysis

Where assessors analyze the entire movement

Process-Oriented Analysis

Where assessors analyze portions of a movement W

Why do we analyze movement?

- To understand how effective a program is
- For clinical analysis
- To understand how different children move

NCCP stages of development

1. Emerging: Skill is inefficient; have the foundational idea of the skill
2. Developing: More complex body action; increased coordination
3. Mature: Skill is efficient and fluid

Sport for Life Scale

- Initial: Presence of numerous major gaps of execution
- Emerging: Limited number of major gaps, but can execute basic sequencing
- Competent: Basic level of execution
- Proficient: Engages all appropriate body parts, controls force and direction

Preparation Phase

Movement that are done to prepare an athlete for the performance of a skill

Force Production Phase

Transition of movement to create force

Critical Instant Phase

Culmination of the preparation and force production phases

Recover/Follow Through Phase

Allows for the completion of movement or recovery

Why is Measuring PL so difficult?

1. PL is a multi-faceted construct; cannot be measured directly
2. There is a disagreement on how to best measure it
3. PL can be subjective

Passport for Life (PHE Canada) Assessment

- Designed for PE class settings by students and teachers
- Supports awareness, assessment, development, and advancement of PL
- Assesses: Active Participation, Living Skills, Fitness Skills, Movement Skills

Physical Literacy Assessment for Youth (PLAY) Tools

- Meant to improve population's level of PA
- For individuals >7 yrs
- Based on program evaluation and research

Canadian Assessment of Physical Literacy (CAPL)

- Assess a broad spectrum of skills and abilities of PL
- Assesses a wide range of PL components

Strengths of the PLAYbasic Model

- Evidence Based
- Measure where individual is lacking and succeeding in different areas of PL
- Used in a spectrum

Weaknesses of the PLAYbasic Model

- Subjective grading = Dependent on the assessor
- Does not address ALL aspects of PL

What is the TGfU Model?

Student-centered model for teaching games and sports that focuses on developing an understanding of these activities and not just skill development

Sampling Pedagogical Principle

Selection of many games from the same category to develop an understanding of similar tactical problems and solutions

Representation Pedagogical Principle

Lead-up games that are developmentally appropriate as how a particular skill or tactical solution can be used

Exaggeration Pedagogical Principle

Create a specific focus for an activity and exaggerate

Tactical Complexity Pedagogical Principle

Developmental progression of tactical solutions

Target Games

Get one's object closer than the opponent's object to the target

Net/Wall Games

Send an object over a net or against a wall so that it lands inbounds more frequently than when sent by the opponent

Striking and Fielding Games

Place the ball away from fielders in order to run the bases and score more runs that the opponents

Territory Games

To control an object, keep it away from opponents and move it into position to score

Game Form Phase

- Participants play a modified version of the game/sport
- Understand the game before they can recognize the problems to be solved/purpose of the game

Game Appreciation Phase

Quick talk where the instructor explains the rules and goals of the game

Tactical Awareness Phase

Participants are introduced to tactics needed to be successful in the game

Decision Making Phase

Instructor asks thoughtful and specific question about the game

Skill Execution Phase

Opportunity for each participant to practice skills that they feel they need to improve on

Game Performance Phase

Participants play the game that resembles the game as much as possible

Strengths of TGfU

- Makes sure that all aspects of the game are covered
- Breaks down the process
- Develops better games sense

Weaknesses of TGfU

- Reliance on the person using it and their ability to break down the game
- Requires a lot of preparation

Long Term Lesson Plans

Reflect the overall program, term, and/or year objectives and goals

Short Term Lesson Plans

Address the weekly, unit, and/or session objectives and goals

Daily/Individual Lessons

Reflect objects and goals, plus the detailed planning for one lesson

Student Aptitude

How quickly each individual student can learn the material

Perserverance

Amount of time the student is willing to engage in learning

Opportunity to Learn

Time devoted to instruction

Quality of Instruction

What the teacher does to structure a class and provide learning opportunities for students

Main Goals of PA lessons

1. Maximize participant engagement
2. Ensure participants are achieving their learning goals

Aspects that have the greatest impact of student learning

1. Time: More time devoted to meaningful instruction = more learning
2. Appropriate Practice: Not too difficult nor too easy
3. Student Attitude Towards PA

Strategies for Student Engagement

1. Appropriate Practice: Practice is at the student's skill level
2. Teacher who is present and engaged
3. Student Practice: Students are actively performing the skills to optimize students engagement and learning

Health Fitness

All important body parts and systems are healthy and able to perform daily tasks free from injury

Talk Test

- Check one's anaerobic threshold
- One's ability to talk while exercising can be directly related on one's level of effort

Breath Sound Check (BSC)

- Developed for older adults and children that struggle to check their pulse
- Represent the minimal level of exercise for health benefits

Parent's Considerations for organized sport participation

1. Cost
2. Risk of Injury
3. Family Dynamic

Excitable Parent

- Often supportive, but get caught up in the heat of the moment
- Overly concerned with child's safety
- Actions are harmless

Fanatical Parent

- Controlling and Confrontational
- Have unrealistic expectations of their child's ability

Strand A: Social-Emotional Learning Skills

- Focuses on identification and management of emotions and stress
- Concepts: Coping, Positive motivation, Perseverance, Healthy Relationships, Self-Awareness, Sense of Identity, Critical & Creative Thinking

Strand B: Active Living

- Focuses on developing skills and knowledge needed to participate regularly and safely in PA

Subtopics of Active Living

1. Active Participation
2. Physical Fitness
3. Safety

Strand C: Movement Competence

- Focus on development of skills and strategies to allow for the participation in PA with confidence and competence
- Specific Movement Skills and Transferable skills

Strand D: Healthy Living

- Foster understanding of factors that contribute to healthy development, a sense of personal responsibility for lifelong health, respects for their own health