JZ

quizlet cset physical education subtest 2

Assessment in Physical Education

  • Assessment

    • The initial process of evaluation, aims to gather data on student progress.

  • Evaluation

    • Follows assessment. It weighs the information collected against specific standards.

  • Formative Evaluation

    • Ongoing and hands-on. It helps staff and students focus on progress toward goals.

    • Primary Purpose: Improve instruction and enhance student learning.

  • Summative Evaluation

    • Conducted at the end of the year.

    • Determines what students have learned and summarizes their progress.

  • Diagnostic Evaluation

    • Usually performed at the beginning of the year.

    • Aims to identify students lacking prerequisite skills, those needing extra support, and gifted learners.

Specific Ways to Assess Students

  1. Self-Evaluation

    • Students assess their own skills by rating their performance.

  2. Peer Assessment

    • Students observe and compare each other's performances based on criteria provided by the teacher.

  3. Individual Project

    • Students explore a topic of interest, responsible for fulfilling specific assignments along the way.

  4. Group Project

    • Several students collaborate to solve a problem or learn a specific skill in a dependent environment.

  5. Teacher Observation

    • Teachers document details about a student's performance or behavior.

Guiding Principles of Evaluation

  1. Evaluation is a critical part of the teaching-learning process.

  2. Planning must link to instruction and curriculum.

  3. Evaluation should be based on learning outcomes.

  4. A variety of assessment techniques should be used.

  5. Students should participate in the evaluation process.

  6. Evaluation must be fair, responsible, and bias-free.

  7. The purpose is to empower students through positive feedback, encouragement, and fostering active learning.

Movement Analysis

  • Types of Movement Analysis:

    1. Triplanar Analyses

      • Measures joint movement ranges including flexion/extension, abduction/adduction, and internal/external rotation.

    2. Reference Frames

      • Describes movement by relating the position of one limb to another.

    3. Absolute Reference Frames

      • Relates limb movements to the ground's position.

    4. Video Cameras

      • Effective tool for analyzing movement in a physical education context.

Learning Definitions

  • Learning:

    • A persistent change in behavior due to practice or experience.

  • Motor Learning:

    • A persistent change in movement behavior resulting from practice.

  • Performance:

    • Observable action reflecting learning progress, though not the best measure of learning.

Theories of Learning

  • Connectionist Theories (CTs):

    • Basic stimulus-response theories without additional elements between stimulus and response.

  • Cognitive Theories (CGTs):

    • Complex theories indicating the existence of intermediary elements between stimulus and response.

Trial and Error (CTs)

  • Learning through repetition leads to recognition of the stimulus-response connection.

Conditioning (CTs)

  • Learning as a process of creating associations between original and conditioned stimuli, yielding the same response.

Gestalt Theory (CGTs)

  • Learning is intentional, as the learner makes sense of relationships and patterns through similarities, differences, and prior knowledge.

Cyberkinetics Theory (CGTs)

  • Learners actively process feedback rather than passively receiving it.

Schema Theory (CGTs)

  • The brain organizes movements into a schema or set of general rules.

Readiness

  • Reflects the learner’s level of physical and mental maturity influencing learning potential.

Exercise

  • Learning through practical and repetitive engagement.

Effect

  • Indicates enjoyment leads to positive learning experiences in supportive environments.

Basic Movement Patterns (BMP)

  • Small steps in motor development that can be combined into specific contexts.

  1. Send (BMP): Toss, Hit.

  2. Receive (BMP): Catch, Collect.

  3. Accompany (BMP): Dribble, Transport.

  4. Evade (BMP): Elude, Block, Fake.

  5. Locomotion (BMP): Moving from one location to another.

  6. Land (BMP): Use different body parts while spinning or moving.

  7. Static (BMP): Balance, Suspend, Hold Up.

  8. Swing (BMP): Support, Hang.

  9. Rotate (BMP): Roll, Flip, Spin.

  10. Spring (BMP): Jump, Push off with hands.

Movement Variables

  • Links to acquisition of physical skills and understanding:

    1. Body:

      • Anatomy, Action, Shape.

    2. Space:

      • Location, Direction, Level, Orientation, Route, Expanse, Distance.

    3. Effort:

      • Force, Time, Flow.

    4. Relationships:

      • Interaction with body parts, partners, or equipment.

Force Production

  • Maximum force is produced when every body part is utilized effectively.

Force Application and Absorption

  • Force Application: How force is applied and its effects on the body.

  • Force Absorption: The need to distribute force over a larger surface to prevent injuries.

Definition of Physical Education

  • The process by which individuals enhance their physical, mental, and social skills through physical activity.

Types of Visual Perception

  1. Static Visual Activity: Perception of stationary objects.

  2. Dynamic Visual Activity: Perception of moving objects.

  3. Size Constancy: Perception of objects of varying sizes.

  4. Depth Perception: Affects the quality of task performance (e.g., free throw shooting).

Theories Related to Movement

  • Dynamic Systems Theory (Ecological Theory):

    • Highlights the ever-changing relationship between the individual and their environment.

  • Self-Organization:

    • Movements arise from the integrated interactions of various biological and physiological systems.

Reflex Theory

  • Movements result from rapid automatic responses to environmental stimuli.

Information Processing Theory

  • Involves stimulus reception, response selection, and execution of the response.

Hierarchical Model

  • Illustrates a higher-level motor system adjusting to feedback, while a lower level enacts commands.

Reaction Time

  • The interval from stimulus presentation to the response occurrence.

Anticipation Types

  • Spatial Anticipation: Ability to predict likely outcomes based on situations.

  • Temporal Anticipation: Ability to predict when an action will occur.

Hick's Law

  • The choice reaction time increases in proportion to the number of choices presented.

Locomotor Movements

  • Include crawling, walking, running, leaping, skipping, jumping, hopping, galloping, chasing, fleeing, and dodging.

Crawling

  • Involves a temporary loss of balance, restored by alternating limb movement.

Walking

  • A shift in balance that requires coordinating leg extension to stabilize posture.

Leaping

  • Taking off on one foot and landing on the opposite foot.

Skipping

  • A combination of a step and a hop in varied rhythm.

Jumping

  • Propelling oneself off the ground momentarily.

Hopping

  • Springing from one foot and landing on the same foot.

Landing

  • Regaining balance and establishing a standing position.

Twisting

  • Similar to turning but with shoulder-width stance and feet pointed forward.

Transferring Weight

  • Shifting body weight to one leg or direction by leaning and adjusting posture.

Stretching

  • Extending joints to achieve maximal length or straightness.

Balance

  • Maintaining a stationary position or adjusting to gravitational forces during movement.

Manipulative Movements

  • Include throwing, catching, kicking, dribbling, and striking objects.

Throwing Technique

  1. Forward foot opposite the throwing arm.

  2. Bring back the throwing arm while stepping forward.

  3. Move the throwing arm forward while releasing the object.

  4. Follow through to determine object trajectory.