Term
| Professional Physical Educator |
|
Definition
| An effective, engaged teacher that wants to get better, knows a lot about the skill and strategies, practices frequently and has motivation to continue to improve |
|
|
Term
|
Definition
| Descrition of what the students will know and be able to do as a result of participating in the activities of the program |
|
|
Term
|
Definition
| The degree of explicitness and consistency in defining tasks |
|
|
Term
|
Definition
| The knowledge and stategically appropriate skills that represent what is essential for successful performance in a particular activity |
|
|
Term
|
Definition
| Gaps in information about performance expectations in a given task |
|
|
Term
|
Definition
| Behaviors that indicate progress toward a performance standard |
|
|
Term
|
Definition
| Statements of instructional intent that specifies what knowledge, attitudes, and behaviors are meant to be learned |
|
|
Term
|
Definition
| Organization of the learning environment so that different student can engage in different learning tasks at the same time. Also referred to as station teaching. |
|
|
Term
|
Definition
| Requires performance in a context similar to the one in which the knowledge, skills, and strategies will eventually be used. Examples- portfolio, design an orienteering course |
|
|
Term
|
Definition
| A series of short activity units characterized by a few lessons of isolated basic skill practice, and then a few classes of tournaments or games. |
|
|
Term
|
Definition
| To determine teacher effectiveness you must examine _________________. |
|
|
Term
|
Definition
| Any body movement that uses energy. |
|
|
Term
|
Definition
| Attainment of moderate to high level of physical, mental, emotional, spiritual, and social health. |
|
|
Term
|
Definition
1. Cardiorespiratory Endurance
2. Muscular Strength
3. Muscular Endurance
4. Flexibility
5. Body Composition |
|
|
Term
|
Definition
| Activity that is planned, structured, repetitive, and results in the improvement or maintenance of physical fitness. |
|
|
Term
|
Definition
| Collecting, describing, and quantifying information about performance that can serve as a tool to monitor student progress which results in greater motivation and achievement. |
|
|
Term
|
Definition
1. Endurance
2. Power
3. Speed
4. Agility
5. Balance
6. Coordination |
|
|
Term
|
Definition
| Any attempt by students to change tasks, change the conditions under which the task is performed, or to change the performance standards by which the task completion is judged. |
|
|
Term
|
Definition
1. HAS learned the skills necessary to perform a variety of physical activities
2 IS physically fit
3. DOES participate regularly in physical activity
4. KNOWS the implications and benefits of a physically active lifestyle
5. VALUES physical activity and its contribution to a healthy lifestyle. |
|
|
Term
|
Definition
| Bounded environment that persist over time where members share important common goals and they cooperate to achieve those goals. |
|
|
Term
| Three Domains of Learning |
|
Definition
1. Motor
2. Cognitive
3. Social-Affective |
|
|
Term
|
Definition
| Teaching strategies and classroom environment that help student form diverse racial, ethnic, and cultural groups attain the knowledge, skills, and attitudes needed to function effectively. |
|
|
Term
|
Definition
| A pedagogy that creates conditions within which children and youths protects the rights and interests of others. |
|
|
Term
| Examples of a Sexist Term |
|
Definition
Defensemen
Three man teams
Man to Man defense
Sportsmanship |
|
|
Term
|
Definition
| Teachers provide direct instruction, either to the whole class or small groups, followed by guided practice where errors are corrected, followed by actively supervised independent practice, all within a supportive climate. |
|
|
Term
|
Definition
| Refers to the end- of-class time when teachers bring together the parts of a lesson to make it whole for students. |
|
|
Term
|
Definition
| Specific procedures for performing repeated tasks within the class that allow classes to run smoothly, free of delays or disruptions |
|
|
Term
|
Definition
| Identity appropriate and inappropriate behaviors and the situation within the class within which certain behaviors are acceptable or unacceptable. |
|
|
Term
|
Definition
| The extent to which carious segments of the lesson flow together. |
|
|
Term
| Preventive Class Management |
|
Definition
| Provide strategies teacher use to develop and maintain a positive, predictable, task-oriented class climate with minimal time devoted to managerial tasks and optimal time for instructional tasks. |
|
|
Term
|
Definition
| Developing and maintaining appropriate behavior between teachers and their students, and among students. |
|
|
Term
|
Definition
| A useful and sometimes necessary behavior change technique to stop or redirect inappropriate behaviors into more productive forms of prosocial behavior. |
|
|
Term
|
Definition
| Is the relationship between a situation or context, a behavior. and a consequence. |
|
|
Term
|
Definition
| When a student is required to sit out from the ongoing lesson for a short period of time as a consequence of misbehaving or breaking a rule. |
|
|
Term
|
Definition
| It is a formal statement that states the behavior to be performed and the rewards that can be earned for fulfilling the contingency. Could apply to individuals, groups, or a class. |
|
|
Term
|
Definition
| Verbal reprimand used to deal with misbehavior or disruption. |
|
|
Term
|
Definition
| A breach of duty that most often occurs through a negligent act. |
|
|
Term
|
Definition
| Conduct that falls below an established standard of care to protect others against unreasonable risk. |
|
|
Term
| Pedagogical Content Knowledge |
|
Definition
| Ability of teacher to transform their content knowledge and deliver it in ways that help students learn. |
|
|
Term
| Example of Individual Inequity |
|
Definition
- Using racial slur
- Calling a young girl a tom boy
- Laughing at a racist joke
|
|
|
Term
|
Definition
| The required documentation for any student who is identified as a student with a disability. |
|
|
Term
| Example of Institutional Equity |
|
Definition
- Schools providing more support to boys' teams than it does to t he girls' teams
- An organization denying the membership to a particular ethnic group
- All coaches are white maeles
|
|
|
Term
|
Definition
| Skills performed in a fixed environment in which the conditions are unchanged during the performance. |
|
|
Term
|
Definition
| Skills performed in an ever-changing environment with conditions that are variable. |
|
|
Term
|
Definition
| The interaction among the ambiguity of the task, its difficulty, and the degree of accountability applied to it. |
|
|
Term
|
Definition
| All practices teachers use to establish an maintain student responsibility for task involvement and outcomes. |
|
|
Term
|
Definition
| A teacher intervention that guides performance in one direction rather than another. Usually are brief statements, cues or phrases. |
|
|
Term
|
Definition
| Describes a chain of events that together define a meaningful unit of analysis. |
|
|
Term
|
Definition
| Feedback that contains information that allows the children to know exactly what they need to practice or how they are moving. |
|
|
Term
| Checking for Understanding Techniques |
|
Definition
Verbal Checks
Recognition Checks
Comprehension Checks
Performance Checks |
|
|
Term
|
Definition
| Linkage exists between the intended outcomes (goals), learning processes, and assessment. |
|
|
Term
|
Definition
5
A regularized pattern for accomplishing tasks. |
|
|
Term
|
Definition
| Comprised of all the management tasks that occur frequently such as entering/exiting the gym. |
|
|
Term
| Instructional Task System |
|
Definition
| Compromised of all the learning tasks the teacher asks students to engage in. |
|
|
Term
| Student-Social Task System |
|
Definition
| Compromised of all the individual and group social interactions in the class. |
|
|
Term
|
Definition
| An informal system of providing assistance through the use of a buddy to provide a safe place to learn, grow and develop to student with disabilities in a regular PE class. |
|
|
Term
|
Definition
| A formal tutoring system where two students of approximately equal skills take turn serving as the tutee and the tutor. |
|
|
Term
|
Definition
| Practice that occurs in a while-group formation with the teacher in a position to be seen and heard by the entire class. Time is taken to reteach (if necessary) and emphasis is on elements related to errors in performance. |
|
|
Term
|
Definition
| Practice structured for students to integrate the new task into preciously learned material and to practice the task so that it becomes automatic. The major instructional function of the teacher is active supervision. |
|
|
Term
|
Definition
| A set of conditions that are very like those of an applied context (such as a game), but the teacher stops and starts action to engage in teaching episodes. |
|
|
Term
|
Definition
| An applied context in which the starts and stops of the activity are determined by the nature of the activity rather than the teacher's judgement. |
|
|
Term
|
Definition
| A description of all the subskillls that must be learned to perform the terminal skill. |
|
|
Term
|
Definition
| Students who hide within an instructional task system, they appear to take part in instructional tasks but actually avoid involvement. |
|
|
Term
| Developmentally Appropriate |
|
Definition
| Activities geared toward a stud's development status, previous movement experience, fitness and skill levels, body size, and age. |
|
|
Term
|
Definition
| A set of objectives and outcome that describe what students are to achieve in a particular subject matter and other activities planned to achieve those outcomes. |
|
|
Term
|
Definition
| A formal district document explaining the objectives to be achieved in a subject, and the activities thought to contribute to those objectives. |
|
|
Term
|
Definition
| Tells teacher and student how well the student has to perform to meet the content standards-- that is how good is "good enough" for that level. |
|
|
Term
|
Definition
| Initial tasks that inform the student of a new skill or strategy. |
|
|
Term
|
Definition
| Learning tasks through which students improve the technical quality of a skill or strategy performance. |
|
|
Term
|
Definition
| Tasks that allow the student an opportunity to participate in the movement in an applied experience. |
|
|
Term
|
Definition
| Tasks that change the complexity of performance. |
|
|
Term
|
Definition
| Learning tasks hat move students form less complex and sophisticated tasks to more difficult and complicates tasks by adding complexity and difficulty. |
|
|
Term
|
Definition
| A series of daily lessons planned to make sense as a whole. |
|
|
Term
|
Definition
| A technique to determine all aspects of your instructional goal necessary for its achievement. It is used to develop instructional sequences and the design of learning experiences. |
|
|
Term
|
Definition
| Organizes an effective, efficient, inclusive learning environment that keeps students consistently engaged and helps them to become better learners. |
|
|
Term
|
Definition
| The amount of time a student spends engaged successfully in activities related to the lesson objectives. |
|
|
Term
|
Definition
| Time students are actually physically involved in activities. |
|
|
Term
|
Definition
| Time that teacher plans for S to be engaged in motor activities during a lesson. |
|
|
Term
|
Definition
| A measure of the number of and/or rate of appropriate responses made by the student. |
|
|
Term
|
Definition
ALT-PE
Managerial
Instructional
Wait |
|
|
Term
|
Definition
| Feedback that corrects errors with specific information. |
|
|
Term
|
Definition
| When students learn the teacher can time and target desists appropriately, students begin to learn the teachers knows what is going on in the class or has "eyes in the back of his/her head." |
|
|
Term
|
Definition
| Consistency in scoring, if two observers scored the same performance they would get the same scores. |
|
|
Term
|
Definition
| The teacher keeps students on assigned tasks and provides supportive and corrective feedback when necessary. |
|
|
Term
|
Definition
| When teachers prepare a series of task questions that help students progress toward specific skill goals. |
|
|
Term
|
Definition
| Feedback that refers to any or several factors. For example-- "good," "great," "terrific," "nice shot." |
|
|
Term
| Main-Theme Curriculum Models |
|
Definition
| Focused curriculums that are in contrast to the multi-activity approach and have a class sense of a more limited good and arrange sequences of activities to achieve that good. |
|
|
Term
|
Definition
| Collecting, describing, and qualifying information about performance that can serve as a tool to monitor student progress which results in greater motivation and achievement. |
|
|
Term
|
Definition
| Report student performance by attaching a mark to indicate the students level of performance. |
|
|
Term
|
Definition
| Standardized and controlled assessment. |
|
|
Term
|
Definition
| Less structured assessments that are integrated into the learning process. |
|
|
Term
|
Definition
| Assessment intended to provide feedback to impact ongoing instruction. |
|
|
Term
|
Definition
| Provides a final judgment on learning-- whether or not learning has or has not taken place. |
|
|
Term
|
Definition
| Assessment that reflects real life and is performed in a realistic setting and mirrors what is done outside of school. |
|
|
Term
|
Definition
| Requires students to create something using skills learned to demonstrate learning. |
|
|
Term
|
Definition
| List of statements, dimensions, characteristics or behaviors that are basically scored yes/no based on observer's judgement on whether the dimensions were present or absent. |
|
|
Term
|
Definition
| A collection of students work that documents students effort, progress, and achievement toward a goal or goals -- can be representative or cumulative. |
|
|
Term
|
Definition
| Defines the criteria by which performance or product is judged, and consists of levels of performance and list of characteristics describing performance at each level. |
|
|
