Term
|
Definition
|
|
Term
|
Definition
| to accurately propel the object away from the body toward a target |
|
|
Term
| Ways an object can be thrown |
|
Definition
| underhand, overhand, or sidearm |
|
|
Term
|
Definition
| the skills most associated with games and sports |
|
|
Term
| Why are manipulative skills difficult to teach? |
|
Definition
| because they require body control and object control |
|
|
Term
|
Definition
| an object reception skill |
|
|
Term
|
Definition
| to receive and control a propelled object |
|
|
Term
| physical education instruction |
|
Definition
| needs protocols to move equipment to and from learning areas |
|
|
Term
| Places where physical education can be taught |
|
Definition
| In the gym, outside, and in the classroom |
|
|
Term
|
Definition
| management time and instructional time |
|
|
Term
| clearly defined general space |
|
Definition
| provides a safe place for meaningful movement but makes communication between the teacher and students different from the classroom. |
|
|
Term
| Which noise may distract instruction? |
|
Definition
|
|
Term
|
Definition
| Planning what equipment to use during a physical education lesson does not take as much time as collecting the equipment, moving the equipment, and setting up the equipment. |
|
|
Term
| Why would you spread the equipment around the periphery of the general space for easy access instead of handing out equipment? |
|
Definition
| because handing out equipment wastes valuable teaching time |
|
|
Term
|
Definition
| can have natural boundaries like a box or artificial boundaries like cones |
|
|
Term
|
Definition
| One of the most important physical education protocols to establish early is teaching a signal for students to stop work and give you their attention. |
|
|
Term
|
Definition
an instructional strategy in which children rotate from one learning center task to another task systematically throughout a
lesson. |
|
|
Term
| what happens if the students are scattered throughout a large general space |
|
Definition
|
|
