AEPA Physical Education (NT506) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Cephalocaudal development

Motor control develops from head to toe; infants gain head and neck control before trunk control, and trunk control before leg and foot control.

Proximodistal development

Motor control develops from the center of the body outward; control of the trunk and shoulders precedes fine control of the hands and fingers.

Fundamental movement phase

The phase from about ages 2 to 7 when children learn and refine locomotor, stability, and manipulative skills; it includes initial, elementary, and mature stages.

Locomotor skills

Skills that move the body through space, including walking, running, jumping, hopping, skipping, galloping, sliding, and leaping; they are a category of fundamental movement skills.

Manipulative skills

Fundamental skills in which the body interacts with an object, such as throwing, catching, kicking, striking, dribbling, and volleying; they require hand-eye or foot-eye coordination.

Fitts and Posner stages

Three stages of motor learning: cognitive (many errors, needs verbal cues), associative (refining movement, fewer errors), and autonomous (automatic, requires little attention).

Open versus closed skills

Open skills occur in unpredictable, changing environments, such as dribbling past defenders; closed skills occur in stable, predictable environments, such as a free throw or golf swing.

Discrete versus continuous skills

Discrete skills have clear beginnings and ends, such as a kick or throw; continuous skills have arbitrary endpoints and repeat, such as running or cycling; serial skills combine discrete parts.

Newell's constraints model

A theory that movement patterns emerge from interactions among individual constraints (structural and functional), task constraints, and environmental constraints; changing any constraint changes the movement solution.

FITT principle

A fitness prescription framework using Frequency, Intensity, Time, and Type; these variables are manipulated with overload and progression to achieve specific training goals.

Karvonen formula

Target heart rate equals ((maximum heart rate minus resting heart rate) times intensity) plus resting heart rate; maximum heart rate is estimated as 220 minus age.

Health-related fitness components

Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition; these five components are associated with health status and reduced disease risk.

Skill-related fitness components

Agility, balance, coordination, power, reaction time, and speed; these six components support sport performance and fast, accurate movement.

Overload principle

Fitness improves only when the body is stressed beyond its usual demands; as the body adapts, the training load must be increased gradually to continue producing gains.

Specificity principle

Training adaptations are specific to the muscles, movement patterns, and energy systems stressed; to improve a fitness component, training must directly target that component.

BMI percentile categories

For children and teens, BMI is classified by percentile: underweight below 5th, healthy weight 5th to below 85th, overweight 85th to below 95th, and obese 95th or above.

Eccentric muscle contraction

A muscle action in which the muscle lengthens while producing force, such as lowering a weight; eccentric actions generate high force and can cause delayed-onset muscle soreness.

SHAPE America standard one

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns; it is the first of five national physical education standards.

Sport education model

A curriculum model using seasons, team affiliation, formal competition, record keeping, and a culminating event; students serve in roles such as player, coach, referee, and statistician.

Teaching Games for Understanding

An instructional model that starts with modified game play and tactical problems, then teaches skills as needed, rather than drilling techniques in isolation before playing.

Formative assessment

Assessment during instruction used to monitor learning and adjust teaching; examples include exit tickets, peer checklists, and teacher observation of skill cues.

Criterion-referenced assessment

Assessment that compares performance to a predetermined standard or rubric rather than to classmates; FitnessGram healthy fitness zones are an example.

Mosston's spectrum of styles

A continuum of teaching styles from teacher-centered command (teacher makes all decisions) to student-centered discovery (student makes decisions), including practice, reciprocal, self-check, and guided discovery.

Whole-part-whole instruction

A teaching sequence that presents the whole skill, practices difficult parts in isolation, then reintegrates the parts into the complete skill; useful for complex serial skills.

Analytic rubric

A scoring guide that evaluates separate criteria at described performance levels and often sums to a total score; it gives specific feedback but takes longer to score.

Negligence elements

A negligence claim requires duty of care, breach of duty, causation, and actual injury or damages; teachers owe students a duty of reasonable supervision and instruction.

Duty of supervision

Educators must actively supervise students in a manner matched to age, activity risk, and setting; supervision includes positioning to see all students and anticipating hazards.

Emergency action plan

A written plan for responding to injury or sudden illness that specifies who calls 911, who provides first aid, and where the AED and exit routes are located.

FERPA

A federal law protecting the privacy of student education records; it limits disclosure and generally requires consent or a legal exception before sharing identifiable information.

Mandatory reporting

The legal requirement that educators promptly report suspected child abuse or neglect to designated authorities; failure to report can result in legal and professional consequences.

Least restrictive environment

An IDEA requirement that students with disabilities be educated with peers without disabilities to the maximum extent appropriate, with supplementary aids and services as needed.

Universal precautions

Infection-control practices that treat all blood and body fluids as potentially infectious; use gloves and barriers, disinfect surfaces, and dispose of contaminated waste properly.