FTCE PE K-12 (063) cheat sheet

Motor development follows a cephalocaudal (head-to-toe) and proximodistal (center-to-outward) sequence; gross motor milestones precede fine motor refinement.

Fundamental motor skills (FMS) divide into locomotor (run, hop, skip, gallop, slide, jump, leap), nonlocomotor/stability (balance, bend, twist, turn, swing, sway), and manipulative (throw, catch, kick, strike, dribble, volley) categories.

Fitts and Posner stages: cognitive (large errors, needs demonstration), associative (refining, fewer errors), autonomous (automatic, attention freed for strategy).

Gentile's two-dimensional taxonomy classifies skills by environmental context (stationary vs. in-motion, closed vs. open) and action function (body orientation vs. object manipulation).

Closed skills occur in a stable, predictable environment (free throw, golf swing); open skills occur in an unpredictable, changing environment (tennis return, defensive slide).

Practice design: massed practice (little rest, continuous) suits continuous skills; distributed practice (rest intervals) favors discrete skills and beginners; variable practice aids transfer and retention.

Feedback rules: knowledge of results (KR) is outcome information; knowledge of performance (KP) is movement-quality information; summary and bandwidth feedback improve learning over feedback every trial.

Newell's constraints model: motor performance emerges from the interaction of individual (structural/functional), task, and environmental constraints.

Levers: first class (axis between force and load, e.g., triceps extension at elbow), second class (load between axis and force, e.g., calf raise at ankle), third class (force between axis and load, e.g., biceps curl - most common in the body).

Agonist produces the movement; antagonist opposes it; synergists assist; stabilizers fix the origin. Eccentric contraction lengthens under tension, concentric shortens, isometric holds length.

Force = mass × acceleration (F = ma); impulse = force × time and equals change in momentum; work = force × distance; power = work ÷ time.

Newton's laws: inertia (body resists change), acceleration proportional to net force and inversely to mass, and action-reaction (ground reaction force equals force applied to ground).

Projectile motion: range is maximized near a 45° release angle in a vacuum; higher release height and greater relative projection height increase range; air resistance lowers the optimal angle below 45°.

Momentum = mass × velocity; conservation of momentum explains transfer of momentum in striking and throwing; angular momentum is conserved when the moment of inertia decreases (a spin speeds up).

Stability increases with a larger base of support, lower center of gravity, greater mass, and the center of gravity positioned over the base; balance is dynamic when the base moves.

Summation of forces: sequential (proximal-to-distal) segmental sequencing in throwing and striking maximizes endpoint velocity.

Health-related fitness components: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill-related components: speed, agility, balance, coordination, power, reaction time.

FITT principle: Frequency, Intensity, Time, Type. For health benefit, youth need about 60 minutes of moderate-to-vigorous physical activity daily, with vigorous activity and bone/muscle strengthening at least 3 days per week.

Fitnessgram®/PACER, curl-up, push-up, sit-and-reach, trunk lift, and BMI/percent body fat are common youth fitness assessments; criterion-referenced health standards (Healthy Fitness Zone) are used rather than norm-referenced ranking.

Target heart rate: HRmax ≈ 220 − age; moderate intensity ≈ 50–70% HRmax, vigorous ≈ 70–85%. Talk test and RPE (Borg 6–20 or 0–10) are field alternatives.

Aerobic system fuels sustained activity (fat and carbohydrate with oxygen); anaerobic/lactic system fuels 30 seconds to about 2 minutes; ATP-PC system fuels maximal efforts up to about 10 seconds.

Muscle fiber types: slow-twitch (Type I) are fatigue-resistant and aerobic; fast-twitch (Type IIa/IIx) produce greater force and fatigue quickly; training induces fiber-type-specific adaptations.

Progressive overload, specificity, reversibility, and individual differences are core training principles; warm-up raises muscle temperature and reduces injury risk, and cool-down aids venous return.

Body composition measures include BMI (screening only), skinfolds, bioelectrical impedance, and hydrostatic weighing (a criterion standard); BMI does not distinguish fat from lean mass.

Movement concepts framework: space awareness (personal/general space, pathways, levels, directions), effort (time, force, flow), relationships (with objects, partners, groups), and body awareness (shapes, parts, actions).

Skill themes progress through precontrol, control, utilization, and proficiency levels; instruction should match tasks to the learner's current level.

Manipulative skill cues: throwing - step with opposite foot, rotate hips and shoulders, follow through; catching - hands give with the ball, eyes track; kicking - plant non-kicking foot beside ball, contact with instep/laces.

Dribbling with hands uses fingertip control, waist height, eyes up; soccer dribbling uses small touches with the laces and both feet, keeping the ball close.

Rhythmic activities: beat is the steady pulse, tempo is speed, meter groups beats (2/4, 3/4, 4/4), and locomotor patterns (skip, gallop, slide) are combined with nonlocomotor and manipulative actions in dance.

Educational gymnastics and tumbling emphasize weight transfer, balance (static and dynamic), rolls, and sequence composition rather than competitive apparatus work.

Throwing for accuracy versus distance differs: accuracy emphasizes consistent release point and alignment; distance emphasizes force summation and optimal projection angle.

NASPE/Shape America national standards (now SHAPE America National Physical Education Standards) frame a physically literate individual: motor skills and movement patterns, concepts and strategies, health-enhancing fitness, personal and social behavior, and value of physical activity.

Curriculum models include skill themes, sport education (seasons, roles, culminating event), teaching games for understanding (tactical approach), fitness education, adventure education, and personalized system of instruction.

Teaching styles range from command (teacher-directed) to reciprocal, self-check, inclusion, guided discovery, and divergent production; inclusion style uses multiple task difficulty levels.

Assessment types: formative (ongoing, informs instruction), summative (end of unit), criterion-referenced (against a standard), and norm-referenced (against peers). Authentic assessment includes portfolios, peer assessment, and skill checklists.

Class management: maximize activity time (at least 50% of lesson in MVPA), use instant activities, station and circuit formats, and clear protocols for equipment distribution and transitions.

Lesson plan components: standards/objectives (measurable, psychomotor, cognitive, affective), equipment, warm-up, fitness, lesson focus, closure, and assessment.

Differentiation for students with disabilities follows IDEA and Section 504; IEP/504 accommodations may include modified equipment, rules, size of playing area, or peer tutors, and least restrictive environment applies to physical education.

Negligence requires duty, breach of duty, proximate cause, and injury/damages; supervision, safe equipment, and proper instruction are primary duties of the physical educator.

Supervision duties: never leave students unsupervised, position yourself to see all students, match supervision to risk level, and document incidents promptly.

Facility/equipment checks before activity; report and remove hazards; use developmentally appropriate equipment sizes (e.g., smaller balls, lower nets) and proper playing surfaces.

Emergency action plan: know location of AED and first aid kit, activate EMS, provide CPR/AED per training, and follow district protocol; heat illness (exertional heat stroke is an emergency) and concussion protocols apply.

Concussion management: any student with suspected concussion is removed from play, not returned same day, and requires written medical clearance; follow state return-to-play law.

Legal concepts: duty of care, standard of care, in loco parentis, liability, waiver limits, and the importance of accurate records and incident reports.

Professional responsibilities include maintaining certification, continuing professional development, modeling ethical behavior, and following district policies on harassment, inclusion, and confidentiality.

Physical growth: rapid growth in infancy and puberty; girls' growth spurt begins around age 10–11, boys around 12–13; flexibility and coordination may temporarily decline during rapid growth.

Piaget's stages relevant to PE: preoperational (ages 2–7, symbolic play), concrete operational (7–11, rule-based games), formal operational (11+, strategy and abstract tactics).

Erikson: industry vs. inferiority (6–12) - children need competence experiences; identity vs. role confusion (adolescence) - activity choices shape self-concept.

Motor competence and perceived competence influence physical activity participation; self-determination theory (competence, autonomy, relatedness) supports intrinsic motivation.

Social development: cooperative games build peer relationships; competitive games require developmentally appropriate structure; bullying and exclusion must be addressed.

Gender and activity: adolescent girls often show steeper declines in physical activity; inclusive, non-competitive options and choice increase participation for all students.

Injury considerations: youth are not miniature adults - growth plates are vulnerable, and resistance training should emphasize technique, light loads, and qualified supervision.

Motor learning is inferred from relatively permanent changes in performance; retention and transfer tests distinguish learning from temporary performance effects.

Stages of learning: cognitive, associative, autonomous (Fitts and Posner); Gentile's stages: getting the idea of the movement, then fixation/diversification.

Feedback: intrinsic vs. extrinsic; knowledge of results (outcome) and knowledge of performance (movement); timing - immediate vs. delayed; frequency - every trial, summary, bandwidth, faded.

Practice conditions: blocked practice (same skill repeatedly) aids early acquisition; random/interleaved practice improves retention and transfer; part vs. whole practice depends on task complexity and organization.

Transfer: positive transfer (similar skills), negative transfer (conflicting patterns), and zero transfer; near transfer to similar contexts, far transfer to different contexts.

Demonstration and cueing: visual demonstrations are most effective for beginners; short, single-focus cues; attentional focus - external focus generally improves performance and learning over internal focus.

Motor programs and schema theory: generalized motor programs with parameters (time, force, effector); Schmidt's schema theory explains novel movement production and error correction.

Physical activity guidelines for adults: 150–300 minutes of moderate-intensity or 75–150 minutes of vigorous aerobic activity weekly, plus muscle-strengthening at least 2 days per week.

Wellness dimensions: physical, emotional, intellectual, social, spiritual, and environmental; physical education supports lifelong activity choices.

Lifetime activities: walking, jogging, cycling, swimming, dance, hiking, tennis, golf, pickleball, and fitness activities; lifetime activities emphasize carryover beyond school.

Sedentary behavior reduction: break up sitting, limit screen time, and increase daily movement (recess, active transport, classroom movement breaks).

Motivation and adherence: enjoyment, social support, self-efficacy, goal setting (SMART goals), and self-monitoring improve long-term participation.

Community resources: parks, recreation departments, YMCAs, and school-community partnerships extend physical activity opportunities beyond the school day.

Fitness technology: pedometers, heart rate monitors, and activity trackers support self-monitoring; data privacy and appropriate use should be addressed.

Adapted physical education (APE) is specially designed physical education for students with disabilities; it may be provided in general PE with accommodations, in a modified setting, or in a separate setting, based on the IEP.

Least restrictive environment (LRE): students with disabilities are educated with peers without disabilities to the maximum extent appropriate; the IEP team determines placement.

Disability categories relevant to PE: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury, visual impairment, developmental delay.

Adaptations: modify equipment (larger, lighter, brighter), rules (more players, larger target), environment (shorter distances, lower nets), instruction (visual cues, task analysis), and assessment.

Inclusive strategies: peer buddies, cooperative games, ability grouping, universal design for learning (multiple means of engagement, representation, action/expression), and positive behavior support.

Safety and medical considerations: seizure protocols, asthma action plans, diabetes management, and physical restrictions documented in the IEP or 504 plan must be followed.

Assessment in APE uses the same content standards with modified criteria; progress monitoring and IEP goal data collection are required.

Technology tools in PE: heart rate monitors, pedometers, GPS, video analysis, fitness apps, exergames, and learning management systems; each supports assessment or instruction.

Video analysis supports skill feedback (knowledge of performance); use short clips, specific cues, and student self-assessment.

Data literacy: collect, interpret, and use fitness and activity data to inform instruction and communicate progress; protect student privacy under FERPA.

Wearable devices: heart rate monitors estimate intensity; pedometers count steps; accuracy varies by device and activity type.

Digital citizenship and acceptable use policies apply to student data, photos, and online sharing; obtain consent per district policy.

Assistive technology (switches, adapted controllers, communication devices) can increase participation for students with disabilities.

Online resources should be vetted for accuracy and alignment with standards; avoid commercial endorsements.

Historical influences: ancient Greek gymnastics and Olympic games; German and Swedish gymnastics (Turnverein, Ling system); Danish folk schools; and the YMCA movement in the United States.

Key figures: Friedrich Froebel (play and kindergarten), Johann Pestalozzi (natural movement), Per Henrik Ling (Swedish gymnastics), Franz Nachtegall (Danish gymnastics), Dudley Sargent (anthropometry and college PE), Thomas Wood (natural program), and Clark Hetherington (four phases of motor education).

Philosophical foundations: idealism, realism, pragmatism, existentialism, and naturalism; pragmatism (Dewey) supports experiential, student-centered learning.

Physical education as a profession: SHAPE America, state and national standards, and the shift from gymnastics and calisthenics to sport, fitness, and lifetime activity.

Title IX (1972) prohibits sex discrimination in federally funded education programs, including physical education and athletics.

Public Law 94-142 (1975, now IDEA) guarantees free appropriate public education for students with disabilities, including physical education.

Contemporary emphases: physical literacy, health-related fitness, social-emotional learning, and comprehensive school physical activity programs (CSPAP).

Invasion games (soccer, basketball, hockey): concepts are creating space, maintaining possession, support, and defending goal; tactics progress from small-sided games.

Net/wall games (tennis, volleyball, badminton, pickleball): concepts are placement, consistency, and forcing the opponent to move; rallying precedes scoring.

Striking/fielding games (baseball, softball, cricket): concepts are hitting to open space, base running, and fielding positioning.

Target games (golf, archery, bowling): concepts are accuracy, trajectory, and consistent technique; closed-skill emphasis.

Game modifications: smaller courts, fewer players, modified equipment, and TGfU questioning (what, where, when, why) develop tactical awareness.

Sport education model: seasons, team affiliation, formal competition, culminating event, record keeping, and festivity; students take roles (player, coach, referee, statistician).

Skill cues for common skills: basketball dribble - fingertips, waist height, eyes up; volleyball forearm pass - platform, bend knees, face target; soccer trap - cushion the ball, first touch away from pressure.

Validity (measures what it claims), reliability (consistency), objectivity (inter-rater agreement), and practicality are criteria for selecting assessments.

Norm-referenced tests compare to a reference group; criterion-referenced tests compare to a standard; health-related fitness tests use criterion-referenced standards.

Grading should be based on standards and learning criteria, not on effort, attendance, or dressing out alone; participation and behavior can be separate criteria.

Formative assessment examples: exit tickets, peer checklists, self-assessment, teacher observation; summative examples: skill tests, fitness tests, written exams, projects.

Rubrics: analytic (separate criteria) vs. holistic (single overall score); performance criteria should be observable and measurable.

Statistical basics: mean, median, mode, range, standard deviation; percentiles; and standard scores (z-score, T-score) for interpreting fitness data.

Fitness test interpretation: compare to age- and sex-specific standards; use results for goal setting and program planning, not for public comparison of students.

Universal precautions: gloves, barrier devices, hand washing; treat all blood and body fluids as infectious.

RICE for soft-tissue injuries: Rest, Ice, Compression, Elevation; ice for about 15–20 minutes at a time.

CPR/AED: check responsiveness, call EMS, open airway, give breaths, chest compressions (adult 100–120/min, about 2 inches deep); use AED as soon as available.

Choking: encourage coughing; back blows and abdominal thrusts for conscious choking; follow current AHA/Red Cross protocols.

Heat illness: heat cramps, heat exhaustion (cool, hydrate, monitor), heat stroke (emergency - cool immediately, call EMS); hydration and acclimatization prevent heat illness.

Concussion: remove from play, monitor, no same-day return; written medical clearance required before return.

Emergency action plan: posted, practiced, includes roles, communication, equipment location, and documentation.

Macronutrients: carbohydrates (4 kcal/g), protein (4 kcal/g), fat (9 kcal/g); water and micronutrients (vitamins, minerals) are also essential.

Balanced plate: about half fruits and vegetables, one quarter lean protein, one quarter whole grains; limit added sugars and saturated fat.

Hydration: water before, during, and after activity; sports drinks are useful for prolonged vigorous activity, not routine classroom use.

Energy balance: weight maintenance when intake equals expenditure; weight loss requires a deficit; weight gain requires a surplus with resistance training.

Nutrition for activity: pre-activity meal 2–3 hours before with carbohydrate and some protein; post-activity carbohydrate and protein support recovery.

Eating disorders and body image: physical educators should avoid weight stigma, use private fitness data, and refer concerns to school health staff.

Supplements and performance-enhancing substances: educate about risks; anabolic steroids are illegal without prescription and banned in sport.