FTCE PE K-12 (063) key terms

Basic movement patterns such as running, hopping, skipping, throwing, catching, kicking, and striking that form the foundation for more complex sport and activity skills. They are typically developed in elementary physical education.

Movement patterns that transport the body from one place to another, including walking, running, jumping, hopping, skipping, galloping, sliding, and leaping. These are a core category of fundamental movement skills.

Movement patterns performed in place without traveling, such as bending, twisting, turning, stretching, pushing, pulling, balancing, and swinging. They often support stability and body control in physical activities.

Motor skills involving control of an object with the hands, feet, or an implement, including throwing, catching, kicking, dribbling, striking, and rolling. These are central to games and sport instruction.

Progressive phases in which children acquire movement abilities, generally moving from reflexive and rudimentary movements to fundamental patterns and then to specialized sport skills. Instruction should match the stage a learner has reached.

The ability to maintain a stable body position while stationary, such as standing on one foot or holding a plank. It depends on proprioception, muscular control, and visual input.

The ability to maintain stability while the body is moving or while shifting weight, such as walking on a balance beam or landing a jump. It is distinct from balance held while stationary.

The point at which the body's weight is evenly distributed and balanced. Lowering the center of gravity and widening the base of support generally increase stability during movement and sport skills.

The area beneath and between the points of contact a body makes with the ground. A wider base of support typically improves stability, while a narrow base increases the challenge of balancing.

Understanding of the body's parts, their positions, and how they move in space. It supports coordination, imitation of movements, and learning new motor skills in physical education.

Knowledge of where the body is in relation to objects, other people, and boundaries, including direction, level, and pathway. It helps students move safely and effectively during activities.

The immediate area a student can move in without contacting others, often taught as a self-space. Activities in personal space help young learners develop control and awareness before moving into shared areas.

The shared area in which students move while others also move, requiring awareness of and avoidance of collisions. Traveling in general space develops spatial awareness and self-control.

The body's sense of joint position and movement, allowing a person to know where limbs are without looking. It is important for balance, coordination, and refining motor skills.

The process by which a person acquires and refines movement skills through practice and experience, resulting in relatively permanent changes in capability. Feedback and repetition are central to this process.

Information given to a learner about movement performance. Intrinsic feedback comes from the performer's own senses, while extrinsic feedback is provided by a teacher or coach to guide improvement.

The influence of learning one skill on the learning or performance of another. Positive transfer means prior learning helps a new skill, while negative transfer means it interferes.

The components of fitness associated with health outcomes: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. These are a major focus of school fitness education.

Fitness components that support performance in sport and movement: agility, balance, coordination, power, reaction time, and speed. These are distinct from the components linked directly to health.

A framework for designing exercise programs using frequency, intensity, time, and type. Teachers use it to help students understand how to build and adjust personal fitness plans.

The principle that the body adapts when training demands gradually increase beyond current levels. Increasing frequency, intensity, time, or type over time improves fitness without causing excessive strain.

The training principle that adaptations are specific to the type of exercise performed. To improve a particular fitness component or skill, training must target that component or skill directly.

The principle that fitness gains are lost when training stops or is reduced. It explains why consistent physical activity is needed to maintain health and performance benefits.

A desired heart rate range during exercise, usually calculated from estimated maximum heart rate and a percentage range. It is used to monitor and guide aerobic exercise intensity.

The ability of the heart, blood vessels, and lungs to supply oxygen during sustained activity. It is developed through aerobic exercise and is a key health-related fitness component.

The maximum force a muscle or muscle group can produce in a single effort. It is developed through resistance training with heavier loads and is a health-related fitness component.

The ability of a muscle or muscle group to perform repeated contractions over time without tiring. It is developed through resistance training with higher repetitions and lighter loads.

The range of motion available at a joint or group of joints. It is improved through stretching and is a health-related fitness component important for movement and injury prevention.

The relative proportions of fat mass and lean mass in the body. It is a health-related fitness component influenced by activity, nutrition, and genetics.

The ability to change direction quickly while maintaining control. It is a skill-related fitness component trained through drills involving rapid stops, starts, and directional changes.

The ability to exert force quickly, combining strength and speed. It is a skill-related fitness component developed through explosive movements such as jumping and throwing.

Physical activity that uses oxygen to supply energy over a sustained period, such as jogging, swimming, or cycling. It primarily develops cardiovascular endurance.

Stretching performed through controlled movement that takes joints through their range of motion, such as leg swings. It is often used during warm-ups to prepare the body for activity.

Holding a stretched position for a period of time without movement. It is commonly used to improve flexibility and is often performed after activity when muscles are warm.

A period of light activity and movement preparation before exercise that raises body temperature and heart rate. It reduces injury risk and improves readiness for more intense activity.

A period of gradually decreasing activity after exercise that helps the body return toward resting state. It often includes light movement and static stretching to support recovery.

Instruction matched to students' age, developmental level, and individual abilities. In physical education it guides selection of activities, equipment, and expectations that are safe and achievable.

Adjusting content, process, or product to meet varied learner needs. In physical education this may mean modifying equipment size, rules, grouping, or task difficulty so all students can participate successfully.

Placing students with disabilities in general physical education settings with appropriate supports and modifications. It emphasizes participation alongside peers rather than segregation.

Changing an activity's rules, equipment, space, or expectations so a student can participate successfully. It is a common strategy for adapting physical education for diverse learners.

A learner's current physical, cognitive, and emotional capacity to take on a new skill or activity. Instruction should be introduced when readiness is present to support success.

Ongoing evaluation during instruction used to adjust teaching and give feedback. In physical education it can include observation checklists, peer feedback, and skill rubrics.

Evaluation at the end of a unit or period to measure achievement of learning goals. It may involve skill tests, written exams, or performance tasks.

Evaluation in which students perform real-world tasks that demonstrate skills and knowledge. In physical education this often means observing game play or fitness performance rather than only written tests.

A scoring tool that describes levels of performance against criteria. It makes expectations clear and supports consistent evaluation of physical education skills and knowledge.