MTLE Physical Education (Grades K-12) flashcards

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

Health-related fitness components

Five components: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. These relate to good health and reduced disease risk, unlike skill-related components.

Skill-related fitness components

Six components: agility, balance, coordination, power, reaction time, and speed. These support performance in sports and motor tasks rather than direct health outcomes.

FITT principle

Frequency, Intensity, Time, Type. This framework structures exercise prescription and lets teachers teach students how to design and adjust a personal fitness plan.

Target heart rate range

Estimated with HRmax ≈ 220 − age. Moderate intensity is about 50–70% of HRmax; vigorous is about 70–85%. Used to teach self-monitoring during aerobic activity.

Talk test

A field method for gauging intensity: a person at moderate intensity can talk but not sing; at vigorous intensity only a few words are possible before breathing hard.

BMI formula and limits

BMI = weight in kilograms divided by height in meters squared. It is a screening indicator only; for youth it is interpreted by age- and sex-specific percentile, not adult cutoffs.

Youth activity guideline

Children and adolescents should accumulate 60 minutes or more of moderate-to-vigorous physical activity daily, with vigorous and muscle/bone strengthening activity at least three days per week.

Motor development stages

Reflexive (birth to 1 year), rudimentary (1–2 years), fundamental (2–7 years), and specialized (7 years and older). Fundamental patterns should mature before sport-specific training.

Fundamental movement patterns

Three categories: locomotor (running, hopping, skipping), nonlocomotor or stability (bending, twisting, balancing), and manipulative (throwing, catching, striking, kicking). They are the building blocks of sport skills.

Stages of skill learning

Pre-control, control, utilization, and proficiency. Learners move from inconsistent attempts to performing the skill in predictable settings, then in varied and game-like settings.

Part-whole teaching strategy

Complex skills are broken into parts taught separately and then combined; simple or highly integrated skills are taught as a whole. Choice depends on task complexity and organization.

Formative versus summative assessment

Formative assessment is ongoing and used to adjust instruction, such as checklists and exit tickets. Summative assessment occurs at the end of a unit and judges final performance against criteria.

MVPA in physical education

Moderate-to-vigorous physical activity. A common program target is at least 50% of lesson time in MVPA, achieved by cutting management time and increasing practice trials.

Small-sided games

Games with fewer players per team, such as 3v3 instead of 11v11. They increase touches, decision-making opportunities, and activity time per student.

Station teaching format

Students rotate through set tasks at different locations. It raises practice density, allows differentiation by station difficulty, and manages equipment and space efficiently.

Specific corrective feedback

Feedback that names the exact behavior and the desired change, given soon after the attempt. It outperforms vague praise for skill acquisition and retention.

PACER fitness test

Progressive Aerobic Cardiovascular Endurance Run. A shuttle-run test paced by recorded beeps that estimates cardiorespiratory endurance and is widely used with school-age students.

Fitness test battery components

Typical school battery: PACER or mile run for aerobic capacity, curl-ups for muscular endurance, push-ups for upper-body strength, sit-and-reach for flexibility, and height/weight for body composition.

Principle of specificity

Training adaptations are specific to the type of exercise performed. To improve a component, training must target that component and the muscles involved.

Principle of overload

To improve fitness, the training stimulus must exceed habitual levels. Overload is applied by adjusting frequency, intensity, time, or type within safe limits.

Principle of progression

Training demands are increased gradually as the body adapts. Too-rapid increases raise injury risk; too-slow increases stall improvement.

Warm-up and cool-down purposes

Warm-up raises muscle temperature and heart rate and rehearses movement; cool-down lowers heart rate gradually and reduces blood pooling. Both reduce injury and discomfort risk.

Static versus dynamic stretching

Dynamic stretching involves controlled movement through range of motion and suits warm-ups. Static stretching holds a position and is best after activity, when muscles are warm.

Developmentally appropriate practice

Tasks matched to students' age, maturity, and skill level, with modified equipment, space, and rules. It keeps challenge optimal and success achievable for all learners.

Differentiated instruction in PE

Modifying equipment size, court dimensions, rules, grouping, or task complexity so students of differing skill levels work at appropriate challenge without being singled out.

Inclusion and least restrictive environment

Students with disabilities are educated with peers to the maximum extent appropriate, with supplementary aids and services as needed. PE is a direct instructional service under IDEA.

Adapted physical education

Individually designed physical education for students with disabilities, delivered by a qualified adapted PE specialist and documented through IEP goals and service minutes.

Cooperative learning in PE

Structuring tasks so students depend on each other to succeed, such as partner skill checks or team challenges. It builds social skills alongside motor learning.

Teaching personal and social responsibility

A five-level model: respect for others' rights and feelings, participation and effort, self-direction, helping others, and transferring these behaviors beyond the gym.

Class management for activity time

Use instant activities, pre-set equipment, clear signals, and quick grouping to reduce transition time. Higher time-on-task correlates with greater fitness and skill gains.

Skill rubric design

A rubric lists observable critical elements of a skill and describes performance levels. It makes grading objective and gives students a clear picture of the target.

Liability and supervision duties

Teachers must provide adequate supervision, safe equipment and facilities, proper instruction and warnings, and matching of students by size and skill to reduce injury risk.