NBPTS AYA PE flashcards

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

Fitts and Posner stages

Three sequential stages of motor learning: cognitive (understanding the task, many errors), associative (refining technique, fewer errors), and autonomous (automatic, low attention demand, capable of dual-tasking).

Gentile's two-stage model

Initial stage: learners seek the idea of the movement and benefit from varied experience; later stage involves fixation for closed skills or diversification for open skills to match environmental demands.

Open versus closed skills

Closed skills occur in predictable, stable environments with self-paced timing; open skills occur in changing, unpredictable environments and require performers to adapt timing and movement to external cues.

Contextual interference effect

Practicing skills in random or varied order rather than blocked depresses performance during practice but improves retention and transfer, so practice-only performance can misrepresent learning.

Knowledge of results vs performance

Knowledge of results (KR) supplies outcome information such as distance or accuracy; knowledge of performance (KP) describes movement quality such as arm path or body alignment.

Guidance hypothesis of feedback

Frequent extrinsic feedback can create dependency and reduce learning; reduced-frequency, bandwidth, summary, averaged, or self-selected feedback often produces better retention and transfer.

Massed versus distributed practice

Distributed practice inserts rest between trials or sessions and typically improves learning while reducing fatigue; massed practice compresses trials with minimal rest and suits short, game-like or warm-up contexts.

Proficiency barrier

Seefeldt's concept that children who fail to master fundamental movement skills by roughly middle childhood are less likely to apply them to sport and complex movement later.

Newell's constraints model

Movement patterns emerge from interaction of individual constraints (structural such as height, functional such as motivation), task constraints (rules, equipment), and environmental constraints (gravity, space, surfaces).

Backward design

Planning sequence that identifies desired results first, then acceptable evidence of learning, then learning experiences and instruction aligned to those results.

Formative vs summative assessment

Formative assessment occurs during instruction to inform teaching and student adjustment; summative assessment occurs at the end of a unit to judge achievement against standards.

Criterion-referenced assessment

Assessment that interprets performance against a defined standard or rubric rather than against classmates, making it consistent with standards-based grading and clear learning targets.

Validity and reliability

Validity is the degree to which an assessment measures the intended learning; reliability is the consistency of scores across occasions, raters, or repeated trials.

Teaching Games for Understanding

Game-centered model that begins with modified games, draws out tactical problems, teaches the skills needed, then returns to game application; decision-making is emphasized throughout.

Sport Education model

Model using seasons, team affiliation, formal competition, record keeping, a culminating event, and festivity to provide authentic and inclusive sport experiences for all students.

Mosston spectrum of teaching styles

Continuum of teaching styles from command, where the teacher makes all decisions, to learner-initiated, where students make decisions; styles differ in decision ownership and feedback.

MVPA in physical education

Moderate-to-vigorous physical activity; a common benchmark is that students are active at MVPA for at least 50 percent of physical education class time.

Universal Design for Learning

Universal Design for Learning provides multiple means of engagement, representation, and action and expression so diverse learners can access the same content and standards.

Least restrictive environment

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

Accommodation versus modification

An accommodation changes how a student participates, such as a larger ball or extra time, without changing the standard; a modification changes what is taught or the performance expectation.

Emergency action plan

Written and rehearsed protocol specifying who responds, how emergency medical services are called, where the AED is located, and how remaining students are supervised.

Concussion management

Suspected concussion requires immediate removal from play, no same-day return, evaluation by a health professional, and a graduated return-to-learn before beginning return-to-sport progression.

TARGET framework

Epstein's six structures-task, authority, recognition, grouping, evaluation, and time-that teachers manipulate to create a mastery-involving climate rather than an ego-involving one.

Exertional heat stroke

A medical emergency: assess core temperature and begin cold-water immersion immediately, cooling first and transporting second, because survival depends on rapid reduction of core temperature.

Universal precautions

Treat all blood and body fluids as potentially infectious; use gloves and barriers, disinfect surfaces, and dispose of contaminated materials according to policy.

Comprehensive school physical activity program

Comprehensive School Physical Activity Program with five components: quality physical education, activity during school, before and after school activity, staff involvement, and family and community engagement.

Professional learning community

Team of educators who meet regularly to examine student data and instructional practice, plan changes, and evaluate results in repeated improvement cycles.

Reflective practice

Systematic analysis of one's own teaching using video, journals, peer observation, or student data to adjust instructional decisions and improve practice.

FERPA

Federal law governing education records that limits disclosure of personally identifiable student information and gives parents and eligible students rights to inspect records.

Advocacy through data

Using participation rates, fitness and learning outcomes, and stakeholder stories to justify resources, scheduling, and policy support for physical education programs and equipment.

Local school wellness policy

District policy required by federal school meals legislation that sets nutrition and physical activity goals, requires periodic evaluation, and is publicly reported to the community.

Interdisciplinary collaboration

Joint planning with classroom teachers, special educators, related service providers, nurses, and families to align goals and support students consistently across school settings.