NYSTCE Physical Education cheat sheet

FITT principle defines prescription: Frequency (sessions per week), Intensity (effort or %HRmax), Time (duration), Type (mode); the overload needed to adapt comes from raising one variable at a time.

Karvonen (heart rate reserve) method: target HR = ((HRmax − HRrest) × intensity%) + HRrest; HRmax is estimated as 220 − age, and the reserve method is preferred over flat %HRmax for fit or unfit clients.

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

Aerobic prescription per widely used public-health guidance: moderate intensity 150–300 min/week, or vigorous 75–150 min/week, or an equivalent mix, plus muscle-strengthening activity on 2 or more days per week.

Flexibility: static stretching holds 10–30 s per stretch, 2–4 repetitions, accumulated to about 60 s per muscle group, performed at least 2–3 days per week; ballistic stretching is not recommended for general populations.

Progressive resistance training for youth and novices emphasizes technique and light loads before load progression; 1RM testing is not appropriate for children, and heavy maximal lifts are reserved for mature, trained lifters.

Training principles: specificity (adaptation matches the demand), reversibility (detraining with inactivity), individuality (responses vary), and periodization (planned variation of volume and intensity across cycles).

Body composition measures: BMI is a screening ratio of mass to height squared and does not distinguish fat from lean mass; skinfolds, bioelectrical impedance, and DXA estimate body fat by different assumptions and error margins.

Motor learning stages: the associative (practice) stage refines the skill with fewer errors, while the autonomous stage is automatic and resistant to interference; the cognitive stage is early and error-prone.

Fitts and Posner's cognitive–associative–autonomous progression describes how learners move from needing conscious cues to automatic performance.

Motor skill classification: closed skills occur in a stable, predictable environment (free throw), open skills in an unpredictable one (defending in soccer); gross skills use large muscle groups, fine skills small ones.

Feedback types: knowledge of results describes outcome (did the ball go in), knowledge of performance describes technique (elbow position); augmented feedback supplements intrinsic feedback.

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

Newton's laws applied to sport: inertia (a body stays at rest or in motion unless acted on), acceleration (F = ma), and action–reaction (ground reaction force propels the runner forward).

Levers in the body: bones are levers, joints are axes, muscles supply force; most human levers are third class (effort between axis and load), favoring speed and range of motion over mechanical advantage.

Biomechanical principles of efficient movement: sequential summation of forces (large proximal segments then distal), balance/stability (lower center of gravity, wider base, base aligned with gravity line), and force direction aligned with the intended path.

NASPE/Shape America national standards for physical education (six standards) address motor skill competency, understanding of movement concepts, health-related fitness participation, personal and social behavior, valuing physical activity, and recognizing the value of physical activity for health and enjoyment.

Lesson structure: instant activity/warm-up, fitness development, lesson focus with skill instruction and practice, and closure; transitions and equipment distribution should be planned to maximize activity time.

Maximize academic learning time in physical education (ALT-PE): minimize management and waiting time, use small-sided games and station work so students are actively engaged.

Assessment types: formative (ongoing, informs instruction), summative (end of unit, grades achievement), norm-referenced (compares to peers), criterion-referenced (compares to a standard or rubric).

Skill assessment tools include checklists (presence or absence of a critical element), analytic rubrics (levels of quality), and game play observation; fitness assessment uses validated batteries such as FitnessGram with criterion-referenced healthy fitness zones.

Class management for safety: pre-participation screening, safe equipment inspection, matching activities to developmental level, and clear rules and routines reduce injury risk and liability exposure.

Inclusion and differentiation: modify space, equipment size, time, and rules (the STEP model: Space, Task, Equipment, People) so students with disabilities participate in general physical education with appropriate support.

Professional practice includes supervision and first aid, recognizing signs of heat illness or injury, and following district policy and emergency action plans; coaches and teachers must not exceed their certification scope.

Physical activity guidelines for children and adolescents: 60 minutes or more of moderate-to-vigorous activity daily, including vigorous activity, muscle-strengthening, and bone-strengthening activity at least 3 days per week.

Macronutrient energy values: carbohydrate 4 kcal/g, protein 4 kcal/g, fat 9 kcal/g, alcohol 7 kcal/g; a balanced diet emphasizes carbohydrate for fuel, protein for repair, and fat for hormone and cell function.

Hydration: drink fluids before, during, and after activity; signs of dehydration include thirst, dark urine, and fatigue; sports drinks are mainly useful for prolonged vigorous exercise with heavy sweating.

Heat illness continuum: heat cramps, heat exhaustion (heavy sweating, weakness, cool clammy skin), and heat stroke (hot dry skin, confusion, temperature often above 40°C) - heat stroke is a medical emergency requiring cooling and emergency services.

Concussion management: any suspected concussion means removal from play, no same-day return, evaluation by a health care professional, and graduated return-to-learn before return-to-play.

RICE for acute soft-tissue injury: Rest, Ice, Compression, Elevation, with ice applied in short intervals (about 15–20 minutes) and never directly on bare skin for prolonged periods.

Nutrition for performance: pre-event meals favor easily digested carbohydrate and are eaten 2–3 hours before; post-exercise carbohydrate plus protein supports glycogen resynthesis and repair.

Risk factors and prevention: regular moderate-to-vigorous activity reduces risk of cardiovascular disease, type 2 diabetes, and some cancers; nutrition education addresses energy balance, portion size, and limiting added sugars and sodium.

Cardiorespiratory prescription uses mode, intensity, duration, frequency, and progression; intensity can be set by %HRmax, heart rate reserve, or ratings of perceived exertion (RPE) on the 6–20 Borg scale.

Muscular strength prescription favors heavier loads (about 70–85% 1RM) and low repetitions (about 6–12) with longer rest; muscular endurance favors lighter loads (about 40–60% 1RM) and higher repetitions (15+).

Progression rule of thumb: increase training load by no more than about 10% per week to reduce injury risk, and allow adaptation before further increases.

Warm-up should be dynamic and specific to the activity (5–10 minutes), raising muscle temperature and rehearsing movement patterns; static stretching is best placed after activity or in a separate flexibility session.

Detraining: cardiorespiratory fitness declines within weeks of inactivity, and strength losses follow reduced training; maintenance requires keeping intensity while reducing volume.

Program evaluation uses pre/post measures (fitness test scores, skill rubrics, activity logs) and compares results to criterion standards or baseline to judge program effectiveness.

Special populations: pregnant participants avoid supine exercise and high fall risk; older adults benefit from balance and resistance training; individuals with hypertension avoid heavy straining and breath holding (Valsalva).

Fitness testing order and safety: screen for risk factors, explain procedures, warm up before testing, and test one component per session when possible; standardized protocols improve reliability of comparisons.

Motor development milestones: rudimentary movement patterns in infancy give way to fundamental movement skills (locomotor, nonlocomotor, manipulative) in early childhood, which are refined and combined into sport skills later.

Fundamental movement skill categories: locomotor (run, hop, skip, jump), nonlocomotor/stability (balance, bend, twist), and manipulative (throw, catch, strike, kick).

Developmental appropriateness: children benefit from fundamental skill practice and short attention spans; adolescents are suited to sport-specific and resistance training with supervision; adults and older adults benefit from maintaining strength, balance, and aerobic capacity.

Self-determination theory identifies autonomy, competence, and relatedness as basic psychological needs; satisfying them supports intrinsic motivation and continued participation.

Achievement goal theory: mastery (task) goals focus on learning and effort, performance (ego) goals focus on outperforming others; mastery climates are associated with greater persistence and enjoyment.

Self-efficacy (Bandura) is built through mastery experiences, vicarious experience, verbal persuasion, and physiological/affective states; mastery experiences are the strongest source.

Stages of change (transtheoretical model): precontemplation, contemplation, preparation, action, maintenance; interventions should match the stage, such as building self-efficacy in preparation.

Social and emotional learning in physical education includes cooperation, responsible decision-making, and conflict resolution; cooperative activities and team-building tasks develop these skills alongside fitness.

Lifetime (lifelong) activities emphasize carryover into adulthood: walking, jogging, cycling, swimming, tennis, golf, dance, and resistance training; invasion games and team sports have lower adult participation rates.

Curriculum models in physical education include the skill theme approach, sport education (seasons, roles, culminating events), teaching games for understanding (tactical problems first), fitness education, and adventure education.

Teaching games for understanding (TGfU) classifies games by tactical problem: invasion, net/wall, striking/fielding, and target games; the tactical problem drives the lesson before skill refinement.

Sport education (Siedentop) features seasons, affiliation, formal competition, culminating events, record keeping, and student roles such as player, coach, referee, and statistician.

Team sport rules: volleyball allows three contacts per side and a player may not contact the ball twice in succession; basketball uses a 24-second shot clock in professional play and a 3-point arc; soccer has 11 players per side including the goalkeeper.

Anatomy and physiology basics: the heart has four chambers; the systemic circuit carries oxygenated blood from the left ventricle to the body; slow-twitch fibers favor endurance and fast-twitch fibers favor power.

Energy systems: ATP-PC (immediate, seconds), anaerobic glycolysis (short high intensity, up to about 2 minutes), and oxidative/aerobic (long duration); training targets the system the sport demands.

Curriculum alignment: standards, objectives, activities, and assessments should align; objectives should be measurable, state the behavior and condition, and match the developmental level of learners.

Negligence requires duty, breach of duty, causation, and damages; physical educators owe a duty of reasonable supervision, and supervision must be adequate, timely, and documented.

Supervision duties include matching supervision to risk level (higher for high-risk activities), not leaving students unsupervised, and being present and attentive during activity.

Liability protections include proper instruction, warnings, safe equipment and facilities, documented inspections, emergency action plans, and informed consent where required.

FERPA protects student education records and requires consent for most disclosures; IEP and 504 plans require accommodations so students with disabilities can participate in physical education.

Title IX requires equal opportunity in physical education and athletics programs receiving federal funds, including facilities, equipment, and coaching access.

Ethical practice: model fair play, avoid favoritism, maintain appropriate boundaries with students, and follow district policies on social media and contact with minors.

Program administration: budget and inventory equipment, schedule facilities, maintain records, and communicate with families; risk management plans should be reviewed and practiced regularly.

First aid and emergency response: know the emergency action plan, activate EMS, provide CPR/AED and first aid within certification scope, and document the incident afterward.

Reliability refers to consistency of a measure across trials; validity refers to whether a test measures what it claims; a test can be reliable without being valid, but not valid without reliability.

Objectivity is inter-rater agreement; tests with clear criteria and trained raters produce higher objectivity than subjective observation.

Descriptive statistics: mean is the arithmetic average, median the middle score, mode the most frequent; standard deviation expresses spread around the mean.

Percentile ranks describe the percentage of scores at or below a given score; they are not equal-interval and should not be averaged as if they were scores.

Criterion-referenced interpretation compares performance to a standard (healthy fitness zone), while norm-referenced interpretation compares to a reference group.

Technology in physical education includes heart rate monitors, pedometers, accelerometers, fitness software, and video analysis for technique feedback; validity of activity monitors varies by device and placement.

Data ethics and privacy: student health and fitness data are sensitive records; collect only what is needed, secure it, and follow district policy on sharing.

Score interpretation: improvement can be judged by absolute change or by change relative to baseline; ceiling effects can mask improvement on easy tests.

Least restrictive environment (LRE) means students with disabilities are educated with peers without disabilities to the maximum extent appropriate, with supplementary aids and services as needed.

IEP teams determine placement and services; adapted physical education is a direct service provided by a qualified adapted physical education specialist when the general program cannot meet needs.

Disability categories relevant to physical education include intellectual disability, learning disability, autism, emotional disturbance, orthopedic impairment, visual impairment, deafness, traumatic brain injury, and other health impairment.

Modifications change what is expected (reduced distance or number of repetitions), while accommodations change how it is done (larger ball, peer partner, visual cues); both should be documented.

Adapted equipment includes beeping balls for visual impairments, larger or lighter balls, scooters, and modified striking implements; task analysis breaks skills into teachable steps.

Inclusion strategies: cooperative activities, ability grouping that varies, peer tutoring, and choice of challenge level support participation and success for diverse learners.

Safety considerations for students with disabilities include seizure precautions, wheelchair transfer protocols, autonomic dysreflexia awareness in spinal cord injury, and monitoring for fatigue.

Assessment in adapted physical education uses individualized rubrics and alternative performance tasks aligned to IEP goals rather than standardized norms.

Cardiac output = heart rate × stroke volume; during exercise both increase, with stroke volume plateauing at higher intensities while heart rate continues to rise.

Blood pressure response to aerobic exercise: systolic rises with workload while diastolic stays relatively stable; resistance exercise causes larger pressure spikes, so breath holding should be avoided.

Muscle fiber types: type I (slow oxidative) favors endurance and posture; type IIa (fast oxidative-glycolytic) is intermediate; type IIx (fast glycolytic) favors power and fatigues quickly.

Skeletal muscle contraction follows the sliding filament model: actin and myosin cross-bridges shorten sarcomeres; a motor unit is one motor neuron and the muscle fibers it innervates.

The body's acute response to exercise includes increased ventilation, increased body temperature, sweating, and redistribution of blood flow from viscera to working muscle.

Long-term aerobic training adaptations include increased stroke volume and capillary density and lower resting heart rate; resistance training increases muscle cross-sectional area and neural drive.

Anatomical planes and terms: sagittal plane divides left and right, frontal plane divides front and back, transverse plane divides top and bottom; flexion decreases joint angle, extension increases it.

Oxygen deficit and EPOC: oxygen uptake lags at exercise onset (oxygen deficit) and remains elevated after exercise (excess post-exercise oxygen consumption), reflecting recovery and replenishment.

Rhythmic activities develop coordination, timing, and spatial awareness; basic elements include beat, tempo, accent, and phrasing, with locomotor and nonlocomotor movements combined into sequences.

Dance forms commonly taught include creative dance, folk and cultural dances, square dance, and social dance; each has characteristic formations and step patterns.

Gymnastics progressions move from basic body control (rolls, balances, transfers of weight) to apparatus work; safety requires mats, spotting, and instruction in fall techniques.

Balance tasks progress from wide to narrow base, from static to dynamic, and from eyes open to eyes closed, with spotting for safety.

Educational gymnastics emphasizes problem solving and individual exploration of movement concepts (space, effort, relationships) rather than competition or perfect form.

Jumping and landing mechanics: land with knees and hips flexed, absorb force, keep knees over toes, and avoid landing on a fully extended leg.

Rhythm and cultural competence: teaching dances from various cultures should include context, respectful terminology, and student choice to support engagement.

Sequence building uses the movement concepts of body, space, effort, and relationships; students compose and perform short sequences with clear beginnings and endings.