OAE Physical Education (034) flashcards

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

Cephalocaudal development

The principle that motor control and physical growth proceed from head to toe, so head and trunk control develop before arm and leg coordination in infants.

Fundamental motor skills

Basic movement patterns in three categories: locomotor (running, hopping, skipping), stability (balancing, twisting), and manipulative (throwing, catching, striking, kicking). They form the foundation for later sport-specific skills.

Fitts and Posner stages

Three stages of motor learning: cognitive (frequent errors, needs demonstration), associative (refining and reducing errors), and autonomous (automatic execution allowing attention to tactics).

Knowledge of results

Feedback about the outcome of a movement, such as whether a thrown ball went through the target, rather than about the form or technique used.

Closed versus open skills

Closed skills occur in a stable, predictable environment with a set movement pattern; open skills require adapting to a changing environment such as defenders or a moving ball.

Laban movement framework

A framework describing movement through four elements: body (what moves), space (where it moves), effort (how it moves), and relationships (with whom or what).

Base of support

The area beneath a body or object bounded by the points of contact with the ground; a wider base generally increases stability and resistance to being knocked off balance.

Third-class lever

A lever in which the effort force is applied between the fulcrum and the load; most human limb movements, such as a biceps curl, are third-class levers favoring speed over force.

Summation of forces

Sequential use of body segments from large and slow proximal parts to small and fast distal parts, transferring momentum to maximize speed or force in a throw or strike.

Projectile release angle

The angle at which an object is released; about 45 degrees maximizes range when release and landing heights are equal, while lower or higher angles favor distance or height.

Skill-related fitness components

Six abilities that support sport performance: agility, balance, coordination, power, reaction time, and speed. They are distinct from the five health-related components.

FITT principle

A program design framework specifying Frequency, Intensity, Time, and Type of activity, then adjusted through progressive overload as fitness improves.

Target heart rate zone

An intensity range calculated as (220 minus age) multiplied by 0.60 to 0.85, corresponding to moderate-to-vigorous aerobic exercise for most students and adults.

Criterion-referenced fitness standards

Fitness scores judged against predetermined healthy fitness zones rather than against other students, indicating whether a student meets a health-related standard.

Body mass index limits

BMI equals weight in kilograms divided by height in meters squared; it is a screening indicator only and does not directly measure body fat or composition.

Backward design

A planning sequence that identifies desired results from standards first, then determines acceptable evidence of learning, and finally designs instruction and learning experiences.

Formative versus summative assessment

Formative assessment occurs during instruction to guide teaching and feedback; summative assessment occurs at the end to judge achievement against standards.

Teaching games for understanding

An instructional model that begins with modified game play and tactical problems, then develops the skills needed to solve them, rather than teaching techniques in isolation.

Sport education model

A model organized into seasons with team affiliation, student roles such as coach and official, formal competition, record keeping, and a culminating event.

Analytic skill rubric

A scoring tool that lists critical elements of a skill separately and describes proficiency levels for each, giving specific feedback rather than one overall score.

Negligence elements

Four elements a plaintiff must show: the teacher owed a duty of care, breached that duty, the breach proximately caused harm, and actual injury resulted.

ABC behavior model

A behavior analysis framework examining Antecedent events that trigger behavior, the Behavior itself, and Consequences that follow, used to design preventive rather than purely punitive responses.

Emergency action plan

A written, practiced protocol specifying emergency contacts, first aid and AED locations, communication methods, crowd control, and documentation for injuries during physical activity.

Least restrictive environment

The IDEA requirement that students with disabilities be educated with peers without disabilities to the maximum extent appropriate, including placement in general physical education with supports.

FERPA protections

A federal law protecting education records; student health and IEP information may be shared only with school staff who have a legitimate educational interest.

Mandated reporting duty

A legal obligation for educators to report suspected child abuse or neglect to designated authorities promptly; the teacher reports rather than investigates the allegation.

Title IX in physical education

A federal law prohibiting sex discrimination in education programs receiving federal funds, requiring equitable opportunity in physical education, athletics, and facilities.

Physical literacy

The motivation, confidence, physical competence, knowledge, and understanding needed to value and take responsibility for physical activity throughout life.

Self-determination theory

A motivation theory holding that intrinsic motivation is supported when environments satisfy three needs: autonomy, competence, and relatedness. Controlling rewards can undermine it.

Hellison responsibility levels

Five levels in the teaching personal and social responsibility model: respect for others, participation and effort, self-direction, helping others, and transfer outside the gym.

IDEA and physical education

Federal special education law that makes physical education a direct service for eligible students and requires an individualized education program in the least restrictive setting.

Section 504 accommodations

A civil rights law providing accommodations to students with disabilities who do not qualify under IDEA, such as modified equipment, extra time, or alternate assessment in physical education.

Universal design for learning

A planning approach providing multiple means of representation, engagement, and expression so diverse learners can access tasks without being singled out or excluded.

Adapted physical education continuum

A range of placements from general physical education without modification, through accommodations and part-time or full-time adapted physical education, to community recreation alternatives.