ORELA Physical Education (NT506) flashcards

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

Motor development sequence

Reflexes, then rudimentary voluntary movements, then fundamental movement patterns, then context-specific sport skills, then specialized refinement. The order is consistent across people, but the rate varies individually.

Locomotor skills

Movement patterns that transport the body from one place to another, including running, hopping, skipping, jumping, galloping, sliding, and leaping. These form the base of most games and sports.

Manipulative skills

Skills that involve giving force to or receiving force from an object, such as throwing, catching, kicking, striking, dribbling, and volleying. They are central to game play and sports.

Fitts and Posner stages

Three phases of motor learning: cognitive (many errors, needs verbal cues), associative (refining technique, fewer errors), and autonomous (automatic, low attention demand, can perform while dual-tasking).

Closed versus open skills

Closed skills occur in a predictable environment with self-paced timing, such as a free throw. Open skills occur in an unpredictable environment with externally paced timing, such as returning a serve.

Fundamental movement skills

Basic movement patterns (locomotor, stability, manipulative) that underlie more complex sport skills. Children who master them are more likely to stay physically active and confident in games.

FITT-VP principle

A framework for designing exercise programs: Frequency, Intensity, Time, Type, Volume, and Progression. It structures how often, how hard, how long, what kind, how much, and how to advance training.

Overload principle

To improve fitness, the body must be stressed beyond its current capacity. Load must be increased gradually as adaptation occurs, or improvement plateaus and eventually reverses.

SAID principle

Specific Adaptation to Imposed Demands: the body adapts specifically to the type of stress placed on it. Training must resemble the desired performance to produce the desired result.

Estimated maximum heart rate

Calculated as 220 minus age. Moderate intensity is about 64–76 percent of this value, and vigorous intensity is about 77–93 percent, used to set aerobic training zones.

Health-related fitness components

Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. These components are linked to health outcomes and are the focus of fitness education.

Skill-related fitness components

Agility, balance, coordination, power, reaction time, and speed. These enhance sport performance and are trained through game-based and explosive movement activities.

Rating of perceived exertion

The Borg 6–20 scale estimates exercise intensity from how hard the effort feels. Values around 12–13 indicate moderate intensity; 14–17 indicates vigorous intensity.

Progressive overload application

Increase one training variable at a time, such as frequency, intensity, time, or resistance, by small increments. Rapid jumps raise injury risk and do not speed adaptation.

Reversibility principle

Fitness gains are lost when training stops or drops below the threshold needed to maintain adaptation. Detraining effects appear within weeks of inactivity.

NASPE/Shape America standards

Five national outcomes for physical education: motor skills and movement patterns, movement concepts and strategies, physical activity and fitness, personal and social behavior, and valuing an active lifestyle.

Active learning time

The proportion of lesson time students spend actually engaged in movement or practice. High active learning time is a key indicator of effective physical education instruction.

Formative versus summative

Formative assessment is ongoing and used to adjust instruction during learning. Summative assessment occurs at the end of a unit to certify achievement against standards.

Criterion-referenced fitness test

A test that compares a student's score to a health standard rather than to peers. FitnessGram's Healthy Fitness Zone is an example of this approach.

Knowledge of results

Feedback about the outcome of a movement, such as whether a shot went in. It informs the learner about success but not necessarily how to correct technique.

Knowledge of performance

Feedback about the quality or technique of a movement, such as bending the knees before a jump. It helps learners refine the mechanics of a skill.

Task analysis in teaching

Breaking a complex skill into smaller teachable parts, then sequencing them from simple to complex. It supports modification and inclusion for learners at different levels.

Negligence elements

A plaintiff must show duty of care, breach of that duty, causation, and actual injury. Supervision, safe facilities, and proper instruction are core duties in physical education.

Inclusion modification strategy

Adapt space, equipment size or weight, rules, and time limits so all students can participate successfully. Changing the task is preferred over excluding the student.

Base of support

The area beneath and between the points of contact with the ground. A wider base and lower center of gravity increase stability and resistance to being knocked off balance.

Center of gravity

The point where body weight is evenly distributed. Balance is stable when the line of gravity through this point falls within the base of support.

Newton's third law in movement

For every action there is an equal and opposite reaction. Pushing backward against the ground produces forward propulsion in running, jumping, and starting.

Third-class lever

A lever with the effort applied between the fulcrum and the load, as in a biceps curl. It is the most common lever arrangement in the human body.

Proximal-to-distal sequence

Force generation proceeds from the large, central body segments to the smaller, distal ones: hips, trunk, shoulder, elbow, then wrist. This sequence maximizes throwing and striking velocity.

Catching progression

Learners first trap an object against the chest, then scoop with hands underneath, then catch with hands only using fingers spread and thumbs or pinkies positioned by object height.

Movement concepts framework

Four categories describing movement: body awareness (what the body does), space awareness (where it moves), effort (how it moves), and relationships (with objects and others).

Discrete versus continuous skills

Discrete skills have a clear beginning and end, such as a jump or throw. Continuous skills are repetitive with no distinct endpoint, such as running or swimming laps.