OSAT Physical Education/Health/Safety cheat sheet

Motor development progresses cephalocaudally (head to toe) and proximodistally (center to periphery); gross motor milestones precede fine motor refinement.

Fitts and Posner's stages of motor learning: cognitive (conscious, error-prone), associative (refining, fewer errors), autonomous (automatic, low attention demand).

Gentile's taxonomy classifies skills by environmental context (open vs. closed) and action requirements (body transport, object manipulation, intertrial variability).

Motor learning is inferred from relatively permanent changes in performance; practice conditions that enhance retention and transfer are preferred over those that merely boost immediate performance.

Schema theory (Schmidt) holds that a generalized motor program and recall/recognition schemas allow novel movement production; variability of practice strengthens the schema.

Fundamental movement skills (locomotor, manipulative, stability) should be developed before sport-specific skills; proficiency in FMS is linked to lifelong physical activity.

Developmental delays are flagged when a child does not meet expected milestones (e.g., walking by 18 months, hopping by age 5); early intervention is critical.

Feedback types: intrinsic vs. extrinsic; knowledge of results (outcome) vs. knowledge of performance (technique); frequency and timing (immediate vs. delayed) affect learning.

Biomechanical principles: stability increases with a larger base of support, lower center of gravity, and a line of gravity falling within the base.

Newton's laws: inertia (mass resists change), acceleration (F = ma), and action-reaction; these explain force production and movement changes.

Levers: first-class (fulcrum between force and load, e.g., neck extension), second-class (load between fulcrum and force, e.g., calf raise), third-class (force between fulcrum and load, most common in the body, e.g., biceps curl).

Projectile motion: optimal angle for maximum distance is ~45° in a vacuum; in air, heavier objects and lower release heights reduce the optimum; horizontal velocity and height at release determine range.

Skill performance cues: preparation (ready position), force production (sequential proximal-to-distal summation), follow-through (deceleration and injury prevention).

Open skills require adaptation to unpredictable environments (e.g., dribbling in soccer); closed skills are self-paced and stable (e.g., free throw).

Balance: static (stationary) vs. dynamic (moving); vestibular, visual, and somatosensory systems contribute; practice with reduced or altered sensory input can improve balance.

Qualitative analysis of movement: preparation, force production, critical instant, follow-through; used to diagnose and correct performance errors.

Health-related fitness components: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition.

FITT principle: Frequency, Intensity, Time, Type; used to design and modify exercise programs for each fitness component.

Cardiorespiratory training: 60-85% of maximum heart rate (220 - age) for moderate-to-vigorous intensity; talk test and RPE (6-20 scale) are practical field measures.

Muscular fitness: overload and specificity principles; resistance training 2-3 days/week for youth with light loads and emphasis on technique.

Flexibility: static stretching after warm-up, hold 15-30 seconds, 2-4 repetitions; dynamic stretching before activity; avoid ballistic stretching in children.

Energy systems: ATP-PC (0-10 s, high intensity), glycolytic (10 s-2 min), oxidative (2+ min); training should match the dominant system of the activity.

Exercise physiology: stroke volume and cardiac output increase with training; resting heart rate decreases; VO2max is the best indicator of cardiorespiratory fitness.

Principles of conditioning: individual differences, overload, progression, specificity, reversibility, and recovery; overtraining signs include persistent fatigue, decreased performance, and mood changes.

Macronutrients: carbohydrates (4 kcal/g), proteins (4 kcal/g), fats (9 kcal/g); alcohol provides 7 kcal/g but is not a nutrient.

MyPlate guidance: half the plate fruits and vegetables, one quarter lean protein, one quarter whole grains, plus low-fat dairy; limit added sugars, sodium, and saturated fats.

Energy balance: weight maintenance when intake equals expenditure; weight loss requires a deficit of ~500 kcal/day for about 1 lb/week; weight gain requires a surplus.

Hydration: drink water before, during, and after activity; sports drinks are beneficial for activity lasting >60 minutes or in hot environments; avoid energy drinks.

Carbohydrate loading and pre-event meals: emphasize complex carbohydrates 3-4 hours before competition; avoid high-fat/high-fiber foods immediately before exercise.

Body composition assessment: BMI is a screening tool, not diagnostic; skinfold and bioelectrical impedance have error; use multiple measures and avoid labeling students.

Disordered eating warning signs: preoccupation with weight, skipping meals, excessive exercise, and rapid weight change; schools should follow referral protocols, not diagnose.

Nutrition education must be age-appropriate and inclusive; avoid stigmatizing language and focus on behaviors rather than body size.

National Health Education Standards (NHES) include functional health knowledge and skills: analyzing influences, accessing information, interpersonal communication, decision-making, goal-setting, advocacy, and self-management.

Coordinated School Health (Whole School, Whole Community, Whole Child) model integrates health education, physical education, nutrition, counseling, and family/community involvement.

Health behavior theories: Health Belief Model (perceived susceptibility, severity, benefits, barriers, cues to action, self-efficacy); Social Cognitive Theory (observational learning, self-efficacy); Transtheoretical Model (stages of change).

Communicable disease prevention: hand hygiene, covering coughs, vaccination, and exclusion policies; bloodborne pathogens require universal precautions.

Mental health: recognize warning signs (withdrawal, mood changes, self-harm), follow school referral protocols, and reduce stigma; teachers are not diagnosticians.

Substance use prevention: focus on refusal skills, normative education, and media literacy; avoid scare tactics that are ineffective.

Sexual health education must be medically accurate, age-appropriate, and consistent with state law and district policy; emphasize communication and decision-making.

Health promotion strategies: policy, environmental supports, health education, and screening; use data to prioritize needs (e.g., YRBS).

Emergency Action Plan (EAP): written, practiced, and posted; includes roles, communication, equipment location, and emergency contacts; activate EMS for life-threatening conditions.

RICE for acute musculoskeletal injury: Rest, Ice (15-20 min every 2-3 hours), Compression, Elevation; avoid heat and massage for 48-72 hours.

Concussion management: remove from play immediately if suspected; no return to play same day; follow a graduated return-to-learn and return-to-play protocol under medical supervision.

CPR/AED: check responsiveness and breathing, call 911, start chest compressions (100-120/min, depth 2 inches for adults), use AED as soon as available; follow current AHA guidelines.

Heat illness: heat cramps (hydration, stretching), heat exhaustion (cool, hydrate, monitor), heat stroke (medical emergency, cool immediately, call 911).

Facility and equipment safety: regular inspections, proper surfacing under playground equipment, safe storage, and supervision ratios; report hazards promptly.

Universal precautions: gloves, hand hygiene, and proper disposal of blood-contaminated materials; use a barrier device for rescue breathing.

Legal duties: proper instruction, supervision, safe facilities, and emergency response; negligence requires duty, breach, causation, and damages.

Backward design: identify desired results (standards), determine acceptable evidence (assessment), then plan learning experiences and instruction.

SHAPE America National Standards for K-12 Physical Education: motor skills, concepts, fitness, personal/social behavior, and value of physical activity.

Curriculum models: skill themes, sport education, teaching games for understanding (TGfU), fitness education, and cooperative learning; select based on outcomes and context.

Lesson plan components: standards, objectives (measurable), materials, warm-up, instructional sequence, practice, closure, and assessment; include safety considerations.

Class management: establish routines, maximize activity time, use small-sided games, and provide clear expectations; minimize transition time.

Differentiation: modify space, equipment, rules, grouping, and pacing to meet diverse needs; use the STEP model (Space, Task, Equipment, People).

Inclusive programming: ensure students with disabilities have access to physical education with accommodations and modifications as per IEP/504 plans.

Professional development and reflective practice: use data and feedback to revise curriculum; align with state and national standards.

Formative assessment (ongoing, feedback) vs. summative assessment (end of unit, grading); use both to inform instruction.

Validity (measures what it claims) and reliability (consistency) are essential; use multiple measures to increase confidence in results.

Authentic assessment in physical education: skill checklists, game play observation, portfolios, fitness logs, and self/peer assessment.

Fitness testing: use criterion-referenced standards (e.g., FitnessGram) rather than norm-referenced comparisons; avoid public posting of results.

Rubrics: analytic (separate criteria) vs. holistic (overall); share criteria with students in advance to support learning.

Data-driven decisions: analyze assessment data to identify gaps, adjust instruction, and document student progress over time.

Grading should reflect achievement of standards, not participation or effort alone; separate behavior and effort from academic grade where required.

Technology tools: pedometers, heart rate monitors, and apps can support assessment; ensure privacy and equity.

Negligence elements: duty of care, breach of duty, proximate cause, and actual damages; teachers must provide reasonable supervision and instruction.

Supervision: maintain line of sight, position yourself to see all students, and avoid leaving the class unsupervised; use proper ratios.

Confidentiality: protect student records and health information (FERPA, HIPAA where applicable); share only on a need-to-know basis.

Mandated reporting: report suspected child abuse or neglect to designated authorities per state law; failure to report can have legal consequences.

Ethical behavior: model respect, fairness, and integrity; avoid dual relationships and inappropriate communication; follow district policies and codes of conduct.

Liability and waivers: waivers do not protect against negligence; ensure proper equipment, instruction, and supervision.

Professional development: maintain certification, stay current with evidence-based practices, and engage in reflective practice.

Advocacy: promote physical education and health programs; communicate with families and stakeholders; follow advocacy guidelines.

Culturally responsive teaching: know students' backgrounds, use inclusive examples, and examine biases in curriculum and assessment.

Inclusion: students with disabilities should be educated in the least restrictive environment with appropriate supports; use IEP/504 accommodations.

Safe and supportive environment: establish clear behavior expectations, prevent bullying, and respond to harassment promptly.

Gender and identity: use inclusive language, provide equitable access, and respect students' names and pronouns per district policy.

Socioeconomic diversity: avoid requiring expensive equipment; provide options and resources to ensure participation.

Trauma-informed practices: recognize signs of trauma, avoid shaming, and provide predictable routines and choice.

Equity vs. equality: equity provides what each student needs to succeed; differentiate support without lowering standards.

Family and community engagement: communicate in accessible ways and involve families in program planning.