Praxis PE 5091 cheat sheet

Motor development proceeds cephalocaudal (head-to-toe) then proximodistal (center-to-periphery); fundamental movement patterns emerge roughly ages 2-7.

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

Growth spurts in adolescence temporarily disrupt coordination and balance; skill regression during rapid growth is normal, not a motivational problem.

Physical literacy components: motivation/confidence, physical competence, knowledge/understanding, and engagement for life.

Bloom's taxonomy order: remember, understand, apply, analyze, evaluate, create; use verbs to target cognitive level in objectives.

Classic motor learning research: massed practice tends to favor performance during practice; distributed practice tends to favor retention and transfer.

Newell's constraints model: learner (individual), task, and environmental constraints interact to shape movement solutions.

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

Mosston/Galwey spectrum runs from teacher-centered command style to student-centered discovery styles; reproduction styles precede production styles.

Class-management time categories: allocated time, engaged (on-task) time, and academic learning time (successful engagement at high success rate).

Effective management rules: maximize activity time, minimize transition time, establish routines and signals, and use proximity control for off-task behavior.

Self-determination theory: intrinsic motivation is supported by autonomy, competence, and relatedness; controlling rewards can undermine intrinsic motivation.

Task-involving (mastery) climates emphasize personal improvement and effort; ego-involving climates emphasize norm-referenced comparison, which can reduce persistence in low-skilled students.

Feedback types: congruent (matches intent) vs. incongruent; specific, corrective feedback improves learning more than generic praise.

Positive behavior supports sequence: prevent (rules, routines), teach expectations, reinforce, then apply consequences; least-intrusive intervention first.

Communication model: sender, message, channel, receiver, feedback; nonverbal cues and demonstration often convey skill information more efficiently than verbal description alone.

Backward design (Wiggins & McTighe): identify desired results, determine acceptable evidence, then plan learning experiences and instruction.

SMART objectives: specific, measurable, attainable, relevant, time-bound; psychomotor objectives should specify observable action, condition, and criterion.

Formative assessment informs instruction during learning; summative assessment judges achievement at the end; both must align to standards.

Validity is the degree a test measures what it claims; reliability is consistency of scores. A test can be reliable but not valid, not the reverse.

Criterion-referenced tests compare performance to a standard; norm-referenced tests compare to a peer group.

Fitnessgram and Presidential Youth Fitness Program use health-related criterion standards rather than percentile norms for fitness reporting.

Practice design: whole vs. part depends on task complexity and organization; random (interleaved) practice typically produces better retention than blocked practice.

Differentiation options include modifying task complexity, equipment, space, grouping, rules, and time; the goal is a common standard with varied pathways.

Reflective practice cycle (e.g., Gibbs/ALACT): describe the situation, analyze causes, set goals, act, and re-evaluate.

Professional Learning Community core questions: what should students learn, how will we know, how will we respond when they don't or already do.

IEP team members typically include the general PE teacher, special education teacher, parents, student when appropriate, and related-service providers; accommodations must be implemented in PE.

Technology categories in PE: exergames, activity monitors (pedometers, accelerometers, heart-rate monitors), video analysis, and assessment apps.

Heart-rate monitors and accelerometers provide objective moderate-to-vigorous physical activity (MVPA) data; pedometers count steps but not intensity.

Video analysis supports skill feedback by enabling slow motion and self-assessment against a rubric or model demonstration.

FERPA governs student education records, including videos and fitness data; share only with legitimate educational interest.

Data-based reflection: triangulate multiple sources (observation, assessment scores, student feedback) before changing instruction.