Praxis PE 5091 flashcards
Praxis PE 5091 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Cephalocaudal development
- Motor control develops from head to trunk to legs, so infants gain head and upper-body control before lower-body control.
- Proximodistal development
- Motor development proceeds from the body's center outward, so gross movements of the trunk and shoulders appear before fine control of hands and fingers.
- Autonomous stage
- The third Fitts and Posner motor-learning stage in which a skill is performed automatically with little conscious attention, allowing dual-task performance.
- Physical literacy
- The motivation, confidence, physical competence, knowledge, and understanding needed to value and take responsibility for lifelong physical activity.
- Health-related fitness components
- Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition; these are distinct from skill-related fitness components.
- Newell's constraints model
- A framework holding that movement patterns emerge from the interaction of individual (learner), task, and environmental constraints.
- Bloom's taxonomy
- A hierarchical classification of cognitive objectives: remember, understand, apply, analyze, evaluate, and create, used to write objectives at intended complexity.
- Fundamental movement patterns
- Locomotor, nonlocomotor, and manipulative skills such as running, balancing, and throwing that emerge in early childhood and underpin later sport skills.
- Academic learning time
- The portion of allocated class time in which students are actively, successfully engaged in relevant learning tasks at a high success rate.
- Self-determination theory
- A motivation theory stating that intrinsic motivation is supported when autonomy, competence, and relatedness needs are satisfied.
- Task-involving climate
- A motivational climate emphasizing personal improvement and effort rather than comparison with peers, which supports persistence in lower-skilled students.
- Mosston spectrum
- A continuum of teaching styles from teacher-centered command and practice styles to student-centered reciprocal, guided discovery, and divergent production styles.
- Proximity control
- A low-intrusive management technique in which the teacher moves near an off-task student to redirect behavior without verbal reprimand.
- Congruent feedback
- Feedback that matches the learner's intent or the teacher's instructional focus, making it more likely to be understood and applied.
- Positive behavior supports
- A tiered approach that prevents misbehavior through clear expectations and routines, teaches expected behaviors, reinforces them, and applies least-intrusive consequences.
- Transition management
- Structured routines and signals that shorten time between activities, maximizing engaged and academic learning time during lessons.
- Backward design
- A planning process that starts with desired results, then identifies acceptable evidence, then designs learning experiences and instruction aligned to those results.
- SMART objective
- An objective that is specific, measurable, attainable, relevant, and time-bound, often including a performance condition and criterion.
- Formative assessment
- Ongoing assessment during instruction used to adjust teaching and give feedback, as distinguished from summative assessment of final achievement.
- Validity versus reliability
- Validity is the extent a test measures what it claims; reliability is score consistency. A test can be reliable but invalid, but not valid yet unreliable.
- Criterion-referenced test
- An assessment that compares a student's performance to a predetermined standard rather than to the performance of a peer group.
- Random practice
- Interleaving different skills in varied order during practice; it often depresses practice performance but improves retention and transfer compared with blocked practice.
- Differentiated instruction
- Modifying task complexity, equipment, space, grouping, rules, or time so diverse learners reach a common standard through varied pathways.
- Health-related fitness standards
- Criterion-referenced fitness zones, such as Fitnessgram Healthy Fitness Zones, that classify fitness relative to health risk rather than peer percentiles.
- Whole versus part practice
- Whole practice suits highly organized, low-complexity skills; part practice suits skills that can be meaningfully decomposed into separable components.
- Reflective practice cycle
- A structured cycle of describing a teaching situation, analyzing it, setting goals, acting, and re-evaluating to improve instruction.
- Professional learning community
- A collaborative team focused on what students should learn, how learning will be verified, and how to respond when students struggle or excel.
- Accommodations in physical education
- IEP or 504 supports such as modified equipment, rules, or pacing that allow students with disabilities to access the general PE curriculum.
- Accelerometer versus pedometer
- Accelerometers measure movement intensity and can estimate moderate-to-vigorous activity; pedometers count steps and do not capture intensity.
- Video analysis in PE
- Recording and reviewing performance, often in slow motion, so students compare their technique with a model or rubric for self-assessment.
- FERPA and student data
- A federal law protecting education records, including fitness and video data, limiting disclosure to those with legitimate educational interest.
- MVPA measurement
- Moderate-to-vigorous physical activity is quantified with heart-rate monitors or accelerometers, providing objective data for lesson and program evaluation.