TExES PE EC-12 258 cheat sheet

Locomotor skills transport the body through space (walk, run, jump, hop, skip, gallop, slide, leap); non-locomotor (axial) skills are performed in place (bend, twist, turn, swing, sway, push, pull).

Manipulative skills are object-control fundamentals: throwing, catching, kicking, striking, dribbling, volleying, and rolling.

Motor development phases occur in order: reflexive (birth–~1 yr), rudimentary (birth–~2 yr), fundamental (2–7 yr), specialized (7 yr and older); the fundamental phase progresses through initial, elementary, and mature stages.

Movement concepts follow Laban's framework: space awareness (personal vs. general space, direction, level, pathway, extension), effort (time/speed, force, flow), and relationships (body parts, objects, other people).

Balance rule: stability increases with a wider base of support and a lower center of gravity; it decreases when the base narrows or the center of gravity moves outside the base.

Feedback: knowledge of results describes the outcome (where the ball landed); knowledge of performance describes execution (elbow bent on follow-through). Either may be intrinsic or extrinsic.

Practice design: blocked practice produces faster initial performance, while random/variable practice (high contextual interference) produces better retention and transfer.

Transfer of learning is positive when a prior skill helps a new one, negative when it interferes, and zero when there is no effect.

Mature overhand throw components: opposition step with the opposite foot, hip and shoulder rotation, elbow leading the hand, and follow-through across the body.

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

Six skill-related components: agility, balance, coordination, power, reaction time, and speed.

FITT principle: Frequency, Intensity, Time, and Type of activity are the variables manipulated in any exercise prescription.

Estimated maximal heart rate = 220 − age; a common aerobic target zone is 60–80% of maximal heart rate.

Karvonen formula: Target HR = ((HRmax − HRrest) × intensity) + HRrest, where heart rate reserve = HRmax − HRrest.

BMI = weight (kg) ÷ height (m)²; it is a screening measure only. Hydrostatic (underwater) weighing is a criterion measure of body composition; skinfolds, bioelectrical impedance, and DEXA are alternatives.

Children and adolescents: 60 minutes or more of moderate-to-vigorous physical activity daily, with vigorous activity and muscle- and bone-strengthening activity on at least 3 days per week.

Adults: 150 minutes of moderate or 75 minutes of vigorous aerobic activity weekly plus resistance training on 2 or more days per week.

Training principles: overload, progression, specificity, reversibility, recovery, and individual differences. Energy systems: ATP-PC (~0–10 s), glycolytic (~10 s–2 min), oxidative (>2 min).

Physical education TEKS are located in 19 TAC Chapter 116 and are organized by grade bands with strands covering movement, physical activity and fitness, and health/social responsibility.

SHAPE America's five national standards address motor skills and movement patterns, movement concepts, physical activity and fitness, responsible personal and social behavior, and valuing physical activity.

Learning domains: psychomotor (skill performance), cognitive (knowledge and tactics), and affective (attitudes, cooperation, responsibility).

Assessment types: formative (during instruction, used to adjust teaching) vs. summative (end of unit, used for grading); criterion-referenced (compared to a standard) vs. norm-referenced (compared to peers).

Curriculum models: skill themes, sport education (seasons, team roles, formal competition, culminating event), tactical games (game-centered decision making), TPSR (Hellison's levels of responsibility), fitness education, cooperative learning, and personalized system of instruction.

Rubrics: analytic rubrics score each criterion separately; holistic rubrics give one overall score. Checklists record only the presence or absence of a behavior.

Observable objective format: condition + behavior + criterion (e.g., "Given a partner, the student will complete 8 of 10 successful forearm passes").

Maximize participation through small-sided games, station teaching, adequate equipment ratios, brief demonstrations, and clear entry/stop signals and routines.

Inclusion: IDEA guarantees a free appropriate public education in the least restrictive environment; IEP/504 supports may include accommodations (changed how) or modifications (changed what).

Piaget's stages: sensorimotor (0–2), preoperational (2–7), concrete operational (7–11), formal operational (11+); elementary students generally need concrete, hands-on tasks and short, clear cues.

Negligence requires four elements: duty, breach of that duty, causation, and injury/damages. The standard is the care a reasonably prudent professional would provide for foreseeable risks.

Supervision techniques: position to see all students, scan continuously, move toward high-risk areas, keep equipment ratios safe, and never leave a class unattended.

Emergency action plan components: posted and rehearsed procedures, facility address, emergency numbers, AED location, assigned roles, crowd control, and documentation.

Texas concussion law: a student exhibiting signs of concussion must be removed from play immediately and may not return until evaluated and given written clearance by a licensed physician.

Heat safety: schedule vigorous activity for cooler parts of the day, provide frequent water breaks, allow 1–2 weeks of acclimatization, and monitor heat index and lightning policies.

Pre-lesson safety checks: inspect equipment and surfaces, remove jewelry, require proper footwear and attire, and verify space clearances before activity begins.

Students with asthma, diabetes, or seizure disorders need a current health/action plan on file; medication access follows district policy and trained staff supervision.

Motivation: intrinsic motivation (competence, autonomy, relatedness) sustains lifelong activity more reliably than extrinsic rewards such as prizes or grades.