TExES PE EC-12 258 key terms

Movements that transport the body from one place to another, such as walking, running, jumping, hopping, skipping, galloping, and sliding. They are a core category of fundamental motor skills.

Movements performed in place without traveling, such as bending, twisting, turning, swinging, pushing, pulling, and balancing. They are also called axial or stability skills.

Motor skills that involve controlling an object with the hands, feet, or other body parts, such as throwing, catching, kicking, striking, dribbling, and rolling.

Basic movement patterns, including locomotor, non-locomotor, and manipulative skills, that develop in childhood and serve as building blocks for advanced sport and activity skills.

The most advanced and efficient form of a fundamental motor skill, usually reached through practice and maturation. It involves coordinated timing and effective use of body segments.

The predictable order in which motor skills emerge and improve over time, moving from simple, uncoordinated attempts toward more refined and automatic performance.

Understanding where the body is in relation to objects, other people, and boundaries, including concepts such as direction, level, pathway, and personal versus general space.

The ideas used to describe and vary movement, commonly grouped as space, effort, relationships, and body awareness. They help teachers focus instruction on how movement is performed.

Maintaining a stable body position while stationary, such as standing on one foot. It depends on postural control, sensory input, and small muscular adjustments.

Maintaining stability while the body is moving or shifting positions, such as walking on a beam or landing from a jump. It requires continuous postural adjustments.

The ability to use body parts together smoothly and efficiently to perform a movement. It involves timing, sequencing, and integration of sensory and motor information.

Short, concise verbal or visual prompts that focus learners on key elements of a movement, such as 'step, plant, kick.' Effective cues are brief and developmentally appropriate.

The five components of physical fitness associated with good health: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.

The ability of the heart, lungs, and blood vessels to supply oxygen to working muscles during sustained physical activity. It is also called cardiorespiratory fitness or aerobic capacity.

The maximum amount of force a muscle or muscle group can produce in a single effort. It is improved through resistance training with adequate load and recovery.

The ability of a muscle or muscle group to perform repeated contractions or sustain a contraction over time without undue fatigue.

The range of motion available at a joint or group of joints. It depends on muscle elasticity, joint structure, and connective tissue and is improved through stretching.

The relative proportions of fat mass and fat-free mass in the body. In physical education, it is discussed as a health component rather than a competitive measure.

Components of fitness that support skilled movement and sport performance, including agility, balance, coordination, power, reaction time, and speed. They are distinct from health-related components.

A framework for designing physical activity programs based on frequency, intensity, time, and type. It helps teachers plan appropriate doses of exercise for students.

The principle that a body system must be challenged beyond its usual level to improve fitness. In physical education, overload should be gradual and appropriate for students.

A desired heart-rate range for safe and effective aerobic exercise, often calculated from age-predicted maximum heart rate. It is used to monitor exercise intensity.

Moderate-to-vigorous physical activity: activity that raises heart rate and breathing enough to produce health benefits. In physical education, students should spend substantial class time in MVPA.

A curriculum organized around clearly defined learning standards that specify what students should know and be able to do at each grade level.

The overall content to be taught (scope) and the order in which it is taught across grade levels (sequence). It ensures progression and avoids gaps or repetition.

A specific, measurable statement of what students should know or be able to do by the end of a lesson or unit. It guides instruction and assessment.

The learning domain focused on physical movement skills and performance. Objectives often describe observable actions such as dribbling, balancing, or striking.

Assessment used during instruction to monitor student learning and adjust teaching. Examples include observation checklists, exit tickets, and peer feedback.

Assessment at the end of a learning period that evaluates student achievement against objectives or standards. Examples include unit tests and final performance tasks.

A scoring guide that describes levels of performance for specific criteria. It makes expectations clear and supports consistent, objective evaluation of student work.

Planning and adapting instruction to meet varied readiness, interests, and learning needs. In physical education, this may involve modifying equipment, space, rules, or task difficulty.

The relatively permanent change in a person's ability to perform a motor skill resulting from practice or experience. It is inferred from consistent performance over time.

Information a learner receives about performance. It can be intrinsic, from the senses, or extrinsic, provided by a teacher or peer, and it guides skill improvement.

Practicing a skill under varied conditions, such as different distances, speeds, or environments. It promotes adaptability and transfer to real-world settings.

A person's belief in their ability to succeed in a specific task or situation. In physical education, it influences effort, persistence, and willingness to try new activities.

A period of rapid increase in height and weight during childhood or adolescence. It can temporarily affect coordination, balance, and confidence in movement.

A brain injury caused by a blow or jolt to the head or body that disrupts normal brain function. In physical education, any suspected concussion requires immediate removal from activity and evaluation.

A written plan describing how to respond to injuries or emergencies during physical activity, including roles, communication, equipment location, and evacuation procedures.

Placing students with disabilities in general physical education with appropriate supports and modifications so they can participate meaningfully alongside peers.