PEKN 2P03 lecture 7.docx

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Department
Physical Education and Kinesiology
Course
KINE 2P03
Professor
Maureen Connolly
Semester
Fall

Description
PEKN 2P03 Lecture # 7 (posted online very long, PowerPoint died in class) th Nov 5 2013 - Motor attributes - Spatial orientation: - Ability/inability to be perceptive and functional in situations like: - The body inverted (upside down or turned around) - The body rotating (turning, twisting, rock n roll, cartwheels, summersaults) - The body at heights (low, medium, high) - The body in space (flight, jumps) - Importance: - Safety depends on the individuals knowing where they are - The execution of many skills relies on the correct timing of muscular action during the performance of the skill - Kinesthetic Sense: - Kinesthetic awareness is a sensory skill that your body uses to know where it is in space - Vestibular system: consists of semicircular canals in the middle ear and monitors the position of the body in space - Proprioceptive system: consists of many different sensory receptors in the muscles, tendons and ligaments that monitor the position of body parts relative to the body - It’s essential that children develop a basic vocabulary of habit actions such as walking, sitting, eating and dressing - Although the kinesthetic sense has been involved in the acquisition of these skills, there is conscious effort in performing the lessons - Responds to concentrated usage with greater sensitivity and lack of usage with reduced sensitivity - Twisting and Turning: - Twisting occurs when one portion of the body remains stable while the rest screws to face a different front - Turning occurs when t entire body turns to face a different front - Partial body action/full body action (differences) - 3 rotational axis’s: - 1. Transverse axis - 2. Anterior-posterior (A/P) axis - 3. Longitudinal axis - Components of a quality physical education program: - (look at picture) ** - Guided by content standards: - Organized around content standards that offer direction and continuity to instruction and evaluation - A quality program is driven by a set of content standards - These standards are defined by a number of competencies youngsters are expected to accomplish - Standards are measurable - Health and physical education: - Standards, subgroups, and living skills (3) - 1.Living skills personal skills (PS): - Self-awareness and self-monitoring - Adaptive, management, and coping skills - 2. Interpersonal skills (IS): - Communication skills - Relationships and social skills - 3. Critical an creative thinking (CT) - Planning - Processing - Drawing conclusions/presenting results - Reflecting/evaluating - Strand A: active living: - 1. Active participation - Regular participation, variety, lifelong activity - Enjoyment, motivation - 2. Physical fitness - Fitness development through daily physical activity, personal fitness plan - 3. Safety - Personal safety and safety of others during physical activity - Strand B: movement competence skills, concepts, strategies - 1. Movement skills and concepts - Movement skills- stability, locomotion, and manipulation - Movement concepts: body awareness, effort, spatial awareness, relationships - Movement principles - 2. Movement strategies: - Components of physical activities - Strategies and tactics in all physical activities - Strand C: healthy living: - 1. Understanding health concepts - Understanding the factors that contribute to health and growth development - 2. Making healthy choices: - Applying knowledge, making decisions about personal health and well being - 3. Making connections for healthy living: - Making connections to link personal health and wellbeing to others and to the world around them - Expectations in healthy living strand focuses on the following 5 health topics: - Positive behaviours in relation to each topic area, contribute to overall mental health and emotional well being - 1. Mantal health and emotional well being - 2. Healthy eating - 3. Personal safety and injury prevention - 4. Substance use, addictions, and related behaviours - 5. Growth and development - Living skills: - 1. Self awareness and self monitoring skills: - Developing a realistic understanding of their own strengths and areas that need improvements - Monitoring their progress in developing skills and understanding - Recognizing stress and learning to identify its causes - Taking responsibility for their actions and for their learning - 2. Adaptive, coping, and management skills - Using adaptive skills, such as being flexible, making connections, and applying problem- solving, stress-management, and conflict resolution skills, when confronted with challenges and change - Using coping skills, such as relaxation techniques, adopting an optimistic attitude, trying out solutions to problems, expressing emotions, and seeking help, when dealing with difficult or stressful situations or emotions - Using time-management and organizational skills to develop greater control over their own lives - Interpersonal Skills: - 1. Communication skills (verbal/non-verbal) - Receiving info, observing non-verbal signs and body language; active listening, including paraphrasing, clarifying, questioning, and responding - Interpreting info: reflect on messages, analysing messages - Sending info: signaling intentions; clearly expressing info and ideas; expressing responses and providing feedback; using persuasive skills, assertive skills, negotiating skills, refusal skills - 2. Relationship and social skills: - Showing respect for others and the environment - Appreciating differences in people - Demonstrating fair play - Demonstrating teamwork skills by working collaboratively with a partner or in a group
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