Term
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Definition
Cognitive
Psychomotor
Affective
Health related fitness |
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Term
| Fitness Test Performance Factors |
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Definition
| body composition, CV endurance, flexibility, muscular endurance & muscular strength |
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Term
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Definition
Provide comprehensive fitness assessment for all ages & groups
Should be educational and meaningful
Promote enjoyment of regular physical activity
Promote relationship of physical activity and good health
Motivate all age groups to pursue an active lifestyle |
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Term
| criterion reference standards |
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Definition
The degree to which an individual achieves a specified level of development, motor performance, or physical status
Criterion represents the acceptable level of performance (clearly defined)
Ex: BP, VO2max, flexibility |
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Term
| norm- referenced standards |
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Definition
The hierarchical ordering of individuals, e.g., relative achievement
May grade using bell-shaped curve or %
Basically quantitative evaluations designed to compare an individual’s characteristics with those of other persons of similar sex, age, and socioeconomic group |
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Term
| Describe a needs assessment and occasions for its use |
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Definition
The procedure used to identify strengths and weaknesses associated with the various aspects of the program, a critical tool for obtaining info important to program desicion making.
Can take the form of initial screening of injuries, fitness levels, etc. |
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Term
| Identify & describe the 5 steps of program development & uses of M & E |
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Definition
phase 1: establish a program philosophy
phase 2: develop prodram goals
phase 3: plan program activities
phase 4: deliver the program
phase 5: evaluate and improve the program |
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Term
| Distinguish relationships among program goals, outcome statements, and performance-based objectives |
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Definition
outcome statements will be used to assess the progress of the athlete and is related to program goals.
the curriculum plan will include unit outcomes. Within unit outcomes, there should be performance-based objectives linked to the unit outcomes. |
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Term
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Definition
| body movements that are produced by the contraction of skeletal muscle and that substantially increases energy expenditure |
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Term
| ____ is a ____ that includes a set of attributes that people have or achieve relating to their ability to perform physical activity |
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Definition
| physical fitness; product of physical activity |
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Term
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Definition
| nonperformance components of physical fitness related to biological systems that are influenced by the level of a person’s habitual fitness activities |
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Term
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Definition
| Means: not all students will be equally successful regardless of effort/activity |
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Term
| Psychomotor Learning Domain |
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Definition
Fundamental skill-related movement patterns
Agility, balance coordination, power, reaction time, and speed are measured in terms of general motor performance |
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Term
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Definition
| Primary goal of PE is development of “movement competence” |
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Term
| Cognitive Learning Domain |
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Definition
Process of acquiring and using knowledge; thinking, recognizing, memorizing, recalling, creating and understanding.
Knowledge of the rules, strategies, skill techniques, safety, equipment and underlying concepts of movement and fitness |
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Term
| Affective Learning Domain |
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Definition
Deals with socioemotional aspects/feelings
Positive attitude toward physical activity
First measured in early 1900s
Good sportsmanship
Cooperation/socialization
Self-concept
Borg Scale
Outcomes need to be measured and evaluated
Most difficult domain to measure/evaluate
Need to assess if your clients enjoy what they are doing. If not, you’ll lose them |
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Term
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Definition
Essential prior to Program Development
But, an ongoing process in all phases
Ex: assess strengths and weaknesses to develop appropriate goals
Program activities designed to accomplish these goals.Can be used during any phase of program development |
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Term
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Definition
More often viewed as “curriculum development” by PE teachers
Many different approaches, but generally there are several phases common to quality program development
M & E is critical at each of the sequential phases |
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Term
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Definition
| Establishing a realistic philosophic approach. Your philosophical approach should reflect the needs and interests of your clientele |
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Term
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Definition
Developing Attainable Program Goals.
Program goals are the link between philosophical aims and the activities
Goals should
Be broad (overview)
Be challenging, realistic, attainable, and measurable
Include all the learning domains |
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Term
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Definition
Planning Program Activities.
From the Program Goals:
Choose activities
Sequence the activities in a logical order
Determine desirable outcomes
Develop unit outcomes or outcome statements to serve as targets for students and teachers during individual activity
Be able to make quantifiable measurements |
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Term
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Definition
Program Delivery.
Delineate unit outcomes by writing performance based objectives specific to the unit
These objectives must be measurable, observable, and should address all four domains.
The clarity of these and the accuracy of measurement form the basis for evaluating improvement and achievement
Applicable to both PE and non-school settings.
Break unit outcomes into measurable and observable terms
Ex. The student will be able to dribble a basketball through a series of 10 cones in less than 30 seconds |
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Term
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Definition
Evaluating and improving the program.
How well did I do my job? – accountability!!!
If we need change or improvement, we may need to re-evaluate one, several, or all of the four phases
Continuous process.
Teachers that teach the same year after year are not using this phase. Therefore, it is difficult to improve, modify or change the program… |
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