CSET: Physical Education Subtest 3 100% SOLUTION

CSET: Physical Education Subtest 3 100% SOLUTION Proprioception - ANSWER -Body awareness -The sense of being aware of movement in different parts of the body -Helps children maintain a sense of personal boundaries, develop patterns of movement through space, understand the concept of shape, and sustain a sense of balance Body awareness exercises - ANSWER -Shape -Balance -Quality -Space -Exploring Body awareness exercises: Shape - ANSWER Instruction in concepts of how the body can form different shapes Examples: -"Allow your body to form different shapes, wide or tall" -"Stand like a pole" Body awareness exercises: Balance - ANSWER Instruction in concepts of balance in the body Examples: -"Balance on one foot" -"Balance on your hands while stretching your body" -"Form a tripod with your body" Body awareness exercises: Quality - ANSWER Instruction in the concepts of speed, contrast, force and relaxation Examples: -"How fast or how slow can you move?" -"Tense one part of your body and then relax another part of your body" Body awareness exercises: Space - ANSWER Instruction in concepts of sharing space with others Examples: -"Run in a zigzag fashion without bumping into others" -"Point to a spot and see if you can run straight toward it, touch it, and run back without touching someone else" -"Do warm-up exercises one arm's length apart" Body awareness exercises: Exploring - ANSWER Instruction in the concepts of moving over, under, around, and through, and leading with certain body parts Examples: -"Make a bridge with a partner and then have a third person go under the bridge" -"Lead with your head when walking" Early grades - ANSWER -Teachers help students become aware of space, basic movement, effort, and cooperative activities -Students are expected to make smooth transitions between sequential locomotor skills -Activities should be noncompetitive Upper elementary and middle grades - ANSWER -The fundamental movement skills developed earlier are applied as activity-specific motor skills in a wide variety of settings -Classroom objectives are to increase competency in building motor control, motor skills, and movement patterns already established and refined in earlier grades -Students are expected to demonstrate more complex skills combining locomotor and manipulation skills (e.g. dribbling a basketball) -Activities should be related to sports Locomotor skills - ANSWER -Basic movement skills that are performed in different directions and at different speeds -Dynamic movements that propel the body upward, forward, or backward -Foundation of gross motor coordination, involving large and small muscle movements -Jumping -Skipping -Galloping -Sliding Locomotor skills: Jumping - ANSWER -Jumping creates activity-specific muscle strength and agility -Jumping requires the body to leap with both feet and to land with both feet ---Arms can be used to create an upward momentum and then to create a downward motion that helps balance the landing ---Knees bend at the landing to act as shock absorbers ---The order of impact is usually the balls of the feet followed by heels ---Ask children to "jump and touch the ceiling" -Jumping incorporated into primary-grade activities helps children create patterns (e.g. jumping like a kangaroo, a frog, and a rabbit) -Jumping incorporated into upper-level grades can be used in combination with sports and athletic activities (e.g. warm-up activities, gymnastics, basketball, etc.) Locomotor skills: Skipping - ANSWER -Skipping is a series of step-hops completed with alternate feet -Primary school children love to skip ---To help them learn to skip, have them take a small step and a small hop on the same foot and then ask them to shift to the other foot ---Set a goal of smoothness and rhythm, rather than speed and distance Locomotor skills: Galloping - ANSWER -Galloping is a forward directional movement ---As the lead foot steps forward, the back foot steps up to meet the lad foot -Galloping movements can be taught by having the class hold hands and slide in a circle to a rhythmic beat ---Shift this movement into having the children face the direction of the movement while continuing to slide ---Alternate between large and small gallops Locomotor skills: Sliding - ANSWER -Sliding is accomplished by movement on one side of the body ---It is a one-count movement; as the leading foot steps to the side, the other foot quickly follows -Sliding is done on the balls of the feet while shifting weight from the leading foot to the trailing foot -Teachers should have the children change direction so both sides of the body can practice -Sliding should be performed in a smooth and controlled manner, without bouncing Nonlocomotor skills - ANSWER -Often referred to as static movements -Passive movements performed while standing in place -Important skills that lead to effective body management such as body control, flexibility, and balance -The range of movement is around the body's joints and surrounding muscles -These movements are often used in activity warm-up exercises -Stretching -Twisting -Pushing Nonlocomotor skills: Stretching - ANSWER -The most valuable of all nonlocomotor movements -Its movement carries body parts away from the body's center core and moves joints and muscles through a range of movements -All physical education activities should begin with a stretching warm-up exercise -Teachers should understand that some discomfort is normal, but stretching is necessary for maintaining and increasing flexibility -Ask children to stretch as far as is comfortably possible while keeping their movement smooth Nonlocomotor skills: Twisting - ANSWER -Twisting is the rotation of a body part around its own long axis, such as turning the head on its neck or wrapping the arms around the body -Twisting is different from turning in that twisting involves movement around a body part, and the focal point of turning is on the space where the body is moving -Twisting instruction should include asking children to twist as fully as is comfortably possible, and then to twist in the opposite direction while holding the supporting body parts steady Nonlocomotor skills: Pushing - ANSWER -Pushing is a controlled, forceful action performed against an object ---It moves the body away from the object while applying force -Pushing should exert force with steady, even, and controlled effort ---The student accomplishes this action by broadening and supporting the base of the body while placing the body in a forward stride position -The line of force is directed toward a specific target -Teachers should instruct students to maintain a reasonable alignment in their back as the body builds up force for the push Object manipulation skills - ANSWER -Complex motor patterns that are basic to specialized sports and are performed with some kind of object (e.g. a ball or bat) -Object manipulation requires hand-eye or foot-eye coordination, and this requires developmentally appropriate gross and fine motor abilities -Early manipulative skills help form the foundation for many later sports activities -Throwing -Catching -Kicking -Striking Object manipulation skills: Throwing - ANSWER -Throwing requires an object to be propelled into space ---Movement force originates from flexing the hip and moving the shoulder forward while extending the elbow ---With the coordinated body movement, the object accelerates into space with greater speed and velocity -Primary school children need to proceed through preliminary stages of tossing (e.g. beanbags) before entering the stages of throwing a ball with accuracy ---In time and with practice, most children will develop a throwing skill pattern during grades 3 to 5 -Teachers should allow children to practice throwing a variety of objects that have varying weight and size ---This helps the child to understand how different objects can travel at different velocities Object manipulation skills: Catching - ANSWER -Catching involves using the hands to stop and control a moving object -During the early stages of learning, it is more difficult for children to learn to catch than to throw because tracking the object requires mature hand-eye coordination -Children often fear being hit by the object, so early instruction can begin with beach balls, balloons, and fleece balls -As children develop gross and fine motor abilities, instruction should include reducing the size of the object to catch ---This helps children develop perceptual abilities -Instruction should include practice in catching balls that bounce up from the floor to teach rebound angles Object manipulation skills: Kicking - ANSWER -Kicking is a striking action performed by the feet -Types of kicking: ---Punt kicking is described as the ball being dropped from the hands and kicked before it touches the ground ---Place kicking is described as placing the ball on the ground and kicking it from the stationary position ---Soccer kicking is a form of kicking that requires an extension of the hip to increase the range of motion -Instruction should include reducing the size of the projectile object as skill levels develop Object manipulation skills: Striking - ANSWER -Striking takes place when an object is hit with an implement such as a bat, a racket, or the hand -Striking involves movement of the body to create the force necessary for the maximum speed of the object -Instruction should include practice on stationary objects in primary grades before children can progress to moving objects ---Example: T-ball, in which the ball is placed on a "T" stand and struck Motion - ANSWER -Newton's laws of motion apply to all movement -In biomechanics, the awareness of body movements can be associated with force, acceleration, and velocity as they relate to maximum effort -The force of the energy in the body causes change in physical motion Newton's first law - ANSWER When an object is in motion, it will remain in motion until there is an outside force that acts upon it Example: When a basketball is thrown toward a basket, there can be few outcomes. If the ball is thrown using very little strength, the effects of gravity (an outside force) will overcome the velocity of the ball and it will fall short of the basket. If the ball is throw with too much strength, the ball will overcome the effects of gravity and hit the back board (another outside source) and change its direction. Newton's second law - ANSWER -The relationship between an object's mass, acceleration, and applied force -Continuity of movement is responsible for producing the maximum force and velocity Example: To illustrate this concept of force, teachers can have upper-grade students sit in a chair while trying to throw a basketball into a hoop. Students should recognize their inability to follow through with motion. They should then ask the students to throw the basketball when standing up. The force of the entire body in motion should produce an accelerated velocity that results in a force-producing movement to achieve the desired result of the ball reaching the basketball hoop. Newton's third law - ANSWER -If one object exerts a force on a second object, the second object exerts an equal force on the first object but in the opposite direction -For every action, there is an equal and opposite reaction Example: When a baseball player uses a bat to hit a pitched ball, the force with which the bat hits the ball (and angle) causes the ball to move in an equal and opposite force and direction. Gravity - ANSWER -The center of the human body can be associated with the "center of gravity: -It is the point around which the mass of the body is equally distributed -The body has a balanced base of support and is affected by height, position, and changing movements -During movement and exercise activities, the body adjusts to maintain its stability Friction - ANSWER The resistance of motion of two moving objects Example: When children play kickball on grass, the ball may move more slowly than when they play kickball on asphalt. There is more resistance because of the friction of the coarse, grassy surface. Elements of movement - ANSWER -Space -Shape -Time -Force -Flow -Rhythm Physical fitness - ANSWER The ability to carry out tasks with vigor and alertness. Form of body conditioning that is part of a child's normal growth and development. Any episode of moderate or vigorous physical activity, however brief, counts towards the daily recommendation of 60 minutes per day. Cranium - ANSWER Bones of the head Clavicle - ANSWER Collar bone Femur - ANSWER Upper leg bone Humerus - ANSWER Upper arm bone Patella - ANSWER Knee cap Scapula - ANSWER Shoulder blade Sternum - ANSWER Breast bone Tibia - ANSWER Inner bone of the lower leg Ulna and Radius - ANSWER Lower arm bones Abdominals - ANSWER Stomach muscles Biceps - ANSWER Top muscles of the upper ar