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