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Unit 3 - Flashcards

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Class:HPER 3250 - Tests-Measurements PE
Subject:Health, PE, and Recreation
University:Georgia Southwestern State University
Term:Spring 2011
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      Mode:   CARDS LIST       ? pages   PRINT EXIT
What is the essence of physical activity? Movement
Skill Practice will... enhance performance and enjoyment
** What does the Hierarchy of Skill Development contain? 1. Body Movement Competence 2. Fundamental Skills 3. Specialized Skills 4. Higher Skill Attainment
What is Body Movement Competence? Control the body in personal space, control the body while working with an object or apparatus, control the body in relation to others
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** What are the Fundamental Skills? Locomotor, Non-Locomotor, Manipulative Skills
Locomotor Skills get the body from point or place to another point
Non-Locomotor Skills Movement executed in place without appreciable movement
Manipulative Skills Hand-eye or Foot-eye skills
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Specialized Skills skills used in sports EX accelerating in sprinting, cutting in football, dribbling in soccer or basketball
Higher Skill Attainment further refinement of selected skills; what separates good athletes from great athletes
** What is Skill Related Physical Fittness? component of psychomotor domain; attributes related to athletic ability, but not necessarily to functional health
What are the components of SRPF? 1. Agility2. Balance3. Coordination4. Speed5. Power6. Reaction Time
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Agility ability to rapidly and accurately change the position of the body in space; depends upon strength, speed, coordination, and dynamic power
What happens to boys and girls with agility at age 14? Girls abilities decline and boys abilities improve
Balance ability to maintain equilibrium against the force of gravity; depends upon visual perception and strength
Static Balance maintain equilibrium; stationary (COG over BOS)
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Dynamic Balance equilibrium in motion
Coordination ability to simultaneously perform multiple motor tasks smoothly and accurately, depends upon visual and motor maturation; not related to strength, power, or endurance
Power ability to exert maximum force rapidly in a minimum length of time, only once; optimal combo of strength and speed
Reaction Time The duration between stimulation and the response to the stimulation; elapsed time between present action of a stimulus and the movement of the body, body parts, or object
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What happens to reaction time as children get older? improves and quickens
Speed ability to perform movement in short period of time; relationship with reaction time
What happens to speed performance with adolescents? Girls performance times tend to level off while boys continue to improve
What do SRPF Tests consist of? 1. Right Boomerang Run2. Semo-Agility Test3. Barrow Zig-Zag Run4. AAHPERD Shuttle Run5. Squat Thrust (Burpees)
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Right Boomerang Run a test of running agility; 10 years thru college; scoring: time to complete the course; norms available for 7th & 8th grades
Semo-Agility Test measures agility while moving the body forward, backward, and sideways; high school thru college; scoring: time to complete the course; norms available college age
Barrow Zig-Zag Run measures agility while running and changing directions; junior high thru college; scoring: time required to complete course 3 times; norms available for males grade 7 thru 11
AAHPERD Shuttle Run measure agility while running and changing directions; 9 years thru college; scoring: time to complete course 2 times; norms available for percentile of males and females 9-17
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Squat Thrust (Burpees) measures how rapidly body position changes; 10 years thru college; scoring: number of complete and partial squat thrusts; norms available for elementary thru college age
Tests of Balance designed to measure both static and dynamic balance
Stork Stand measure stationary balance while the body weight is supported on the ball of the foot on the dominant leg; 10 years thru college; scoring: longest time of 3 trials; norms available for college students
Test of Dynamic Balance measures the agility to maintain balance during movement (right to left foot); age high school thru college; scoring: 5 pts for landing on tape mark; norms available for college women
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Affective Behavior the interests, attitudes, appreciations, values, and emotional sets or biases of an individual; it is reflected through an individual's feelings and emotions
** Problems with Measuring Affective Domain 1. Behavior changes slowly 2, it is difficult to define and evaulate 3. feels are not teachable 4. truthfulness of self report 5. physical educators are not adequately trained to evaluate affective behavior 6. why assume the responsibility for the development of affective behavior 7. lack of time
Components of Affective Domain 1. Anxiety 2. Arousal 3. Depression 4. Self-Concept 5. Motivation 6. RPE 7. Attitudes towards physical activity 8. leadership 9. aggressiveness 10. social development 11. vigor/vitality
** Type of Measurement Instruments Known as "Paper & Pencil Instruments" --------------1. Lickert Scale 2. Two-Point Scale 3. Semantic Differential 4. Rating Scales 5. Questionnaires
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Lickert Scale standard set of responses for each item; individuals indicate the extent to which they agree or disagree with a number of affective statement; generally 5 responses, sometimes 7; scoring includes taking the mean responses and looking at % of responses and where they fell
Two-Point Scale scale that uses responses such as Yes/No, Agree/Disagree, True/False, etc.
Semantic Differential a scale that offers two diametrically opposed alternatives at opposite ends of a continuum with several steps in between; example: bipolar adjective scale
Rating Scales can have different responses for each question; similar to lickert scale, but use descriptive terms for each statement
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Questionnaires series of questions useful for obtaining info from a large # of people; used to survey interests, ask opinions, determine values, or gather factual info; responses are one word, a brief statement, or a selection of a response from a set of options
Motivation and Exercise focus on... adherence to exercise programs, adherence to rehabilitation programs, motives that subjects express for participating in different forms of exercise
The 4 Learning Domains 1. HRPF Domain 2. Psychomotor Domain 3. Affective Domain 4. Cognitive Domain
Health Related Physical Fitness Domain associated with psychomotor domain; characterized by those aspects of physical fitness that affect an individuals functional health and well-being
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Psychomotor Domain fundamental movement patterns that are sport related and emphasize needed specialized skills
Affective Domain includes development of socio-emotional skills, good sportsmanship, cooperation, self-concept, and positive attitudes toward physical activity
Self-Concept How individuals feel about themselves and their ability to cope with life; can be referred to as self-image or self-esteem; must understand feelings of neglect and be able to cope with students who exhibit these feelings
Cognitive Domain includes processes of acquiring and using knowledge such as thinking, recognizing, memorizing and recalling; not often associated with PE by the general public or even by some physical educators; associated with Bloom's Taxonomy
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Needs can be classified as: 1. philosophical 2, content requirements 3. fitness levels 4. students performance
Needs Assessment the procedure used to identify strengths and weaknesses associated with various aspects of the programs
Program Development Model Steps 1. Establishing a program philosophy2. developing program goals3. planning program activities4. delivering the program5. evaluating and improvement the program
Establishing Program Philosophy most important task; examples: a goal providing optimal client participation, efforts to educate clients about benefits, rules skills & strategies of activity, equipment and safety issues, emphasis on positive activity based setting, commitment to life long activity, systematic evaluation process
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Activity Interest Surveys provides important info related to diversity and balance of program offerings
Mission Statement a logical end to developing a program philosophy and should succinctly describe the program philosophy
Developing Program Goals realistic program goals must be created, fundamental philosophical aims and serve as primary link between philosophy and program activities; broad and provide an overview of accomplishments program seeks to attain; write to a specific domain
Planning Program Activities develop, choose, sequence activities and determine desirable outcomes
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Unit Outcomes developed for activities to serve as targets for students and teachers during the individual activity
Outcome Statements similar to unit outcomes but used in a sport, fitness, or medical setting
Delivering The Program once the activities have been planned, the program must be delivered to the clients; performance-based objectives
Evaluating and Improving the program final step; scrutinize and improve future implementation of such programs; evaluations made at end of semester, school year, end of season, or end of rehabilitation; opportunity exists to explore every facet of the program; if this step needs improvement, it may be necessary to adjust steps 1-4
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 What is the essence of physical activity?Movement
 Skill Practice will...enhance performance and enjoyment
 ** What does the Hierarchy of Skill Development contain?1. Body Movement Competence 2. Fundamental Skills 3. Specialized Skills 4. Higher Skill Attainment
 What is Body Movement Competence?Control the body in personal space, control the body while working with an object or apparatus, control the body in relation to others
 ** What are the Fundamental Skills?Locomotor, Non-Locomotor, Manipulative Skills
 Locomotor Skillsget the body from point or place to another point
 Non-Locomotor SkillsMovement executed in place without appreciable movement
 Manipulative SkillsHand-eye or Foot-eye skills
 Specialized Skillsskills used in sports EX accelerating in sprinting, cutting in football, dribbling in soccer or basketball
 Higher Skill Attainmentfurther refinement of selected skills; what separates good athletes from great athletes
 ** What is Skill Related Physical Fittness?component of psychomotor domain; attributes related to athletic ability, but not necessarily to functional health
 What are the components of SRPF?1. Agility2. Balance3. Coordination4. Speed5. Power6. Reaction Time
 Agilityability to rapidly and accurately change the position of the body in space; depends upon strength, speed, coordination, and dynamic power
 What happens to boys and girls with agility at age 14?Girls abilities decline and boys abilities improve
 Balanceability to maintain equilibrium against the force of gravity; depends upon visual perception and strength
 Static Balancemaintain equilibrium; stationary (COG over BOS)
 Dynamic Balanceequilibrium in motion
 Coordinationability to simultaneously perform multiple motor tasks smoothly and accurately, depends upon visual and motor maturation; not related to strength, power, or endurance
 Powerability to exert maximum force rapidly in a minimum length of time, only once; optimal combo of strength and speed
 Reaction TimeThe duration between stimulation and the response to the stimulation; elapsed time between present action of a stimulus and the movement of the body, body parts, or object
 What happens to reaction time as children get older?improves and quickens
 Speedability to perform movement in short period of time; relationship with reaction time
 What happens to speed performance with adolescents?Girls performance times tend to level off while boys continue to improve
 What do SRPF Tests consist of?1. Right Boomerang Run2. Semo-Agility Test3. Barrow Zig-Zag Run4. AAHPERD Shuttle Run5. Squat Thrust (Burpees)
 Right Boomerang Runa test of running agility; 10 years thru college; scoring: time to complete the course; norms available for 7th & 8th grades
 Semo-Agility Testmeasures agility while moving the body forward, backward, and sideways; high school thru college; scoring: time to complete the course; norms available college age
 Barrow Zig-Zag Runmeasures agility while running and changing directions; junior high thru college; scoring: time required to complete course 3 times; norms available for males grade 7 thru 11
 AAHPERD Shuttle Runmeasure agility while running and changing directions; 9 years thru college; scoring: time to complete course 2 times; norms available for percentile of males and females 9-17
 Squat Thrust (Burpees)measures how rapidly body position changes; 10 years thru college; scoring: number of complete and partial squat thrusts; norms available for elementary thru college age
 Tests of Balancedesigned to measure both static and dynamic balance
 Stork Standmeasure stationary balance while the body weight is supported on the ball of the foot on the dominant leg; 10 years thru college; scoring: longest time of 3 trials; norms available for college students
 Test of Dynamic Balancemeasures the agility to maintain balance during movement (right to left foot); age high school thru college; scoring: 5 pts for landing on tape mark; norms available for college women
 Affective Behaviorthe interests, attitudes, appreciations, values, and emotional sets or biases of an individual; it is reflected through an individual's feelings and emotions
 ** Problems with Measuring Affective Domain1. Behavior changes slowly 2, it is difficult to define and evaulate 3. feels are not teachable 4. truthfulness of self report 5. physical educators are not adequately trained to evaluate affective behavior 6. why assume the responsibility for the development of affective behavior 7. lack of time
 Components of Affective Domain1. Anxiety 2. Arousal 3. Depression 4. Self-Concept 5. Motivation 6. RPE 7. Attitudes towards physical activity 8. leadership 9. aggressiveness 10. social development 11. vigor/vitality
 ** Type of Measurement InstrumentsKnown as "Paper & Pencil Instruments" --------------1. Lickert Scale 2. Two-Point Scale 3. Semantic Differential 4. Rating Scales 5. Questionnaires
 Lickert Scalestandard set of responses for each item; individuals indicate the extent to which they agree or disagree with a number of affective statement; generally 5 responses, sometimes 7; scoring includes taking the mean responses and looking at % of responses and where they fell
 Two-Point Scalescale that uses responses such as Yes/No, Agree/Disagree, True/False, etc.
 Semantic Differentiala scale that offers two diametrically opposed alternatives at opposite ends of a continuum with several steps in between; example: bipolar adjective scale
 Rating Scalescan have different responses for each question; similar to lickert scale, but use descriptive terms for each statement
 Questionnairesseries of questions useful for obtaining info from a large # of people; used to survey interests, ask opinions, determine values, or gather factual info; responses are one word, a brief statement, or a selection of a response from a set of options
 Motivation and Exercise focus on...adherence to exercise programs, adherence to rehabilitation programs, motives that subjects express for participating in different forms of exercise
 The 4 Learning Domains1. HRPF Domain 2. Psychomotor Domain 3. Affective Domain 4. Cognitive Domain
 Health Related Physical Fitness Domainassociated with psychomotor domain; characterized by those aspects of physical fitness that affect an individuals functional health and well-being
 Psychomotor Domainfundamental movement patterns that are sport related and emphasize needed specialized skills
 Affective Domainincludes development of socio-emotional skills, good sportsmanship, cooperation, self-concept, and positive attitudes toward physical activity
 Self-ConceptHow individuals feel about themselves and their ability to cope with life; can be referred to as self-image or self-esteem; must understand feelings of neglect and be able to cope with students who exhibit these feelings
 Cognitive Domainincludes processes of acquiring and using knowledge such as thinking, recognizing, memorizing and recalling; not often associated with PE by the general public or even by some physical educators; associated with Bloom's Taxonomy
 Needs can be classified as:1. philosophical 2, content requirements 3. fitness levels 4. students performance
 Needs Assessmentthe procedure used to identify strengths and weaknesses associated with various aspects of the programs
 Program Development Model Steps1. Establishing a program philosophy2. developing program goals3. planning program activities4. delivering the program5. evaluating and improvement the program
 Establishing Program Philosophymost important task; examples: a goal providing optimal client participation, efforts to educate clients about benefits, rules skills & strategies of activity, equipment and safety issues, emphasis on positive activity based setting, commitment to life long activity, systematic evaluation process
 Activity Interest Surveysprovides important info related to diversity and balance of program offerings
 Mission Statementa logical end to developing a program philosophy and should succinctly describe the program philosophy
 Developing Program Goalsrealistic program goals must be created, fundamental philosophical aims and serve as primary link between philosophy and program activities; broad and provide an overview of accomplishments program seeks to attain; write to a specific domain
 Planning Program Activitiesdevelop, choose, sequence activities and determine desirable outcomes
 Unit Outcomesdeveloped for activities to serve as targets for students and teachers during the individual activity
 Outcome Statementssimilar to unit outcomes but used in a sport, fitness, or medical setting
 Delivering The Programonce the activities have been planned, the program must be delivered to the clients; performance-based objectives
 Evaluating and Improving the programfinal step; scrutinize and improve future implementation of such programs; evaluations made at end of semester, school year, end of season, or end of rehabilitation; opportunity exists to explore every facet of the program; if this step needs improvement, it may be necessary to adjust steps 1-4
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