Exam 3: Areas of Knowledge for Model-Based Instruction in Physical Education

PL 94-142 is often referred to as the 'Mainstreaming Law.'

Knowing how to modify activities in class when they are not developmentally appropriate for students is an example of procedural knowledge.

The ability to do a good task analysis is strongly based on a teacher's procedural knowledge.

Content development includes the planned progression of learning activities that allow students to acquire the content listed in the task analysis.

A knowledge base for teaching lists all of the things that a teacher must do to teach the subject effectively.

The Beginner/Novice level of skill learning is characterized by uncoordinated, hesitant, conscious, and inefficient movement.

Comprehension means the ability to grasp the meaning of information

Locomotor skills are those that do not involve traveling through space or using an object or implement, such as static balancing, bending, stretching, twisting, and turning.

It is the learner's responsibility to establish and maintain developmental appropriateness at all times.

Content development in physical education has five types of learning tasks: listening, refining, playing, applying, and testing.

Physical ability skills combine basic movement and perceptual abilities into simple movements, such as calisthenics.

A child's development can be accurately predicted by knowing his or her age.

Development proceeds at varying rates from learner to learner, as well as unevenly within different areas of each person's functioning.

Developmentally appropriate practice in physical education is based on the recognition that the content of learning, the learning environment, and the instruction must match the teacher's current developmental stage.

Being able to illustrate correct rules as part of a task presentation is an example of conditional knowledge.

A movement education curriculum promotes the learning of basic movement skills and concepts that can be used later in specialized and sport-specific situations.

Learning objectives in the affective domain are not as straightforward and can be a bit more subjective than those in the other domains.

Under the humanistic theory of learning, a person attempts to fulfill five levels of needs: physiological, safety, belongingness, esteem, and self-actualization.

Learning in the cognitive domain is sometimes difficult to observe and measure, because the outcomes of such learning are internal states known only to the individual.

According to Piaget, cognitive development in humans includes eight stages.