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

In the academic discipline-based curriculum, students learn mostly good behavior and etiquette.

Procedural knowledge informs a teacher about when and why to make decisions that fit the specific context of the moment.

In the sport education curriculum, students assume and learn various roles and responsibilities associated with organized sport.

Development proceeds in an unpredictable direction toward greater complexity, organization, and internalization.

If a student can explain the importance of proper footwork, he or she is demonstrating knowledge at the application level.

If a student can recognize similarities and differences between the tennis swing and the swing used in racquetball, he or she is demonstrating knowledge at the level of synthesis.

Declarative knowledge is what one knows about the many things that make for effective instruction in physical education.

In mastery-based progressions, the teacher determines a performance criterion for the current task and a group acceptance rate, and then moves to the next task when both of those have been satisfied.

A task analysis is conducted to identify the components of a skill that will be learned and to determine the order in which students will learn them.

Play is an important vehicle for children's social, emotional, and cognitive development.

Strategic movement and skills are applied in dynamic situations, like games.

Implement manipulation skills require well-developed hand-eye coordination and visual tracking abilities.

Synthesis means the ability to put elements, sometimes abstract ones, into a whole.

In a scheduled progression, the teacher estimates how much time it should take the majority of students to learn each task, and then goes to the next task after that amount of practice time has elapsed.

A direct and straightforward interaction exists between affect and learning in the other domains.

General pedagogical knowledge includes teaching strategies that work in all subjects and situations.

Learning tips are those parts of the movement or skill needed for proficiency.

A domain priority means that a learning activity will place the highest emphasis on outcomes in one domain and no emphasis on outcomes in one or both of the other domains.

Conditional knowledge is the ability to carry out declarative knowledge in ways that facilitate class management and student learning.

In a games-based curriculum, students play only full versions of a game, for authentic learning.