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

In cognitive theory, learning occurs through the expansion of one's ability to make meaning of previously learned facts, symbols, concepts, and principles.

The goal orientation theory of learning refers to people's efforts to achieve a goal for which they do not have an automatic solution.

Pedagogical content knowledge includes how to teach a subject or topic to specific groups of students in a specific context.

Nonlocomotor skills are basic, innate patterns formed by combining reflex movements, such as running, skipping, and hopping.

At the Advanced/Fine-Tuning level of skill learning, the learner has a complete understanding of game applications.

Expressive and interpretive movements are not viewed as skills to be executed with proficiency or used to produce an outcome.

A domain interaction typically occurs when one domain is given the direct intent of the activity, and learning occurs indirectly in one or both of the other domains at the same time.

A positive class climate is one in which every student feels like a valuable part of the larger group and can pursue learning in a comfortable, supportive, and nurturing environment.

According to learning style theory, each of us has our own most effective way of learning.

Because we have many theories of learning, we also have many and often contrasting instructional models.

Object manipulation skills are those used to control some piece of equipment that is not held in the hand or somehow fastened to the body.

Motor development refers to the way each person acquires (learns) patterns of movement through the life span.

Equity in the gym means that all students will always get the same instruction, or that they can all achieve to the same level.

At the Intermediate/Practice level of skill learning, the learner begins to formulate learning strategies, or little 'tips,' that facilitate practice and performance.

Teaching is defined as an enduring change in behavior, which results from practice or other forms of experience.

Context refers to the sum total of all factors that can influence what and how content is taught and learned in physical education.

Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds we live in.