IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Standardized Tests
scientifically constructed test with established validity
and
... [Show More] reliability
IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Teacher-made Tests
developed personally by the teacher
IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Essay Tests/Written Assignments
- tests the ability to organize information
presented logically in written paragraphs.
IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Objective Tests
true/false, multiple choice, matching, diagrams,
completion, or short written response
IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Norm-Referenced Tests
compares individual's score to those of others
IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF
LEARNING
Criterion-Referenced Tests
Interpreting a score by comparing it to a
predetermined standard.
Harrocks Prosocial Behavior Inventory (HPBBI)
measures prosocial
play behavior of 5th and 6th graders in recreational play
Adams Prosocial Inventory
(social measures)- measures high schools students' prosocial behaviors in physical education classes.
Nelson Leadership Questionnaire
(social measures)- determines leaders as perceived by instructors, coaches, classmates, and teammates.
Cowell Personal Distance Scale
(social measures)- measures congruity of a student within a group and his/her yearly development.
Blanchard Behavior Rating Scale
(social measures)- measures student personality and character.
McKethan Student Attitude Inventory-Instructional Processes in
Secondary Physical Education (SAI-IPSPE)
(attitude measures) measures attitudes of
students toward instructional processes (e.g. teacher's verbal behavior,
nature of activities, patterns of class organization, and regulations and
policies in conceptual physical education environment).
Toulmin Elementary Physical Education Attitude Scale (TEPEAS)
measures attitudes of the physical education program of elementary
school students.
Feelings About Physical Activity
measures commitment to activity
Children's Attitudes Toward Physical Activity-Revised (CATPA)
measures significance students place on physical activity.
Willis Sports Attitudes Inventory - Form C
measures motives of
competition in sports (achievement, power, success, avoiding failure).
Sport Orientation Questionnaire - Form B
measures behaviors of
achievement and competition during exercising and sports.
McMahan Sportsmanship Questionnaire
measures high school
students' attitudes toward sportsmanship.
Physical Estimation and Attraction Scale
measures motivation and
measures interest
Cratly Adaptation of Piers-Harris Self-Concept and Scale
measures/estimates students' own feelings about their appearance and
skill performance abilities
Merkley Measure
measures perception of
physical self relating to exercise and activity
Nelson-Allen
measures satisfaction of
movement.
Tanner Movement
measures students' own level of
satisfaction/dissatisfaction with their own movement.
Miller and Allen
measures level of stress according
to stress indicators
Sport Competition Anxiety Tests
measures anxiety toward
competition via one's perception of the competition as threatening or nonthreatening.
Iowa Brace Test
measures motor educability.
AAHPERD Youth Fitness Test
measures motor capacity.
AAHPERD Health Related Physical Fitness Test
measures physical
capacity.
McCloy's General Motor Ability and Capacity Test
measures motor
ability and motor efficiency.
Rodgers Strength Test
measures muscular strength
Texas PE Test
measures motor ability
Skills tests for accuracy
involve kicking, throwing, or striking an object
toward a goal; activities include volleyball serves, basketball free throws,
badminton short serves, and basketball passing (e.g. AAHPERD: Basketball
Passing Test for Accuracy).
Skills test for total bodily movement
requires performing a test course
that involves movements similar to a given sport (e.g. AAHPERD: Basketball
Control Test).
Wall Volley Test
measures the number of consecutive successful
time/trials to pass, kick, throw, or strike an object at a wall in a given time
(e.g. AAHPERD: Basketball Passing Test).
Skills Tests for Power or Distance
involve kicks, throws, or strokes to
measure the ability to kick, throw, or strike an object (e.g. Badminton Drive
for Distance and the Cornish Handball Power Test).
Combination Tests
composed of previous groupings to assess speed
and accuracy
Inclusion
describes the attempt to accommodate all students in the learning
process
Portfolio construction
is one way of assessing the performance of a student.
The student chooses the achievements to add to the portfolio. This creates a tool
that assesses current abilities and serves as a benchmark against which the
instructor can measure future performance (thus evaluating progress over time,
and not just a localized achievement).
Student self-assessment
is often an important part of portfolios. The instructor
should ask children questions like, "Where am I now? Where am I trying to go?
What am I trying to achieve? How can I get from here to there?" This type of
questioning involves the child more deeply in the learning process.
• Event Recording (rate-per-minute, rate of occurrence) - .
counts the
number of attempts students have to try a skill and the number of positive
teacher-student interactions.
• Duration Recording
measures amount of time teacher spends on
instructions, time spent on managing student activities, and time spent
managing the participation of students.
Group Time Sampling/Playcheck Recording
counts the number of
students participating in the activity.
Self Recording
students sign in their arrival time to class and how many
completed tasks they accomplish.
Student assessments
that can facilitate changes in instructional strategies
include:
Formal assessments
such as win/loss records, written tests, skills tests,
performance records, and reviewing videotaped performances.
Informal assessments
such as rating scales, observational performance
descriptions, completing skills checklist, and utilizing observational time.
Body composition
an essential measure of health and fitness. The most
important aspects of body composition are body fat percentage and ratio of body
fat to muscle.
is an indicator of an individual's health status and potential to
participate in physical activities. Specifically, body composition addresses an
individual's fat to muscle ratio.
Carbohydrates
the main source of energy (glucose) in the human diet. The
two types of carbohydrates are simple and complex
Proteins
are necessary for growth, development, and cellular function. The
body breaks down consumed protein into component amino acids for future use.
Major sources of protein
Fats
a concentrated energy source and important component of the human
body. The different types of fats are saturated, monounsaturated, and
polyunsaturated.
Vitamins and minerals
organic substances that the body requires in small
quantities for proper functioning. People acquire vitamins and minerals in their
diets and in supplements
Water
55 - 75% of the human body. It is essential for most bodily
functions. Water is obtained through foods and liquids.
Specificity Principle
is overloading a particular fitness component. In order
to improve a component of fitness, you must isolate and specifically work on a
single component.
Progression Principle
states that once the body adapts to the original
load/stress, no further improvement of a component of fitness will occur without
adding an additional load.
Reversibility-of-Training Principle
in which all gains in fitness
are lost with the discontinuance of a training program
COMPUTE THE TARGET HEART RATE ZONE
Cooper's Formula to determine target heart range is:
THR = (220 - AGE) x .60 to (220 - AGE) x .80. This is the most common used
formula among physical educators.
Participants find their THR and attempt to raise their heart rate to the
desired level for a certain period of time. There are three ways to calculate the
target heart rate.
Progression to improve body composition:
• Begin daily.
• Begin a low aerobic intensity and work up to a longer duration (see cardiorespiratory
progression).
• Begin low-intensity aerobic exercise for 30 minutes and work up to 60
minutes of exercise.
The benefits of warming up are:
• Preparing the body for physical activity.
• Reducing the risk of musculoskeletal injuries.
• Releasing oxygen from myoglobin.
• Warming the body's inner core.
• Increasing the reaction of muscles.
• Bringing the heart rate to an aerobic conditioning level.
Cooling down is similar to warming up— a moderate to light tapering-off of
vigorous activity at the end of an exercise session.
The benefits of cooling down are:
• Redistributing blood throughout the body to prevent pooling.
• Preventing dizziness.
• Facilitating the removal of lactic acid.
The goal of physical education is to impart the knowledge, skills, and confidence
necessary for students to enjoy a life of healthful physical activity. There are six
standards for physical education:
• Standard 1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
• Standard 2: Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
• Standard 3: Participates regularly in physical activity.
• Standard 4: Achieves and maintains a health-enhancing level of physical
fitness.
• Standard 5: Exhibits responsible personal and social behavior that
respects self and others in physical activity settings.
• Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression,
and/or social interaction
Physiological benefits
• Improved cardio-respiratory fitness.
• Improved muscle strength.
• Improved muscle endurance.
• Improved flexibility.
• More lean muscle mass and less body fat.
• Quicker rate of recovery.
• Improved ability of the body to utilize oxygen.
• Lower resting heart rate.
• Increased cardiac output.
• Improved venous return and peripheral circulation.
• Reduced risk of musculoskeletal injuries.
• Lower cholesterol levels.
• Increased bone mass.
• Cardiac hypertrophy and size and strength of blood vessels.
• Increased number of red cells.
• Improved blood-sugar regulation.
• Improved efficiency of thyroid gland.
• Improved energy regulation.
• Increased life expectancy.
Psychological benefits of physical activity include:
• Relief of stress.
• Improved mental health via better physical health.
• Reduced mental tension (relief from depression, improvement of
sleeping patterns).
• Increased resistance to fatigue.
• Improved quality of life.
• Increased enjoyment of leisure time.
• Better capability to handle some stressors.
• Opportunity for successful experiences.
• Improved self-concept and self confidence.
• Better ability to recognize and accept limitations
• Improved appearance and sense of well-being.
• Better ability to meet challenges.
• Better sense of accomplishment.
Sociological benefits of physical activity include:
• The opportunity to spend time with family and friends and to meet new
people and make new friends.
• The opportunity to be part of a team.
• The opportunity to participate in competitive experiences.
• The opportunity to experience the thrill of victory.
Power tests
vertical jump
Coordination tests
Stick Test of Coordination.
Balance tests
Bass Test of Dynamic Balance (lengthwise and crosswise),
Johnson Modification of the Bass Test of Dynamic Balance, modified sideward
leap, and balance beam walk
Body Composition determination
Hydrostatic Weighing, skin fold
measurements, limb/girth circumference, and body mass index.
Muscle strength tests
dynamometers (hand, back, and leg), cable
tensiometer, The 1-RM Test (repetition maximum: bench press, standing press,
arm curl, and leg press), bench-squat, sit-ups (one sit up holding a weight plate
behind the neck), and lateral pull-down.
Flexibility data
identifies an individual's potential for motor skill performance, an
individual's potential for developing musculoskeletal problems (including poor
posture),
Physical activity and related games can introduce children to the concepts of
equity and fairness. In addition, physical activity provides a venue for the
interaction of diverse groups of people, allowing participants to observe and
appreciate cultural differences and similarities.
Physical activity and related games can introduce children to the concepts of
equity and fairness. In addition, physical activity provides a venue for the
interaction of diverse groups of people, allowing participants to observe and
appreciate cultural differences and similarities.
Human Growth and Development
Movement activities promote
personal growth and development physically, by stimulating muscular
development, and emotionally, by raising personal confidence levels
among children, and by allowing them to explore concepts of inter-group
equity that may at first seem threatening. To the insecure child, the
concept that another group may be equal to his own may seem to diminish
his group, and the child by extension.
Psychology
Observation and interaction with the behavior of children
from diverse backgrounds in a training environment (when the training
activities tend to focus more on "doing," which feels more genuine to
children than the classroom setting) allows the child to see in others the
same sorts of behavioral reasoning processes that he sees in himself.
This humanizes others from different backgrounds, and promotes
concepts of equity among diverse groups.
Aesthetics
Human movement activities create an opportunity for
individual participation in activities with intrinsic aesthetic qualities. A
gymnastic technique or a perfectly executed swing of a baseball bat relies
on both physical training and a level of intuitive action. This is an artistic
form of expression that is readily accessible to children. Recognizing
beauty in the activities and performances of others (in some cases from
groups different from that of the observer) is a humanizing experience
Identify the role physical activity plays in developing affective
skills.
Feeling better; reduction of tension and depression; means of affiliation with
others; exhilarating experiences; aesthetic experiences; positive body image;
controls aggression, provides relaxation and a change of pace from long hours of
work, study, or other stresses; provides challenge and sense of accomplishment;
provides a way to be healthy and fit; improves self-esteem by mastering skills;
provides creative experiences; positive addiction to exercise in contrast to
negative substances.
SOCCER:
The following are direct free-kick offenses
• Hand or arm contact with the ball.
• Using hands to hold an opponent.
• Pushing an opponent.
• Striking/kicking/tripping or attempting to strike/kick/trip an opponent.
• Goalie using the ball to strike an opponent.
• Jumping at or charging an opponent.
• Kneeing an opponent.
• Any contact fouls.
SOCCER:
The following are indirect free-kick offenses:
• Same player playing the ball twice at the kickoff, on a throw-in, on a goal
kick, on a free kick, or on a corner kick.
• The goalie delaying the game by holding the ball or carrying the ball more
than four steps.
• Failure to notify the referee of substitutions/re-substitutions and that player
then handling the ball in the penalty area.
• Any non- player entering playing field without a referee's permission.
• Unsportsmanlike actions or words in reference to a referee's decision. [Show Less]