KP100 Final Exam Study Guide PDF

Kinesiology -- study of human movement What is physical literacy - Physical literacy - the motivation confidence, physical competence, knowledge and understanding - To value and take responsibility for engagement in physical activity for life - Needs of physical...

Kinesiology -- study of human movement What is physical literacy - Physical literacy - the motivation confidence, physical competence, knowledge and understanding - To value and take responsibility for engagement in physical activity for life - Needs of physical literacy - To highlight the change of "for each individual" - Consider each individual external and internal environment - To be inclusive - Physical literacy is like a toolbox that helps individuals adapt and thrive in different environments, emphasizing inclusivity and recognizing that everyone\'s needs may change over time. - Physical literacy was a term first used in 1880s by a captain USA army corps - In the 19^th^ and 20^th^ century the term was used as a response to threats of active lifestyle - In 21^st^ century Margeret whitehead made the largest contribution to Physical literacy - Wrote a book due to lack of physical activity in the world post education - she said that sport is not all to physical literacy - 3 philosophical tenants of physical literacy - Monism - Sees mind and body as one and equally important and treat learner as such - We are whole beings not mind in a body - Rejects dualism \^ not this - Physical, affective and cognitive demands - Existentialism - Affordances in our environment and being invited - Different contexts or environments require different action - Every individual is who they are as a direct results of the experience - Provides learners with different types of experiences - Phenomenology - Each learner has a unique view or perception of the world and brings unique experience - Perceptions aren't static - Phenomenology is like wearing unique glasses that shape how you see and interpret the world around you, influencing your personal reality and experience in each moment. - Eight attributes of physical literacy - Wants to take part in physical activity (affective) - Has confidence when taking part in physical activity (affective) - Moves efficiently and effectively in different activities (physical) - Has awareness of movement needs and possibilities in different activities (physical) - Can work independently and with othrs in different activities (physical) - Knows how to improve performance in different physical activities (cognitive) - Knows how physical activity can improve well being (cognitive) - Has the confidence to plan and effect physically active lifestyle (affective and cognitive) Reading - 4 essential elements of physical literacy - Motivation and confidence (affective) - Physical competence (physical) - Knowledge and understanding (cognitive) - Engagement (behavioural) - 5 core principles of physical literacy - Inclusive - Unique - Enjoyable - Valuable - Development focused Why do we need physical literacy - Physical activity has health benefits - Kretchmer said more reasons include - Meaningful experiences - Identity - Refreshment - Human freedoms - Human right to capitalize on capabilities - Climate change (gardening and walking) - 1985 definition of physical activity -- bodily movement produced by skeletal muscles resulting in increase in energy expendure - Piggin suggestions to change definition of physical activity -- mechanical, biomedical, complex and inclusive improvements - Almonds work -- routine and daily physical activities, purposeful physical activity and physical pursuit - Recommendations of physical activity - 4 yrs -- 180 m a day of PA - 5-17 yrs -- 60 m a day of moderate + / 3 days of strength training / light activity several hours a day - 18 -- 65 yrs -- 150 m a week moderate + / 2 days of muscle strength / light activity several hours a day - 65 + yrs -- 150 m a week moderate + / 2 days of muscle strength / introduce balance / several hours of standing a day - 49.2 percent of adults meet activity recs - 43 percent of kids meet activity recs - Females are often less participative - Sport participation is higher for girls who - Younger - Able bodied - Higher socioeconomic status - Parent participation Reading - Why was physical literacy created -- to highlight the physical dimension of human life - Changed ending of definition from 'to maintain activity throughout life' to 'to value and take responsibility for engaging in physical activity for life ' What are the elements of physical literacy - Jane Clarks mountain of development - Reflexive -- typically disappear by age one - Preadapted -- Typically disappear by age two - Fundamental motor patterns -- building blocks that must be nurtured - Context specific motor skills -- Applying skills around age 7 - Skillfulness -- takes practice can revert - Physical competence -- capabilities or the individuals ability to act and successful deployment of skills - For many different sports or activities we require fundamental movement skills - Fundamental movement skills -- the building blocks of complex movements required to take part in sport - Skill themes -- movements we preform including 3 - Locomotor -- traveling - Manipulative -- object control - Non manipulative -- balance and stability - Where may basic skills occur - Water - Land - Ice - Air - Movement concepts -- adverbs (3 types) - Effort - Space awareness - Relationships - ABCs of movement - Agility -- change in direction, stop and start while maintaining balance - Balance -- body remaining steady and stable c of g is over base of support - Coordination -- skillful and balanced sequencing of the body, produce movement and generate force - Principles of motor development - Motor patterns change in - Sequential ways - Build on previous movement patterns - Inter and intra skill sequence - Each person's motor skill acquisition pathway is individual - Movement is related to age but not reliant on it - As children get better motor patterns become more and more controlled and efficient - Motor skill patterns are influenced by different factors - Phases of movement - Preparation - Force produced - Critical instinct - Recovery and follow through - Stages of movement - Beginning to expert Reading - Graded categories in children's physical activity - Daily behaviours - Individualized characteristics - Spaces and places - Strategies and investments - Grading these helps gauge how the country is promoting PA - For kids with barriers - Children in Canada are ranked a D+ in PA levels - Teach by theme and utilize wheel Elements of physical literacy - Important elements of physical literacy - Knowledge - Self-responsibility - Safety - Problem solving - Strategy - Creative - Bigger picture pf health and well being - How may a learner demonstrate knowledge and understanding - Describe movements - Describe how they may be influenced or made more effective - Create or design movement activities - Confidence is important because - You must believe in your own ability - This can influence - What you do - How much effort you put forth - How long you stick with it - What does a confident learner demonstrate - Purposefully select challenges based on skill level - Engage in practice - Motivation includes - A drive - Proactive engagement - Enthusiasm - Persistence - Cooperation - Motivation is like having a powerful engine (drive) that propels you forward with excitement (enthusiasm), determination (persistence), and willingness to work with others (cooperation) towards your goals. - Positive enjoyment is linked with - Instructor - Select activites - Inappropriate game elements include - No goal - Embarrassment - Elimination - Fun fun fun - Low physical activity - Safety and danger - No motor skill development - Inappropriate teaching includes - Students on display - Inappropriate sized equipment - Excersize as punishment - Student captains - Athletes sit out on game day - Shirt vs skins - Strategies for practitioners - Physical competence - Sufficient time and quality of practice - Explanation and demonstration - STEP modifications -- space, task, equipment, people - Think of mastering a dance routine: it\'s not just about practicing a lot (time and quality), but also having a teacher show you the moves (explanation and demonstration) in the right setting (STEP). - Confidence - Differentiation - Graded tasks - individualized feedback - knowledge and understanding - facilitate opportunity to -- creare, problem solve, demonstrate identity, plan - Think of this concept as a toolbox for practitioners, where having knowledge and understanding helps them create, problem-solve, demonstrate their identity, and plan effectively like a skilled craftsman building a masterpiece. - Motivation - Self-comparison - Variation - Give back control - Supportive environment - Think of motivation strategies like a toolbox for practitioners: self-comparison is like setting personal goals, variation is like trying different approaches, giving back control empowers individuals, and a supportive environment nurtures growth. Reading - A single negative childhood memory can decrease PA as an adult - Online survey proves children gain the best memories in grade 9 but the worst also peaked then - Not everyone experiences PE in the same way Designing Physical literacy programs and intervention Where do interventions take place - Schools mostly - Early childhood centers - Post secondary education - Community centres - Sport clubs What populations engaged in these interventions - Child and youth (80%) - Young adults - Older adults - Mostly male How long are typical interventions - 1 time workshop - Frequently -- 1-2x a week - Mostly male How many interventions used holistic definition of physical literacy - 77 Which physical literacy elements were targeted - 81% physical competence - 59% knowledge and understanding - 47% motivation and confidence - 39% targeted all What are the gaps - We dint have lifespan view - Gender equity - Need to target all element Long term development in sport and physical activity framework What is the purpose - A framework for the development of everyone - To enable optimal participation in physical activity Three main goals of long-term development in sport - Physical literacy - Sport excellence - Active for life Four guiding principles that underly everything - Quality -- good programs, good place, good people - Optimal programming -- meeting individual needs - Inclusion -- reducing barriers - Women - Disabled - Indigenous - Immigrants - Collaboration How is all of this possible - Awareness - One must be able to partake in activity - You must know that activities exist and where to find it Disability - Impairments - Activity limitations - Participation restrictions - 22% of Canadians identify with disability in 2017 - 27% in 2022 - Congenital (disability from birth) - Acquired (accident / disease) First involvement - First experiences are of critical importance - Remove barriers - Feelings of inclusion - Affordability - Trained leader What opportunities are there for disabled individuals - Integration -- with and without disability train together - Reverse integration -- wheelchair basketball - Adapted sport - Paralympic games -- same year as Olympics -- compete in classes Relevance of LTD framework for physical literacy Active start - Approx. 0-6 - Significant global development Recommendation - Provide enjoyable movement experiences - Follow physical activity guidelines - Energetic play - Structured and unstructured - Natural environment Executive function - Working memory - Cognitive flexibility - Self-regulation FUNdementals - Emphasize participation instead of competition - Have different activity opportunities - Relevance of free play - Adult led - Instruction - Develop in different active environments - Simple rules, sport ettiqute, fair play respect What is play - Spontaneous activity in which children engage to amuse and occupy themselves... a way children optimize their own brain development - What is active play - A form of gross motor or total body development - May be done alone or with other - Sporatic - Active outdoor play -- unstructured physical activity that takes place outdoors Types of play 1. Freestyle -- unstructured and child led 2. Build it play -- constructing and creating 3. Mirror me play -- imitation of adults 4. Muddy boots -- physical outdoor play 5. Out of the box play -- artistic 6. Formal -- structure and strategty Why is play valuable - Benefits of play - Creativity and imagining - Problem solving - Social skills - Emotions - Language skills - Physical self - Benefits of active play - Physical activity - Physical, emotional, social and cognitive development - Risk is beyond child's capacity to recognize Benefits of risky outdoor play - Thrilling and exciting - Chance of physical injury Play streets - Closing streets to create safe space for play Indigenous sport and game Why was indigenous sport for life developed - To create a better experience - Mainstream sports pathways do not reflect needs and cultural priorities - Framework that tries to respond to needs and goals What guides these frameworks - The indigenous medicine wheel North American indigenous games (NAIG) - First games in Edmonton 1990 - Vision of games - Improve quality of life - Self-determined sports and cultural activities - Equal access to participation - Social, cultural, spiritual fabric of community - Indigenous distinctiveness - Sports include - Archery - Lacrosse - Kayak/canoe - Other non indigenous sports Arctic winter games - Circumpolar competition for northern and arctic athletes - Opportunity to - Strengthen sport development - Promote sport - For northern regions around the world - First AWG held in 1970 in yellow knife - Athletes come from northern Europe, northern Americas and Greenland to partake - The 2026 games will be hosted by white horse - 2024 games were hosted in 2024 - What sports were included - Skiing - Wrestling - Hockey - More Arctic sports - Fun - Survival - Power, strength, endurance, balance, coordination Physical literacy with indigenous communities - Partners - Sports for life - Aboriginal sport circle - Indigenous services How do we assess physical literacy - Assessment -- a set of actions undertaken to gather information about student learning Assessment for learning - To improve student learning regarding expectation - Move student forward in learning process - How - Quality feedback based on assessment - Teacher facilitates a students - Goal - Monitoring progress - Reflection Assessment of learning - Process of judging quality of student learning - Based on established performance standards - Looking back on learning - Evaluation Performance standards - Criterion referenced - Judgement about a student's learning of an outcome is based on how well a student does in relation to clear criteria - Norm referenced - Judgement about a student's learning of an outcome is based on how well a student does in relation to others - Ipsative referenced - Judging your performance against a previous one Self-reported assessment - Based on learners' perception recall Objective assessment - Quantifiable - Via observation or instruments - Doesn't rely on learners perception Validity - Accuracy of measurement tools - Are we measuring exactly what we think we are measuring Reliability - Measure ability to have consistent results - Unreliability Why assess physical literacy - Understand individuals PL - Provide feedback - Inform program design - Evaluate program outcomes - Develop research questions - Population surveillance When charting Physical literacy - Monism -- chart all domains - Existentialism -- different activities from different environments - Phenomenology -- ipsative referenced IPLA matrix for charting physical literacy - Purpose - Foster physical literacy - Create participant picture - Celebrate development - Allow for self-reflection Charting the physical literacy journey What tools exist to assess physical literacy - Adults -- biographical physical literacy mapping, identifying key life events - Holistic, self reflectance, individual journey - Lifespan approach - Children and Youth -- Canadian assessment of physical literacy Which tools to use - What is the purpose of the tool -- to provide evidence of physical literacy and monitor the physical literacy of children - Who administers the tool -- Physical activity professionals, training required both female and male assessors present consider having first aid and CPR - What elements are measured and how - How is the tool scored - Is it an accurate tool that is valid and reliable Play fun - Observed physical skills (18 movement tasks) - Observed confidence - Observed comprehension - 4 point rubric -- initial, emerging, competent, proficient Active for life How or when does an inactive adult decide to take part in purposeful pursuits Community (health) practitioner -role to empower the individual Key aspects: - Being physically active - Movement activities to support health and quality of life - Social activity - Reduced sitting time 1 competitive for life - Highly competitive options - International masters' games association - Other competitive options: bonspiels and rec leagues 2 fit for life - On competitive recreation that involves movement - Gardening and hiking Hall of shame - Major objective of PE is positive attitude toward PA - A successful game must not include - Absence of purported learning objectives - Potential to embarrass student - Focus on elimination - Overemphasis on fun - Lack of emphasis on motor skills - Low participation time - High danger - Don't use games that stem from military roots - Inappropriate teaching practices include - All star lines - Athletes sit out on game day - Shirts versus skins - Attendance in squad lines Fundamental Movement Skills =========================== Hopping - Eyes and body forward - Take off and land on the same leg - Bent knee swings forward - Arms are bent and arm opposite to leg swings forward - Body moves smoothly Vertical Jump - Knees bent arms back - Feet are shoulder width apart - Arms swing forward and up - Legs thrust body up - Landing knees bend shoulder width apart Horizontal Jump - Knees bent arms back - Arms swing forward - Feet are shoulder width apart and body is slightly forward - Legs thrust in forward stretched position - Land knees bend Sholder width apart arms Infront for balance Underhand throwing - Ready positions knees bent shoulder width apart eyes on target object held with preferred hand in front of body - Arm back with ball to at least waist level - Step forward with opposite foot and bring throwing arm forward - Release ball between knee and waist level - Arm follows through Overhand Throw - Ready positions knees bent shoulder width apart eyes on target object held with preferred hand in front of body - Side to target - Arm back with ball to at shoulder hight - Step forward with opposite foot and bring throwing arm forward - Rotate hips and shoulders and release - Arm follows through across body Two hand overhead throw - Ready positions knees bent shoulder width apart eyes on target object held with preferred hand in front of body - Ball behind head - Step forward and throw - Follow through with palms facing away from eachother - Ball not hitting target -- change ball size Catching - Ready positions shoulder width knees bent hands Infront of body - Step and reach toward balls position - Use fingers to catch - Absorb force (give) Underhand striking - Ready position facing direction of strike - Arm back to waist level - Step with opposite foot and swing leaning forward - Hit underside of ball with heel of hand - Follow through in direction of ball until shoulder Side arm striking - Ready position facing direction of strike - Body turns extend hand away drop ball keep eyes on ball - Step with opposite foot and swing leaning forward and hit - Follow through across body Kicking Critical elements - Ready position eyes on ball - Step forward on kicking foot - Leap onto non kicking foot and lean forward - Kick with laces or inside of foot - Follow through arm opposite swings forward and kicking leg goes forward Volleying Critical elements - Move to ball - Ready position - Extend to hit - Follow through Overhead volley critical elements - Move to the ball - Ready position - Hands -- Infront of the forehead - Extend to hit - Follow through Galloping critical elements - Eyes and body -- in direction of travel - Flight -- step forward with the lead foot and close the back foot with both feet off the ground - Arm -- bent and swinging - Glide -- body moves with smooth rhythmic motion Skipping critical elements - Eyes and body -- focused in the direction of travel - Step and hop -- on same foot - Arms -- move in opposite direction - Flight - both feet in air - Glide -- body moves with a smooth rhythmic motion Dribbling with hands critical elements - Ready position -- ball is Infront of body - Arm motion -- one hand contacts ball at waist level - Fingers -- use pads of fingers for contact - Eyes forward - Moving -- contact is behind ball Dribbling with feet critical elements - Ready position - Foot taps ball with inside of foot - Keep ball close - Move with ball Bounce pass and chest pass critical elements - Ready position - Step and push - Follow through -- palms face out Underhand roll critical elements - Ready position - Arm back - Step and roll - Follow through