(See related pages)
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| ability | A learner's perception of how well, in general, she or he is capable of performing. |
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| active learning time (ALT) | The time students are participating successfully in lesson activities that lead to achieving the lesson objectives. |
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| active supervision | The teacher is positioned to keep all students in view; moves around to keep students in sight; scans the class to detect problems early; watches and gives feedback to everyone all the time; and instills safety procedures into every lesson. |
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| aerobic | With oxygen; an exercise intensity in which adequate oxygen is delivered to the muscles and the activity can be performed without stress and exhaustion. |
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| affective objectives | Lesson objectives that indicate what the student values, believes, or feels as well as how the student is expected to interact with others. |
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| agonistic interactions | Behaviors such as arguments or rough-and-tumble play. |
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| anaerobic | Without oxygen; exercise that is so intense that the circulatory system cannot meet demands for oxygen, and exercise will stop unless intensity decreases. |
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| assessment | The collection of data (measurement) and the use of the data to make informed decisions (evaluation). |
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| athletics | Organized sports activities with skilled players and officials who monitor players and enforce the rules. |
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| authentic assessment | Assessment that takes place in a real-life rather than artificial setting. |
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| back-to-the-wall | An active supervision technique in which a teacher moves around the perimeter of class activity (keeping his or her back to the wall) so all students are in view at all times. |
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| basic game skills | Skills that combine the use of the four components of movement (body, space, effort, and relationships) and the fundamental movement skills (locomotor, nonlocomotor, and manipulative) to play low organized games and games that lead up to regulation sports. |
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| basic movement skills | Locomotor, nonlocomotor, and manipulative skills underlying the movements specific to certain games and sports. |
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| benefits of regular physical activity | Improved movement skills and physical fitness levels; stress reduction; healthy mental state; feelings of success; improved cooperation skills; and reduced risk of coronary heart disease, diabetes, hypertension, obesity, and certain cancers. |
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| best practices | Activities conducted using up-to-date instructional methods, appropriate skill progressions, and proper supervision techniques and providing safety knowledge to students. |
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| bodily-kinesthetic intelligence | The ability to control one's bodily motions and handle objects skillfully. |
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| body awareness | What the body can do—transferring body weight; balancing or weight bearing; being in flight, such as when running, jumping, or leaping; assuming different shapes to perform a variety of skills; focusing the gaze. |
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| body composition | The relationship of body fat to lean body weight, the weight of the nonfat components of the body, primarily muscle mass and bone. |
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| body management skills and gymnastics | Activities concerned with the control of movement and the transference of body weight during movement. |
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| body movements | The way the body moves within space or while stationary. The three specific components include locomotor movements, nonlocomotor movements, and manipulative movements. |
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| body type | A general description of body shape and build based on fat and muscle distribution. Three main body types have been identified: mesomorph (muscular), ectomorph (thin, slight of build), or endomorph (rounded, possibly plump). |
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| Brain Gym | A set of activities developed by Dennison and Dennison (1989) that stimulate the mind and body to prepare a child to learn; each activity addresses specific academic skills and behavioral or postural correlates, categorized as midline movements, lengthening activities, energy exercises, and deepening attitudes. |
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| brain-based education | Theory that the brain changes physiologically as the result of challenging, nurturing experiences and that emotions and cognition cannot be separated. |
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| brain-based learning | Enhancing the learning process through physical activity, which compels both sides of the brain to communicate and allows greater brain growth. |
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| breach of duty | Unreasonable conduct, in that a teacher has failed to provide the required standard of care for students. |
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| bullying | Overt aggression with the purpose of intimidating others. |
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| calming activities | Activities such as stretching exercises, relaxation techniques, calming musical transitions, or five minutes of free time, as a bridge between vigorous recess time and return to academic work. |
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| cardiovascular fitness | Related to the capacity of the cardiovascular system to deliver oxygen to the muscles and tissues. |
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| cardiovascular system | The heart, lungs, and associated arteries, veins, and small blood vessels that are involved in circulation of the blood in the body. |
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| caring community | Students and teachers are partners in the teaching and learning process; students establish caring, respectful relationships with one another; students are encouraged to interact with one another, make their own choices, and work together in positive, supportive ways. |
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| causal relationship | The teacher's action or inaction was the immediate cause of an injury to another person. |
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| challenge activities | A group of students solve a movement challenge while working as a team; roles include organizer, praiser or recorder, encourager, and summarizer. |
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| cholesterol | A fatlike substance implicated in narrowing of the arteries in coronary heart disease; it can be manufactured within the body or consumed in the diet from animal fat; it is a necessary component of various steroid hormones and cell membranes. Generally cholesterol is subdivided into high density lipoprotein (HDL), the "good" cholesterol, and low density lipoprotein (LDL), the "bad" cholesterol. |
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| closed motor skill | A skill performed in an environment where the object waits to be moved or the context does not change. |
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| cognitive objectives | Lesson objectives that specify what a student will know intellectually. |
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| collaboration | Relationship between physical education and classroom teachers in which they work together to fulfill the movement needs of the students and to develop successful curriculum integration activities; teachers work together to pool their resources for the benefit of students. |
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| congruent feedback | Feedback from an external source that is directly related to the task children were asked to practice. |
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| consequences (for misbehavior) | An action, naturally occurring or imposed by the teacher, that relates to the inappropriate behavior, makes the child accountable for his or her behavior, and keeps the child's dignity. |
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| continuous activity | Prolonged activity without rest periods, normally aerobic in nature and moderate in intensity; predominate type of activity recommended for the development of cardiorespiratory fitness in adults. |
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| cool-down | Activities such as gradually decreasing the intensity of an exercise or walking; the heart rate slows down, breathing is less labored, and walking prevents blood from pooling in the lower extremities. |
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| cooperative activities | The teacher develops and assigns an activity to groups that work together to complete movement tasks; groups include a facilitator, harmonizer, resource manager, and recorder. |
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| cooperative movement skills | Tasks, games, and activities that require cooperation with partners or groups to accomplish the movement or game goal. |
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| COPEC | Council on Physical Education for Children. |
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| creative and rhythmic movements | Rhythmic forms such as movement to music, dance, and manipulative activities using equipment. |
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| cultural integration | Learning games from other cultures teaches students that all cultures are valued. |
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| curriculum | All of the experiences of the learner in an educational setting; a prescribed course of study. |
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| curriculum guide | Specifies the particular content to be mastered at each grade level; contains the district or school's physical education philosophy, grade-level program goals and benchmarks, and program content; may also include yearly plans for various grade levels. |
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| curriculum integration | Including movement in the classroom (academic) curriculum and academic subjects in the physical education curriculum. |
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| developmental readiness | Having attained the age, fitness, and skill levels required to perform a particular activity. |
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| developmentally appropriate movement activities | Movement activities designed with the students' cognitive, psychomotor, and affective ability levels in mind. |
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| differentiation | The progression of skill development from the gross movements of infants to the more refined and useful movements of children. |
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| direct competition | Competition in which the object is to impede the progress of others and that results in a winner and a loser or losers; inappropriate for elementary school children. |
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| direct instruction | Teaching method where the teacher controls all aspects of the lesson and serves as the only source for learning information; used primarily to present new information quickly and provide initial practice of new motor skills. |
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| direct teaching methods | The teacher takes total responsibility for planning, implementing, and evaluating the lesson; directs when students begin the activity, where the activity occurs, and how the activity is to be performed; and serves as the expert during the lesson. The teacher is the source of all information; students communicate directly with the teacher and little with each other; the teacher provides answers to questions. |
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| distributed practice | The principle that individuals learn better and more quickly when their efforts on a task are distributed over time with frequent short breaks rather than concentrated in longer periods of time. |
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| dominant culture | The values, beliefs, and behaviors expressed and expected by the majority of the people within a given geographical region. |
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| duty | The requirement that teachers conduct their job with a certain standard of care that protects students against foreseeable harm and unreasonable risk of injury. |
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| educate the whole child | Beliefs (and theories and practices related to those beliefs) that emphasize the learner is a whole human being who interprets educational experiences holistically. Thus teaching practices and learning experiences should be presented holistically (recognizing the child's integration of his or her physical, social, emotional, and intellectual aspects). |
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| effort | A learner's rating of how hard she or he tried to perform well in a given situation. |
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| emotional disturbances | Common characteristics of these conditions include inability to learn, which cannot be explained by intellectual, sensory, or health factors; inability to build or maintain satisfactory interpersonal relationships; inappropriate displays of behavior or feelings; generally unhappy or depressed mood; tendency to develop physical symptoms or fears associated with personal or social problems. |
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| environment | The context in which the performer does a skill or in which the object is acted upon by the performer |
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| equilibration theory | Piaget's theory that peer interactions during play facilitate cognitive conflict and subsequent reequilibration. |
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| exercise | Physical activity that is planned, structured, repetitive, and purposive to improve or maintain physical fitness. |
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| extrinsically motivated | Sources of reinforcement come from outside the individual. |
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| feedback | The teacher should observe carefully; discuss both correct and incorrect technique; focus on improving the most important error; provide consistent, specific, and immediate feedback. |
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| fetal alcohol syndrome | Birth defects resulting from prenatal alcohol use by the mother. |
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| fine motor skills | Using small muscle groups for precise movements, typically of the hands and fingers, with eye–hand coordination. |
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| fitness education | The part of a movement education curriculum that emphasizes the importance of physical activity and physical fitness to a healthy and productive quality of life, and the ability to sustain a reasonable intensity of exercise in order to perform daily and sport activities with a minimum of stress and effort. |
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| fitness testing | Measuring cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition. |
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| fitness and wellness concepts and activities | The knowledge base in fitness and wellness, and any curriculum activities structured to improve children's fitness. |
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| FITT principle | A mnemonic device to remember the four principles of physical activity training—F 5 frequency of the activity (how often); I 5 intensity of the activity (moderate or vigorous); T 5 time for the length of the exercise bout; T 5 type for the kind of exercise being performed (e.g., jumping rope, playing soccer). |
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| flexibility | The ability of a limb or body part to move through its complete range of motion; movement of a body part around a joint. |
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| flow experiences | Activities that are exhilarating and challenging, provide enjoyment, and build internal motivation. |
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| foreseeability | The teacher must have been able to predict the likelihood of an injury occurring given the situation in question |
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| formative evaluation | Occurs frequently; helps students identify areas that need improvement; aids the teacher in planning; usually not used for grading. |
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| free to play | Playground activities chosen and structured by children, not adults. |
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| games | Movement activities with arbitrary rules established and enforced by the participants. |
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| general modifications | Modifications to activities or equipment to allow students to participate who have specific disabilities or delays in strength, speed, endurance, balance, coordination, or accuracy. |
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| general space | The area within which children can move freely without touching anyone or anything. |
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| grade-level benchmarks | Description of the specific student behavior that indicates a student has achieved a program goal. |
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| grade-level goals | Specifically written to allow the program goals to be interpreted for the developmental needs of children of different ages and maturity. |
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| gross motor skills | Using large muscle groups for activities such as running, jumping, skipping, throwing, kicking, or body rolling. |
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| health | Physical, mental, and social well-being, and the absence of disease and infirmity (WHO 1947). |
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| health-related physical fitness | The aspects of fitness related to improving health and achieving an active lifestyle, which include cardiorespiratory endurance, muscular strength and endurance, body composition, and flexibility. |
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| health risk factors | Conditions and behaviors that increase the risk of developing a chronic disease. |
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| hearing impairment | Permanent or fluctuating hearing impairments or deafness that adversely affect a child's education performance. |
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| heart rate | The number of times the heart beats per minute. |
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| heredity ("nature") versus environment ("nurture") argument | The debate over whether individual and group behavior is a product of heredity and thus predetermined, or a product of experience and learning and thus able to be altered. |
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| hypertension | Medical term for high blood pressure. |
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| inclusion | Placing children with disabilities in the regular classroom. |
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| indirect competition | Activities that encourage children to improve individual accomplishments, achieve self-set goals or preset standards, and engage in cooperative play. |
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| indirect teaching methods | Students are active in decision making or development of the lesson; they may discover, explore, share, or create knowledge, or decide when to begin the activity, whom to work with, and the order of various activities. Students rely less on the teacher as the source of information; they communicate more with each other than the teacher and obtain and share information from videos, books, task sheets, and wall signs. |
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| individual or partner practice | Used for independent practice of specific motor skills, with self or partner evaluation; the teacher monitors students to provide feedback and keep them on task. |
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| Individuals with Disabilities Education Act (IDEA) | Passed by Congress in 1990, it mandates the term disability instead of the term handicapped, and defines physical education for individuals with disabilities as the development of physical and motor fitness; fundamental motor skills and patterns; skills in aquatics, dance, and individual and group games and sports; and occurring through special or adapted physical education, movement education, and motor development. |
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| infusion-based approach | In teacher education programs, refers to including information about disabilities in program content so that each content area is covered relative to students with and without disabilities; part of the process of successfully integrating children with disabilities into the classroom, and of learning about the diverse needs of all children. |
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| injury report form | A standardized form, used by a school or school district, that teachers complete to report an injury occurrence to school administrators. |
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| instrumental aggression | Overt aggression with the purpose of obtaining a desired object, territory, or privilege. |
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| integration | The coordination of muscle and sensory systems, such as movements of the hands and fingers along with use of the eyes to perform refined skills. |
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| intermittent activity | Activity in short bouts with frequent brief rest periods; can be moderate or vigorous. |
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| interpersonal intelligence | The ability to notice and make distinctions among other individuals and in particular among their moods, temperaments, motivations, and intentions. |
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| intrapersonal intelligence | The ability to form an accurate model of the self and to use this information to guide behavior. |
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| intrinsic feedback | Feedback that comes from within the body through sensory modes, such as vision or hearing. |
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| intrinsically motivated | Sources of reinforcement come from within the child. |
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| learning about movement | Learning that emphasizes the development of physical fitness and skilled motor performance. |
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| learning disability | A disorder in one or more of the basic psychological processes involved in understanding or using language to accomplish tasks; common characteristics include disorders of attention; poor motor abilities; perceptual and information-processing problems; failure to develop cognitive strategies for learning; oral, reading, or written language difficulties; inappropriate social behavior. |
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| learning through movement | Learning that emphasizes how participating in movement experiences contributes to the development of the whole person, socially, emotionally, intellectually, and physically. |
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| least restrictive environment | element within the law (PL 101-476) that requires students with disabilities to be educated with their nondisabled peers to the maximum extent possible. |
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| lesson objectives | Written in performance or behavioral terms, they direct the student to do something that is observable and measurable. |
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| lesson plan | Written for each class period; includes movement form, grade level, NASPE standard, program benchmark, lesson objectives, materials and equipment, approximate time, activity description, alternate activities, class organization, and student assessment. |
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| linguistic intelligence | The ability to use language in different forms—speaking, reading, and writing. |
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| locomotor movements | Movements that propel the mover around an area. |
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| locomotor skills | Walking, running, galloping, sliding, jumping, hopping, skipping, and leaping. |
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| logical-mathematical intelligence | The ability to use numbers effectively, see patterns, and see things from a logical point of view. |
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| manipulative movements | Movements in which the hands or feet control objects such as a pen or a ball. |
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| manipulative skills | Both fine motor skills using the hands or fingers (playing jacks, stringing beads) and gross motor skills using the large muscles of the body—rolling, throwing, catching, kicking, striking, volleying, dribbling with hands or with feet, punting, passing, making a set shot or an overhand serve. |
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| mass media | Sources of information (especially electronic in nature) readily available to individuals (e.g., television, computer and Internet games, video games, and movies) that influence the socialization of children within our culture. |
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| maximum participation | The concept of having all children active all of the time during a game or physical activity, so no one is eliminated from the game, waiting their turn or waiting for a piece of equipment. |
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| mental disability | Significantly subaverage general intellectual functioning, along with deficits in adaptive behavior; common characteristics include having a short attention span; being slow to understand and follow directions; being loveable and wanting to please; exhibiting delayed physical, motor, and perceptual motor skills. |
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| model for teaching personal and social responsibility (TPSR) | Includes teaching strategies (awareness talks, self-reflection time, group meetings and relational time) that are embedded in class instruction to help students take responsibility for their behavior and well-being and become more responsive to the well-being of others. |
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| moderate to vigorous physical activity (MVPA) | Physical activity that increases the heart rate and the breathing rate but does not make the child feel "out of breath" is called moderate activity, and it can be performed for quite a while without getting tired. Vigorous activity increases the heart rate even more, with breathing becoming faster; in some cases, children will stop to "catch their breath." Children should participate in 60 minutes of MVPA each day. |
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| motor development | Changes that occur in human movement across the life span as a result of physical growth and maturation. |
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| motor learning | Relatively permanent change in performance as a result of practice or experience. |
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| motor skill competency | The level of achievement reached by an individual in terms of being able to perform various motor skills and movement activities. |
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| movement | How the body moves for purposes of physical exercise, self-expression, play, competition and cooperation, or enjoyment. |
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| movement educators | Classroom teachers who teach physical education but do not have the same professional preparation as physical educators. |
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| movement exploration | Used for lower elementary children to explore movement possibilities; the teacher controls when, how, and with whom the activities are performed. |
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| movement map | Categorizes the underlying components involved when the body moves. |
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| multiple intelligences theory | Gardner's theory that individuals have eight independent intelligences— bodily-kinesthetic, linguistic, logical- mathematical, musical, spatial, naturalist, interpersonal, and intrapersonal—that combine to form each person's unique cognitive structure. |
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| muscular endurance | The ability of a muscle to perform a contraction repeatedly. |
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| muscular strength | The ability to create a large amount of force at one time; such as how much weight can be lifted in one repetition. |
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| musculoskeletal system | The muscles and bones of the body. |
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| musical intelligence | The ability to use the core set of musical elements—pitch, rhythm, and timbre. |
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| NASPE | National Association for Sport and Physical Education. |
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| NASPE content standards | National physical education standards that specify what students should know, value, and be able to do. |
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| naturalist intelligence | The ability to understand, relate to, categorize, classify, and explain things encountered in the natural world. |
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| nature vs. nurture | See heredity versus environment. |
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| neglected children | Children, not welcomed by their peers, displaying behavior that is anxious, withdrawn, and hovering. |
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| negligence | Failing to act as a reasonably prudent person would act in similar circumstances; to prove negligence, five factors must have been present: duty, breach of duty, injury occurred, causal relationship, and foreseeability. |
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| nonlocomotor movements | Movements that are stationary or that do not propel the mover around an area. |
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| nonlocomotor skills | Bending, stretching, twisting, turning, pushing, pulling, rising, collapsing, swinging, swaying, dodging, spinning, shaking, and balancing. |
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| open motor skill | A skill performed in an environment where the object is in motion or the context is changing. |
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| opportunity to respond (OTR) | A measure of the number of appropriate, successful task responses made by students. |
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| organizational routines | Minimize the time needed to complete nonacademic tasks by establishing standard routines for entering and leaving the gymnasium; getting drinks of water and using the restroom during class; responding to the teacher's signal during lessons; and obtaining and returning equipment. |
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| orthopedic and physical impairments | Includes impairments caused by congenital anomaly; by disease; or from other causes such as cerebral palsy, amputations, fractures, or burns. |
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| overload principle | To improve a fitness component, a person must do a little more work than normal; as the increased requirements, the person is able to do more work. |
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| overt aggression | A type of aggression consisting of behaviors that hurt others, such as hitting, kicking, or threatening to do so. See instrumental aggression and bullying |
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| parental influence on children's activity levels | Parents can socialize their children to be physically active through encouragement, direct involvement, facilitation, and role modeling. |
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| peer mediators | A program in which fourth and fifth graders are trained in resolving conflicts by a social worker and use these skills during noon recess periods to help students resolve issues that arise. |
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| perceived exertion | Understanding how much effort is being made and being able to rate it on a scale called rating of perceived exertion. |
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| performance levels | Beginning (learner first attempts a skill); intermediate (learner is more advanced but has not mastered the skill; advanced (learner has mastered the skill). |
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| personal space | Space that is used while in a stationary or moving position in a very small area; space that only one person can occupy. |
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| philosophy of education statement | Indicates the writer's view of the purpose of education, how educational practices will be implemented to meet the stated purpose, and values and beliefs about the program. |
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| physical activity | Any bodily movement produced by skeletal muscles that results in energy expenditure above the resting level. |
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| physical education | A planned sequence of developmentally appropriate movement activities, games, and sports designed by the teacher or the school district to educate students about and through movement. Also, instructional time in the curriculum during which students learn about movement, practice physical skills, learn to value the importance of being active, and work with all their classmates. |
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| physical education teacher | A person who has completed an undergraduate degree in physical education pedagogy and is certified by the state to teach physical education in K–12 schools; also called physical educator. |
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| physical environment | The area, indoors or outdoors, where children perform physical activities, and which must be maintained for safe use. |
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| physical fitness | The vigor and energy needed to perform moderate to vigorous levels of physical activity without undue fatigue. Also, using movement to strengthen the body systems in order to lead a healthier life. |
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| physically educated person | A person who is physically fit; has skills to perform a variety of physical activities and participates in these activities regularly; knows the benefits of physical education; and values physical activity's contribution to a healthy lifestyle. |
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| PL 94-142 | The federal Education for All Handicapped Children Act (1975); reauthorized in 1990 as the Individuals with Disabilities Education Act, PL 101-476; states that children with disabilities have the right to a free and public education and must be educated in the least restrictive educational environment possible. |
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| play | Movement activities that children do during their free time |
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| Play Fair | A program of noncompetitive games to make recess more fun, less competitive, and more inclusive (Chuoke and Eyman 1997). |
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| Playground Leader | A program in which fourth graders are trained to direct activity stations during recess periods (Calo and Ingram 1994). |
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| playground meetings | Meetings for first- and thirdgrade students and their teachers following afternoon recess to let students discuss playground concerns and explore possible solutions (Thompson, Knudson, and Wilson 1997). |
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| positive transfer | The positive influence on learning a new skill, or using a skill differently, by past experience with another skill. |
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| praise | Verbal statements or body actions that communicate positive messages to children about their movement performance. |
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| principles of training | The overload principle; specificity of exercise; and progression or progressive resistance. |
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| problem-solving activities | The teacher poses a movement problem and a group of students figure out how to organize to complete the assignment and solve the problem. |
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| program effectiveness | Assessed by collecting data to determine how many students reached each benchmark. |
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| progression principle | Gradually increasing the intensity of exercise so the body has time to adapt. |
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| prosocial interactions | Relationship-enhancing interactions such as engaging in social conversations or cooperative play. |
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| prosocial skills | Specific skills that help children learn a broad array of behaviors for resolving conflicts. |
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| psychomotor objectives | Lesson objectives that indicate what the student will physically perform. |
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| Public Law 108–265; Section 204 | Federal mandate requiring school districts with federally funded school-meals programs to develop and implement local wellness policies for schools. |
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| punishment (for misbehavior) | An action imposed on the student by the teacher when the student behaves inappropriately. The action is not related to the misbehavior, for example, if a student hurts someone's feelings, the student is given a time-out instead of apologizing to the harmed student. |
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| qualities of movement | How the body moves, defined by the factors of time (speed of movement), effort (strength of movement), and flow (control of movement). |
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| rating of perceived exertion | Understanding how much effort is being made and being able to rate it on a scale. |
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| recess | Play time provided to give students a break from academic learning. Also, the time during which children can play or talk with friends and can freely choose with whom and what they want to do, within broad limits. |
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| recess behavior | Typical actions and interactions of students during free play time on the playground. |
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| recreational activity skills | Activities for recreational purposes done outdoors (canoeing, hiking, biking, in-line skating, etc.) |
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| rejected children | Children, not welcomed by their peers, who tend to display aggression toward peers (e.g., takes equipment away, issues threats, teases). |
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| relational aggression | A type of aggression in which children ostracize their peers or withdraw their friendship from peers. |
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| relationship (in movement) | How the body relates to others, objects, equipment, rules, and boundaries. |
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| risk management plans | Programwide or schoolwide plans designed to reduce the number and severity of injuries and the likelihood of litigation arising from those injuries. |
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| rough-and-tumble play | A physically vigorous set of behaviors characterized by positive affect and playful facial expressions. |
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| rules of conduct | A set of behaviors that identify how students are to interact with each other and with their environment. Students and parents should be involved in establishing rules of conduct for the playground. |
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| school-level program goals | Written by curriculum builders and based on the developed philosophy of education, the NASPE content standards, state standards (if available), and any unique local circumstances. |
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| scope of program content | The depth and breadth of movement forms to be taught. |
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| scoring rubric | The criteria used to judge performance and the rating scale used to judge level of achievement based on the criteria. |
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| self-management techniques | To help students learn to identify and solve their own behavior problems, teachers build a student-teacher partnership; emphasize student behavior as a choice; find causes and solutions for behavior problems; are consistent in responding to behaviors; adapt actions to individual students and situations; create consequences for inappropriate behavior; hold class meetings; and involve parents and guardians. |
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| sensory impairments | Visual impairments including partial sight and blindness; auditory impairments including permanent or fluctuating hearing impairments and deafness. |
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| sequence of program content | Order in which movement forms are taught. |
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| Shape of the Nation report | Published by NASPE (2010); lists physical education requirements in the states. |
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| share control | Allowing children some choices within each lesson and/or some choices as to the units being offered in the movement program. |
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| shared responsibility | Teachers and students work together to establish a learning environment in which students manage their own behavior and most of the class time is spent on learning rather than management. |
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| significant tools | Skills and perceptions possessed by successful people; perceptions of personal capabilities, significance in primary relationships, personal power; intrapersonal, interpersonal, systemic, and judgmental skills. |
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| skill demonstrations | In direct teaching, the teacher talks about how to perform a skill while demonstrating it or while other students are demonstrating it; in indirect teaching, the demonstration may be on videotape or a task sheet or wall sign showing pictures of correct technique. |
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| skill-related fitness | Attributes associated with performance objectives that include speed, agility, strength, explosive power, and coordination. |
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| socialization | The process through which children acquire a sense of personal identity, learn what people in the surrounding culture believe, and discover how to behave according to cultural expectations. |
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| socialization about movement | Society uses movement to help children develop appropriate sexrole identity and gender role; and to learn the role of physical activity in life, the appropriate activity partners and appropriate activities, and the importance of winning. |
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| socialization agent | Any individual, group, or organization that influences a person's behavior or sense of self; for children, main socialization agents are family, peers, school, and mass media. |
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| socialization through movement | By playing together, children learn cooperation, friendship, fairness, doing what's right, and what social and moral conduct is acceptable or not acceptable in their society. |
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| social skills | Decision-making, interpersonal, and personal responsibility behaviors that children need to learn and use in social settings. |
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| space awareness | Where the body moves, whether in personal or general space. |
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| spatial intelligence | The ability to create a graphic likeness of spatial information, to have a good sense of direction, and to perceive the relationships among colors, lines, shapes and forms, and space. |
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| special friends | A program that assigns two children without intellectual disabilities to initiate interactions with and include in play activities a child with a disability (Ronning and Nabuzoka 1993). |
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| specificity principle | Training the particular muscles and systems needed for a particular exercise. |
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| sports | Organized games that have established, accepted, and published rules of play. |
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| stages of performance | Beginning level of learning a skill—learner attempts to understand the movement, is clumsy and awkward, becomes overwhelmed by the visual stimuli of the environment, tires easily from mental fatigue. Intermediate level—refinement of the movement with more consistency and fewer errors, movement is less mentally taxing, learner has developed mental idea of movement and is less distracted by environment. Advanced level—skill has become almost automatic, little conscious thought needs to be given during performance of movement, performer is consistent from one attempt to the next and can detect and correct errors in the movement. |
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| standard of care | The level of protection of students that teachers are required to provide against foreseeable harm and unreasonable risk of injury. |
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| student behavior as a choice | The teacher helps students choose responsible behaviors by establishing a caring classroom community; teaching social skills to shape student behavior; and implementing discipline strategies that build self-management skills. |
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| student conduct rules | Established rules specifying how children should behave with peers, in certain activity areas, with particular equipment, and in both indoor and outdoor physical activity settings. |
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| students' voices | The idea of listening to students' thoughts, feelings and perceptions about their physical activity experiences and using that information to improve instruction. |
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| summative evaluation | Occurs at the end of instruction; provides a summary of accomplishments; often used to determine a grade or prepare a progress report. |
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| surgeon general | Federal official who provides written documents as to the benefits of regular physical activity for persons of all ages and recommends that schools provide quality daily physical education taught by specialists. |
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| task (skill) progressions | A series of lesson activities that allow students to progress from performing simple to more complex tasks. |
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| task variation | Calls for practicing motor skills using a variety of equipment, situations, teaching methods and movement forms in order to keep students interested in practicing. |
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| teacher–child ratio for recess supervision | Teachers are less effective in monitoring and influencing children's behavior and children exhibit more aggressive behaviors when the teacher–child ratio is high; 1 teacher to 40 students is recommended. |
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| teacher–student relationship | Teachers' positive relationships with all students can promote relationships between students by showing that each student, including those with disabilities, makes a valuable contribution to the class. |
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| Title IX | Part of the federal Educational Amendments Act of 1972; requires equal educational opportunities for boys and girls; in physical education, all except some contact sports must be coeducational. |
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| tort law | Provides the basis for awarding compensation for losses suffered as a consequence of the intentional or unintentional actions of others that result in harm or as a consequence of situations of omission. |
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| transitioning | The process of organizing and moving students into and between designated activity formations. |
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| understanding and accepting diversity | Respecting those who are different from oneself in race, religion, color, disability, national origin, gender, size, or age. |
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| verbal cues | Short word sequences to prompt correct technique performance of motor skills, for example, with the skill of catching, cues could be "reach, watch, and hug." |
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| vestibular system | The system originating in the inner ear that assists in maintaining static and dynamic balance. |
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| visual impairment | Partial sight or blindness that adversely affects a child's education performance. |
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| warm-up | Activities such as brisk walking, calisthenics, or other large-muscle activity that prepare the body for activity by increasing the heart rate and blood flow to the muscles. |
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| water skills | Swimming strokes, water games, water aerobics, diving, and water safety techniques. |
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| wellness | A holistic term that encompasses emotional, spiritual, physical, mental, and social well-being. |
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| yearly plan | Listing of movement form and primary content of lesson for each week of physical education program. |