← Early Learning PE Strategies (Ages 3-5)
Flashcards
Early Learning PE Strategies (Ages 3-5)
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Early Learning PE Strategies (Ages 3-5) — Flashcards
| Front | Back |
|---|---|
| What is the goal of physical education? | To develop healthy, responsible children with the knowledge, skills, and dispositions to work together, think critically, and participate in activities leading to a lifelong healthy lifestyle. |
| How many minutes of physical activity per day are recommended for children? | 60 minutes a day (24 hours), according to NASPE (2011). |
| What are motor skills? | Both small muscle (fine) and large muscle (gross) movements. |
| What are gross (large) motor skills? | Large muscle movements such as walking, kicking, hopping, galloping, running, sliding, skipping, leaping, and jumping; the foundation of movement. |
| What are fine (small) motor skills? | Small muscle movements such as the two-finger pincer grasp and manipulation of small objects, supporting pre-writing skill development. |
| What are locomotor skills? | Skills that move the body from one place to another, including walking, hopping, running, jumping, galloping, leaping, and sliding. |
| What are non-locomotor skills? | Skills that do not move the body from one place to another, including balancing on one foot, moving body parts in isolation, bending, twisting, and turning. |
| How can adults support fine motor learning in PE? | By providing manipulatives (beads, blocks, puzzles), varied writing tools (paint, crayons, chalk), and opportunities to cross midline through dance, play, and writing. |
| How can adults support gross motor learning in PE? | By modeling and providing chances to run, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, and twist. |
| What is an example strategy for teaching locomotor movement (moving from place to place)? | Using colored cones to mark pathways for students to travel between using different motor skills, or creating a simple obstacle course. |
| What is an example strategy for teaching non-locomotor movement (staying in place)? | Practicing isolated movements like standing on one foot, bending at the waist, or stretching on tiptoes, and copying movements in group activities. |
| What strategy helps develop control of large muscles to manipulate objects (Strand 1.3)? | Using props like streamers/scarves with music, using hoops or targets for ball-dropping games, and practicing wheeled toys. |
| What does Strand 2 (Efficient Movement and Performance) focus on? | Demonstrating increasing control over body movements and awareness of personal boundaries/personal space. |
| What strategy helps teach personal space awareness? | Using hula hoops or stretching arms out to define personal space, and using music/movement activities to maintain space relative to others. |
| What does Strand 3 (Physical Activity as a Tool for Wellness) focus on? | Identifying activities that bring satisfaction and pleasure, and reflecting on how physical activity promotes lifetime wellness. |
| What strategy helps children recognize the effects of exercise on wellness? | Drawing attention to physiological changes (like heart rate/breathing) before and after vigorous play, and discussing why physical activity is scheduled and important. |
| What are examples of fine motor manipulative activities for 3-year-olds? | Stringing beads, stacking blocks, assembling puzzles, using tongs, and practicing zipping backpacks or jackets. |
| What are examples of writing-related fine motor practice for young children? | Using varied mediums (sand, shaving cream, finger paints) to practice writing strokes, and using different writing tools (chalk, crayons, paint, markers, digital tools) to make lines, circles, and scribbles. |
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