Asignment artikel method, dapatan, tajuk berkaitan dengan sains sukan, data, discussion, komen atau

ulasan sendiri HANTAR SEBELUM 20/2.

Assignment kumpulan -

Sport history (chapter 5)

Critical examination of the past with a focus on events, people, and trends that influenced the direction
of the field.

The who, what, when, where, how, and why of sport is examined within the social context of the time.

A new map for the field

1. Physical Education tradtitional, but too narrow, does not reflect the expanding nature of the
field
2. Kinesiology study of human movement, but the public is not familiar with term
3. Exercise and Sport Science - reflects the broad emphasisi of the field and easy to understand
4. Physical Education and Sport traditional, familiar, and includes sport as a vital part

Allied fields

1. Health- health instruction, health services, environmental health

2. Recreation
3. Dance

These field share many purposes with physical education exercise science, and sport but the content of
the subject matter and methods to reach their goals are different

Definittion of terms

1. Health a state of positive well-being associated with freedom from disease or illness.
2. Wellness a state of positive
3. Holistic health the physical, mental emothional , spritiual, social, environment, and genetic
factors influence on an individual of life (similar to wellness)
4. Quality of life
5. Physical actitvity-any bodily movement produced by the contraction of the skeletal muscles that
increases energy expenditure above the baseline level.
6. Physical fitness the ability to perform daily tasks with vigor and without undue fatigue, and with
sufficient energy to engage in leisure-time pursuits, to meet unforeseen emergencies, and the
vitality to perform at ones fullest capacity
7. Health related and performance-related physical fitness. What are the components of each?

Physical fitness
 1. Health-related firness
a. Cardiovascular endurance
b. Body composition
c. Flexibility
d. Muscular endurance
e. Muscular strength
2. Performance-relataed Fitness
a. Agility
b. Speed
c. Coordination
d. Power
e. Reaction time
f. Balance

Philospohy

1. The love of wisdom (greek)

2. A set of beliefs relating to a particular field
3. A system of values by which one lives and words
4. Helps individuals address the problems that confront them through the use of critical thinking,
logical address

Branches of philosophy

1. Metaphysic the ultimate nature of reality, what is real and exixts

2. Epistemology- the nature of knowledge
3. Logic- examines ideas in an orderly manner and systematic way.
4. Axiology the nature of values
a. Ethics, issues of right and wrong, responsibility, and standards of conduct
b. Aestheics the nature of beauty and art.

General philosophies

1. Idealism the mind interprets events and create reality truth and values are absolute and
universally shared
2. Realism- the physical world is the real world and it it governed by nature, science eveals the
truth.
3. Pragmatism- reality and truth is determined by and individuals life experiences
4. Naturalism-reality and life are governed by the laws and of nature, the individual is more
important than the society.
5. Existentialism- reality is based on human existence; individual experiences determine what is
true.

Philosophical Approaches
 1. Education of physical
a. Focus on fitness development and acquisition of skills the development of the body
2. Education through the physical
a. Focus on the development of the total person, social, emotional, intellectual and physic
development

Sport philosophy

1. Study of the true meanings and actions of sport and how sport contributes to our lives

Why develop your own philosophy?

1. Assists in the development and clarification of beliefs and values that guide your behaviours.
2. Aids in decision-making
3. Helps determine goals, objectives and methods of instruction and evaluation used in physical
education programs

Chapter 2

Role of education in society

1. Responsibility for meeting the challenge of preparing todays students to live and work in an era
of technological advances and great diversity.

What are goals?(exam)

1. General statement of purposes, intents and aims that reflect desired long term outcomes.
2. Goal of contemporary physical education
a. To help all people acquire the necessary knowledge, skills, and appreciations to
participate in physical activity throughout their lifespan.

What are objectives?

1. Short-term statements of specific outcomes that build cumulatively to reach a goal

2. Describe the behavior that an individual will exhibit when the desired outcomes are achieved
3. For components of objectives.
a. Goal component
b. Performance or behavioral activity
c. Criterion standard
d. Condition

Contributions of quality physical education to the goals of education

 1. Development of the total person through motor skills and fitness
2. Enhances the health and well-being of students. Promoting good health through the lifespan
3. Learning readiness through movement experiences
4. Integrated, multi-disciplinary educational curriculum.

NASFEs a Pshysical Educated Person (1986) exam

1. HAS learned the skills necessary to perform in a variety of physical activities.

2. IS physically fit
3. DOES participate regularly in physical activity
4. KNOWS the implications of and the benefits from involvement in physical actitvities
5. VALUES physical activity and its contribution to a beautiful lifestyle

Learning Domains (exam)

1. Cognitive
a. Acquisition and application of knowledge
b. Development of intellectual skills
c. The acquisition of knowledge about the human body
d. Understanding of the relationship between the human body and physical activitiy and
health
e. Application of movement concepts to learning and development of motor skills.
f. Knowledge w
g. Objective for the cognitive domain (exam)
i. Listed from lowest to highest level of intelligence
1. Knowledge memory ability to recall information
2. Comprehension- Understand material w o perceiving implications
3. Application can apply rules methods and concepts
4. Analysis ability to breakdown information into its parts
5. Synthesis rebuilds pieces of information to form a new whole
6. Evaluation judges values of ideas and concepts based on objective
criteria or standards.
2. Affective Domain
a. Values, social skills, and emotional development
b. The development of
i. Values
ii. Ethics
iii. Appreciations
iv. Attitudes
v. Character development
vi. Cooperation
vii. Self-responsibility
viii. Self-concept and self-esteem
ix. Decision-making skills
x. Self-management
c. Objective of the affective domain
i. Receiving- awareness of stimuli
ii. Responding- attending to stimuli
 iii. Valuing- can place worth and appreciation on stimuli
iv. Organizing- Internalization and organization of values into a hierarchy
v. Characterizing by a value or complex Individuals behavior are consistent with
internalized values. Part of personality.
vi.
3. Psychomotor Domain
a. Motor skills
b. Fitness
c. 3 types
i. Motor skills development
1. Presented in a sequential manner from fundamental movements to
complex, specialized sports skills.
ii. Physical fitness development
iii. Development of the psychomotor domain is physical educations unique
contribution to the education of children and youth!
d. Objectives of psychomotor domain
i. Reflex movements
ii. Basic fundamental movements
iii. Perceptual abilities
iv. Physical abilities
v. Skilled movbements
vi. Communications through nonverbal expressions

ASSESMENT of learning (exam)

- NASFE identifies the primary goal of assessment as the enhancement of learning rather than
the documentation of learning
- ASSESMENT the use of variety of techniques to gather information about the participants
achievement and make decisions based on the outcomes that will enhance the overall program
Purposes of ASessment (exam)
- Diagnosis identifies strength and weaknesses if individualas
- Placement ability grouping for instruction may facilitate learning
- Determination of achievement- have the participants achieved their objectives
- Motivation- Encouraging participants to improve further
- Program evaluation- Identify evidence of effectiveness or areas that need improvement
- Teacher effectiveness Appropriateness of instructional techniques for student learning.

Use of Assesment
- Assesment should be related to program goals and objectives
- Assesment measures should be carefully selected
o Does it possess Validity?
o Does it possess reliability?
o Does it posses objectively?
o Is it administratively fearsible?
Types of Assesment (exam)
- Formative- continual assessment of participants progress throughout program
- Sumative- assessment that occurs only at the end of the program
- Product- Focuses on the end result of a performance usually quantitative in nature
- Process- Focuses on the quality of performance usually qualitative in nature
- Norm-referenced- comparing individual scores against established standards for a population
group with similar characteristics.
- Criterion-referenced- comparing individual scores against a predetermined standard of
performance, not against other individuals.

Traditional Assessment
1. Traditional assessment techniques
- Multiple-choice tests
- Psychosocial inventories
- Standardized sport skills and fitness tests
2. Dissatisfaction with traditional assessment
- Too specific and narrowly focused
- Too artificial skills are assessed in isolation instead of a natural setting
Failure to measure important outcomes of interest to teachers and students

Role of technology in Assesment (exam)

- Can be usefull in record keeping regulation of testing equipment and data analysis
- Computer programas: coopers institute of Aerobatics Fitness program, The Activitygram,
healthfirst trifit system.
- Heart-rate monitors
- Cythes
- Personal Digital Assistants (PDA) Hand-field computers