1. What is meant by the idea that teaching is a goal-oriented activity?
Teaching is guided by a long-term plan for student outcomes called a curriculum. This is used to produce goals for students based on what level of ability they should be at which is determined at a national, state, and local level. The goal of physical education is the development of a physically active lifestyle. Six national standards for physical education have been produced by the National Association for Sport and Physical Education. These standards describe the skills, abilities, and dispositions students will need to create a physically active lifestyle which is why they are used to create goals in physical education programs nation wide. Goals for students are also split into three domains. The psychomotor domain which involves motor and physical abilities is related to standards 1 and 4. The cognitive domain which is knowledge and ability to process information is related to standard 2. The affective domain describes students feelings, attitudes, and social behaviors and is related to standards 3,5, and 6.
5. Why is the movement task-student response unit of analysis so important in physical education?
The movement task- student response unit of analysis is important because physical educators can then help students improve the performance of the tasks they are working on, increase the level of of complexity or difficulty of the task, or asses their ability in a self-testing or competitive situation. Based on the student response to the movement task given teachers can redesign their tasks to better meet the needs of the students.
7. What is the relationship between teaching functions and teaching skills? List two teaching functions teachers perform, and describe two alternative behaviors teachers can choose to perform these functions.
By using teaching functions teachers can become better at teaching skills and help students benefit more from physical education class. Two teaching functions that teachers perform are Presenting tasks and Evaluating. Two alternative behaviors teachers can choose to perform these functions are content behaviors and management behaviors. In content behaviors the teacher describes the task, students engage, the teacher helps the students with the task, then the teacher modifies and develops the original task. In management behaviors the teacher gives directions, the students get equipment and partners, and the teacher asks a single student to stop fooling around.