What is the main objective of introducing physical activity to the classroom quizlet?

A physical education curriculum "includes all knowledge, skills, and learning experiences that are provided to students within the school program."
With the development of the national standards, the activity became the medium through which instruction was delivered for students to achieve performance outcomes.
•Standards became the focal point rather than the activity.
•Unit of instruction incorporates all of the goals, objectives, content, (that is, tasks, activities, key terms and concepts), instructional materials, and individual lessons.
•Unit plan allows teachers to make sure the content and tasks taught from lesson to lesson connect with one another and align with the standards and unit objectives.
•Lesson plan is a specific outline of all of the objectives, tasks, and assessments that will be included for one particular lesson.

The beginning teacher:
A. Demonstrates knowledge of principles and stages of motor development.

B. Knows motor learning principles, processes and concepts (e.g., positive
transfer of learning, practice, feedback, observational learning) and uses this
knowledge to promote students' acquisition and refinement of motor skills.

C. Demonstrates knowledge of principles and components of perceptual-motor
development (e.g., body awareness; auditory, visual and kinesthetic
discrimination) and their relationship to motor performance.

D. Analyzes the impact of various factors (e.g., social, emotional,
environmental, health) on motor development and relates developmental
changes to motor performance.

E. Applies knowledge of techniques for evaluating motor skills, detecting errors
in motor performance and providing positive corrective feedback.

The beginning teacher:
A. Recognizes characteristics and elements of locomotor, nonlocomotor, body
control, manipulative and rhythmic skills.

B. Demonstrates knowledge of characteristics and elements of manipulative
skills (e.g., kick, strike, dribble) and mature motor patterns (e.g., throw,
jump).

C. Demonstrates knowledge of activities, strategies, safety practices and
equipment for promoting students' development of locomotor, nonlocomotor,
body control, manipulative and rhythmic skills (e.g., animal walks, partner
activities, chase and flee games).

D. Knows how to select and use developmentally appropriate techniques and
activities to promote students' integration and refinement of locomotor,
nonlocomotor, body control, manipulative and rhythmic skills.

E. Recognizes and analyzes key elements in combinations of motor skills,
demonstrations of agility and balance and dance steps and sequences
(e.g., pivot and throw; movement sequences that combine traveling, rolling,
balancing and weight transfer).

F. Demonstrates knowledge of techniques and activities for refining and
improving motor skills in games, sports and dance activities and for adjusting
movements, techniques and tactics based on feedback and critical evaluation
(e.g., kinesthetic feedback, verbal cues, videotaped analysis).

The beginning teacher:
A. Applies knowledge of movement concepts related to time, space, direction,
level, force and flow and kinesthetic awareness concepts such as direction
(e.g., backward, forward, changes in direction) and relationships to objects
(e.g., over, under, behind, through).

B. Relates biomechanical principles (e.g., center of gravity, inertia, stability,
balance, force projection and absorption, buoyancy, acceleration) to various
movement activities.

C. Identifies techniques and activities for promoting students' understanding
and application of movement concepts and biomechanical principles
(e.g., moving in pathways or at different levels, adjusting throw using
principles of rotation and force application).

D. Knows how to use movement concepts and biomechanical principles to
analyze movement skills, promote the acquisition and refinement of specific
movements and sports skills, improve body mechanics for safe and efficient
movement and appreciate the aesthetics of creative and skilled movement.

E. Recognizes and analyzes similar movement concepts and elements in various
movement patterns and sports skills.

The beginning teacher:
A. Demonstrates knowledge of techniques, skills progressions, conditioning
programs, rules, safety practices, offensive and defensive strategies and
types and uses of equipment for individual, dual and team sports and
activities (e.g., golf, archery, combatives, racquet activities, volleyball,
basketball, softball, soccer, flag football, speed-away, disc sports, team
handball, field hockey).

B. Analyzes the importance of rules, discipline, etiquette, teamwork and
appropriate participant and spectator behavior in individual, dual and team
sports and activities.

C. Knows key elements of successful performance in individual, dual and team
sports and activities and strategies for improving students' performance,
teamwork and skill combinations.

D. Applies knowledge of principles and techniques for selecting, adapting and
modifying sports activities to improve performance, promote the use of
combinations of motor skills and provide practice in specific sports skills in
game-like situations.

The beginning teacher:
A. Demonstrates knowledge of techniques, sequences, skills, steps, conditioning
programs, safety practices and types and uses of equipment for creative
movement, dance and personal performance activities (e.g., folk, square,
ethnic, jazz, modern, social and aerobic dance; circus arts).

B. Demonstrates knowledge of strategies, techniques, skills progressions,
conditioning programs and types and uses of equipment for recreational
activities and outdoor pursuits (e.g., walking, jogging, aquatics, bowling,
cycling, inline skating, orienteering, hiking).

C. Analyzes the importance of rules, discipline, cooperation, etiquette and
safety practices in personal performance and other activities.

D. Applies knowledge of issues and procedures (e.g., supervision; transitions;
logistics related to the use of facilities, outdoor spaces, materials, staff and
technology) involved in engaging students in personal performance activities,
fitness and outdoor activities and nontraditional and cooperative games.

E. Applies knowledge of principles and procedures for selecting, adapting and
modifying activities and games based on student characteristics, instructional
goals, skill levels, range of individual variation and exceptional needs.

The beginning teacher:
A. Demonstrates knowledge of the principles and benefits of a physically
active lifestyle and ways to provide students with learning opportunities
that promote participation in and enjoyment of physical activities.

B. Demonstrates knowledge of the structures, functions, components and
actions of major body systems and how various body systems produce
movement, adapt to physical activity and contribute to fitness.

C. Analyzes the physiological effects of moderate and vigorous physical
activity during and after exercise and knows the risks associated with
inactivity and the health benefits of regular participation in physical activity
(e.g., decreased risk of illness, lowered resting heart rate).

D. Applies knowledge of the basic components of health-related fitness
(i.e., cardiovascular endurance, muscular strength and endurance, flexibility
and body composition) and their significance in relation to physical activity,
health and fitness.

E. Demonstrates an understanding of basic principles of physical fitness training
(e.g., frequency, intensity, type, duration, progressive overload, specificity),
and knows principles and benefits of warm-up and cool-down exercise
procedures.

F. Analyzes individual variation in levels of health and fitness and knows
principles and techniques for designing, implementing and maintaining
individualized health and fitness plans (e.g., setting realistic short-term
goals, evaluating and selecting activities to achieve goals).

G. Knows how to promote students' ability to assess their own fitness levels,
interests and skill levels in order to encourage participation in lifelong
physical activity.

The beginning teacher:
A. Demonstrates knowledge of principles, skills, exercises and proper form for
promoting strength and endurance of the muscles of the abdomen, lower
back, upper body, trunk and legs.

B. Demonstrates knowledge of principles, skills, exercises and proper form for
promoting good posture and flexibility of major joints and areas of the body
(e.g., hip, lower back, shoulder, neck, ankle, knee, trunk).

C. Demonstrates knowledge of procedures for evaluating muscular strength and
endurance and flexibility.

D. Applies knowledge of anatomy, kinesiology and physiological principles
to design, adapt, modify, evaluate and select appropriate activities for
improving muscular strength and endurance (e.g., body support activities,
free weights, jumping rope), flexibility and posture.

E. Applies knowledge of principles, safety practices and equipment for
progressive-resistance exercise (e.g., partner-resistance exercises, weight
training, circuit training).

F. Knows how to determine appropriate intensity, duration and frequency
of training.

G. Evaluates the safety and effectiveness of various exercises and types of
training for promoting muscular strength and endurance, flexibility and good
posture, including contraindicated exercises and body positions.

The beginning teacher:
A. Demonstrates knowledge of basic principles of nutrition and weight
management and ways in which diet and exercise patterns affect physical
performance and personal health and well-being.

B. Knows principles and techniques for evaluating body composition and
identifies appropriate activities and strategies for developing and maintaining
a healthy body composition.

C. Analyzes the effects of various factors (e.g., rest, nutrition, tobacco
use, alcohol use, heredity) on physical performance and on health and
demonstrates knowledge of techniques and principles for evaluating personal
health-risk factors.

D. Applies knowledge of positive health behaviors and strategies for promoting
students' understanding of relationships between behavior choices and
personal health.

E. Knows the effects of stress on the body, techniques for managing stress and
the physiological and psychological benefits of stress management.

F. Demonstrates knowledge of common student misconceptions and faulty
practices related to physical activity, health, exercise and diet and knows
how to educate students about these misconceptions and faulty practices.

G. Knows how to evaluate information related to health and fitness products,
programs, facilities and services (e.g., fitness and sports equipment, weight
control products and programs, fitness facilities).

The beginning teacher:
A. Demonstrates knowledge of how students differ in their approaches to
learning and physical performance and uses this knowledge to provide
equitable and appropriate instruction that draws upon student strengths as a
basis for growth.

B. Knows how to design and implement instruction that is based on the Texas
Essential Knowledge and Skills (TEKS) for physical education and that is safe,
achieves goals and ensures student progress, motivation and safety.

C. Knows how to use a variety of instructional models, strategies, materials and
technologies to address specific purposes, objectives, learning needs and
program goals.

D. Applies knowledge of contemporary physical education models and best
practice guidelines to plan and implement learning opportunities that are
appropriate for students' developmental characteristics and needs.

E. Knows how to create, modify and adapt physical education activities, games,
rules, equipment and settings to ensure that all students have an equal
opportunity to participate, learn, be successful and enjoy physical activity.

F. Knows how to provide appropriate verbal and nonverbal teaching cues
and positive feedback to students in physical education settings and how
to communicate to students the importance of physical activity, health
and fitness.

G. Demonstrates an understanding of the characteristics, advantages,
limitations and applications of assessment methods used in physical
education (e.g., observational checklist, performance assessment, physical
fitness test, journal, peer coaching) and knows how to select, construct,
adapt and implement assessments for various purposes.

H. Knows how to use available technology to analyze student progress, fitness
and performance.

I. Applies skills for interpreting student performance and fitness data and skills
for using data to analyze progress, provide feedback about strengths and
areas of need and recommend prescriptive exercise.

The beginning teacher:
A. Analyzes ways in which developmental and other factors (e.g., peers; media
messages; cultural background; community settings; family circumstances;
expectations related to gender, body image and skill level) influence student
attitudes toward and engagement in physical activity.

B. Demonstrates knowledge of strategies for motivating and encouraging
students to participate in lifelong physical activity and for helping students
become self-motivated.

C. Identifies principles, benefits and limitations of various classroom
management approaches in physical activity settings and knows techniques
for organizing, allocating, scheduling and managing resources in the physical
education environment to provide active and equitable learning experiences.

D. Demonstrates knowledge of strategies for creating a positive climate
for individual and group activities and for organizing and managing
heterogeneous physical education classes in ways that promote positive
interactions and active engagement in learning by all students.

E. Analyzes how participation in physical education activities (e.g., games,
dance, outdoor pursuits, sports) can promote students' development of
positive personal traits and abilities (e.g., confidence, fairness, respect for
diversity, conflict management).

F. Analyzes how participation in physical education activities (e.g., games,
dance, outdoor pursuits, sports) can promote students' development of
positive social behaviors and traits (e.g., turn taking, treating opponents with
respect, teamwork, leadership, loyalty).

G. Applies knowledge of methods for promoting students' development of selfmanagement
skills in relation to physical activity and health-related lifestyle
decisions (e.g., self-assessment; self-monitoring; responsibility; self-control;
perseverance; the ability to manage success, failure and challenge).

H. Demonstrates knowledge of principles and techniques for promoting
students' goal-setting, analysis, problem-solving and decision-making skills
in physical education contexts.

The beginning teacher:
A. Demonstrates knowledge of the structure, organization, goals and purposes
of physical education programs.

B. Analyzes philosophies, trends and issues in physical education and their
effects on the goals, scope and components of physical education programs.

C. Demonstrates knowledge of characteristics of an effective physical education
program and important state and national initiatives that influence physical
education content and practices.

D. Applies knowledge of principles and techniques for evaluating the
effectiveness of the physical education program and for adapting and
modifying practices and programs based on reflection, assessment data,
observation of students and program evaluation results.

E. Demonstrates knowledge of strategies for advocating for physical education
and for identifying and publicizing opportunities and resources for physical
activity in the school and community (e.g., after-school programs, recreation
departments, parks, pools, health clubs).

F. Understands relationships between physical education and other subject
areas and knows strategies for integrating physical education concepts across
the curriculum.

The beginning teacher:
A. Applies knowledge of legal and ethical issues and responsibilities relevant
to physical education (e.g., confidentiality, supervision, standard of care,
professional liability, negligence).

B. Demonstrates knowledge of state and federal laws and guidelines regarding
student rights and teacher responsibilities in physical education contexts
(e.g., in relation to gender equity, inclusion and privacy).

C. Demonstrates an understanding of the development and use of safety rules,
risk-management plans, emergency plans and injury reports.

D. Demonstrates knowledge of inherent risks, physical and environmental
dangers (e.g., heat, wind), potential safety hazards and potential liabilities
associated with participation in physical activities and techniques for
informing students, families and staff of potential risks.

E. Demonstrates an understanding of methods for minimizing risk and liability
(e.g., routine inspections of facilities and equipment) and for ensuring
the safety of participants in games, sports and other physical activities
(e.g., matching participants according to characteristics such as age,
maturity, physical size, skill and experience).

F. Demonstrates knowledge of injury prevention techniques and of first aid,
cardiopulmonary resuscitation (CPR) and emergency procedures.

COMPETENCY 002
9. In swimming, which of the following sequences is correct for the breaststroke?
A. Pull, kick, inhale, glide
B. Pull, inhale, kick, glide
C. Glide, pull, inhale, kick
D. Kick, glide, inhale, pull

COMPETENCY 006
21. Which of the following are the four components, or principles, of training and
exercise?
A. Health, skill, body composition, and flexibility
B. Speed, power, balance, and coordination
C. Frequency, intensity, time, and type of activity
D. Agility, reaction time, endurance, and strength

What is are the objective objectives of physical education?

What are the 3 objectives of a physical education class?

What is the main objective of physical education among senior high school students?

What is the main goal in physical education in the school curriculum?