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Additional resources for MTEL Physical Education 22 Teacher Certification Test Prep Study Guide, 2nd Edition (XAM MTEL)
A strategy to help to correct skill performance is repetition. Assign a peer who has the skill mastered to work with one who does not. By working together and through repetition of the correct skill performance, the struggling student can overcome and develop the skill performance they need the majority of the time. With a fellow peer assisting them, the student’s tend to be more motivated to develop the correct skill performance. RECOGNIZE APPROPRIATE OBJECTIVE MEASUREMENTS OF FUNDAMENTAL SKILLS.
BASIC TRAINING PRINCIPLES The Overload Principle is exercising at an above normal level to improve physical or physiological capacity (a higher than normal workload). The Specificity Principle is overloading a particular fitness component. In order to improve a component of fitness, you must isolate and specifically work on a single component. Metabolic and physiological adaptations depend on the type of overload; hence, specific exercise produces specific adaptations, creating specific training effects.
9 to 11 months: Pulls to stand and cruises along furniture, stands alone and takes several independent steps 5. 12 months on: Walks independently and seldom falls, squats to pick up toy(s) Age appropriate specific motor skills development: • • • • • • By age 3, walking is automatic By age 4, the child has mostly achieved an adult style of walking By age 4-5, a child can run, stop and turn By age 5-6, a child’s running is in the style of an adult running Between ages 3 and 6, a child should be able to climb using ladders By age 6, children can hop and jump longer than before distances After age six, it becomes increasingly more difficult to describe changes and differences in motor skills among children.