CSET PHYSICAL EDUCATION SUBTEST 3
1.Proprioception: -Body awareness
-The sense of being aware of movement in different parts of the body
-Helps children maintain a sense of personal boundaries, develop
patterns of movement through space, understand the concept of shape,
and sustain a sense of balance
2.Body awareness exercises: -Shape
-Balance
-Quality
-Space
-Exploring
3.Body awareness exercises: Shape: Instruction in concepts of how the
body can form different shapes
Examples:
-"Allow your body to form different shapes, wide or tall"
-"Stand like a pole"
4.Body awareness exercises: Balance: Instruction in concepts of balance in
the body
Examples:
,-"Balance on one foot"
-"Balance on your hands while stretching your body"
-"Form a tripod with your body"
5.Body awareness exercises: Quality: Instruction in the concepts of speed,
con- trast, force and relaxation
Examples:
-"How fast or how slow can you move?"
-"Tense one part of your body and then relax another part of your body"
6.Body awareness exercises: Space: Instruction in concepts of sharing
space with others
Examples:
-"Run in a zigzag fashion without bumping into others"
-"Point to a spot and see if you can run straight toward it, touch it, and
run back without touching someone else"
-"Do warm-up exercises one arm's length apart"
7.Body awareness exercises: Exploring: Instruction in the concepts of
moving over, under, around, and through, and leading with certain
body parts
Examples:
-"Make a bridge with a partner and then have a third person go under th
, bridge"
-"Lead with your head when walking"
8.Early grades: -Teachers help students become aware of space, basic
movement, effort, and cooperative activities
-Students are expected to make smooth transitions between sequential
locomotor skills
-Activities should be noncompetitive
9.Upper elementary and middle grades: -The fundamental movement skills
de- veloped earlier are applied as activity-specific motor skills in a wide
variety of settings
-Classroom objectives are to increase competency in building motor
control, motor skills, and movement patterns already established and
refined in earlier grades
-Students are expected to demonstrate more complex skills combining
locomotor and manipulation skills (e.g. dribbling a basketball)
-Activities should be related to sports
10.Locomotor skills: -Basic movement skills that are performed in
different direc- tions and at different speeds
-Dynamic movements that propel the body upward, forward, or backwar
-Foundation of gross motor coordination, involving large and small musc
move- ments
-Jumping
1.Proprioception: -Body awareness
-The sense of being aware of movement in different parts of the body
-Helps children maintain a sense of personal boundaries, develop
patterns of movement through space, understand the concept of shape,
and sustain a sense of balance
2.Body awareness exercises: -Shape
-Balance
-Quality
-Space
-Exploring
3.Body awareness exercises: Shape: Instruction in concepts of how the
body can form different shapes
Examples:
-"Allow your body to form different shapes, wide or tall"
-"Stand like a pole"
4.Body awareness exercises: Balance: Instruction in concepts of balance in
the body
Examples:
,-"Balance on one foot"
-"Balance on your hands while stretching your body"
-"Form a tripod with your body"
5.Body awareness exercises: Quality: Instruction in the concepts of speed,
con- trast, force and relaxation
Examples:
-"How fast or how slow can you move?"
-"Tense one part of your body and then relax another part of your body"
6.Body awareness exercises: Space: Instruction in concepts of sharing
space with others
Examples:
-"Run in a zigzag fashion without bumping into others"
-"Point to a spot and see if you can run straight toward it, touch it, and
run back without touching someone else"
-"Do warm-up exercises one arm's length apart"
7.Body awareness exercises: Exploring: Instruction in the concepts of
moving over, under, around, and through, and leading with certain
body parts
Examples:
-"Make a bridge with a partner and then have a third person go under th
, bridge"
-"Lead with your head when walking"
8.Early grades: -Teachers help students become aware of space, basic
movement, effort, and cooperative activities
-Students are expected to make smooth transitions between sequential
locomotor skills
-Activities should be noncompetitive
9.Upper elementary and middle grades: -The fundamental movement skills
de- veloped earlier are applied as activity-specific motor skills in a wide
variety of settings
-Classroom objectives are to increase competency in building motor
control, motor skills, and movement patterns already established and
refined in earlier grades
-Students are expected to demonstrate more complex skills combining
locomotor and manipulation skills (e.g. dribbling a basketball)
-Activities should be related to sports
10.Locomotor skills: -Basic movement skills that are performed in
different direc- tions and at different speeds
-Dynamic movements that propel the body upward, forward, or backwar
-Foundation of gross motor coordination, involving large and small musc
move- ments
-Jumping
