Chapter 2 Developmental Levels

DYNAMIC PHYSICAL EDUCATION

FOR ELEMENTARY SCHOOL CHILDREN

Developmental Levels and Domains of Learning Chapter 2 R O B E R T FIFTEENTH

EDITION

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P A N G R A Z I

Developmental Levels Developmental Level I Kindergarten – Second Grade (Ages 5-7) Developmental Level II Third Grade – Fourth Grade (Ages 8-9) Developmental Level III Fifth grade – Sixth Grade (Ages 10-11) Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Developmental Level I  Least difficult  Form the foundation for more complex skills  Much concentration is required to perform skills  Performed individually or with a partner  Examples:  Tossing and catching  Striking a stationary object  Playing games incorporating fundamental locomotor movements

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Developmental Level II  More difficult  Skills are performed in a more consistent manner  Less concentration required  Performed in small groups  Examples:  Different speeds of objects  Different sizes of objects  Games requiring locomotor movements and specialized skills (throwing, catching, etc.)

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Developmental Level III  Advanced individual and specialized skills and activities  Skills often performed automatically without thinking  Able to perform well in group activities  Examples:  Cognitive decisions about when to use a skill  Strategy is incorporated into a game  More emphasis on manipulative activity and less on movement concept activities Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Domains of Learning  Psychomotor Domain  Skills involving physical and psychological components  Thinking and doing together  What separates physical education from other learning

 Cognitive Domain  Skills involving thought processes

 Affective Domain  Skills involving emotional thought or feeling  Improving self-esteem

Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Psychomotor Domain  Imitation – observe a skill and attempt to repeat it  Manipulation – perform a skill according to instructions  Precision – reproduce a skill with accuracy, usually independent of original source  Articulation – combine more than one skill in sequence with harmony and consistency  Naturalization – complete one or more skills with ease, becoming automatic Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Cognitive Domain  Knowledge – to recall information  Comprehension – translate information from one form or another; to interpret  Application – apply learned materials to a new and concrete situation  Analysis – ability to identify component parts of a whole and the relationship among the parts  Synthesis – combine two or more elements into a new combination or set of relationships  Evaluation – ability to judge the value of work based on internal or external criteria Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Affective Domain

 Awareness – for a child to willingly accept his or her role in the class setting  Cooperation – to openly contribute to class activities by offering and accepting stimulus from other students  Actualization – to display a strong sense of selfworth, positive attitude, and complete effort Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

Christ-Like Character

 Supporting State and National Standards 

Patience

Self-Control

Kindness

Gentleness

Joy

Goodness

Peace

Unity

Faith

Respect

Trust

And so much more!

Teamwork

(Leadership, problem solving…)

GALATIANS 5:22 (FRUIT OF THE SPIRIT) Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings