Transcript HSCI Motor Skills Study Guide - Sweetwater Physical Educators!

HSCI Motor Skills Study
Guide
Created
By
Dr. Butler for HTH
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Standard 1.1 Combine and apply
movement patterns, simple to
complex, in aquatic, rhythms/dance,
and individual and dual activities.
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Ready Position
Forehand
Backhand
Tennis Serve
Volley
Lob
Smash
Tennis
Tennis Ready
Position
1.
2.
3.
4.
5.
Feet shoulder width apart
with slight forward stride.
Bend knees with weight
forward.
Hold racket in front of
body.
Support racket with nonracket hand.
Focus your eyes on the
ball.
Key Components
for Tennis
Forehand
1.
2.
3.
4.
Racket back
Lead with
palm of hand
Contact in
front of body
Follow through
above
opposite
shoulder
Key Components
for Tennis
Backhand
1.
2.
3.
4.
Racket back
Lead with back
part of hand
Contact in
front of body
Follow through
above
opposite
shoulder
Tennis Serve
1.
2.
3.
4.
5.
6.
Face sideways with feet
shoulder width apart.
Arms down together
Arms up together with
ball toss out in front
Scratch back
Contact ball high and
in front of body
Transfer weight to front
foot with racquet
following through
across lower body
Tennis Volley
1.
2.
3.
4.
5.
6.
Shake hands grip.
No backswing.
Maintain a firm wrist.
Step forward on your
opposite foot.
Contact ball in front of
body.
Swing downward with little
or no follow through.
Tennis Lob
1.
2.
3.
4.
Drop racket head
lower than normal
Get under the ball
Hit with greater
angle than normal
Follow through
high above
opposite shoulder
Tennis
Smash/Overhead
Slam
1.
2.
3.
4.
5.
Shake hands grip.
Get in “outfielders”
position.
Racket back to backscratch.
Reach up contact ball in
front.
Follow through across
body.
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Overhand forehand clear.
Overhand backhand clear.
Underhand clear.
Short serve.
Backhand serve.
Smash.
Badminton
Badminton
Overhead
Forehand Clear
1.
2.
3.
4.
5.
6.
Feet apart with forward
stance and weight on back
foot.
Racket behind back and
cock wrist.
Rotate forward hips and
shoulders.
Contact in front and
transfer weight forward.
Snap the racket face into
the shuttle.
Follow through forcefully
upward.
Badminton
Overhead
Backhand Clear
1.
2.
3.
4.
5.
6.
7.
Backhand grip and back toward
net.
Drop racket behind opposite
shoulder.
Cock your wrist.
Lead racket forward with elbow.
Coordinate elbow extension,
forearm rotation, and wrist snap.
Contact the shuttle in front of the
body.
Follow through forcefully upward.
Badminton
Underhand Clear
1.
2.
3.
4.
5.
6.
7.
8.
Position weight over the
back foot.
Step forward with racket
side leg.
Use a loose grip
Keep your racket side
elbow positioned above
your racket side knee.
Uncock wrist and flex
elbow using a sweeping
motion.
Contact the shuttle below
waist with an open racket
face using a whipping
action.
Drive the shuttle up and
deep.
Follow through.
Badminton Short
Serve
1.
2.
3.
4.
5.
6.
7.
8.
Use a forehand grip on
racket and serve grip on
shuttle.
Feet apart opposite foot in
front.
Hold shuttle at waist
height in front of front
foot.
Drop the shuttle straight
down before swinging.
Take a short back swing
with wrist cocked.
Swing racket forward while
keeping wrist firm.
Contact shuttle in front of
body near the waist.
Follow through for four to
six inches.
Badminton
Backhand Serve
1.
2.
3.
4.
5.
6.
Start with feet apart
racket foot in front.
Use backhand grip with
racket hand and serve grip
for shuttle hand.
Hold shuttle in front of
body at waist height.
Position racket head near
body below waist.
Release the shuttle and
push the racket forward
slowly using the racket
forearm.
Use a short follow
through.
Badminton
Smash
1.
2.
3.
4.
5.
Shake hands grip.
Get in “outfielders”
position.
Racket dropped to backscratch.
Reach up contact ball in
front.
Follow through across
body.
Pickleball
1.
2.
3.
4.
5.
Underhand serve similar to
badminton.
Can’t volley (hit the ball in
the air) close to the net.
Forehand and backhand
similar to tennis.
One or zero bounces
Played in small area
similar to serving boxes in
tennis.
Racquetball
•Sidearm
serve.
•Two chances to get serve in.
•Serve must hit the front wall
and bounce past service line
to be legal.
•Forehand, backhands, and
overhead similar to tennis.
•Kill Shot: A ball that lands
very near the front wall floor
so there isn’t time for your
opponent to get there before
it bounces twice.
Breast stroke.
 Forward crawl.
 Backstroke.
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Aquatics
1.
2.
3.
4.
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Keep legs close together and pull them
up toward chest. At the same time, hold
palms together and up against chest, as
if in prayer.
Kick legs out and apart then quickly
squeeze them together. Try to imitate
the way a frog kicks.
Glide for a moment with your arms fully
extended, then turn your palms outward
and pull with both hands out and around
in a circular motion, so that they end up
in their original position, together
against your chest.
Use the pull with hands to pull head up
and out of the water to take a breath.
As head goes back down, arms should
begin to plunge forward with the next
kick.
The timing rhythm is — pull — kick —
hands forward glide.
Breast Stroke
Freestyle or
Front Crawl
1.
2.
3.
4.
5.
Visualize the line from
your chin to chest: this is
the axis upon which
your whole body
should pivot, and it
should extend
horizontally in the
direction you are
swimming.
2 Keep legs straight,
with toes pointed out,
and kick up and down.
3 Move arms in a
windmill motion opposite
each other.
4 Keep hands flat, and
pull arm through the
water beneath body.
6 Breathe on one side by
turning your head to that
side as the arm comes
out of the water.
Backstroke
1.
2.
3.
4.
Floating on your back in a
horizontal position, kick
your legs up and down.
Pivoting slightly at the
waist and rotating your
shoulders, windmill your
arms.
Your hand should enter
the water pinky-first.
Keep your head floating
back in the water, with
your eyes looking up.
Breathe normally.
Shuffle
 Grapevine
 Heel and Toe
 Slide Steps or Chassé
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Dance Moves
Shuffle
 Brush one foot forward and
backward.
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Shuffle
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Grapevine
Step to the side with outside foot.
Step behind outside foot using other
foot.
Step to the side with outside foot.
Hold.
Grapevine
Heel and Toe
 Touch the floor in front of body with
the heel of one foot.
 Touch the floor in back of the body
with the toe of the same foot.
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Heel and Toe
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Sliding
A step together step performed sideways.
Step to the side and draw other foot up quickly.
Stay on the balls of feet.
Bend knees slightly.
Use arms as needed for balance.
Lean forward slightly at waist.
Step to the left with left foot.
Step to the left with right foot.
Slide Steps or Chassé
Weave
 The weave combines the grapevine with a
cross in front as well as a cross behind.
 This dance step allows you to travel in
zigzag formation across the floor.
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Weave
The pivot is where you put one foot
forward and pivot and on the ball of the
other foot.
 If you put your left foot forward, pivot to
the right.
 If you put your right foot forward, pivot to
the left.
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Pivot
1.
2.
3.
4.
Start on your right foot and cross it over
the left.
Step back with your left to the back left
corner, then back with your right to the
right corner.
Then step forward with your left and you
can do it again.
You can do it on the left side, too, crossing
your left foot over your right first, back to
the right corner, left corner and forward
with your right foot.
Jazz Square
Standard 1.3 Identify, explain, and
apply the skill-related components of
balance, reaction time, agility,
coordination, explosive power, and
speed that enhance performance
levels in aquatic, rhythms/dance, and
individual and dual activities.
Biomechanics
Balance
An even distribution of weight
enabling someone or
something to remain upright
and steady.
Reaction Time
The time that elapses
between a stimulus and the
response to it.
Agility
The ability to change
directions quickly.
Coordination
The organization of the
different elements of a
complex body or activity so as
to enable them to work
together effectively.
Explosive Power
Power by definition is the rate
at which we can apply
maximal force against an
external load or surface.
Speed
Time an object or person
travel across a distance.
Force
A push or a pull applied to an
object or person, measured in
pounds or newtons.
Inertia
The tendency of a body at rest
to remain at rest or of a body
in straight line motion to stay
in motion in a straight line
unless acted on by an outside
force.
Buyancy
1. The ability or tendency to
float in water or other fluid.
2. The power of a liquid to
keep something afloat
Leverage
1. a. The action of a lever. b.
The mechanical advantage of
a lever. 2. Positional
advantage; power to act
effectively
Rotary Motion
The act of rotating as if on an
axis; "the rotation of the
dancer kept time with the
music"
Opposition
The use of body parts on
opposite sides of body to
increase force and power.
Proprioception
The ability to sense the
position and location and
orientation and movement of
the body and its parts.
Training Practices
for Active Sports
•
•
•
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Agility drills
Plyometrics
Endurance cardio
Sprints
Resistance training for
speed
Stretching.
Standard 1.4 Explain and
demonstrate advanced offensive,
defensive, and transition
strategies in aquatic and
individual and dual activities.
Doubles Racket
Sports Strategies
Advantages to Both Partners at Net:
Control angles on the court,
• Reduce reaction time for opponents,
• The team that controls the net controls the
game.
•
Other Doubles
Strategies
Serve and Volley: Server
joins partner at the net as
soon as possible.
I formation: Partners line
up behind each other. Allows
for one to control the net and
the other to control the back
court.
All Back: Ideal when being
over powered at the net and
disrupt rhythm of the game.
HSCI Sample Questions
Practice for EOC # 2
1.1
The overhand-throw pattern is very similar to which
of the following?
A. Discus throw.
B. Pickleball serve.
C. Tennis serve.
D. Soccer throw-in.
1.1
The tennis forehand and badminton forehand are similar
in many ways. In what way are they different?
A. In tennis, you keep the wrist firm; but in badminton,
you snap the wrist on release.
B. In tennis, you snap the wrist on release; but in
badminton, you keep your wrist firm.
C. In tennis, you contact the ball at the baseline; but in
badminton, you hit closer to the net.
D. In tennis, you’re trying to win the point; but in
badminton, you try to keep a volley going.
Which movement pattern is most similar to
the bowling release?
A. Badminton serve.
B. Softball underhand pitch.
C. Volleyball forearm pass.
D. Floor or ice hockey pass.
From the following list of skills, what are the similarities?
Football pass, softball throw from the outfield, tennis serve,
badminton smash.
A. There are no similarities; they are discrete skills.
B. All are offensive skills.
C. All are skills that require height for success.
D. All use an overhand-throw pattern.
Your opponent in tennis has an excellent net game.
What strategy should you use?
A. Hit all returns deep and to the corners.
B. Vary your shots, with lobs and short
shots.
C. Hit the ball hard and to the middle of the
court.
D. Any defensive strategy will work.
It’s important when throwing a ball to step
forward on the opposite foot, because that
provides:
A. Stability and increased lever length.
B. Momentum, and it shortens the range of
motion.
C. Momentum and maximum preparation to
rotate.
D. Stability and decreased lever length.
A discus thrower is not getting much distance on his/her
throws. What can you suggest to help increase the
distance?
A. Extend the arm fully at the end of the rotation
and release
as the arm moves up to shoulder height.
B. Keep the arm wrapped around the body at the
end of the
rotation and release as high as possible.
C. Work on upper-body strength training to build
arm bulk.
D. Shorten the rotation and release using more
arm muscles.
A golf ball stops rolling due to friction because:
A. An object in motion remains in motion
until acted
upon by an outside force.
B. For every action, there is an equal and
opposite
reaction.
C. Force equals mass times acceleration.
D. Drag increases with the square of the
velocity.
Bob wants to learn to play tennis, and is willing to
practice. What is the best practice plan for learning to
play the game?
A. Practice the skills in game-like conditions first and then
break the skills down to simple practice conditions.
B. Practice all skills for some time on each day.
C. Practice one skill on one day until you’re good at it and
another skill on another day.
D. Practice the skills in a game.
Maya is fairly skilled at her sport and wants to try out for
her school team. How should she practice on most days
to prepare for try-outs?
A. Work on basic skills, then combine the skills,
then
play games.
B. Work on playing in games as much as she can.
C. Work on each skill separately and then play
games.
D. Work only on those skills she is weak in to use
her
time more wisely.
A person’s size and strength should
be considered when choosing:
A. Sport equipment.
B. Friends to play with.
C. The type of sports clothes to buy.
D. What to drink during activity.
Which of the following is true about high school
students? They have
than elementary students.
A. Longer limbs, more efficient lungs and similar
muscle mass.
B. Longer limbs, similar lung size and more muscle
mass.
C. Longer limbs, larger lungs and more muscle
mass.
D. Similar-length limbs, equally efficient lungs and
more muscle fibers.
As people mature and begin to balance job, family and
recreation pursuits, their choice of physical activity
typically includes more:
A. Individual and dual activities.
B. Highly competitive activities.
C. Large-group activities.
D. Longer games and sports.
Tommy’s grandmother played basketball while growing up
and still rides a bike and walks regularly. All of the
following are benefits that Tommy’s grandmother could
realize from physical activity, except:
A. She sleeps better.
B. She strengthened her bones to help resist osteoporosis.
C. She has sore muscles.
D. She has stronger heart and lungs.
Mohammad is ahead of his peers in terms of
motor skill development, which may be
because of more:
A. Maturity and practice.
B. Instruction and speed.
C . Practice, instruction and body size.
D. Instruction, practice and maturity.
As you continue to mature, which of the following is most
likely to happen?
A. I will get faster and stronger as I grow older,
and that affects my skills.
B. My skills will stay the same if I continue to
practice.
C. My skills in most activities will increase if I
practice.
D. My skills will be better immediately.
What is the proper kick for the
breast stroke?
1.Frog kick
2.Scissor kick
3.Flutter kick
4.Dolphin kick
1.1
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Which skill related
components listed
below will LEAST help
a track athlete on the
starting blocks ?
◦ Balance
◦ Coordination
◦ Explosive power
◦ Reaction time
1.3
Your opponent in tennis has
an excellent net game.
What strategy should you
use?
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A. Hit all returns
deep and to the
corners.
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B. Vary your shots,
with lobs and short shots.

C. Hit the ball hard
and to the middle of the
court.
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D. Any defensive
strategy will work.
1.4
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Which principles of
biomechanics are used
when performing a
discus throw?
◦ Rotary motion
◦ Force
◦ Leverage
◦ All of the above
1.5

Which principles of
biomechanics are used
when performing a
discus throw?
◦ Rotary motion
◦ Force
◦ Leverage
◦ All of the above
1.5

California recognizes two
state dances: The West
Coast Swing and The
Square Dance. A person
who knows both of these
dances would likely do
well:
◦ In other partner dances.
◦ In dances with square
formations.
◦ In dances with a caller.
◦ All of the above.
1.6
Nancy is performing a tennis
serve. Which of the following
describes how feedback from
proprioception can help her
to improve her performance?
A. Nancy can feel when
she is hitting the ball
behind her body and
makes the correction
B. Nancy’s coach stops the
game and reviews the
steps with her
C. Nancy reviews the service
steps with a classmate
D. All of the above
1.7
Maya is fairly skilled at her
sport and wants to try out
for her school team. How
should she practice on most
days to prepare for try-outs?
A. Work on basic skills,
then combine the skills,
then play games.
B. Work on playing in games
as much as she can.
C. Work on each skill
separately and then play
games.
D. Work only on those skills
she is weak in to use her
time more wisely.
1.8
A discus thrower is not getting
much distance on his/her
throws. What can you suggest
to help increase the distance?
A. Extend the arm fully at the
end of the rotation and
release
as the arm
moves up to shoulder
height.
B. Keep the arm wrapped around
the body at the end of the
rotation and release as high as
possible.
C. Work on upper-body strength
training to build arm bulk.
D. Shorten the rotation and
release using more arm
muscles.
1.11
After competing in your
first swim meet and
placing first in a race,
you may find that:
A. You enjoyed the
activity
B. You challenged
yourself
C. You feel good
about yourself
D. All of the above
3.4
A benefit of exercise with
the psychological aspect
of fitness can best be
described as:
A. Positive mental
thoughts.
B. Improved physical
fitness.
C. Improved
coordination and
reaction time.
D. Reduction of risk for
disease.
3.6
What are the benefits of
organizing a soccer game
at a family picnic
involving everyone in
attendance?
A. Improve the health of
family members
B. Allow the family to
spend more time
together
C. Help to reduce stress
levels of all family
members
D. All of the above
3.7
How might multicultural
activities in the
community influence
activities in the physical
education class?
A. Community support
B. Facilities and
equipment available
C. Parent support and
student interest.
D. All of the above
3.8
William’s classmates cheer
him on during the class
tennis tournament. How
might this positively affect
his tennis performance?
A. William will make
less errors and hit
more winners
B. William will double
fault more
C. William will hit volleys
into the net
D. William will hit ground
strokes past the
baseline
3.9
Elizabeth is good at running
the 100 yard sprint, but
does not do well in the other
running events. How might
her team utilize her strength
in the track meet?
A. Have her run in the 4
X 100 meter relay
race.
B. Have her run the 1600
meter run.
C. Have her participate in
the long jump.
D. Have her run in the 4 x
400 meter relay race.
3.10