CEE 571: Physical Education and Sports Coaching Methodology Study Guide

CEE 571 Study Guide
CEE 571: Physical Education and Sports Coaching Methodology

Study Guide
1. Success as a physical education teacher or a sports coach depends on ones teaching or
coaching philosophy.
2. Identifying values, principles, and actions are some of the first steps involved in developing a
philosophy.
3. The teacher, the dictator, and the baby-sitter are some of the terms that describe a teaching
philosophy.
4. A command style coach is also referred to as the dictator.
5. The teacher describes a coach who uses the cooperative style of coaching.
6. New coaches/teachers usually adopt the command style when they first begin their careers.
7. A coach who uses knowledge and experience to justify making all the decisions is using the
command style.
8. Coaches who make as few decisions as possible and generally what to have fun with the sport
are known as baby-sitter coaches.
9. Providing little instruction, minimal guidance, and resolving discipline problems only when
absolutely necessary is an example of the submissive style.
10. In the command style the coach makes all the decisions.
11. The cooperative style depends on the teacher/coach to provide structure and rules within
which athletes set their own goals and strive for them.
12. Athlete centered, coach directed, administratively supported or athlete first, winning
second are concepts that should be emphasized in sport and physical education.
13. Empathy is the ability to understand the thoughts and emotions of your students and to be
sensitive to them.
14. Motivation is the reason or reasons one has for acting or behaving in a particular way.
15. The Six Pillars of Character include responsibility, fairness, caring, respect, trustworthiness,
and good citizenship.
16. Researchers find that two primary reasons for young athletes to participate in sports are to
have fun and feel worthy.
17. With young or new athletes the wise teacher/coach emphasizes performance rather than
outcomes or winning.
18. Awarding athletes, especially younger ones, has gotten out of hand in sport. Rewards should
be given only when earned and not merely for participation in an activity.
19. Self-efficacy is positively correlated with athletic performance. It is defined as a persons
belief in his or her ability to accomplish an assigned task.
International Diploma in Physical Education and Scholastic Sports
CEE 571 Study Guide
20. In the achievement goal theory the two goal orientations are ego and task.
21.
Elements of achievement goal theory include a persons set of beliefs that reflect the reasons
why they engage in learning tasks. A performance goal orientation is demonstrated by a
concern for personal ability, comparison with others, being concerned with how others
perceive them, a desire for public recognition of performance, and a need to avoid looking
incompetent. A learning goal orientation reflects a focus on task completion and
understanding, learning, mastery, solving problems, and developing new skills.
22.
Goal theory typically proposes two general goal orientations: either ego- or task- involved.
23. S.M.A.R.T. is an acronym used in goal setting. The letters stand for specific, measureable,
attainable, realistic, and timely.
24. Groups are characterized by social structure, mutual benefit, and self-categorization.
25. Cohesion is a dynamic process, which is reflected in the tendency for a group to stick
together and remain united in the pursuit of its objectives and/or satisfaction of member
needs.
26. Roles are a set of behaviors that are expected from occupants of certain positions.
27. Sport pedagogy refers to the process that coaches use to teach all types of sport skills.
28. One factor that affects cohesion is norms; standards for behavior that are considered
acceptable.
29. A technical goal focuses on learning and performing motor skills. A tactical goal focuses on
knowing when and how to use various techniques.
30. When learning new skills students should be allowed to practice as soon as possible after it is
demonstrated.
31. Time wasters include unclear goals, procrastination, and poor planning.
32. Energy for movement comes from food that is converted from chemical energy by the
digestive system.
33. Some indications of overtraining are emotional instability, loss of coordination, insomnia, and
a sudden or gradual decline in performance.
34. Two energy systems within the athletes body are aerobic and anaerobic. The aerobic system
produces energy primarily from fat stored within the body. The anaerobic energy system relies
on stored glycogen.
35. Activities that rely on speed and power use the anaerobic system.
36. Endurance is the ability of a muscle to repeatedly contract or sustain a continuous contraction
involving less than maximum force. Power is the measure of a muscles ability to produce
force quickly (P=W/T).
37. Periodization is placing the structure and content of training into phases. Phases are organized
into macro-, meso-, and micro-cycles.
38. A typical macro-cycle consists of 52 weeks; a meso-cycle consists of 16 weeks; and a microcycle consists of one week. These are typical lengths and can be adjusted as needed but the
CEE 571 Study Guide
relationship between the various cycles remains the same i.e. the macro-cycle is always the
longest.
39. Protein and carbohydrate contain 4 kilocalories of energy per gram. Fat contains 9 kcla/g.
40. A high performance diet includes more carbohydrate and less fat.
41. Dehydration results from insufficient fluid intake before, during, and after exercise.
42. Water is essential for temperature control through sweating, and for carrying nutrients to cells
and removing waste from the cells.
43. Protein is essential for the development and maintenance of body tissue. Carbohydrate is used
for short-term energy, and fat is stored as long term energy.

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CEE 571 Study Guide

CEE 571: Physical Education and Sports Coaching Methodology

International Diploma in Physical Education and Scholastic Sports

CEE 571 Study Guide

International Diploma in Physical Education and Scholastic Sports

CEE 571 Study Guide

International Diploma in Physical Education and Scholastic Sports

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