Test Bank For Teaching Physical Education for Learning 2025 Release Judith E. Rink

Test Bank For Teaching Physical Education for Learning 2025 Release Judith E. Rink Chapters 1-14 Answers are at the End of Each Chapter Chapter 1 1) The unique contribution of physical education to the education of the student is: A) psychomotor outcomes.

B) cognitive outcomes.

C) affective outcomes.

D) none of these.

2) An objective that asks students to understand why they should step forward on the opposite

foot in throwing pattern is: A) an affective objective.

B) a cognitive objective.

C) a psychomotor objective.

D) a combination of all of these.

3) An objective that asks students to work cooperatively with their partner is: A) an affective objective.

B) a cognitive objective.

C) a psychomotor objective.

D) a combination of all of these.

4) A major problem in the design of physical education curriculums is A) not enough sport activities.

B) too much fitness.

C) unrealistic goals.

D) lack of variety of activity.

The most important instructional unit of analysis in physical education is

E) teacher feedback and student response.

F) the way teachers organize lessons.

G) the teacher task and the student response to that task.

H) the tasks teachers give students.

5) Pre-lesson and post-lesson routines in instruction occur A) when the teacher plans and evaluates lessons.

B) before and just after the lesson content.

C) when students have finished working on a task.

D) from the moment students begin class to the moment class ends.

6) Which of the following behaviors is not a management behavior?

A) The teacher asks students to put their equipment in the right position to be put away.

B) The teacher lines students up for a skill practice.

C) The teacher asks students for their attention.

D) The teacher describes how to perform a skill.

7) Content development is related to A) the relationship between tasks in a lesson.

B) the development of a positive attitude toward lesson content.

C) the relationship of teacher feedback to lesson objectives.

D) the ability of the teacher to maintain on-task behavior.

8) Which of the following experiences would not be consistent with the four criteria for a

learning experience in physical education?

A) A ninth grade game of Whiffle ball.

B) Tossing and catching with early elementary aged students.

C) Four v. four soccer with seventh graders.

D) A classroom fitness lesson with high school juniors.

9) Which of the following statements is true?

A) Teachers are free to teach the way they want depending on their personality.

B) Teachers can perform teaching functions in many different ways.

C) Good teaching cannot be evaluated.

D) Specific teaching behaviors cannot be evaluated.

10) Which of the following is not a management behavior?

A) The teacher explains what the lesson content will be for the day.

B) The teacher divides the class up into four groups.

C) The teacher asks students to work more quietly.

D) The teacher arranges the equipment in four piles throughout the gym.

11) The major goal of physical education programs is to A) involve students in physical activity.

B) use physical activity to develop affective and cognitive goals.

C) develop a physically active lifestyle.

D) provide a fun experience for students.

12) What best characterizes a reflective teacher?

A) A teacher who plans lessons in great detail.

B) A teacher who attends a lot of professional meetings.

C) A teacher who organizes a class well.

D) A teacher who learns and grows from their experience.

13) The national content standards A) describe what students should know and be able to do.

B) include affective, cognitive, and psychomotor goals.

C) include five major goals.

D) all of these are true.

Which of the following is a content behavior?

E) The teacher asks students to sit next to a partner.

F) The teacher describes how a skill is to be done.

G) The teacher asks students to hold their equipment while he is talking.

H) The teacher checks attendance.

14) Affective goals in physical education A) can be taught directly.

B) can be taught with the process of teaching the teacher selects.

C) are highly related to developing a physically active lifestyle.

D) all of the above.

15) Pre-lesson routines A) are not as elaborate in the secondary school.

B) occur in the locker room.

C) are not as elaborate in the elementary school.

D) should not allow students to participate in activity before the actual lesson begins.

16) Assessment of student performance A) should take place throughout the lessons of a unit.

B) should occur at the end of a unit.

C) can be done with peers.

D) all of the above.

17) Which of the following is a good way to insure on-task behavior?

A) design tasks so that all students can be successful.

B) don't allow students who can't get along to work with each other.

C) let students who don't want to participate sit out.

D) all of the above.

18) Instructional objectives A) describe the overall goals of a program.

B) describe what students should achieve in a lesson.

C) should always be psychomotor.

D) all of the above.

Answer Key Test name: chapter 1 1) A 2) B 3) A 4) C 5) C 6) B 7) D 8) A 9) A 10) B 11) A 12) C 13) D 14) D 15) B 16) D 17) C 18) D 19) A 20) B

Student name:__________ 19) What is the relationship between skill in motor skills and participation in physical activity

and age?

A) It is stronger in very young children.

B) It is about the same regardless of age.

C) It gets stronger with age.

D) It gets weaker with age.

20) The cognitive stage of learning a motor skill is helped by A) demonstration.

B) specific detailed information on correct performance.

C) using the skill in advanced contexts.

D) practice using the skill in different ways.

21) The associative phase of learning a motor skill is characterized by A) the establishment of a motor plan.

B) connecting sensory information to motor responses.

C) concentration on temporal patterning and timing of a skill.

D) an automatic response.

22) Movement schemata are A) generalized motor patterns.

B) skills that require a constant environment.

C) short-term sequences of neuromuscular responses.

D) developmental skills.

23) A task constraint in dynamical systems theory would be A) the physical abilities of the performer.

B) what the student thinks the task is.

C) the social environment.

D) All of these.

24) Teachers can teach attention by A) helping students attend to the appropriate environmental cues.

B) helping students tune out irrelevant stimuli.

C) limiting the amount of information students must attend to.

D) All of these.

25) Differences in learner ability A) decrease with practice.

B) are related to both genetics and experience.

C) cannot be influenced by teaching.

D) are primarily gender issues.

26) Which of the following is an example of knowledge of results?

A) The student realizes he or she forgot to step forward.

B) The student sees a basketball go into the basket.

C) The teacher corrects student form.

D) The student gives feedback to another student.

27) Feedback can be A) a source of information to the learner concerning performance.

B) knowledge of results or knowledge of performance.

C) intrinsic or extrinsic.

D) All of these.

28) Which of the following guidelines should the teacher follow when giving feedback?

A) The teacher should give learners as much information as possible on their

performance.

B) The teacher should wait until after class to provide feedback so that practice is not interrupted.

C) The teacher should give only motivating positive feedback.

D) The teacher should do none of these.

29) Which of the following is the most difficult match for knowledge of results and knowledge

of performance?

A) The goal is not accomplished, and the plan is not executed correctly.

B) The goal is accomplished, but the plan is not executed correctly.

C) The goal is accomplished, and the plan is executed correctly.

D) The goal is not accomplished, but the plan is executed correctly.

30) Transfer can be A) practice to skill.

B) skill to skill.

C) physical abilities to skill.

D) All of these.

31) Variability of practice can A) destroy a performer's concentration.

B) benefit closed skills.

C) help the development of open skills.

D) provide the learner with more practice than non-variable practice.

32) Environmental design of tasks A) protects the environment from undue stress.

B) eliminates the need for teacher instruction.

C) elicits a motor response from the student.

D) eliminates the need for teacher knowledge of how to "do" a skill.

33) Which of the following is not true?

A) There is little cognitive involvement in learning motor skills.

B) Skilled performers have eliminated variability in performance.

C) A good instructor can eliminate student feedback on performance.

D) All of these.

34) Which of the following is most appropriate for a tennis serve taught to beginners?

A) Part, whole.

B) Whole.

C) Whole, part.

D) All of these under certain conditions.

35) Which of the following is not recommended to facilitate active processing of what is to be

learned?

A) motivating learners to do their best.

B) repetitive drill experiences to ensure learning.

C) giving learners a clear idea of what the expectations are for performance.

D) providing achievable but challenging experiences.

36) An example of a serial skill is A) shooting in archery.

B) fielding and catching a softball.

C) dribbling a basketball.

D) basketball foul shot.

37) Students with high academic ability A) may or may not be good at motor skills.

B) are usually good at motor skills as well.

C) are usually not good at motor skills.

D) If they are males are good at motor skills.

38) An example of bilateral transfer is A) dribbling with one hand that transfers to the other hand.

B) dribbling with a hand that transfers to dribbling with the foot.

C) dribbling with one hand that transfers to dribbling to the other foot.

D) dribbling with the hand that transfers to shooting.

39) Which of the following is true?

A) Teachers can chose different methods for different outcomes.

B) Teachers should always use direct methods of teaching.

C) Teachers should always mix methods of teaching.

D) Teachers should always use indirect methods of teaching.

40) Which of the following is a good example of using environmental conditions to elicit the

response you want from students?

A) Having one partner evaluate the work of another.

B) Doing a task outside rather than inside.

C) Decreasing the space in a 2 V 1 to help the defense.

D) Asking students to watch a video of good performance.

41) Which of the following is an example of a more open skill?

A) Skipping.

B) Foul shot in basketball.

C) Bowling for strikes.

D) All of the above.

42) Which of the following is more likely to result in being able to use a volleyball forearm pass

in a volleyball game?

A) Practicing the pass from a short partner toss.

B) Practicing the pass from a self-toss.

C) Practicing the pass from a toss/throw over the net.

D) Practicing the pass against the wall.

Answer Key Test name: chapter 2 21) C 22) A 23) B 24) A 25) D 26) D 27) B 28) B 29) D 30) D 31) B 32) D 33) C 34) C 35) D 36) C 37) B 38) C 39) A 40) A 41) A 42) C 43) A 44) C

Student name:__________ 43) Which of the following is a criterion for a good learning experience?

A) The learning experience should have the potential to improve the motor

performance/physical activity skills of students.

B) The learning experience must be appropriate for the experiential level of all students.

C) The learning experience must provide maximal activity or practice time for all students.

D) All of the above.

44) Which of the following learning experiences would meet the criterion for maximum student

physical activity?

A) The teacher organizes every student into a squad for a relay.

B) The teacher lines students up behind two mats to practice forward rolls.

C) The teacher divides students into partners to practice throwing and catching.

D) The teacher plays a low organization game using throwing and catching with two balls.

45) A rich experience is one that A) has maximal activity time.

B) involves students in an affective, cognitive, and psychomotor way.

C) increases complexity gradually.

D) All of these.

46) Which of the following is not a component of a movement task?

A) Content.

B) Goal orientation.

C) Designated practice time.

D) Organization.

47) Which of the following instructions represents the goal orientation of a task?

A) Practice in groups of three.

B) Set the volleyball.

C) Work to get the feel of the skill.

D) Work for 10 minutes and then change stations.

48) Which of the following tasks is the most unlimited task?

A) Everybody do a headstand.

B) Balance on three parts of your body.

C) Balance on your head and hands.

D) Balance on two hands and one foot.

49) Presenting a task requiring verbal or movement solutions arrived at through movement is

called A) B) C) D)

alternative tasks. alternative ways to perform tasks. problem solving. task individualization.

50) Which of the following tasks has the most affective potential?

A) Work with a partner to develop a sequence of two traveling actions and a balance.

B) Keep score for your partners to see how many consecutive hits they can make.

C) See which team can keep its line the straightest.

D) Share your equipment with a partner.

51) Which of the following is not true concerning the goal orientation of the task?

A) The goal orientation gives the student a focus for practice.

B) Goal orientations make the task presentation more efficient.

C) The goal orientation can be used to sequence experiences.

D) The goal orientation can be assumed if not stated.

52) The best criterion for choosing group size is A) how much space and equipment is available.

B) how many students are necessary to practice a skill.

C) how large the squads are.

D) how many players are in the final game.

53) For most tasks appropriate learning experiences are primarily those that A) mix ability levels on a regular basis.

B) deliberately put advanced players with beginners in competitive situations to improve

their skill.

C) organize students by equal ability levels.

D) are organized by chance.

54) Which of the following is not a valid reason to change the task focus?

A) Time allotted for a task has expired.

B) Students are tired physically.

C) Responses are becoming unproductive.

D) Students have performed the skill correctly.

55) Which of the following statements is true regarding "fun" in physical education?

A) Teachers should select activities that students think are fun physical activities.

B) Learning can be fun.

C) Classes are not fun unless students are laughing.

D) Teachers should select activities that are fun for them to teach.

56) Probably the single most factor that determines whether a student learns a motor skill is A) whether they have tried it before.

B) how much practice time they have.

C) whether their friends can do it.

D) whether the teacher gives good feedback.

57) Which of the following tasks has the most potential to provide a psychomotor, affective and

cognitive experience for students?

A) Find the best way to remove your arrows from the target.

B) Watch how I remove the arrows from the target safely and you try it.

C) All the students at your target are to decide the safest way to remove the arrows from the target.

D) If you don't know how to remove your arrows from the target ask your partner.

58) Which of the following would make a throwing and catching task more appropriate for all

students in a class?

A) Choose the ball you feel most comfortable with.

B) Start on a line close and move back with success.

C) Your partner has a responsibility to send it to you so that you are successful.

D) All of the above.

59) Which of the following is true in terms of determining group size for practice of a skill?

A) The teacher should never put students in groups of more than two.

B) Relays provide maximum participation.

C) Larger groups are OK if every student in the group is active.

D) Group size is determined by the number of people on a team.

60) Teachers can let students choose who they work with if: A) No one is left out of the choice.

B) Students can work productively with their choice.

C) Racial integration is not an issue with the group.

D) All of the above.

61) The most inefficient way to group students is A) to have students count off by number.

B) group students by interest.

C) group students by birthdays.

D) group students by physical size.

62) One of the best ways to get students in a circle for a dance is to: A) Have students join hands to make a circle.

B) Have students get in a straight line and lead them around in a circle.

C) Have students stand on a circle line on the floor and take steps back.

D) Just ask the group to make a circle.

Answer Key Test name: chapter 3 45) D 46) C 47) B 48) C 49) C 50) B 51) C 52) A 53) D 54) B 55) C 56) A 57) B 58) B 59) C 60) D 61) C 62) D 63) A 64) C

Student name:__________ 63) An advantage of student demonstrations over teacher demonstrations is that A) students always demonstrate more accurately.

B) teachers are free to guide student observation.

C) students observe other students more attentively.

D) All of these are true.

64) Critical features of a skill represent: A) the errors that students are likely to make.

B) a description of how the skill should be performed correctly.

C) whether the skill is a manipulative skill or non-manipulative skill.

D) the way the task is presented.

65) Which of the following is a cause of student inattention?

A) noisy, distracting environment B) preoccupation with other people or things in the environment C) inefficient use of time D) All of these

66) Verbal directions for a task are sufficient if: A) the teacher does not have much time.

B) the teacher wants creativity.

C) learners have experience with a task.

D) All of these are true.

67) Accurate and appropriate learning cues are important primarily because A) they cut down the time it takes to present movement tasks.

B) they help the learner develop an accurate motor plan.

C) they cut down management time.

D) All of these are true.

68) Good learning cues are: A) accurate.

B) critical to the task to be presented.

C) few in number.

D) All of these.

69) When teaching motor skills to young learners, teachers must keep in mind that A) young learners cannot profit from instruction.

B) young learners do not have as many established chains of motor behavior as older

learners.

C) young learners need primarily verbal instruction.

D) All of these are true.

70) Which of the following strategies for task presentation is useful for the young learner?

A) Demonstration B) Focusing learner on the whole action and the intent of that action C) Environmental design D) All of these

71) The skilled learner A) needs only practice to get better.

B) needs "gross framework" cues.

C) can profit from more specific information on refining the skill.

D) All of these are true.

72) Cues for closed skills should A) be sequenced.

B) provide visual pictures of body-space relationships.

C) communicate the dynamics of movement.

D) All of these.

73) Which of the following cues best reflects the kind of cue needed for an open skill at later

stages of development?

A) Body-space relationship at different parts of a movement B) Use of the response C) Dynamics of the movement D) Visual picture of the action

74) Which of the following cues most reflects the openness of the basketball dribble?

A) Use the pads of your fingers.

B) Keep your dribble low when guarded.

C) Keep your knees slightly bent.

D) Push the ball down.

75) Descriptive words organized in a sequence are A) cues for the response.

B) cues for concepts.

C) cues for open skills.

D) summary cues.

76) Task clarity is enhanced if A) teachers give the management dimension of the task first and then the content

dimension.

B) teachers do not mix management with content.

C) teachers give the content dimension of the task first and then the management dimension.

D) teachers mix the two dimensions of content and management.

77) Management cues or signals A) confuse learners.

B) alert learners as to when to begin activity.

C) do not need to be used with older learners.

D) should never be used in dance.

78) Set induction A) organizes the equipment for a class.

B) organizes students for a class.

C) alerts the students to what they will be doing for the day.

D) introduces new students to the class.

79) When you are teaching concepts you will want to A) give students examples of all possible solutions.

B) define the concept for them verbally but not "give away" how to do it.

C) give students a few examples of the concept before they explore the concept.

D) let a student show one example of the concept.

Answer Key Test name: chapter 4 65) B 66) B 67) D 68) C 69) B 70) D 71) B 72) D 73) C 74) D 75) B 76) B 77) D 78) B 79) B 80) C 81) B

Student name:__________ 80) Extension tasks attempt to: A) qualitatively improve performance.

B) manipulate the level of difficulty and complexity of performance.

C) evaluate level of performance of students.

D) provide self-testing experiences.

81) Intertask development concerns A) the development of qualitative aspects of skill performance.

B) the development of content from one skill to another.

C) the way the teacher adds competitive experiences to content.

D) the development of conditions within a single skill.

82) Which of the following tasks would provide an application/assessment experience?

A) Today we are going to play basketball.

B) How many times can you and your partner get the ball without losing control?

C) How far can you jump forward from two feet?

D) All of these.

83) Backward chaining A) starts with the most difficult way a skill can be performed and then develops it to

easier conditions.

B) begins with a later part of the skill and then adds earlier parts.

C) develops skills for less able students.

D) combines several skills together.

84) Decreasing the space requirements for skill performance can A) reduce difficulty for defensive in a small sided game.

B) make throwing more difficult.

C) reduce difficulty for offense in a small sided game.

D) All of these.

85) The best number of people for skill practice of most manipulative skills is A) usually one and sometimes two.

B) the number of students divided by the amount of regulation equipment available.

C) one observer, one retriever, and one performer.

D) one squad to one ball.

86) Skills should not be broken into parts A) when the teacher does not have time to fully develop each.

B) when teaching in parts would destroy the rhythm of the skill.

C) when one skill follows another similar skill.

D) when the skill is a striking skill.

87) An appropriate focus for refinement at advanced stages of the badminton smash would be A) transferring weight to the forward foot.

B) smashing to the right as an opponent moves to the left.

C) ensuring that the angle on the follow-through is down.

D) snapping the wrist on the follow-through.

88) When you give a task that has two task foci the one that students pay most attention to is the: A) extension focus.

B) refinement focus.

C) application/assessment focus.

D) initial task focus.

89) Teachers get observation cues to improve student performance from the A) extension column of the analysis.

B) refinement column of the analysis.

C) application/assessment column of the analysis.

D) All of these.

90) Competitive focuses on student work A) can improve performance of the highly skilled.

B) should rarely be used in a physical education class.

C) motivate the less skilled.

D) Do none of these.

91) An acceptable alternative for students who do not have the prerequisites for learning a

particular skill is to A) establish prerequisites first.

B) modify the skill or equipment for successful performance.

C) choose not to teach that skill.

D) All of these.

92) For skills that require both accuracy and force production, A) accuracy should be established first.

B) force production should be established first.

C) both should be developed at the same time.

D) the rules of the game should dictate whether force production or accuracy is

established first.

93) Environmental design is A) modifying the environment to reduce skill complexity.

B) using regulation equipment for better transfer.

C) building in environmental conditions that elicit skilled performance.

D) changing the temperature to promote skill performance.

94) Open skills A) are best learned if teachers drill the skill first under closed conditions.

B) are only perceptual skills.

C) are performed in predictable environments.

D) can be taught initially, as closed skills as long as the teacher does not teach the skill

under those conditions for long periods of time.

95) Which of the following is a cue for the use of the response?

A) Use the pads of your fingers to dribble.

B) Pass the ball ahead of the receiver.

C) Keep your eye on the ball.

D) Contact the ball in the center.

96) Which of the following is an appropriate application/assessment task for the task "throw the

ball as hard as can against the wall using an overhead pattern"?

A) Try to rotate back more in your preparation.

B) See how far back you can get and still hit the wall.

C) Now try it underhanded.

D) None of these.

97) Which of the following is an appropriate extension of the task "throw the ball as hard as can

against the wall using an overhead pattern"?

A) Now let's add a target to your throw.

B) Make sure you are throwing as hard as you can.

C) Now we are going to practice base running.

D) None of these.

98) Application/Assessment tasks A) should not be competitive.

B) are always competitive.

C) are always self-testing.

D) can be competitive or non-competitive (self-testing).

99) An example of a self-testing task would be A) Work as hard as you can to get consistency.

B) How many can you do in a row without missing?

C) Two on two basketball.

D) All of these.

100)

Which of the following tasks is a Stage One task from the Games Stages?

A) Practicing the volleyball forearm pass from a tossed ball.

B) Practicing sets and bumps with a partner.

C) Playing two on two volleyball.

D) Playing six on six volleyball.

101)

Which of the following activities is a Stage Two task?

A) Practicing the set from a partner toss B) Practicing the set in a group of six to "Keep it Up" C) Practicing the set without the ball D) Playing the game of volleyball

102)

Which of the following are Stage One experiences in the development of games players?

A) Dribbling the ball against a defender B) Dribbling and passing a ball with a partner C) Dribbling a ball in different directions D) All of these

103)

Which of the following are Stage Two experiences in the development of games players?

A) Catching a softball and practicing throwing it to first base B) Playing pig-in-the-middle between two bases C) Practicing fielding ground balls D) Playing a softball game

104)

Which of the following are Stage Three experiences in the development of games players?

A) Playing keep-it-up in volleyball with three other players B) Setting and bumping a ball alternately with a partner C) Playing two v. two volleyball across a net D) Playing a game of regulation volleyball

105)

Which of the following is true regarding the games stages?

A) Students leave one stage completely before they move on to another B) All of the stages are designed to develop game tactics from simple to complex C) The most neglected stage in skill development is stage four D) None of these

Answer Key Test name: chapter 5 82) B 83) B 84) D 85) B 86) A 87) A 88) B 89) B 90) C 91) B 92) A 93) D 94) B 95) C 96) D 97) B 98) B 99) A 100) 101) 102) 103) 104) 105) 106) 107)

D B A B C A C D

Student name:__________ 106)

The "acid test" for an effective learning environment is one in which A) students do what the teacher says because of well stated consequences.

B) students are dressed for activity.

C) students are learning.

D) students stay on task.

107)

Teachers should strive to A) make their classes totally teacher directed.

B) make their classes totally student directed.

C) find a middle point in the continuum and stay there.

D) use teacher and student direction of learning activities according to the objectives of a lesson.

108)

The greatest advantage of a teacher-directed learning environment is that A) students have no opportunity to be off task.

B) students learn how to be decision makers.

C) organization time is ultimately more efficient.

D) student and teacher roles are clearly defined.

109)

The greatest advantage of a student-directed learning environment is that A) students learn to be decision makers.

B) organization is ultimately more efficient.

C) practice time is ultimately increased.

D) All of these are true.

110)

Teachers who are good managers A) spend the first part of a period setting up equipment so that it is ready for a later part of the lesson.

B) cancel a class when fields must be lined.

C) find ways to set up equipment outside of class time.

D) work with only one large piece of equipment at a time so that it can be monitored.

111)

Rules should be established according to which of the following guidelines?

A) The teacher should have a rule a day.

B) The teacher should not spend time enforcing rules.

C) The teacher should take time out to teach rules.

D) The teacher should establish a system for students to enforce rules.

112)

Consequences should A) be established for every rule and procedure.

B) be both positive and negative.

C) use physical activity as a deterrent to undesirable behavior if necessary.

D) be totally individualized to a student.

113)

Teachers should handle late students by A) putting the late student directly into activity.

B) stopping the class and explaining to the late student the direction for activity.

C) asking the late student to wait until an opportune time to explain class directions.

D) asking the late student to sit out that class period.

114)

Inappropriate student behavior can best be handled by A) ignoring the disruptiveness of it.

B) letting other students in the class get "on to" that student.

C) sending the student to the principal.

D) first understanding the cause of disruptive behavior.

115)

Student off-task behavior is most often the responsibility of A) the teacher.

B) poor social interaction skills between students.

C) impossible students.

D) poor curriculum.

116)

Hellison's levels primarily describe A) different levels of off-task behavior.

B) teacher consequences for off-task behavior.

C) stages for the ability of students to act responsibly.

D) All of these.

117)

Inappropriate behavior can sometimes be ignored A) when the teacher doesn't know what to do about it.

B) when the teacher has been unsuccessful in changing the behavior.

C) when the student's behavior is not disturbing others.

D) when the class is almost over.

118)

Conflict resolution is A) a strategy for solving conflicts between the teacher and the student.

B) a school justice system conducted by students.

C) a program to teach students how to solve their own problems.

D) All of these.

119)

When students continuously misbehave teachers should consider A) ignoring the student.

B) involving other personnel in the school.

C) using the rest of the class to apply social pressure.

D) All of these.

120)

Which of the following describes the best approach to discipline?

A) Wait until the student behavior disturbs other class members.

B) Ignore misbehavior.

C) Try to prevent the behavior from occurring in the first place.

D) Put the student's name on the board as a "poor PE citizen".

121)

The best way for a teacher to handle a visitor during class is to A) have the students sit until your work with the visitor is finished.

B) make arrangements with the visitor to talk after class.

C) have the students continue to work independently while the teacher talks to the visitor.

D) ignore the visitor.

122)

In the case of serious injury to a student, the teacher should A) attend to the student and permit the rest of the class to continue.

B) allow another student to take care of the problem while the teacher continues class.

C) stop class and personally take the student to the nurse's office or hospital.

D) stop class and get help.

123)

Off-topic discussions with students during activity are to be avoided because A) they establish too close a relationship between teacher and student.

B) teachers should not be concerned about students' private lives.

C) students cannot focus on the task.

D) All of these are true.

124)

Teachers should become participants A) only for a brief time if necessary to motivate students.

B) under no conditions.

C) when a student needs a partner.

D) when students begin game play.

125)

Teachers can prepare a safe learning environment by A) anticipating problems before they occur.

B) building safety into student responses by teaching for controlled movement.

C) changing a task that is not being safely performed.

D) All of these.

126)

When students are not performing an appropriate task the way the teacher intended, often the problem is A) clarity of the task presentation.

B) a need to creatively use the equipment in another way.

C) student behavior problems.

D) task pacing.

127)

When many students are not performing a task the way the teacher intended, the teacher should A) let the group continue with their interpretation of the task.

B) stop the group and clarify the task.

C) change to a new task.

D) clarify the task on an individual basis.

128)

If individual students are taking a long time to get started on a task, the teacher should A) stop the whole class and clarify the task.

B) change the task for the few individuals having trouble.

C) make a move to positively direct the few individuals.

D) remove those students from the class.

129)

One of the most efficient ways to take attendance at the secondary level is to A) have the teacher call out the name of each student.

B) give each student a permanent attendance spot on the floor and have the teacher check off who is not present.

C) have a student call out the name of each student.

D) have the teacher check attendance in the locker room.

130)

The signal to stop activity should mean A) to freeze where you are.

B) to bring your work slowly to a close.

C) to continue to work but listen to the teacher.

D) to continue at what you are doing until the teacher gives the signal again.

131)

Student self-control and responsibility is best developed by A) giving students choices.

B) demanding student compliance to rules.

C) using direct approaches to teaching.

D) using partner and group work.

Answer Key Test name: chapter 6 108) 109) 110) 111) 112) 113) 114) 115) 116) 117) 118) 119) 120) 121) 122) 123) 124) 125) 126) 127) 128) 129) 130) 131) 132) 133)

C D D D C C B C D A C C C B C B D C A D A B C B B A

Student name:__________ 132)

Which of the following functions can feedback serve in a group instructional setting?

A) Provide information on results of performance.

B) Provide information on knowledge of performance.

C) Monitor on task behavior.

D) All of these.

133)

The statement "Don't land so stiff legged" is what type of feedback?

A) Negative.

B) Specific.

C) Corrective.

D) All of these.

134)

Specific feedback to individuals on performance is useful A) to all learners under any conditions.

B) only if evaluative in nature.

C) only if student performance and errors are consistent.

D) All of these are true.

135)

Which of the following guidelines should teachers follow when giving feedback?

A) The teacher should stay with students until they have the opportunity to use the information feedback provides.

B) For clarity, the teacher should use both examples and non-examples.

C) The teacher should avoid negative criticism.

D) All of these.

136)

Individual feedback made public A) is useful for monitoring.

B) can be used effectively in the elementary school.

C) can put secondary students in an uncomfortable social position with their peers.

D) All of these.

137)

If the task is "Work to get your landing soft by bending at the hips, knees, and ankles," which of the following statements would not be congruent feedback?

A) Good soft landing, Tommy.

B) Get more extension in the air.

C) Bend at your knees more. Go all the way down.

D) All of these.

138)

With respect to teacher position, A) teachers should stay on the outskirts of the work area.

B) teachers should never get caught in the middle of the group for long periods of time.

C) teachers should continuously circulate and never stop at any area of the work area.

D) teachers should find a home base and stay there so the students know where you are.

139)

Teacher observation is facilitated by A) the teacher knowing ahead of time what he/she is looking for.

B) all students doing the same task.

C) tasks with a definite focus.

D) All of these.

140)

When a student is injured during class teachers should A) stop the class and get help for a badly injured student.

B) treat the injury of the student.

C) tell the student not to move until class is over.

D) go the nurse's office with the student.

141)

Which of the following feedback statements is likely to be more effective for a student who is landing from height out of control?

A) Control your landing.

B) Land by bending the hips knees and ankles.

C) Land still and so I don't hear you.

D) Don't jump so high.

142)

If the teacher asks students to do something related to a movement skill and the students aren't doing it the teacher should A) stop the class and clarify the task.

B) assume the students may not be ready to do that.

C) give corrective feedback to individuals so students can keep working.

D) change the task.

143)

If a student knows what to do but chooses not to on a continuous basis, the teacher can A) redirect the student to the task.

B) move the student to another location.

C) inform the student that conditions of participation are that the student respond with appropriate behavior.

D) All of the above.

144)

If students need more practice on a skill but are losing interest in the way it is practiced the teacher can A) find another way to practice the same skill at the same skill level.

B) practice the skill for a short time for several days.

C) add an application task to make it more enjoyable.

D) all of the above.

145)

The teacher has put students in squads for a skipping race that starts at one end of the gym and finishes at the wall. Which of the following is a problem with this task?

A) There are lots of ways to practice skipping that don't have students waiting in line.

B) Finishing a race at the wall is a safety problem.

C) In some gyms it is hard to maintain a skip from one end to the other.

D) All of the above.

146)

Feedback that puts a value judgement on student performance is A) always evaluative.

B) always corrective.

C) always specific.

D) always congruent.

Answer Key Test name: chapter 7 134) 135) 136) 137) 138) 139) 140) 141) 142) 143) 144) 145) 146) 147) 148)

D D C D D B B D A C A D D D A

Student name:__________ 147)

Mosston's teaching styles are based on A) The number of students in a class.

B) The content that is taught.

C) The amount of decision making given the learner.

D) All of these.

148)

In which teaching strategies is the teacher directly involved in all instructional functions?

A) Interactive.

B) Station.

C) Peer.

D) Self-instructional.

149)

In interactive teaching the movement task A) allows little student freedom.

B) allows a lot of student freedom.

C) allows some degree of student freedom.

D) allows different degrees of freedom depending on task design.

150)

When using an interactive teaching strategy, A) the teacher gives different tasks to different learners.

B) the teacher gives one task with many potential responses.

C) the teacher gives only one task and expects the same response.

D) All of these can be true.

151)

In the interactive teaching strategy, responsibility for most task presentations is A) the teacher's.

B) the student's.

C) usually communicated by media.

D) All of these.

152)

The biggest advantage of the interactive teaching strategy over other strategies lies in which of the following components?

A) Task selection.

B) Task communication.

C) Task progression.

D) Task evaluation and feedback.

153)

In which teaching strategy is it possible to have two or more tasks going on at the same time?

A) Station.

B) Peer.

C) Self-instructional.

D) All of these.

154)

Communication of tasks is difficult in station teaching because A) the teacher does not present tasks to learner.

B) learners work independent of the teacher.

C) many tasks usually have to be presented at one time.

D) media do not do a good job of task presentation.

155)

Station teaching is better reserved for tasks A) that are cognitive in nature.

B) in which students have experience.

C) that ask for a high level of refinement.

D) All of these.

156)

What role do beginning teachers usually play during activity when using stations?

A) Feedback and evaluation.

B) Task presentation.

C) Management.

D) Observation.

157)

The biggest advantage of station teaching is A) the ability to have different content tasks at the same time.

B) that the teacher doesn't have to do a task presentation.

C) students are responsible for their own task progression.

D) the teacher doesn't have to evaluate or give feedback.

158)

Peer teaching can be used for A) feedback and evaluation.

B) task presentation.

C) task progression.

D) All of these.

159)

One of the major problems concerned with using peers to teach other students is that A) peers cannot be skilled enough to show a movement correctly.

B) peers are not good communicators.

C) peers do not get the opportunity to advance their own skills.

D) All of these are true.

160)

The instructional component best handled by peers is A) feedback and evaluation.

B) task presentation.

C) task progression.

D) content selection.

161)

To make peer teaching work, teachers must A) attend to the quality of the peer relationship.

B) teach students to be good observers.

C) work with the peer teacher.

D) All of these.

162)

Mastery learning usually involves A) peer teachers.

B) preconceived exit points.

C) cognitive material only.

D) All of these.

163)

For students to profit from self-instructional strategies, A) students must be somewhat independent in their learning skills.

B) all ingredients necessary for learning must be included in the materials.

C) students must be taught to use the materials.

D) All of these must be true.

164)

In most self-instructional strategies the teacher's major role during instructional time is A) feedback and evaluation.

B) task presentation.

C) progression of content.

D) content selection.

165)

Which of the following teaching strategies has the most potential to provide students with appropriate progressions?

A) Interactive.

B) Peer.

C) Station.

D) Self-instructional.

166)

Which of the following teaching strategies has the most potential to provide students with more feedback on their performance?

A) Interactive.

B) Peer.

C) Station.

D) Self-instructional.

167)

Which of the following teaching strategies can provide students with predesigned individualized learning programs?

A) Interactive.

B) Peer.

C) Station.

D) Self-instructional.

168)

In cooperative learning A) the content to be learned is not as important as the social skills students are developing.

B) the students make all the decisions.

C) all students must be able to contribute.

D) the teacher should stay out of the process once the task is presented.

169)

Team teaching A) can become turn teaching.

B) requires teachers who feel comfortable working together.

C) can be used to alternate teaching functions in one class.

D) All of these.

170)

In station teaching A) students can rotate to different stations once they are ready.

B) students can stay at one station for stations set up on ability levels.

C) students can rotate to different stations at a teacher's signal.

D) all of the above.

171)

Online classes are better set up as A) interactive teaching.

B) self-instructional strategies.

C) cooperative learning.

D) any of the above.

Answer Key Test name: chapter 8 149) 150) 151) 152) 153) 154) 155) 156) 157) 158) 159) 160) 161) 162) 163) 164) 165) 166) 167) 168) 169) 170) 171) 172) 173)

C A D D A C D C B C A D C A D B D A A B D C D D B

Student name:__________ 172)

Which motivation theory does a teacher use when they agree to give students a "free day" for working hard at something?

A) behaviorism.

B) social learning theory.

C) achievement goals theory.

D) intrinsic motivation theory.

173)

Which theory explains behavior in terms of learning based on what we see others do?

A) behaviorism.

B) social learning theory.

C) achievement goals theory.

D) intrinsic motivation theory.

174)

Students who are ego oriented consider themselves successful when A) they achieve their own goal.

B) they do better than their peers.

C) they do as they were told to by the teacher.

D) they reach a personal goal.

175)

Which of the following best describes the achievement theory of motivation?

A) Action is a function of the desire to reach a goal as well as the desire to avoid failure.

B) Students who have a strong need to achieve will select difficult tasks.

C) Students with a great deal of anxiety will choose goals that are less difficult.

D) All of these.

176)

Students who experience feelings of competence attribute their success to A) external causes.

B) internal causes.

C) the difficulty of the task.

D) others.

177)

Which of the following is NOT a nutriment in self-determination theory?

A) extrinsic motivation.

B) competence.

C) autonomy.

D) relatedness.

178)

According to achievement goal theory competence is best developed when teachers emphasize A) working well with others.

B) task mastery.

C) how well students do relative to others.

D) All of these.

179)

Which of the following is a form of external motivation?

A) The student wants to get a reward.

B) Students will feel guilty if they don't do what is expected.

C) Students think it will be good for them.

D) All of these.

180)

Motivation is enhanced if A) tasks are the same for all students.

B) students have some say in what they do.

C) the teacher is consistent in the teaching strategies used.

D) students can be 100 percent successful.

181)

In regard to the use of external rewards: A) Teachers should never use external rewards.

B) Teachers should use external rewards to link success to the reward.

C) External rewards are necessary to develop internal motivation.

D) External rewards cannot lead to internal motivation.

182)

Teachers should do the following in regard to promoting personal growth: A) Tone down the enthusiasm and remain more businesslike.

B) Leave the teaching of values to the church and family.

C) Ignore students who do not interact with others in positive ways.

D) None of these.

183)

Affective concerns in teaching A) are better achieved if handled without formal attention to their development.

B) need to be addressed as specific objectives in planning.

C) should be left to "teachable moments".

D) are unique concerns of physical education.

184)

Heterogeneous groups used to develop tolerance for others who are different A) should never be used if students have difficulty working with each other.

B) should be chosen by captains in class.

C) should not require any student to be a member of the group.

D) None of these.

185)

In giving feedback, teachers should A) begin to withdraw support for students who are achievement oriented to develop internal motivation.

B) individualize their attention.

C) give more support for students who are insecure.

D) All of these.

186)

Which of the following activities inherently develops positive affective values in and of themselves?

A) Team sports.

B) Combative activities.

C) Non-competitive activities.

D) None of these.

187)

Which of the following are good ways to increase motivation?

A) Reduce the expectations for achievement.

B) Increase the consequences for failure.

C) Help the students to become successful.

D) All of these.

188)

What is the best way for teachers to respond to intolerant student behavior on the part of a single student?

A) Ignore it.

B) Put that student in time out immediately.

C) Let the student know it is unacceptable and what the consequences will be if the behavior is repeated.

D) Stop the whole class and let them know who did it and you will not tolerate it.

189)

When students are intolerant to others who are different from themselves the teacher should A) not make a big deal over it and let the problems work themselves out.

B) force students to work with those with whom they display intolerant behavior.

C) teach students who are different how to be like everybody else.

D) none of these.

190)

The word tolerance means you should A) accept the behavior of students who are different from the rest of the class regardless of what they do.

B) not accept any behavior that is not accepted behavior in your gym.

C) try to understand why a student might be behaving in a particular way before you judge that behavior as negative.

D) treat all students the same.

191)

Student diversity A) contributes to our society.

B) makes teaching more difficult.

C) makes it difficult for minorities to fully develop their potential.

D) All of these.

192)

Most teachers do not deal with minorities well because they A) are not aware of their own behavior toward minorities.

B) are basically prejudiced people.

C) do not know how to individualize teaching.

D) do not have the time to learn about differences between students.

193)

One of the best ways for teachers who observe other students being insensitive to the feelings and needs of other students to react to the behavior is to A) ignore the behavior and let the students work it out.

B) make it a rule that you don't treat people like that.

C) find a way to sensitize the students involved to the implications of their behavior and let them know it is not acceptable to you.

D) make sure that those students do not get a chance to interact with each other in your class.

194)

The major reason women do not participate in sport as much as men do is that A) women by nature don't have any interest in sport.

B) women do not have the potential to be active participants in sport.

C) many of the messages women receive in their lives communicate that women do not play sports.

D) women are forced to compete with men in sport.

195)

The best thing a teacher can do who gets a job working in a highly ethnic environment is

to A) B) C) D)

196)

find ways to learn about the culture you are working with. try to become like the students of the culture you are working with. request a transfer to another school. teach the student from the perspective of your own culture.

Students who do not have the social and academic skills necessary to function in your class should be A) removed from class and put in special classes.

B) sent home until the parents teach these skills to their children.

C) taught these skills by the teacher.

D) allowed to observe until they acquire the skills.

197)

Which of the following is an acceptable way to handle mainstreamed students in your class?

A) Talk to the rest of the class before they come.

B) Use peer tutors.

C) Provide the student with a different task if necessary.

D) All of these.

Answer Key Test name: chapter 9 174) 175) 176) 177) 178) 179) 180) 181) 182) 183) 184) 185) 186) 187) 188) 189) 190) 191) 192) 193) 194) 195) 196) 197) 198) 199)

A B B D B A B D B B D B D D D C C D C D A C C A C D

Student name:__________ 198)

The national standard which deals with a unique affective goal of physical education is: A) Demonstrate competency in motor skills and movement patterns.

B) Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.

C) Achieves and maintains a health-enhancing level of physical fitness.

D) All of these.

199)

The lack of a national curriculum for physical education is A) an advantage because it allows a creative teacher freedom.

B) a disadvantage because there is no accountability.

C) a result of state control of education.

D) All of these.

200)

What is the relationship between the national standards and curriculum planning?

A) The national standards are a curriculum.

B) The standards and curriculum are unrelated.

C) The national standards can guide the development of curriculum.

D) The teacher should use standards they think are appropriate for their curriculum.

201)

Objectives/outcomes for a lesson A) are national standards.

B) should be written in terms of what teachers will do.

C) should be written in terms of what students will be able to do at the end of a lesson.

D) should describe what students will do during the lesson.

202)

The ability to break down material into its component parts is at what level of the cognitive domain?

A) Synthesis B) Knowledge C) Analysis D) All of these

203)

Movement form, movement concepts, and discipline-oriented concepts are examples of A) movement concepts.

B) organizing centers for curriculum.

C) curriculum units.

D) levels of cognitive learning.

204)

Elementary units usually A) use the name of a sport.

B) are more long term than secondary units.

C) cannot specify objectives.

D) are recycled through a year.

205)

The time frame used to plan a unit is designed to A) make sure teachers cover the content they should in the time allowed.

B) block out specifics of a lesson.

C) serve as a flexible guide depending on student progress.

D) All of these.

206)

Lesson objectives that are designated as teacher objectives describe A) what students should be able to do as a result of a lesson.

B) what teachers will be able to do during a lesson.

C) what students will be able to do during a lesson.

D) All of the above.

207)

In regard to games and game play for secondary students A) students should not play games until the end of the unit when they have developed fully the skills for the game.

B) students should play games in some form and apply skills throughout a unit.

C) game play should be reserved for after school programs.

D) some students are ready to apply their skills and some students should stay with skill development most of the unit.

208)

Classes are best ended A) with activity so students get maximum activity time.

B) with a group activity.

C) with a culminating experience that serves as review.

D) with a moment of silence.

209)

Set induction A) prepares students for what is to come.

B) connects one lesson to another.

C) helps students understand why a lesson is important.

D) All of these can be true.

210)

For the objective "Travel in a variety of ways with a partner in control" which of the following is true?

A) The criteria is "in control and a variety of ways".

B) The condition is "in control".

C) The behavior is a "variety of ways".

D) The condition is travel.

211)

Set induction A) organizes the environment for activity.

B) divides students into sets or squads.

C) orients students to a lesson.

D) provides feedback to a group of learners.

212)

When planning lessons for a few days it is usually better to A) practice only one skill a day so students have more practice time at that skill.

B) practice more than one skill a day and come back to skills on successive days.

C) wait until the last lesson to include game-like practice.

D) present entirely new skills each day.

213)

A developmental analysis of the content of a unit or lesson describes A) a progression of tasks.

B) refinement foci for the level of skill.

C) potential application/assessment tasks for the level of the progression.

D) All of the above.

214)

Block plans for a unit plan should include A) daily outline of psychomotor, affective and cognitive learning experiences.

B) a developmental analysis of the content.

C) refining information on a skill.

D) All of the above.

215)

For the task "Practice your forearm pass to yourself in your own space until you can get the ball to go straight into the air so you can repeat the pattern", the goal orientation for the student is A) not specified in this task.

B) in your own space.

C) the forearm pass.

D) get it straight up in the air.

216)

Experienced teachers A) need to plan units but not lesson plans.

B) need to plan lessons but not units.

C) need to plan both lessons and units.

D) don't need to plan.

217)

The refinement column on a developmental analysis for a task taught to different age groups should list A) the same cues for different age groups.

B) different cues for different age groups.

C) doesn't have to list cues for tasks students have done before.

D) depends on the level of skill for a group of students.

218)

Affective objectives for a lesson A) cannot be assumed if written as an objective.

B) require specification as a learning experience in a plan.

C) are often a product of the process the teacher chooses to teach content.

D) All of the above.

Answer Key Test name: chapter 10 200) 201) 202) 203) 204) 205) 206) 207) 208) 209) 210) 211) 212) 213) 214) 215) 216) 217) 218) 219) 220)

B D C C C A D C B B C D A C B D A D C D D

Student name:__________ 219)

Assessment is best defined as A) the process of giving students grades.

B) deciding how good a student is in relation to his/her peers.

C) deciding how good a student is in relation to a standard.

D) collecting information on student performance.

220)

Assessment that occurs at the end of instruction is usually called A) formative assessment.

B) summative assessment.

C) authentic assessment.

D) performance-based assessment.

221)

Criterion referenced evaluation A) compares students to a predetermined acceptable score.

B) compares students to other students in a class.

C) compares students to a national sample.

D) cannot compare students.

222)

Tests are reliable when A) a student gets the same score regardless of when they take the test.

B) a teacher grades the test the same way each time they grade a student.

C) a different teacher gives the same score to the same performance.

D) All of these.

223)

Tests that teachers make up to fit a specific instructional situation are usually A) formal tests.

B) informal tests.

C) not valid for the setting.

D) traditional.

224)

Authentic assessment puts an emphasis on A) reliability.

B) validity.

C) specific knowledge of the content.

D) using the content in real life settings.

225)

When teachers want to observe the degree to which a characteristic exists they should use A) rating scales.

B) checklists.

C) student journals.

D) student portfolios.

226)

Scoring rubrics are different from rating scales because A) scoring rubrics are more reliable.

B) scoring rubrics are easier to use.

C) scoring rubrics use more than one criterion.

D) All of these.

227)

Student feelings, perceptions and attitudes can best be assessed through A) scoring rubrics.

B) questionnaires.

C) a skills test.

D) peer assessment.

228)

Good written tests A) test everything you taught a student.

B) allow for student choice of questions.

C) sample student knowledge.

D) are essay in nature.

229)

Self-testing assessment experiences are A) more valid than teacher assessments.

B) best used with secondary students only.

C) more reliable than peer assessment.

D) None of these.

230)

One of the quickest and most efficient ways for teachers to get information on the effectiveness of the instructional process is to A) sample student performance.

B) make sure you test every student.

C) assess only at the end of the unit.

D) include affective, cognitive, and psychomotor testing in one test.

231)

Which of the following is true regarding grades in physical education?

A) Grades should be based on program objectives.

B) Students who are self-directed should grade themselves.

C) Grades based on student improvement are best because they eliminate completely the unfairness of performance based grades.

D) Affective objectives should not be included in grades.

232)

Which of the following is a representative collection of student work over a period of time?

A) scoring rubric.

B) portfolio.

C) journal.

D) rating scale.

233)

Assessment at the end of a unit A) is summative assessment.

B) uses a scoring rubric.

C) is formative assessment.

D) should have been experienced by the student during the unit.

234)

Which of the following would be the best example of authentic assessment for middle school students?

A) A skill test for basketball shooting.

B) A skill test for both dribbling and shooting.

C) A 2 v 1 small sided game of basketball.

D) 5 v 5 basketball.

235)

Which of the following is a process measure of bowling skill?

A) How many pins a bowler knocks down.

B) How many spares a bowler converts.

C) What kind of approach a bowler uses.

D) All of the above.

236)

Which of the following is a good example of formative assessment? The teacher A) gives a tennis test at the end of the unit.

B) has students keep track of their consecutive hits against the wall in tennis each class.

C) gives a tennis test at the beginning and the end of a unit.

D) has students turn in a video of some skills in tennis at the end of the unit.

237)

Fitnessgram is a good example of A) summative assessment.

B) criterion referenced assessment.

C) formative assessment.

D) portfolio assessment.

238)

Holistic scoring rubrics A) use levels that have multiple criteria to score each level.

B) score each criterion separately.

C) use only one criteria.

D) should not combine criteria.

Answer Key Test name: chapter 11 221) 222) 223) 224) 225) 226) 227) 228) 229) 230) 231) 232) 233) 234) 235) 236) 237) 238) 239) 240)

D B A D B D A C B C D A A B A C C B B A

Student name:__________ 239)

240)

Which is the best way to insure that students will lead a physically active lifestyle?

A) Use the majority of our physical education time to make students fit.

B) Eliminate physical education classes and require that students participate in the community.

C) Teach physical education activities for transfer outside of class.

D) Make the gym a fitness center.

If physical educators don't have time to develop fitness in their programs the best alternative would be to: A) Not do anything related to fitness.

B) Find a way for students to develop fitness outside of the physical education time.

C) Devote the time that is available to developing fitness.

D) None of these.

241)

Teachers can expand students' experience with a concept by A) narrowing the concept before expanding it again.

B) giving tasks that ask for a variety of responses.

C) asking students to find other ways.

D) All of these.

242)

Which of the following is not an invasion/territory game?

A) volleyball.

B) basketball.

C) soccer.

D) lacrosse.

243)

Which of the following is not an invasion/territory game tactic?

A) How to maintain possession of the ball.

B) How to obtain possession of the ball.

C) How to control the ball.

D) Where to place the object in relation to the goal to score.

244)

A teacher can keep game play continuous by A) changing the rules so play is not stopped.

B) changing the equipment so it is easier to control the object.

C) changing the skills that are used to control the object.

D) All of these.

245)

Advocates of a teaching games for understanding approach believe that A) students should start with the basic motor skills of the game.

B) students should start playing the game.

C) students should start with learning tactics in reduced conditions.

D) All of these.

246)

Game tactics can be taught A) informally using a teaching games for understanding approach.

B) formally with Stage Three.

C) formally using direct instruction.

D) All of these.

247)

Movement concepts are valuable because A) you can't learn a motor skill unless you understand how it is done.

B) they have transfer value.

C) they are a better way to teach a specific skill.

D) All of these.

248)

Teaching movement concepts requires A) less time than teaching a specific skill.

B) more time than teaching a specific skill.

C) about the same time as teaching a specific skill.

D) little class time as the student does the work outside of class.

249)

The best way for a teacher to define a concept with students is to A) put the definition of the concept on the board.

B) lead the students through an experience with the concept.

C) limit the number of examples of the concept.

D) ask students to define the concept to another student.

250)

Which of the following is an action word that is a motor concept?

A) the volleyball serve.

B) striking.

C) archery shot.

D) team work.

251)

Which of the following is a movement quality that functions as a concept in physical education?

A) direction.

B) foul shot.

C) cooperating.

D) All of these.

252)

Which of the following is a movement principle?

A) space.

B) reduce force of an object being received by giving with the action.

C) overhand throw pattern.

D) cooperation.

253)

Which of the following best describes a concept that is a movement affect?

A) Physical activity is enjoyable.

B) Intensity of exercise increases cardiovascular endurance.

C) Placing the ball into an empty space on offense.

D) Bending the knees increases force absorption on a landing.

254)

The best way to make gymnastics safe is to A) use lot of mats around the equipment.

B) use more than one spotter for each skill.

C) make sure that what you ask each student to do is appropriate for their level of ability.

D) have students perform one at a time so that you can see them.

255)

When teaching outdoor pursuits A) spend the first class in the classroom.

B) get students into activity as soon as you can.

C) learn how to do the skills with the students.

D) All of these.

256)

If you teach a tennis unit using sport education you will probably A) choose teams that remain stable during the unit.

B) assign different roles to players on the team.

C) have a culminating tournament at the end of the unit.

D) All of the above.

257)

If you use a jig saw organization format for cooperative learning you will probably A) assign students to a group they will stay with.

B) have each group start with the same task.

C) assign one person from the first group they are in to a second group.

D) ability group.

258)

When teaching a dance teachers should A) teach the dance as a whole first.

B) teach each part and then add music.

C) teach a part and then add music.

D) not add music until they can do the dance several times without music.

Answer Key Test name: chapter 12 241) 242) 243) 244) 245) 246) 247) 248) 249) 250) 251) 252) 253) 254) 255) 256) 257) 258) 259) 260)

C B D A C D C D B B B B A B A C B D C C

Student name:__________ 259)

Which of the following is the major professional organization for physical education teachers?

A) SHAPE America.

B) National Association for Athletics and Coaches.

C) National Education Association.

D) PETA.

260)

Which of the following statements regarding professional development is not true?

A) Experience alone is what most teachers need to grow.

B) Reflective teachers take time to think about what they are doing and why they are doing it.

C) Teacher growth can be produced by collecting information on the products and processes of your own teaching.

D) All of these are true.

261)

High inference observation tools A) require more observer judgment.

B) are more difficult to make reliable.

C) can be valid for complex observations.

D) All of these.

262)

When you compare the observations of one observer with those of another you are checking A) the reliability of an observation tool.

B) the validity of an observation tool.

C) the practicality of an observation tool.

D) All of these.

263)

When a tool measures what it is supposed to measure the tool is said to be A) practical.

B) valid.

C) reliable.

D) All of these.

264)

Which of the following items is usually not included in a teaching portfolio?

A) videotapes of lessons.

B) samples of students work.

C) hobbies of the teacher.

D) All of these are included.

265)

Direct observation of teaching usually A) includes the use of observation tools.

B) includes the teacher's reflections on a lesson.

C) includes samples of student's written work.

D) All of these.

266)

Professional organizations A) require the teacher to pay membership dues.

B) are non-profit organizations.

C) can be advocates with policy makers.

D) All of these.

267)

National Board Certification for physical education teachers A) is automatic for teachers in some states.

B) is granted through SHAPE America.

C) requires teachers to at least have three years of teaching.

D) All of the above.

268)

Joining a professional organization for physical education A) is not necessary in today's internet accessibility.

B) is usually beyond the price beginning teachers can afford.

C) is a requirement for teacher certification.

D) None of the above.

Answer Key Test name: chapter 13 261) 262) 263) 264) 265) 266) 267) 268) 269) 270)

A A D A B C A D C D

Student name:__________ 269)

Which of the following instruments would give you information on task presentation?

A) QMTPS. B) ALT-PE. C) TPE. D) All of these.

270)

Intuitive observation A) is a systematic technique.

B) is not a formal observation technique.

C) can be very reliable.

D) is used for the observation of specific events.

271)

Intuitive observation is most useful for A) generating hypotheses.

B) identifying glaring errors.

C) identifying what to look at later more specifically.

D) All of these.

272)

When you observe using an anecdotal record technique judgments about events are A) not made.

B) made during record taking.

C) made after recording.

D) made during instrument design.

273)

Anecdotal records are useful A) when teachers do not need skilled observation.

B) when teachers have not identified specifically what they are looking for.

C) when teachers do not want a lot of data.

D) when time is limited.

274)

Rating scales A) determine if a quality exists or doesn't exist.

B) are usually designed with more than one level of performance.

C) are self-assessment tools.

D) All of these.

275)

In terms of reliability of an observation tool A) the fewer levels of discrimination the easier to get reliability.

B) the number of levels of discrimination does not affect reliability.

C) the more levels of discrimination the easier to get reliability.

D) three levels of discrimination is the best number of levels for reliability.

276)

Reliability in event recording can be increased by A) decreasing the number of events to be recorded.

B) carefully designed definitions.

C) choosing to look at behaviors for which quantitative information is useful.

D) All of these.

277)

Which of the following techniques would be most useful for collecting information on how students spend their time?

A) event recording.

B) category system.

C) rating scale.

D) duration recording.

278)

What advantage do time lines have over real time in duration recording?

A) More reliable.

B) Preserve sequence.

C) More valid.

D) All of these.

279)

Which of the following techniques are useful to observe events that do not change quickly?

A) Rating scale.

B) Event recording.

C) Time sampling.

D) Anecdotal record.

280)

Which of the following instruments would teachers use to determine the amount of time students are engaged in motor activity at an appropriate level of difficulty?

A) CAFIAS. B) ALT-PE. C) OSCD-PE. D) All of these.

281)

Which of the following recording procedures can be used with ALT-PE? A) Interval recording.

B) Event recording.

C) Duration recording.

D) All of these.

282)

For interview data to be helpful teachers should A) interview all students.

B) prepare the questions ahead of time.

C) make sure you have at least an hour with each student.

D) All of these.

Answer Key Test name: chapter 14 271) 272) 273) 274) 275) 276) 277) 278) 279) 280) 281) 282) 283) 284)

A B D A B B A D D B B B D B