Elementary Physical Education Methods
Exam Solutions
Course Introduction
This course provides an introduction to the principles, techniques, and best practices for teaching physical education at the elementary school level. Emphasizing developmentally appropriate activities, students will learn how to design, implement, and assess physical education lessons that promote motor skill development, physical fitness, cooperation, and lifelong healthy habits. Coursework includes classroom management strategies, planning for diverse learners, integration of health and wellness concepts, and the use of assessment to guide instruction. Field experiences and hands-on activities may be incorporated to help future educators gain practical teaching skills and confidence in creating positive, inclusive environments for young learners.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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33 Chapters
413 Verified Questions
413 Flashcards
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Chapter 1: The Value and Purpose of Physical Education for Children
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Sample Questions
Q1) In a quality physical education program,children should be actively engaged in moderate to vigorous physical activity at least ____% of the time.
Answer: 50
Q2) The primary reason elementary children need a quality physical education program is to encourage participation in physical activity for a lifetime and to reap the benefits of doing so.
A)True
B)False
Answer: True
Q3) By the time children reach elementary school age,their innate desire to move has been stifled and therefore,they are less likely to choose to be physically active.
A)True
B)False
Answer: False
Q4) Ideally,children should have physical education 100 minutes each week.
A)True
B)False
Answer: False
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Chapter 2: The Skill Theme Approach
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Sample Questions
Q1) Children are ready for organized games when
A) they reach a certain age.
B) they begin fourth grade.
C) they acquire the basic motor skills needed to play those games.
D) the teacher feels they have reached a certain fitness level needed to play the game.
E) they demonstrate cooperation skills.
Answer: C
Q2) Traditional activities like kickball and Duck,Duck,Goose are not acceptable content in a quality physical education program because of all of the following EXCEPT
A) children are singled out to perform solo and therefore put on the spot to perform in front of their peers.
B) children who are embarrassed while playing games are seldom motivated to continue to participate in activity.
C) children do not seem to have fun while they play these games.
D) winning is emphasized more than learning.
E) children are waiting to participate.
Answer: C
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4
Chapter 3: Skill Themes, movement Concepts, and the National Standards
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Sample Questions
Q1) Skill themes and movement concepts,which can be taught separately,are typically and constantly interacting throughout a lesson.
A)True
B)False
Answer: True
Q2) Self-space and general space describes the space awareness concept we call
Answer: location
Q3) The Spiral concept presented in Children Moving:
A) represents a progression from pre-control up to the proficiency level
B) is a demonstration of how to include dance into the movement framework
C) is a detailed explanation of how to implement the movement elements in a task
D) explains the National Physical Education Standards by NASPE
E) shows how all proficiency level tasks should be taught
Answer: A
Q4) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) Which of the following variables influence the need for reflective teaching?
A) class size
B) values of the teacher
C) context of the school
D) facilities and equipment
E) All are influential.
Q2) In regard to contextual influences,most teaching situations throughout the United States are very much the same.
A)True
B)False
Q3) Which of the following does NOT characterize reflective teaching?
A) Teaching is based on the particular situation and not on the general characteristics of a group or school.
B) The program content is designed to be congruent with the idiosyncrasies of a particular school.
C) Teachers modify lessons in conjunction with facilities and equipment.
D) Teachers use the same lesson plans for each grade level.
E) The methodology varies according to the purpose of the lesson.
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Sample Questions
Q1) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q2) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True
B)False
Q3) The correct order for the GLSP from less skilled to most skilled is
A) proficiency,control,precontrol,utilization.
B) control,precontrol,proficiency,utilization.
C) utilization,precontrol,control,proficiency.
D) precontrol,control,utilization,proficiency.
E) precontrol,control,proficiency,utilization
Q4) ________________ level is the expert or mastery level.
Q5) The utilization level might be characterized as
A) skill performance at the mastery level
B) automatic
C) successful combinations of movements.
D) all of the choices characterize the utilization level
E) only skill performance at the mastery level and successful combinations of movements
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Chapter 6: Planning and Developing the Content
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Sample Questions
Q1) If the cue is about opposition and a teacher says,"Good throw,Debbie,you really turned your hips," that would be considered congruent feedback.
A)True
B)False
Q2) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
Q3) When writing daily lesson plans,several cues should be listed at the beginning of the plan as a reminder to the teacher to describe them all at once at the beginning of the lesson.
A)True
B)False
Q4) Children in School A that have a two-day-a-week program should be expected to learn the same as children in School B who also have a two-day-a-week program.
A)True
B)False
Q5) _____________ is a technique that allows the children to adapt a task to better match their skill level.
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) "Daryl,good level swing" would be coded as what type of feedback if a teacher was teaching children to strike a ball with a bat?
A) general,positive
B) positive,symmetrical,refinement
C) specific,skill,positive,congruent
D) positive,incongruent,reflective
E) specific,skill,ambidextrous,concurrent
Q2) ____________ understanding means that the children know and can use the concepts in their movement.
Q3) Teachers who regularly use all of the teacher assessment techniques described in Chapter 15 of Children Moving can be considered master teachers.
A)True
B)False
Q4) The duration recording system allows a teacher to see how time is being spent by students in the physical education class by coding activity time,instruction time,management time,and waiting time.For each of the examples below,list the type of time coding that should be assigned to that particular situation. Watching the teacher demonstrate a skill: ______________
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Page 9
Chapter 8: Establishing an Environment for Learning
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Sample Questions
Q1) It is sufficient to tell the children about the protocols during the first class meeting.
A)True
B)False
Q2) Setting standards and adhering to them is known as
A) public challenges.
B) overlapping.
C) with-it-ness.
D) critical demandingness.
E) being firm but fair
Q3) Effective teachers utilize accountability practices such as the use of learning cues,providing specific congruent feedback,and varying the type of task to create effective
A) instructional task systems
B) managerial task systems
C) negligence elements
D) protocols
Q4) Teachers' attitudes play a vital role in establishing a learning environment.
A)True
B)False
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Chapter 9: Maintaining Appropriate Behavior
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Sample Questions
Q1) To develop fully and appropriately,personal and social responsibility must be ________,just like a motor skill.
Q2) When a teacher removes a child from the activity for a specified amount of time or until he is ready to function according to the class rules it is called ____________.
Q3) Proactive behavior strategies are those that are used after the inappropriate behavior has occurred.
A)True
B)False
Q4) When children misbehave,one of the first questions a teacher should ask is: "Is there something I have done to provoke this misbehavior?"
A)True
B)False
Q5) Strategies to reduce inappropriate behavior should always be accompanied by time-outs.
A)True
B)False
Q6) A __________ is a verbal statement that tells a child to stop an inappropriate behavior.
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Chapter 10: Instructional Approaches
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Sample Questions
Q1) The characteristics of the students will not have much affect on the best instructional approach for the teacher to use in a particular situation.
A)True
B)False
Q2) "Pairs-check," "jigsaw," and "co-op,co-op" are all examples of
A) child designed instruction.
B) direct instruction.
C) divergent inquiry.
D) guided discovery.
E) cooperative learning.
Q3) ______________ _____________ is a guided discovery instructional approach that encourages children to find many answers to the teacher's questions,with an emphasis on obtaining a variety of responses.
Q4) The skill and preference of the teacher will affect which instructional approach might be best for a particular class at a particular time.
A)True
B)False
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Chapter 11: Observing Student Responses
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Sample Questions
Q1) Two major observation techniques are
A) checklists and back-to-the-wall.
B) planning and scanning.
C) scanning and back-to-the-wall.
D) extending and scanning.
E) scanning and time-on-task.
Q2) Reflective teachers are effective observers.
A)True
B)False
Q3) Accurately analyzing classes of students in a physical activity setting is a pedagogical skill that some people have and some do not.
A)True
B)False
Q4) If you select a game from a textbook,then it will not be necessary to observe the children except to be sure they follow the rules and play fair.
A)True
B)False
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13
Chapter 12: Assessing Student Learning
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Sample Questions
Q1) The primary purpose of assessment in physical education is
A) to provide a task to help determine if learning is occurring.
B) to provide meaningful feedback to the learner through an ongoing process.
C) for student grading and reporting purposes.
D) to assess student skills in order to enable the students to reach proficiency level of skill performance.
E) to help students demonstrate what they have learned.
Q2) The primary goal of assessment should be the enhancement of learning rather then the documentation of learning.
A)True
B)False
Q3) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
Q4) It is an appropriate assessment practice for children to receive a grade based on the number of times they can continually jump rope at a given time.
A)True
B)False
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Chapter 13: Space Awareness
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Sample Questions
Q1) Space-awareness concepts are the foundation upon which all other movement concepts are built.
A)True
B)False
Q2) Self-space is all the space within a room,outdoor teaching space,or boundary in which the body can locomote or travel.
A)True
B)False
Q3) When teaching space-awareness concepts,it is important that the initial focus is on teaching young learners the movement elements of:
A) location and direction.
B) levels and pathways
C) self space and general space.
D) movement concept understanding.
E) extensions
Q4) _______________ is all the space that the body or its parts can reach without traveling away from a starting location.
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15
Chapter 14: Effort
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Sample Questions
Q1) Which of the following best identifies the movement elements that learners are focusing on in this task as being described by the teacher below? "On the signal,move as fast as you can,but remain in self-space; on the next signal,freeze in a balanced position that you can hold very still.Remember to try to go as fast as you can,but you must be able to stop on the signal without falling over."
A) self-space and general space
B) strong and light
C) heavy and light
D) fast and slow
E) balance and landing
Q2) An example of force is a movement that is:
A) curved
B) strong
C) slow
D) quick
E) in self-space
Q3) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
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Page 16
Chapter 15: Relationships
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Sample Questions
Q1) When teaching relationships with children we should begin with:
A) self-relationships/identification of body parts
B) moving in relation to objects
C) moving in relation to other people
D) how fast or slow we move
E) whether we move in self-space or general space
Q2) When teaching about relationships,we first focus on relationships with people rather than relationships with objects.
A)True
B)False
Q3) The purpose of the relationship concept is to:
A) have learners be able to demonstrate only one way to do each task
B) have learners be able to develop a functional understanding of each relationship concept through their movements
C) give meaning to the interaction between individuals and their environment
D) develop the awareness of space and timing of movements
E) have learners be able to develop a functional understanding of each relationship concept through their movements and give meaning to the interaction between individuals and their environment
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Page 17
Chapter 16: Traveling
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Sample Questions
Q1) The essentials of a mature running pattern include all of the following except that the A) trunk maintains a slight backward lean throughout the stride pattern.
B) arms swing in synchronized opposition to the leg action.
C) support foot contacts the ground flat and under the center of gravity.
D) knee of support leg bends slightly after foot has made contact with ground.
E) arms stay close to the body throughout the action.
Q2) There is an emphasis on body extension for height and for distance,and on bending the legs on landing to absorb force when teaching the traveling skill of A) running.
B) slipping.
C) sliding.
D) galloping.
E) leaping.
Q3) Modeling is the best way for young children to learn fundamental locomotor skills. A)True
B)False
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18
Chapter 17: Chasing, fleeing, and Dodging
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Sample Questions
Q1) Dodging while manipulating an object in an invasion game like situation is an example of a task from the utilization general level of skill proficiency.
A)True
B)False
Q2) Tasks in complex game situations such as dodging players in a football-type game,faking the opponent while dribbling the ball,and traveling quickly in a soccer-type game,are examples of tasks at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
E) both utilization level of skill development and proficiency level of skill development.
Q3) Control level tasks in chasing,fleeing,and dodging allow children to practice the skills in relatively static situations,combining the skill with only one other variable.
A)True
B)False
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Q1) Experiences at the utilization are designed to introduce children to stretching,bending,curling,and twisting.
A)True
B)False
Q2) At the control level children begin:
A) practicing actions in isolation
B) using actions in game-link situations
C) combining the stretching,curling,twisting,and bending actions with the skills of traveling,catching,jumping,striking,rolling,etc.
D) combining actions with other skill themes in complex and dynamic games,dance,and gymnastics settings
Q3) ________ is a movent action which involves the spine.
Q4) ______ is the creation of angles-of body parts and/or the trunk to produce a pike position of the trunk,which is the angle of body parts.
Q5) Twisting is the rotation of the trunk or body parts around a stationary axis.Arms,legs,the head,and the trunk can perform the twisting action.
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Chapter 19: Jumping and Landing
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Sample Questions
Q1) The specific actions of the body in performing a jump will vary according to the purpose for which the jump is being executed.
A)True
B)False
Q2) Begin with high barriers when jumping so that students get used to vigoroursly extending arms forward and then upward at takeoff.
A)True
B)False
Q3) Of the five types of jumps listed below,the most difficult one is to
A) jump down from one foot to two feet.
B) jump down from one foot to the other foot.
C) jump over object from two feet to two feet.
D) run and jump from one foot to the other.
E) jump up from two feet to two feet.
Q4) In a mature stage of jumping for distance,when landing,the center of gravity of the body is far behind the base of support upon immediate contact.
A)True
B)False
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21
Chapter 20: Balancing
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Sample Questions
Q1) Learning experiences at the utilization level of balancing should focus on maintaining the stillness and control of the balance.
A)True
B)False
Q2) Traveling along a low balance beam without losing balance and falling off is an example of a precontrol-level task.
A)True
B)False
Q3) An example of dynamic balance is riding a skateboard.
A)True
B)False
Q4) Appropriate equipment for teaching balancing skills in the elementary program include all of the following EXCEPT
A) a vaulting box.
B) tumbling mats.
C) balance beams.
D) balance boards.
E) tight rope
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Page 22
Chapter 21: Transferring Weight and Rolling
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Q1) Another skill theme that is probably most closely related to successful weight transference is
A) balancing.
B) jumping and landing.
C) traveling.
D) chasing,fleeing,and dodging.
E) kicking and punting.
Q2) Transferring weight at the utilization/proficiency levels is more important in games situations than it is in dance or gymnastics activities.
A)True
B)False
Q3) Massed (all at once),rather than distributed (over a period of days/weeks)practice of more complex weight transference tasks is needed since most gymnastics-type tasks can be learned in one or two 30-minute lessons.
A)True
B)False
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Chapter 22: Kicking and Punting
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Q1) 'An important observation point in the mature punting pattern is that the punter releases the ball in a forward and downward direction,allowing for contact with the ball at or below knee level.
A)True
B)False
Q2) 'At the precontrol level of kicking,we want children to
A) 'make contact with a stationary ball.
B) 'approach a stationary ball and tap it gently along the ground.
C) 'kick at large targets.
D) 'all of the choices are correct
E) 'make contact with a stationary ball and kick at large targets only.
Q3) 'During the mature kicking pattern,the trunk is inclined backward prior to and during contact with the object being kicked.
A)True
B)False
Q4) 'Children at the utilization level of kicking are able to kick for both distance and accuracy.
A)True
B)False
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Chapter 23: Throwing and Catching
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Q1) Activities such as catching from a skilled thrower,tossing to self and catching,and throwing at a large target are all activities appropriate for children at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
Q2) Catching a variety of objects while traveling rapidly and suddenly changing directions and levels demonstrate skill at the proficiency level.
A)True
B)False
Q3) Most children who are at the precontrol level of catching are most likely also at the precontrol level of throwing.
A)True
B)False
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Chapter 24: Volleying and Dribbling
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Q1) Hacky Sack is a rather new popular game that involves volleying and that can be played successfully by children at the control level of the volleying skill.
A)True
B)False
Q2) Since dribbling is actually a subdivision of volleying,it is appropriate for teachers to develop the two skills together.
A)True
B)False
Q3) Of the five striking activities listed below,the most difficult one is
A) striking a ball to a partner.
B) striking a ball at different levels.
C) striking a ball to outwit an opponent.
D) striking a balloon.
E) striking a ball continuously with different body parts.
Q4) Children at the precontrol level of volleying are rarely able to direct the flight of the ball intentionally.
A)True
B)False
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26
Chapter 25: Striking With Rackets and Paddles
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Q1) Self-designed racket games,Wall Ball,and aerial net games are all examples of appropriate striking tasks for children at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
Q2) Important observation points for striking with rackets and paddles include all of the following EXCEPT
A) weight is shifted to the back foot during the preparatory phase.
B) step forward on the foot on the same side as the striking arm.
C) body coils and rotates forward during the swing.
D) racket is swung back and then forward along a full arc.
E) All points are important to striking with rackets and paddles.
Q3) Students at the __________ generic level of skill proficiency level benefit from striking an object suspended from a string.
Q4) Striking with paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.
A)True
B)False
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Chapter 26: Striking With Long-Handled Implements
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Q1) Activities with long-handled implements that involve striking in unpredictable,dynamic situations are appropriate for children at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
E) both utilization level of skill development and proficiency level of skill development.
Q2) Tossing a ball to oneself and striking it is an example of a control-level task.
A)True
B)False
Q3) For striking with golf clubs and hockey sticks,"arms way back" is an important cue at the control level of skill development.
A)True
B)False
Q4) Striking a pitched ball is an example of tasks appropriate for children at the utilization level of skill proficiency.
A)True
B)False
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28
Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) Children who are physically inactive are less likely to participate in physical activity on a regular basis as an adult.
A)True
B)False
Q2) Appropriate practices for physical fitness testing include all of the following EXCEPT: A) tests are given once a year because they are required by the school district. B) test results are shared privately with the child.
C) children are physically prepared for the test components. D) children develop a fitness plan based on test results.
E) test results are used for screening purposes.
Q3) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
Q4) Children should not participate in vigorous physical activity until they have sufficient knowledge of fitness and training concepts.
A)True
B)False
Q5) _______________ is the capacity of a joint to move through its potential range of motion.
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Chapter 28: Teaching Dance
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Q1) Generally,dance/rhythmic activities foster positive social interaction and respect for differences among people.
A)True
B)False
Q2) The purpose of dance experiences in physical education class includes all of the following EXCEPT
A) training children to become proficient in many dance forms.
B) training children to express feelings and attitudes.
C) helping children appreciate dance as a worthwhile experience.
D) helping children interpret and move to different rhythms.
E) helping children appreciate other cultures
Q3) Equipment that can effectively be used for rhythmic experiences with elementary children include all of the following EXCEPT
A) a parachute.
B) scooters.
C) scarves.
D) balls.
E) lummi sticks.
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Chapter 29: Teaching Gymnastics
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Q1) All children in a class should never be expected to perform the same task in the same way in an educational gymnastics unit.
A)True
B)False
Q2) The content of educational gymnastics derives from all of the following skill themes EXCEPT
A) balancing
B) transferring weight
C) levels
D) rolling
E) jumping and landing.
Q3) All of the following should be taught to children in educational gymnastics prior to apparatus experiences EXCEPT
A) getting onto and off of the equipment.
B) safety procedures.
C) spotting.
D) proper use of the equipment.
E) floor experiences.
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Chapter 30: Teaching Games
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Sample Questions
Q1) Tasks at the dynamic game skill stage are initially self-testing activities and are usually cooperative in nature.
A)True
B)False
Q2) Probably the most common inappropriate practice regarding games playing in the elementary curriculum is that teachers use games with no obvious learning purpose other than to keep children "busy,happy,and good".
A)True
B)False
Q3) A child who is ready to move from invariant skill experiences to dynamic situations will demonstrate skill at the
A) precontrol level.
B) control level.
C) utilization level.
D) proficiency level.
E) level most appropriate for the specific game.
Q4) The skill themes most prevalent in games are the manipulative skills.
A)True
B)False
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Chapter 31: Adapting the Content for Diverse Learners
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8 Verified Questions
8 Flashcards
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Sample Questions
Q1) The expanded view of inclusion is a philosophy that:
A) differences exist in terms of skill level,fitness levels
B) not all children can be successful in physical education
C) differences exist in mental and physical ability
D) students with disabilities are placed in regular physical education classes
E) all children can learn,and all children want to learn
Q2) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q3) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q4) Children with disabilities should not be fitness tested.
A)True
B)False
Q5) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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13 Verified Questions
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Sample Questions
Q1) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
Q2) Recently,there has been an increased interest in physical activity,particularly in children,because
A) of brain-based learning research.
B) there is an obesity epidemic in the United States.
C) studies are showing a link between physical activity and academic performance.
D) all of the choices are correct
E) of brain-based learning research and because there is an obesity epidemic in the United States only.
Q3) Brain researchers have recently provided evidence that physical activity contributes to optimal brain functioning,and therefore,optimal learning.
A)True
B)False
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34
Chapter 33: Building Support for Your Program
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9 Verified Questions
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Sample Questions
Q1) Gaining support and recognition for a physical education program is particularly important because
A) physical education is generally regarded as less important than other subjects.
B) it is a rather expensive program to maintain.
C) people do not realize what a quality physical education program consists of.
D) all of the choices are correct
E) physical education is generally regarded as less important than other subjects and people do not realize what a quality physical education program consists of.
Q2) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
Q3) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
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