Elementary Physical Education Methods
Practice Questions
Course Introduction
Elementary Physical Education Methods explores the fundamental principles, instructional strategies, and developmentally appropriate practices for teaching physical education to elementary-aged children. The course emphasizes the creation of safe, inclusive, and engaging physical activity environments that promote motor skill development, physical fitness, cooperation, and lifelong healthy habits. Through practical experiences, lesson planning, and assessment techniques, students learn to design and implement programs that foster positive attitudes toward physical activity while accommodating diverse needs and abilities.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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Chapter 1: The Value and Purpose of Physical Education for Children
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Q1) Benefits for children who are part of a quality physical education program include personal goal setting.
A)True
B)False Answer: True
Q2) Ideally,children should have physical education 100 minutes each week.
A)True
B)False Answer: False
Q3) It is not essential that a teacher developmentally and instructionally understandpractices to be able to design a quality physical education program.
A)True
B)False Answer: False
Q4) It is important for physical education to be fun for children.
A)True
B)False
Answer: True
Page 3
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Chapter 2: The Skill Theme Approach
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Q1) Teaching using the skill theme approach provides opportunities for children to
A) learn fitness concepts as part of the daily lesson.
B) to understand the cognitive value inherent in skill development.
C) to feel good about themselves and their involvement with other children.
D) all of the choices are true
E) learn fitness concepts and understand the cognitive value inherent in skill development as part of the daily lesson.a and b
Answer: D
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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Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Q1) One of the primary reasons that adults do not choose to participate in particular physical activities is because they do not possess the skills to successfully participate in the sport or activity and therefore feel embarrassed and frustrated.
A)True
B)False
Answer: True
Q2) Which of the following is the proper sequence for introducing the Movement Framework from Children Moving?
A) Teaching the movement concepts only
B) Teaching the skill themes only
C) Combining the teaching of skill themes and movement concepts
D) Teaching skill themes first,then movement concepts and finally combining the two areas
E) Teaching movement concepts first,then skill themes and finally combining the two areas
Answer: E
Q3) Skill themes are subdivided into three categories:
Answer: locomotor; nonmanipulative; and manipulative
Page 5
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Chapter 4: Reflective Teaching
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Q1) Reflective teachers believe that students,classes,and teaching situations are very similar and thus pre-packaged curricula are the most effective option.
A)True
B)False
Q2) Reflective teaching is a nonlinear approach to creating an effective and appropriate learning environment for children.
A)True
B)False
Q3) The teacher who achieves success and satisfaction by employing a variety of teaching techniques that interact positively with a particular teaching environment is known as a
A) traditional teacher.
B) invariant teacher.
C) reflective teacher.
D) modern day teacher.
E) conceptual teacher.
Q4) Reflective teaching is based on the ecology of a particular environment.
A)True
B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) GLSP is an acronym for ________________________________,and provides a relatively quick way to assess the abilities of entire classes of children related to any skill theme.
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 GLSP apply equally well to the movement concepts and skill themes.
A)True
B)False
Q4) Learners at the ________________ level are ready to combine skills and practice in a dynamic context.
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
Q6) ________________ level is the expert or mastery level.
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Chapter 6: Planning and Developing the Content
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Q1) When planning the curriculum for your fifth grade students,the FIRST step in the planning process should be
A) deciding which content you will emphasize during which days of the year.
B) deciding what you will include in your curriculum and the order in which the content will be taught.
C) deciding how much time you want to spend on each concept and skill.
D) deciding which grades will be taught which skills and concepts.
E) devising the lessons for each skill and concept.
Q2) When planning for the intermediate grades,it is not necessary to take into consideration the movement experiences in which they have already been exposed,since most intermediate-age children will have acquired the basic skills as a young child through their innate desire to move.
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
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Chapter 7: Analyzing Reflective Teaching
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Q1) ____________ understanding means that the children know and can use the concepts in their movement.
Q2) This understanding of the movement concepts can be achieved fairly quickly by children with only a few learning experiences with each concept.
A)True
B)False
Q3) Children can assist you by gathering the following information about your teaching:
A) where you travel on the playground or in the gym
B) who you interact with during a lesson
C) whether your lesson was effective or not
D) all of the choices are true
E) only where you travel on the playground or in the gym and who you interact with during a lesson
Q4) "Mark,don't push Steve again" is an example of negative skill feedback.
A)True
B)False
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Chapter 8: Establishing an Environment for Learning
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Q1) It is sufficient to tell the children about the protocols during the first class meeting.
A)True
B)False
Q2) The subject-matter functions designed to see that children learn the intended content in physical education class are called
A) the managerial task system.
B) protocols.
C) the instructional task system.
D) establishing an environment for learning.
E) protocols and the instructional task system
Q3) The development of protocols is an integral and critical part of maintaining a safe environment.
A)True
B)False
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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Q1) Inappropriate behavior can be ignored when
A) it is done by a kindergarten child.
B) it is not likely to persist.
C) a child is new to the school.
D) it is during the first few days of school.
E) the student says he/she did not do it
Q2) A __________ is a verbal statement that tells a child to stop an inappropriate behavior.
Q3) Techniques to reduce inappropriate behavior should always be accompanied by techniques to increase appropriate behavior.
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) Techniques for increasing appropriate behavior that are used in the absence of inappropriate behavior are considered ____________ strategies.
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Chapter 10: Instructional Approaches
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Q1) In a child-designed approach,the children make many of their own decisions and their own mistakes,and it is therefore one of the best instructional approaches when teaching elementary school physical education.
A)True
B)False
Q2) Stations or learning centers are an example of task-teaching where different students practice different tasks,often at their own pace.
A)True
B)False
Q3) Direct instruction is by far the most common approach used in teaching physical education.
A)True
B)False
Q4) Cooperative learning activities in physical education should focus only on the personal-social responsibility goals of the program.
A)True
B)False
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Chapter 11: Observing Student Responses
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Q1) 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
Q2) When a teacher uses a left-to-right sweep to glance at an entire class in just a few seconds to assess how all the children are working,this observation technique is called
Q3) 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
Q4) Safety is always an observational focus.
A)True
B)False
Q5) Observation is critical for the effective use of intratask variation
A)True
B)False
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Chapter 12: Assessing Student Learning
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Q1) An inappropriate assessment practice is to count dress,attendance and effort as part of the student's grade.
A)True
B)False
Q2) Teacher observation is the most common form of assessment used in physical education classes.
A)True
B)False
Q3) Scoring rubrics are
A) used primarily to assign grades.
B) best developed by national associations.
C) shared with the students before instruction begins.
D) used only with intermediate-grade children.
E) used most commonly when teaching games.
Q4) Traditional assessment is often an end in itself-not a means to an end.
A)True
B)False
Q5) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
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Chapter 13: Space Awareness
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Q1) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q2) Which of the following best identifies what movement elements that learners are focusing on in this task as being described by the teacher below? "Find a space by yourself in the boundaries of our work area.I'll know you are ready when I see you standing very still in a space where you can't touch anyone else.When I say 'go,' begin to walk around the room,trying not to come near anyone else and at the same time not leaving any empty spaces in the room.On the signal,stop very quickly right where you are.When you stop,you should not be able to touch anyone else."
A) directions and pathways
B) self-space and general space
C) levels and extensions
D) curved and straight pathways
E) force
Q3) ________________ is the category which includes the size of movements of the body or movement of body parts in space and the distances that body parts reach from the center of the body to carry out a movement.
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Page 15
Chapter 14: Effort
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Q1) Initially,the extremes,rather than the gradations,of the effort qualities are emphasized.
A)True
B)False
Q2) 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
Q3) A student who understands the effort qualities of movement is able to adjust his or her movements in relation to the demands of a situation.
A)True
B)False
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Chapter 15: Relationships
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Q1) Teaching children about relationships with people includes working alone in a mass,with partners or in groups.
A)True
B)False
Q2) 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
Q3) Which of the following best identifies what learners are focusing on in this tas as being described by the teacher below? "Stand alongside a partner.Partner one should make a shape,and partner two should try to copy it exactly.Try to make the shapes look so alike that you look like twins."
A) traveling and matching
B) mirroring
C) matching
D) balancing
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Chapter 16: Traveling
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Q1) An appropriate proficiency level task for traveling skills is the rhythmic activity tinikling.
A)True B)False
Q2) Most traveling in the control level of skill proficiency occurs in combinations with other skill themes.
A)True B)False
Q3) The fundamental locomotor skill,_____________,is a combination of a step and a hop,first on one foot and then on the other,that has an uneven rhythm.
Q4) The fundamental locomotor skill,_____________,is an extension of a run where a one-foot takeoff propels the body upward and forward to land on the opposite foot.
Q5) The fundamental locomotor skill,_____________,is a process of alternately losing balance and recovering it while moving forward in an upright position.
Q6) The fundamental locomotor skill,_____________,is an exaggerated slide in a forward direction.
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Chapter 17: Chasing, fleeing, and Dodging
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Q1) The cue "watch the hips" is a helpful cue when teaching A) chasing.
B) fleeing.
C) dodging.
D) all of the choices are true
E) only chasing and dodging
Q2) The dodging skill can be defined as traveling quickly away from a pursuing person or object.
A)True
B)False
Q3) If a child can demonstrate the chasing,fleeing,and dodging skills,we can then assume that he/she can successfully perform these skills in a tag game.
A)True
B)False
Q4) 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) Exploring each of the actions (Stretching,Curling,Twistin)in isolation is then followed by the addition of traveling,the action combined with other skill themes,such as stretching to catch a ball at high level.
A)True
B)False
Q2) Stretching to catch a ball with a partner is an example of a task at what generic level of skill proficiency:
A) precontrol
B) control
C) utililization
D) proficiency
Q3) 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
Q4) ________ is a movent action which involves the spine.
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Chapter 19: Jumping and Landing
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Q1) Utilization/proficiency level tasks for jumping and landing include all of the following EXCEPT
A) jumping a self-turned rope.
B) jumping to throw.
C) jumping to catch.
D) jumping as part of a dance creation.
E) jumping with a partner to match actions.
Q2) The essentials of a mature pattern of jumping for height include all of the following except that
A) the child's hips,knees,and ankles flex in a crouch position in the preparatory phase.
B) arms vigorously extend forward and upward on takeoff.
C) during flight,the body is extended fully in the air.
D) the body is in upright position with arms extended upward on landing.
E) ankles,knees,and hips flex upon landing.
Q3) 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
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Chapter 20: Balancing
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Q1) An example of static balance is a headstand.
A)True
B)False
Q2) All of the following are important cues for balancing at the control level except A) tight muscles.
B) stillness-hold perfectly still.
C) soft landings-when dismounting balancing apparatus.
D) extensions-extend body parts for stability.
E) smooth transitions-from one balance to another.
Q3) An example of dynamic balance is riding a skateboard.
A)True
B)False
Q4) Maintaining a desired shape in a stationary position is called A) dynamic balance.
B) a statue.
C) momentary balance.
D) fixed balance.
E) static balance
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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) Performing a layout with a full-body twist is an example of transferring weight in its most complex form.
A)True
B)False
Q3) 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
Q4) Children need to be only at the control level of weight transference in order to successfully perform most club gymnastics activities.
A)True
B)False
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Chapter 22: Kicking and Punting
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Q1) '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.
Q2) 'The skill of kicking requires all of the following EXCEPT A) 'accuracy.
B) 'body control.
C) 'force.
D) 'direction.
E) 'kicking requires all of the above.
Q3) 'The cue "under the ball," which encourages children to make contact with the ball below center,is important for A) 'kicking along the ground.
B) 'kicking in the air.
C) 'kicking for distance.
D) trapping.
E) 'dribbling.
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24
Chapter 23: Throwing and Catching
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Q1) Although the skills of throwing and catching go hand in hand in many game situations,each skill should be taught separately,and children should be given opportunities to practice the two skills in separate practice situations before they can become successful in combining the two skills.
A)True
B)False
Q2) Throws that involve hitting a close target allow for success in hitting a target; however,longer throws are necessary to enhance the development of the mature throwing pattern.
A)True
B)False
Q3) It is rather easy to choose appropriate throwing tasks for children in a particular grade because,typically,most children within a class will be within a similar range of throwing abilities.
A)True
B)False
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Chapter 24: Volleying and Dribbling
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Q1) Cues for volleying at the control level include all of the following except A) crab fingers.
B) flat surface.
C) extend to target.
D) quick feet.
E) step with opposition
Q2) When children can control the direction as well as the force of their strikes in volleying and are able to combine several different concepts with striking they are 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.
Q3) 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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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) When striking with paddles and rackets,the most difficult object to strike of the five objects listed is
A) "live" tennis balls.
B) volleybirds.
C) foam balls.
D) balloons.
E) Ping-Pong balls.
Q3) At the control level of striking with rackets and paddles,children can contact an object repeatedly without missing and can send the object various distances and in different directions.
A)True
B)False
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Chapter 26: Striking With Long-Handled Implements
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Q1) If taught properly,the striking activities listed in your text are intended to perfect the technical aspects of a particular swing by the time the child finishes the elementary physical education program.
A)True
B)False
Q2) Key observation points for the underhand striking pattern when striking with a long-handled implement include all of the following EXCEPT
A) opposite arm from dominant hand is kept firm at the top of the backswing.
B) weight is shifted to the back foot at the top of the backswing.
C) weight is shifted to the forward foot as the swing begins.
D) forward arm stays straight throughout the swing.
E) E)All of the above are important for successful underhand striking.
Q3) Tossing a ball to oneself and striking it is an example of a control-level task.
A)True
B)False
Q4) Before beginning tasks that involve offense and defense,students should be skilled with the space awareness and dodging tasks.
A)True
B)False
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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) According to the Physical Activity Guidelines for Americans (USDHHS 2008),elementary children should accumulate at least ____ minutes or more of physical activity daily.
Q2) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
Q3) Which of the following are not component(s)of health-related fitness
A) are muscular strength and endurance.
B) is cardiovascular efficiency.
C) is body composition.
D) is flexibility.
E) speed
Q4) Flexibility is
A) joint specific.
B) best achieved slowly without bouncing.
C) an inherited trait.
D) not an area of fitness that can be improved
E) only joint specific and best achieved slowly without bouncing
Q5) Muscular strength is the amount of force a muscle can produce; __________ _____________ is the muscle's ability to produce that force over a period of time.
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Chapter 28: Teaching Dance
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Q1) The primary focus of creative dance experiences is to evoke expressiveness and decrease inhibitions.
A)True
B)False
Q2) Generally,dance/rhythmic activities foster positive social interaction and respect for differences among people.
A)True
B)False
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.
Q4) A good piece of advice for getting children involved and excited about dance is "don't call it dance."
A)True
B)False
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Chapter 29: Teaching Gymnastics
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Q1) 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.
Q2) 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.
Q3) 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
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Chapter 30: Teaching Games
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Q1) The reflective teacher will provide opportunities for children to be involved in a variety of learning situations before the child is actually involved in playing "the game."
A)True
B)False
Q2) The purpose of games in the elementary curriculum is to provide games experiences that allow all children to develop into competent games players.
A)True
B)False
Q3) A characteristic of a developmentally inappropriate practice in a game for children is
A) teachers and children modify the rules
B) children participate in teams of two to three children.
C) teachers focus on cooperation and not winning.
D) teams are formed by captains.
E) when teachers and children modify the rules and teams are formed by captains
Q4) Game playing is the most efficient way for all children to develop skill.
A)True
B)False
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Chapter 31: Adapting the Content for Diverse Learners
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Sample Questions
Q1) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q2) Children with disabilities should not be fitness tested.
A)True
B)False
Q3) 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
Q4) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
Q5) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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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) __________________ learning connects content from at least two subject areas in an attempt to promote learning in both subjects.
Q3) Planning and implementing lessons for two weeks that focus on math,physical education,and science concepts related to the ocean is an example of
A) the Shared Integration Approach.
B) the Content Linkage Approach.
C) the Thematic Unit Approach.
D) the Skill Themes Integration Approach.
E) the Scope and Sequence Approach.
Q4) To effectively integrate content from other subject areas into physical education lessons,it is necessary for the physical education teacher to be knowledgeable of the other content standards for a particular subject and grade level.
A)True
B)False
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Chapter 33: Building Support for Your Program
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Q1) The first step in building support for your physical education program is to
A) convince the principal of the importance of your program.
B) speak at the first PTA (PTO)meeting of the year.
C) hold an open house at the start of school.
D) get the community involved from the beginning.
E) begin a good,quality program.
Q2) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
Q3) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
Q4) To gain support from your school board,it is best to write them a formal letter describing your program,since you will most likely not have an opportunity to meet them in person or to attend a board meeting.
A)True
B)False
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