Elementary School Health and Physical Education Exam Practice Tests
Course Introduction
This course provides an introduction to the principles and practices of health and physical education for elementary school children. It covers foundational concepts related to growth and development, health promotion, nutrition, and safety, as well as fundamental movement skills and games suitable for young learners. Emphasis is placed on designing inclusive, developmentally appropriate activities that foster physical fitness, teamwork, cooperation, and lifelong healthy habits. Students will explore curriculum planning, assessment strategies, and methods for adapting activities to ensure the participation of all children, while considering diverse backgrounds and abilities.
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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Page 2
Chapter 1: The Value and Purpose of Physical Education for Children
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Sample Questions
Q1) The characteristics listed below are all characteristics of a quality physical education program EXCEPT that it
A) primarily emphasizes the psychomotor domain,with only a slight emphasis on the cognitive and affective domain.
B) creates multiple opportunities for children to be successful.
C) considers time,space,and equipment allocations.
D) provides experiences that are both developmentally and instructionally appropriate. E) provides genuine opportunities to learn.
Answer: A
Q2) Developmentally appropriate means that teachers recognize that children are at different physical and cognitive levels of development,that is,not all third graders have the same abilities.
A)True
B)False
Answer: True
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Chapter 2: The Skill Theme Approach
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Sample Questions
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) ________ _________ are fundamental movements that are later modified and combined with other skills and used in more complex settings,such as games,dance,and gymnastics.
Answer: Skill themes
Q3) 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
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Page 4
Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Sample Questions
Q1) Which of the choices directly represents the interaction of the skill themes and movement concepts?
A) Sport Education
B) The National Physical Education Standards
C) Teaching Cues
D) The Wheel
E) The Spiral Answer: D
Q2) In the elementary school physical education program the emphasis should be placed on which of the following?
A) Sport rules
B) Strategies of sport and games
C) Practicing motor skills
D) Competition
E) Unstructured play or recreation
Answer: C
Q3) Three types of pathways that we should help students understand are ___________,_________,and _____________.
Answer: straight; curved; and zigzag
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) The reflective teacher who is limited in the number of class sessions per week will find great benefit in exposing his or her children to a variety of activities during the year.
A)True
B)False
Q2) Reflective teaching is based on the ecology of a particular environment.
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) In regard to contextual influences,most teaching situations throughout the United States are very much the same.
A)True
B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Sample Questions
Q1) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q2) 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
Q3) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True
B)False
Q4) The precontrol level might be characterized as A) oops.
B) awkward.
C) surprise!
D) all of the choices characterize the precontrol level
E) oops and awkward
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Chapter 6: Planning and Developing the Content
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Sample Questions
Q1) It is suggested that teachers provide three to four cues when they are informing as this is a good way to save time.
A)True
B)False
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) In developing a yearly overview for a two-day-a-week program,it is better to cover all skill themes and concepts for only a few days than to limit the number of skills and concepts that you teach.
A)True
B)False
Q4) The scope describes what is included in the content of the entire curriculum. A)True
B)False
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) ____________ understanding means that the children know and can use the concepts in their movement.
Q2) 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
Q3) An e-mail teacher support group is a good method to use to help a teacher better understand his or her teaching.
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.
Performing tasks: _________________
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Page 9
Chapter 8: Establishing an Environment for Learning
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Sample Questions
Q1) Establishing _____________ at the beginning of the year is crucial in setting the tone for what is expected in the physical education class for the rest of the year.
Q2) The development of a managerial component is not a necessary condition for student learning.
A)True
B)False
Q3) 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
Q4) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
Q5) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
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Chapter 9: Maintaining Appropriate Behavior
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Sample Questions
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) Techniques for increasing appropriate behavior include all of the following EXCEPT A) person-to-person dialogue.
B) time-outs.
C) proximity control.
D) positive interaction.
E) prompting.
Q3) Proactive behavior strategies are those that are used after the inappropriate behavior has occurred.
A)True
B)False
Q4) Techniques for increasing appropriate behavior that are used in response to inappropriate behavior are considered ____________ strategies.
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Chapter 10: Instructional Approaches
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Sample Questions
Q1) Direct instruction is by far the most common approach used in teaching physical education.
A)True
B)False
Q2) The instructional approach a teacher chooses for a lesson should be based on
A) the time of day the class meets.
B) the content and context of the lesson.
C) the goals of the lesson.
D) all of the choices are true
E) the content and context of the lesson and the goals of the lesson only
Q3) "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.
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
Page 12
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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) A teacher cannot avoid having children's performance affected by her position in class?
A)True
B)False
Q3) When observing a class,a teacher looks for
A) safety and then individual movement patterns.
B) on-task behavior and then safety.
C) class movement patterns and then on-task behavior.
D) safety and then on-task behavior.
Q4) Children can be "on-task," but the task may still need to be changed.
A)True
B)False
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Chapter 12: Assessing Student Learning
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Sample Questions
Q1) Characteristics that typically make alternative assessment different from traditional assessment include all of the following EXCEPT that
A) assessment and instruction are linked.
B) the student is the primary client.
C) student performance demonstrates how well something is learned.
D) the process is an ongoing part of teaching.
E) the assessment is comprised of meaningful tasks in the real context.
Q2) Often times,the terms alternative assessment,performance assessment,and authentic assessment are all used to describe the same type of assessment strategy.
A)True
B)False
Q3) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
Q4) The primary goal of assessment should be the enhancement of learning rather then the documentation of learning.
A)True
B)False
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Chapter 13: Space Awareness
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Sample Questions
Q1) ________________ in space are the dimensional possibilities into which the body or its parts can move such as up and down,right and left,forward and backward,and clockwise and counterclockwise.
Q2) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q3) The concepts of directions,levels,and pathways are usually introduced before the concepts of self-space and general space.
A)True
B)False
Q4) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
Q5) At the utilization or proficiency levels,the ability to move to open spaces,or to throw or kick to open spaces is a key part of successful games play.
A)True
B)False
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Chapter 14: Effort
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Sample Questions
Q1) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q2) 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
Q3) 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
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Chapter 15: Relationships
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Sample Questions
Q1) The three main movement categories of the relationship component are:
A) location; directions; levels
B) time; force; flow
C) of body parts; with objects and/or people; with people
D) over/under; on/off; near/far
E) solo; partners; groups
Q2) The concepts of near/far,in front of/behind,and alongside are generally presented as person to person relationships.
A)True
B)False
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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Sample Questions
Q1) An appropriate proficiency level task for traveling skills is the rhythmic activity tinikling.
A)True
B)False
Q2) By the time they begin school,most children exhibit a mature pattern of A) jumping.
B) running.
C) hopping.
D) leaping.
E) galloping.
Q3) 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.
Q4) The fundamental locomotor skill,_____________,is a process of alternately losing balance and recovering it while moving forward in an upright position.
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Chapter 17: Chasing, fleeing, and Dodging
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Sample Questions
Q1) Before focusing on chasing,fleeing,and dodging,children must have a functional understanding of
A) fundamental traveling skills.
B) effort concepts.
C) space awareness concepts.
D) children must have a functional understanding of all of the choices
E) fundamental traveling skills and space awareness concepts.
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) The dodging skill can be defined as traveling quickly away from a pursuing person or object.
A)True
B)False
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19
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Sample Questions
Q1) 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
Q2) Experiences at the utilization are designed to introduce children to stretching,bending,curling,and twisting.
A)True
B)False
Q3) 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.
Q4) A rock climber reaching for the nexthold is executing skills from a foundation of body actions-twisting,bending,stretching,and curling.
A)True
B)False
Q5) ________ is a movent action which involves the spine.
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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) 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.
Q3) 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.
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21
Chapter 20: Balancing
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Sample Questions
Q1) Traveling along a low balance beam without losing balance and falling off is an example of a precontrol-level task.
A)True
B)False
Q2) 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
Q3) 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.
Q4) An example of static balance is a headstand.
A)True
B)False
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Chapter 21: Transferring Weight and Rolling
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Sample Questions
Q1) Transferring weight on bars and onto and off of other large apparatus are 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.
E) both precontrol level of skill development.and control level of skill development.
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
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Chapter 22: Kicking and Punting
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Sample Questions
Q1) 'Punting is a rather easy skill for children to master and,therefore,is best taught concurrently with other kicking skills.
A)True
B)False
Q2) 'When practicing the skill of punting,opportunities to punt different types of balls,to increase distance on the punt,and to improve accuracy are all appropriate activities 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 precontrol level of skill development and control level of skill development.
Q3) 'When kicking at a target,childrenshould focus on the target and not the ball until the ball leaves the child's foot.
A)True
B)False
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24
Chapter 23: Throwing and Catching
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Sample Questions
Q1) Catching a variety of objects while traveling rapidly and suddenly changing directions and levels demonstrate skill at the proficiency level.
A)True
B)False
Q2) Children who can consistently catch a variety of objects with one or both hands and who can perform smooth throwing actions in a variety of static situations are ready for activities 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) control level of skill development and utilization level of skill development.
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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25
Chapter 24: Volleying and Dribbling
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Sample Questions
Q1) 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.
Q2) Dribbling and volleying are almost exclusively used in volleyball and basketball.
A)True
B)False
Q3) Since dribbling is actually a subdivision of volleying,it is appropriate for teachers to develop the two skills together.
A)True
B)False
Q4) 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
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Chapter 25: Striking With Rackets and Paddles
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Q1) A good task for children at the precontrol level of striking with rackets and paddles is to strike balls suspended from ropes at various heights.
A)True
B)False
Q2) Striking with implements is a skill that children enjoy and can be taught to younger children if equipment is modified,such as using rackets with shorter handles.
A)True
B)False
Q3) ________ is the movement concept which should be emphasized when reinforcing safety when striking.
Q4) Striking with paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.
A)True
B)False
Q5) Striking with rackets and paddles is one of the last skills that children develop. A)True
B)False
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Chapter 26: Striking With Long-Handled Implements
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Q1) Before beginning tasks that involve offense and defense,students should be skilled with the space awareness and dodging tasks.
A)True
B)False
Q2) 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
Q3) Striking a pitched ball is an example of tasks appropriate for children at the utilization level of skill proficiency.
A)True
B)False
Q4) Uncocking the wrists when contact is made with the ball is a characteristic of the mature pattern of sidearm striking with a bat.
A)True
B)False
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28
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) Children who are physically inactive are less likely to participate in physical activity on a regular basis as an adult.
A)True
B)False
Q3) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
Q4) Factors that influence a child's health-related fitness include all of the following EXCEPT
A) competence in skills.
B) enjoyment in participating in physical activity.
C) quality of the physical education program.
D) encouragement from parents.
E) All of these factors are influential.
Q5) In elementary schools,athletic fitness should not be emphasized. A)True B)False
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Chapter 28: Teaching Dance
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Q1) A good piece of advice for getting children involved and excited about dance is "don't call it dance."
A)True
B)False
Q2) Generally,dance/rhythmic activities foster positive social interaction and respect for differences among people.
A)True
B)False
Q3) Dance experiences in which children express feelings and ideas through movement are called
A) rhythmic dance experiences.
B) folk dance experiences.
C) square dance experiences.
D) creative dance experiences.
E) scripted dances.
Q4) In teaching dance,music should not be introduced until the children can first move to their own internal tempo and then can move to an external beat.
A)True
B)False
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Chapter 29: Teaching Gymnastics
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Q1) Educational gymnastics programs are designed to
A) assist those few children who are developmentally ready.
B) help children learn to control their bodies against the force of gravity.
C) teach children to take risks.
D) increase their knowledge about the Olympics.
E) both assist those few children who are developmentally ready and help children learn to control their bodies against the force of gravity.
Q2) 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
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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Q1) 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
Q2) Game playing is the most efficient way for all children to develop skill.
A)True
B)False
Q3) Predesigned games may be modified by altering any of the following EXCEPT A) the rules.
B) the size of the equipment.
C) the flow of the game.
D) the skills involved.
E) the playing space.
Q4) 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
Page 32
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Chapter 31: Adapting the Content for Diverse Learners
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Sample Questions
Q1) Children with disabilities should not be fitness tested.
A)True
B)False
Q2) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
Q3) With very few exceptions children with disabilities can be successfully included in developmentally appropriate physical education classes.
A)True
B)False
Q4) _________________ is a philosophy that says all children can and want to learn,and that children with disabilities can develop skills within the regular program of physical education with their peers without disabilities.
Q5) 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
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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Sample Questions
Q1) Following the flow of a scarf with the eyes as it falls to the ground is an example of a ____________ activity that helps prepare the brain for reading.
Q2) Two teachers working together to teach the health benefits of physical activity and the calculation of steps taken using pedometers over a three week period 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.
Q3) When the physical education teacher uses a dribbling lesson to reinforce the math concept of multiplication with a class of 4<sup>th</sup> graders,she is using the integration approach called
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.
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Chapter 33: Building Support for Your Program
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Q1) Other than your students,your principal is probably the most important person from whom you should seek support for your program.
A)True
B)False
Q2) 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.
Q3) You can expect your principal and other teachers in your school to understand the value and quality of a good physical education program,and therefore,your job should be primarily to make known your good work.
A)True
B)False
Q4) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
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