Motor Development in Children
Chapter Exam Questions
Course Introduction
This course explores the progression and factors influencing motor development in children from infancy through adolescence. Students will examine the biological, psychological, and environmental determinants that contribute to the acquisition of fundamental and specialized motor skills. Topics include the stages of motor skill development, assessment techniques, the role of play and physical activity, and the impact of developmental delays or disorders. Through a combination of theoretical concepts and practical applications, the course prepares students to support and foster healthy motor development in diverse educational, clinical, and recreational settings.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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Page 2
Chapter 1: The Value and Purpose of Physical Education for Children
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Q1) Ideally,children should have physical education 100 minutes each week.
A)True
B)False
Answer: False
Q2) For children to want to remain physically active as adolescents and adults,one of the most important factors is whether they develop competence in performing basic skills that will lead to confidence in their performance of physical activities.
A)True
B)False
Answer: True
Q3) The purpose of an elementary school physical education program is to A) develop athletes.
B) help youngsters score high on a physical fitness test.
C) provide a fun,physically active break from the classroom.
D) teach children the importance of competition and being the best
E) guide youngsters in the proves of becoming physically active for a lifetime
Answer: E
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Page 3
Chapter 2: The Skill Theme Approach
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Q1) Which of the following is NOT true concerning the use of the skill theme approach in teaching physical education?
A) Skill themes are used effectively only in elementary programs
B) Skill themes are always generic; they are not tied to any single sport or activity
C) A progression of tasks is used to develop each skill theme from beginner through advanced levels.
D) Skill themes are designed to reflect the varying needs and interests of children over a period of years.
E) Teaching by themes involves revisiting the same skills or concepts continually throughout the program at different times and in different contexts.
Answer: A
Q2) One disadvantage of the skill theme approach is that it focuses only on motor-skill acquisition,which limits children's opportunities to improve their fitness levels during participation in physical activity.
A)True
B)False
Answer: False
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Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Q1) Movement concepts can be taught without including skill themes,but skill themes cannot be taught without focusing on movement concepts.
A)True
B)False
Answer: False
Q2) Skill themes and movement concepts,which can be taught separately,are typically and constantly interacting throughout a lesson.
A)True
B)False
Answer: True
Q3) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
Q4) Three types of pathways that we should help students understand are ___________,_________,and _____________.
Answer: straight; curved; and zigzag
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Page 5
Chapter 4: Reflective Teaching
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Q1) 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.
Q2) 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
Q3) 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
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6
Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) 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
Q2) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q3) The control level might be characterized as
A) intense concentration.
B) somewhat consistent movements.
C) successful combinations of movements.
D) all of the choices characterize the control level
E) only intense concentration and somewhat consistent movements
Q4) Learners at the ________________ level are ready to combine skills and practice in a dynamic context.
Q5) Rarely would one observe an adult at the precontrol level for a motor skill. A)True B)False
Q6) ________________ level is the expert or mastery level.
Page 7
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Chapter 6: Planning and Developing the Content
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Q1) 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
Q2) 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
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) Class size often determines the amount and type of information that a teacher can present to a particular class of students.
A)True
B)False
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8
Chapter 7: Analyzing Reflective Teaching
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Q1) 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.
Waiting for another child to talk to the teacher: __________
Q2) 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.
Getting out and putting away equipment: ______________
Q3) Teachers improve by
A) asking other teachers to observe them.
B) asking children to provide feedback about their teaching.
C) thinking about their teaching.
D) all of the choices are correct
E) only by asking other teachers to observe them and asking children to provide feedback about their teaching
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Chapter 8: Establishing an Environment for Learning
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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) 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) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
Q4) Teachers' attitudes play a vital role in establishing a learning environment. A)True
B)False
Q5) It is sufficient to tell the children about the protocols during the first class meeting. A)True
B)False
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10
Chapter 9: Maintaining Appropriate Behavior
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Q1) 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 ____________.
Q2) In a behavior game
A) all teams can win.
B) signals are sounded intermittently.
C) teachers make a judgment call about a team's behavior.
D) all of the choices are true
E) all teams can win and signals are sounded intermittently
Q3) 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
Q4) To develop fully and appropriately,personal and social responsibility must be ________,just like a motor skill.
Q5) Proactive behavior strategies are those that are used after the inappropriate behavior has occurred.
A)True
B)False
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Chapter 10: Instructional Approaches
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Q1) The instructional approach,direct instruction,works well for beginning teachers or teachers who haven't worked with a group of children recently.
A)True
B)False
Q2) ______________ _____________ 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.
Q3) 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
Q4) Direct instruction is by far the most common approach used in teaching physical education.
A)True
B)False
Q5) ______________ _____________ is a guided discovery instructional approach that encourages children to discover the same answer(s)to a series of questions the teacher asks.
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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) Reflective teachers are effective observers.
A)True
B)False
Q3) When a teacher stands outside the area in which the children are working so that she can observe the entire class,this technique is called _______________.
Q4) Although some successful teachers do not practice good observation techniques,it is a somewhat simple process that would benefit all children in physical education programs if used effectively.
A)True
B)False
Q5) 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
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Chapter 12: Assessing Student Learning
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Q1) It is an appropriate assessment practice for teachers to use the student's scores on the standardized fitness test as a basis for a grade in physical education.
A)True
B)False
Q2) An appropriate assessment task for a student at the control level of throwing might be
A) throwing three times in a row at a large target on the wall.
B) throwing to a partner while running.
C) throwing during a game of dodgeball.
D) all of the choices are appropriate
E) only throwing to a partner while running and throwing during a game of dodgeball are appropriate
Q3) Traditional assessment is often an end in itself-not a means to an end.
A)True
B)False
Q4) Assessment that is meaningful,and that occurs in a real-life setting is called
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Chapter 13: Space Awareness
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Q1) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
Q2) _______________ is all the space that the body or its parts can reach without traveling away from a starting location.
Q3) Which of the following is true regarding the movement concept of directions?
A) The concepts of right and left require cognitive as well as physical maturation.
B) Children learn clockwise and counterclockwise before the concepts of forward and backward.
C) Direction is not a function of the body's orientation in space.
D) Children initially learn the concept of directions by utilizing objects as they travel.
E) The concepts of right and left require cognitive as well as physical maturation and Children initially learn the concept of directions by utilizing objects as they travel
Q4) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True B)False
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15
Chapter 14: Effort
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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) When imagery is used in relation to movement,the focus should be on replication of the image and not on the movement quality.
A)True
B)False
Q3) Flow can be depicted by a child running full speed down a hill or pushing a heavy object.
A)True
B)False
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16
Chapter 15: Relationships
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Q1) 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
Q2) The simplest relationship for a child to understand is the relationship with a partner.
A)True
B)False
Q3) 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
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17
Chapter 16: Traveling
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Q1) 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.
Q2) Skipping is defined as a combination of a step and a run in a forward direction.
A)True
B)False
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) Most traveling in the control level of skill proficiency occurs in combinations with other skill themes.
A)True B)False
Q5) 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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Q1) 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.
Q2) Examples of precontrol/control level tasks for chasing,fleeing,and dodging include all of the following EXCEPT
A) running as fast as possible from one location to another.
B) running as fast as possible away from a partner on a signal.
C) quickly performing a designated dodging maneuver on a signal.
D) dodging obstacles.
E) chasing and fleeing while manipulating an object.
Q3) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
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19
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Q1) 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.
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 the extension of body parts away from the trunk and/or the stretching of the trunk itself.
Q4) ________ is a movent action which involves the spine.
Q5) Experiences at the utilization are designed to introduce children to stretching,bending,curling,and twisting.
A)True
B)False
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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) Children should think of jumping as three successive phases:
A) beginning stance-flight phase-ending stance
B) precontrol-control-utilization
C) beginning-intermediate-mature
D) takeoff-flight-landing
E) none of the phases are correct
Q3) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True
B)False
Q4) 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) 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
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) Balancing is an important skill for most gymnastics activities; however,it is used much less frequently in dance and games.
A)True
B)False
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Chapter 21: Transferring Weight and Rolling
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Q1) Performing a layout with a full-body twist is an example of transferring weight in its most complex form.
A)True
B)False
Q2) Children at the control level of transferring weight are ready for all of the following activities except
A) transferring weight from feet to hands.
B) transferring weight onto and off equipment using different body parts.
C) transferring weight following step-to-spring takeoffs.
D) vaulting over apparatus.
E) transferring onto a low apparatus.
Q3) 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.
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23
Chapter 22: Kicking and Punting
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Q1) '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.
Q2) '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
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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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) 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) "(1)Grasping the object with one or both hands,(2)the preparatory phase,(3)the propulsive phase,and (4)the follow-through phase" is the basic throwing pattern for A) the overhand throw.
B) the underhand throw.
C) the sidearm throw.
D) all of the choices are correct
E) both the overhand throw and the underhand throw.
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Chapter 24: Volleying and Dribbling
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Q1) Volleybirds are flat-bottomed shuttlecocks that originated in Taiwan and are now being used in physical education programs in the United States,particularly to practice volleying skills at the utilization level.
A)True
B)False
Q2) 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.
Q3) Dribbling and volleying are almost exclusively used in volleyball and basketball.
A)True
B)False
Q4) 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
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Chapter 25: Striking With Rackets and Paddles
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Q1) Striking with rackets and paddles is one of the last skills that children develop.
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) 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.
Q4) Students at the __________ generic level of skill proficiency level benefit from striking an object suspended from a string.
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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) 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
Q3) 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
Q4) Tossing a ball to oneself and striking it is an example of a control-level task.
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 should not participate in vigorous physical activity until they have sufficient knowledge of fitness and training concepts.
A)True
B)False
Q3) While there is a new physical fitness formula (F.I.T.principle)that focuses more on physical activity for a lifetime,the old F.I.T.formula (vigorous exercise continually for at least twenty minutes)is still applicable for athletic fitness.
A)True
B)False
Q4) _________________ is the capacity of the heart,blood vessels,lungs,and muscles to function at optimum efficiency.
Q5) ____________ ________________ is the body's ability to undergo vigorous exercise for long periods of time without undue fatigue.
Q6) _______________ 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) The primary focus of creative dance experiences is to evoke expressiveness and decrease inhibitions.
A)True
B)False
Q2) Children at the utilization and proficiency levels focus on creating new lummi stick routines,designing individual and partner jump rope routines,an dusing ball-handling skills in routines to music.
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.
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Chapter 29: Teaching Gymnastics
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Q1) The greatest obstacle for the teacher when teaching educational gymnastics is to provide maximum safety for each and every student.
A)True B)False
Q2) It is appropriate to begin students in floor experiences and apparatus experiences at the same time.
A)True B)False
Q3) The self-testing nature of gymnastics is challenging to children because
A) they receive immediate feedback.
B) gymnastics tasks are a natural part of a child's world.
C) team play and cooperative worth are not necessary.
D) they are fascinated by the challenge of attempting to defy the force of gravity
E) they enjoy performing predetermined skills in specific ways
Q4) Educational gymnastics experiences do not include tasks on gymnastics apparatus. A)True B)False
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Chapter 30: Teaching Games
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Sample Questions
Q1) Games that look more like skill development to adults,and are often a challenge activity in our development of the content for the lesson are called
A) Invariant game skill experiences
B) Dynamic game-like skill experiences
C) Reflective game skill experiences
D) Games-playing experiences
E) Predesigned games experiences
Q2) 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.
Q3) 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
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32
Chapter 31: Adapting the Content for Diverse Learners
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8 Verified Questions
8 Flashcards
Source URL: https://quizplus.com/quiz/73881
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) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q3) Children with disabilities should not be fitness tested.
A)True
B)False
Q4) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
Q5) _________________ 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.
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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13 Verified Questions
13 Flashcards
Source URL: https://quizplus.com/quiz/73880
Sample Questions
Q1) __________________ movements are those that cross the midsection of the body and prepares the brain to read and write.
Q2) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
Q3) A culminating event that brings review and closure to a thematic unit is an important component that should not be overlooked.
A)True
B)False
Q4) 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.
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Chapter 33: Building Support for Your Program
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9 Verified Questions
9 Flashcards
Source URL: https://quizplus.com/quiz/73879
Sample Questions
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) 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
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
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