Physical Education for Elementary School Practice Exam
Course Introduction
This course provides a comprehensive overview of physical education principles and practices tailored for elementary school students. Emphasizing the development of fundamental motor skills, physical fitness, and cooperative play, the course explores age-appropriate activities that promote lifelong health and wellness. Topics include lesson planning, classroom management, inclusive instruction for diverse learners, and strategies for fostering positive attitudes toward physical activity. Students will also examine the role of physical education in cognitive, social, and emotional development, preparing them to create engaging and supportive PE environments for young children.
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) The authors of Children Moving define the purpose of physical education as "guiding youngsters in the process of becoming physically active for a lifetime."
A)True
B)False
Answer: True
Q2) 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
Q3) Ideally,children should have physical education 100 minutes each week.
A)True
B)False
Answer: False
Q4) It is important for physical education to be fun for children.
A)True
B)False
Answer: True
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Chapter 2: The Skill Theme Approach
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Q1) Children who participate in physical education programs that emphasize games playing rather than motor-skill learning do not necessarily improve their motor-skill ability.
A)True
B)False
Answer: True
Q2) Organizing the content of a physical education program which only includes teaching of games limits children to activities that are only in existence today,rather than encouraging them to discover creative movement experiences.
A)True
B)False
Answer: True
Q3) ____________ is used to describe the teaching process. Answer: Pedagogy
Q4) Skill themes should be revisited throughout the year rather than in units of several weeks.
A)True
B)False Answer: True
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Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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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) Self-space and general space describes the space awareness concept we call
Answer: location
Q3) Skill themes are action words and are divided into the categories of:
A) space awareness,effort and relationships
B) locomotor,nonmanipulative and manipulative skills
C) time,force and flow
D) cues,tasks and challenges
E) progressions and spirals
Answer: B
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Chapter 4: Reflective Teaching
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Q1) An invariant teacher may show all of the following characteristics except
A) using the same plan for each primary grade.
B) seeking constructive criticism about his or her teaching from children and colleagues.
C) using predetermined curricular content.
D) assessing a lesson based on how long the children remained interested and how well they behave.
E) basing lesson progression on six-week units.
Q2) Which of the following variables influence the need for reflective teaching?
A) class size
B) values of the teacher
C) context of the school
D) facilities and equipment
E) All are influential.
Q3) The ability to manage a class effectively is a prerequisite to successful teaching.
A)True
B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True
B)False
Q2) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q3) Generic means that the GLSP apply to a variety of motor skills.
A)True
B)False
Q4) ________________ level is the expert or mastery level.
Q5) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q6) The correct order for the GLSP from less skilled to most skilled is
A) proficiency,control,precontrol,utilization.
B) control,precontrol,proficiency,utilization.
C) utilization,precontrol,control,proficiency.
D) precontrol,control,utilization,proficiency.
E) precontrol,control,proficiency,utilization
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Chapter 6: Planning and Developing the Content
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Q1) _____________ is a technique that allows the children to adapt a task to better match their skill level.
Q2) 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
Q3) 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
Q4) 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
Q5) 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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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.
Designing a game: _________________
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.
Waiting in line for a turn: _________________
Q3) Teachers who regularly use all of the teacher assessment techniques described in Chapter 15 of Children Moving can be considered master teachers.
A)True
B)False
Q4) 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
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Page 9
Chapter 8: Establishing an Environment for Learning
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Q1) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
Q2) Teachers' attitudes play a vital role in establishing a learning environment.
A)True
B)False
Q3) It is sufficient to tell the children about the protocols during the first class meeting.
A)True
B)False
Q4) Effective teachers utilize accountability practices such as the use of learning cues,providing specific congruent feedback,and varying the type of task to create effective
A) instructional task systems
B) managerial task systems
C) negligence elements
D) protocols
Q5) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
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Chapter 9: Maintaining Appropriate Behavior
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Q1) Which of the following techniques is suggested as an effective approach for maintaining appropriate behavior in an entire class?
A) Hellison's levels of social responsibility
B) corporal punishment
C) calls to parents
D) involving the principal
E) behavior contracts
Q2) Of these techniques used by teachers to decrease inappropriate behavior in a specific setting,the one that should be chosen only as a last resort is
A) desists.
B) time-outs.
C) behavior contracts.
D) involving the principal.
E) letters to parents
Q3) Techniques to reduce inappropriate behavior should always be accompanied by techniques to increase appropriate behavior.
A)True
B)False
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11
Chapter 10: Instructional Approaches
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Q1) Cooperative learning activities in physical education should focus only on the personal-social responsibility goals of the program.
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) 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
Q4) 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
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Chapter 11: Observing Student Responses
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Q1) 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
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) A teacher cannot avoid having children's performance affected by her position in class?
A)True
B)False
Q4) 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
Q5) Safety is always an observational focus.
A)True
B)False
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Chapter 12: Assessing Student Learning
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Q1) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
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) An inappropriate assessment practice is to count dress,attendance and effort as part of the student's grade.
A)True
B)False
Q4) Assessment that is meaningful,and that occurs in a real-life setting is called
Q5) Traditional assessment is often an end in itself-not a means to an end.
A)True
B)False
Q6) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
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Chapter 13: Space Awareness
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Q1) _______________ is all the space that the body or its parts can reach without traveling away from a starting location.
Q2) Space-awareness concepts are the foundation upon which all other movement concepts are built.
A)True
B)False
Q3) The following are characteristics of a learner who is able to move in general space EXCEPT?
A) Travels without bumping into others
B) Stops and starts on signals given
C) Works well alone in self-space or while moving through general space
D) Has difficulty contrasting slow and fast movement while skipping in general space
E) Can develop and refine a gymnastics sequence demonstrating smooth transitions
Q4) ________________ 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.
Q5) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
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Chapter 14: Effort
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Q1) Flow can be depicted by a child running full speed down a hill or pushing a heavy object.
A)True
B)False
Q2) Time and force are two aspects of the effort component of the movement framework.An example of time is:
A) fine movement
B) light movement
C) sudden movement
D) heavy movement
E) strong movement
Q3) Which of the following are involved in teaching effort qualities to learners?
A) Learners are taught contrasts of left/right,up/down
B) Learners are taught contrasts of high/low,strong/sudden,bound/free
C) Learners are taught contrasts of groups/partners,straight/curved,wide/narrow
D) Learners are taught contrasts of up/down,walk/run,hop/jump
E) Learners are taught contrasts of fast/slow,strong/light,bound/free
Q4) Slowness is necessary for travel at a low level.
A)True
B)False
Page 16
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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 relationship component is:
A) where the body moves
B) how the body moves
C) who or what the body moves with or without
D) when the body moves
E) time frame of body movement
Q3) Requiring students to compete in games in which here are "winners and losers" is an inappropriate practice.
A)True
B)False
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Page 17
Chapter 16: Traveling
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Q1) Most children are able to execute the locomotor skills of hopping,leaping,sliding,galloping,and skipping in response to a verbal command by age
A) 6.
B) 8.
C) 10.
D) 12.
E) 5
Q2) An appropriate proficiency level task for traveling skills is the rhythmic activity tinikling.
A)True
B)False
Q3) Skipping is defined as a combination of a step and a run in a forward direction.
A)True
B)False
Q4) An appropriate precontrol level task for traveling skills is A) performing locomotor sequences.
B) traveling through rope pathways.
C) combining 2 locomotor skills.
D) traveling with a partner.
E) traveling in a game.
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Chapter 17: Chasing, fleeing, and Dodging
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Q1) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
Q2) 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
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) Chasing,fleeing,and dodging has become a part of children's games only in recent times and,therefore,is now an important focus of skill acquisition in elementary physical education curricula.
A)True
B)False
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Chapter
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Q1) As children explore twisting,bending,stretching,and curling,they become aware of:
A) The difference between each of the actions,and the correct vocabulary for each action.
B) How tiring each movement can be
C) The physiological benefits of performing each movement
D) How each is applied to a dynamic game situation
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) 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) ______ is the creation of angles-of body parts and/or the trunk to produce a pike position of the trunk,which is the angle of body parts.
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Page 20
Chapter 19: Jumping and Landing
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Q1) Begin with high barriers when jumping so that students get used to vigoroursly extending arms forward and then upward at takeoff.
A)True
B)False
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) Of the five types of jumps listed below,the most difficult one is to
A) jump down from one foot to two feet.
B) jump down from one foot to the other foot.
C) jump over object from two feet to two feet.
D) run and jump from one foot to the other.
E) jump up from two feet to two feet.
Q4) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True
B)False
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Chapter 20: Balancing
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Q1) 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
Q2) All of the concepts below should be emphasized when teaching balancing except that
A) it is easier to balance over a wide base of support,than a narrow one.
B) for stationary balances,the center of gravity should be aligned over the base of support.
C) for dynamic balances,movements cover space.
D) extensions to one side of the body beyond the base of support necessitate extensions in the opposite direction.
E) All answers are important teaching concepts.
Q3) Learning experiences at the utilization level of balancing should focus on maintaining the stillness and control of the balance.
A)True
B)False
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Page 22
Chapter 21: Transferring Weight and Rolling
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Q1) Another skill theme that is probably most closely related to successful weight transference is
A) balancing.
B) jumping and landing.
C) traveling.
D) chasing,fleeing,and dodging.
E) kicking and punting.
Q2) 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
Q3) 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.
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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) While soccer dribbling,the child should contact the ball on top of the ball,rather than behind the ball.
A)True
B)False
Q3) 'During the mature kicking pattern,the trunk is inclined backward prior to and during contact with the object being kicked.
A)True
B)False
Q4) 'Children at the utilization level of kicking are able to kick for both distance and accuracy.
A)True
B)False
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Chapter 23: Throwing and Catching
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Q1) 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
Q2) 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
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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25
Chapter 24: Volleying and Dribbling
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Q1) Dribbling with the nondominant hand,dribbling and switching hands,dribbling while traveling and looking up,and dribbling at different positions around the body are all dribbling skills that might be exhibited by a child 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) 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
Q3) 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) Cues for striking with rackets and paddles that are important for children at the control level include all of the following EXCEPT
A) stiff wrist.
B) opposite foot.
C) eyes on target.
D) flat paddle.
E) watch the ball.
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) Striking with rackets and paddles is one of the last skills that children develop.
A)True
B)False
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) Activities with long-handled implements that involve striking in unpredictable,dynamic situations are appropriate for children at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
E) both utilization level of skill development and proficiency level of skill development.
Q2) Tossing a ball to oneself and striking it is an example of a control-level task.
A)True
B)False
Q3) 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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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) Children should not participate in vigorous physical activity until they have sufficient knowledge of fitness and training concepts.
A)True
B)False
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) In elementary schools,athletic fitness should not be emphasized.
A)True
B)False
Q4) Appropriate practices for physical fitness testing include all of the following EXCEPT:
A) tests are given once a year because they are required by the school district.
B) test results are shared privately with the child.
C) children are physically prepared for the test components.
D) children develop a fitness plan based on test results.
E) test results are used for screening purposes.
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Chapter 28: Teaching Dance
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Q1) 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
Q2) Children at the precontrol level can be expected to structure their communicative movements into organized forms; often termed sequencing or phrasing.
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.
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Chapter 29: Teaching Gymnastics
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Q1) Once children have learned the skills,they should then be required to perform a gymnastics ____________,where they memorize and repeat certain skills in exactly the same order with the same balances and actions.
Q2) Children who are exploring balancing on different body parts as bases of support and balancing in different shapes are performing gymnastics tasks at the
A) precontrol GLSP
B) control GLSP
C) utilization GLSP
D) proficiency GLSP
E) either control or utilization GLSP.
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) Tasks at the dynamic game skill stage are initially self-testing activities and are usually cooperative in nature.
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) 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
Q4) The skill themes most prevalent in games are the manipulative skills.
A)True
B)False
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Chapter 31: Adapting the Content for Diverse Learners
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8 Verified Questions
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Sample Questions
Q1) In most schools,it is not the responsibility of the regular physical education teacher to know the characteristics of a child with a disability and the implications for his participation in physical education.
A)True
B)False
Q2) _________________ 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.
Q3) With very few exceptions children with disabilities can be successfully included in developmentally appropriate physical education classes.
A)True
B)False
Q4) 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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33
Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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Sample Questions
Q1) 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.
Q2) 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.
Q3) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
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Chapter 33: Building Support for Your Program
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9 Verified Questions
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Sample Questions
Q1) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
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) 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.
Q4) 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
To view all questions and flashcards with answers, click on the resource link above. Page 35