Teaching Physical Education in Elementary Schools
Textbook Exam Questions
Course Introduction
This course explores effective methods and strategies for teaching physical education in elementary schools, emphasizing the development of fundamental movement skills, physical literacy, and positive attitudes toward lifelong physical activity. Students will examine age-appropriate curriculum design, instructional techniques, assessment strategies, and classroom management tailored to young learners. The course also addresses inclusive practices, adaptations for diverse abilities, and the promotion of safety and cooperation within the physical education environment, preparing future educators to create dynamic and supportive experiences that foster students physical, social, and emotional growth.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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Chapter 1: The Value and Purpose of Physical Education for Children
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Q1) 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
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) The primary reason elementary children need a quality physical education program is to encourage participation in physical activity for a lifetime and to reap the benefits of doing so.
A)True
B)False
Answer: True
3
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Chapter 2: The Skill Theme Approach
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Q1) Children are ready for organized games when
A) they reach a certain age.
B) they begin fourth grade.
C) they acquire the basic motor skills needed to play those games.
D) the teacher feels they have reached a certain fitness level needed to play the game.
E) they demonstrate cooperation skills.
Answer: C
Q2) Traditional activities like kickball and Duck,Duck,Goose are not acceptable content in a quality physical education program because of all of the following EXCEPT
A) children are singled out to perform solo and therefore put on the spot to perform in front of their peers.
B) children who are embarrassed while playing games are seldom motivated to continue to participate in activity.
C) children do not seem to have fun while they play these games.
D) winning is emphasized more than learning.
E) children are waiting to participate.
Answer: C
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4
Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Q1) The National Standards document for Physical Education implies that the cognitive element involved in skill learning is not a part of the physically educated person.
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) 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
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Chapter 4: Reflective Teaching
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Q1) The reflective teacher believes that students,classes,and teaching situations are different and develops lessons and the curriculum accordingly.
A)True B)False
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) In regard to contextual influences,most teaching situations throughout the United States are very much the same.
A)True
B)False
Q4) Reflective teaching is a nonlinear approach to creating an effective and appropriate learning environment for children.
A)True B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q2) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q3) The correct order for the GLSP from less skilled to most skilled is
A) proficiency,control,precontrol,utilization.
B) control,precontrol,proficiency,utilization.
C) utilization,precontrol,control,proficiency.
D) precontrol,control,utilization,proficiency.
E) precontrol,control,proficiency,utilization
Q4) 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
Q5) At the ___________ level,learners must engage in intense concentration to perform a skill successfully.
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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) 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) Content development refers to the process teachers use to decide on the scope and sequence of the curriculum over a period of years.
A)True
B)False
Q4) 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
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Chapter 7: Analyzing Reflective Teaching
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Q1) Once teachers have been teaching for a number of years,they no longer need to devote much time to assessing their teaching.
A)True
B)False
Q2) Good teachers are always reflective teachers.
A)True
B)False
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
Q4) The duration recording system allows a teacher to see how time is being spent by students in the physical education class by coding activity time,instruction time,management time,and waiting time.For each of the examples below,list the type of time coding that should be assigned to that particular situation.
Watching the teacher demonstrate a skill: ______________
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Chapter 8: Establishing an Environment for Learning
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Q1) The managerial tasks establish the limits for students' behavior,as determined by the teacher.
A)True
B)False
Q2) 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.
Q3) Teachers' attitudes play a vital role in establishing a learning environment.
A)True
B)False
Q4) 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
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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Q1) All teachers will encounter some children who are "off-task".
A)True
B)False
Q2) 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
Q3) 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 ____________.
Q4) 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
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11
Chapter 10: Instructional Approaches
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Q1) ______________ _____________ 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.
Q2) The following terms refer to how content is delivered to students EXCEPT?
A) instructional approaches
B) organizational strategies
C) teaching strategies
D) instructional formats
E) management strategies
Q3) In peer-teaching approaches,the teacher designs and communicates the task,and students assume the roles of provi d ing feedback and assessing.
A)True
B)False
Q4) 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
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Chapter 11: Observing Student Responses
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Q1) 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 _______________.
Q2) Children can be "on-task," but the task may still need to be changed.
A)True
B)False
Q3) Reflective teachers are effective observers.
A)True
B)False
Q4) Safety is always an observational focus.
A)True
B)False
Q5) Observation is critical for the effective use of intratask variation
A)True
B)False
Q6) 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.
Page 13
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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) Traditional assessment is often an end in itself-not a means to an end.
A)True
B)False
Q3) The primary goal of assessment should be the enhancement of learning rather then the documentation of learning.
A)True
B)False
Q4) 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
Q5) 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) 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
Q2) _______________ are imaginary designs that the body or its parts can move through in space,either along the floor or through the air.
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) 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) Slowness is necessary for travel at a low level.
A)True
B)False
Q2) How the body moves describes the concept of ___________.
A) effort
B) body
C) relationship
D) space
E) general space
Q3) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q4) An example of force is a movement that is:
A) curved
B) strong
C) slow
D) quick
E) in self-space
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Page 16
Chapter 15: Relationships
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Sample Questions
Q1) 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
Q2) 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
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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17
Chapter 16: Traveling
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Sample Questions
Q1) 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.
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.
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Chapter 17: Chasing, fleeing, and Dodging
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Q1) 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
Q2) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
Q3) Once children can effectively chase,flee,and dodge by reacting quickly and accurately to others,they are ready for activities in dynamic and complex situations that are representative of
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 control level of skill development and utilization level of skill development.
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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) 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
Q3) At the control level children begin:
A) practicing actions in isolation
B) using actions in game-link situations
C) combining the stretching,curling,twisting,and bending actions with the skills of traveling,catching,jumping,striking,rolling,etc.
D) combining actions with other skill themes in complex and dynamic games,dance,and gymnastics settings
Q4) ________ is a movent action which involves the spine.
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Chapter 19: Jumping and Landing
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Q1) Preschool children are developmentally capable of performing a variety of jumping activities.
A)True
B)False
Q2) Begin with high barriers when jumping so that students get used to vigoroursly extending arms forward and then upward at takeoff.
A)True
B)False
Q3) 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.
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) 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) Learning experiences at the utilization level of balancing should focus on maintaining the stillness and control of the balance.
A)True
B)False
Q3) 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.
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Page 22
Chapter 21: Transferring Weight and Rolling
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Q1) 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
Q2) Traveling activities on body parts other than their feet are weight transference 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 control level of skill development and utilization level of skill development.
Q3) Children need to be only at the control level of weight transference in order to successfully perform most club gymnastics activities.
A)True
B)False
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Chapter 22: Kicking and Punting
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Q1) While soccer dribbling,the child should contact the ball on top of the ball,rather than behind the ball.
A)True
B)False
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) '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.
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24
Chapter 23: Throwing and Catching
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Q1) Key points to remember when observing a child catching include all below EXCEPT
A) elbows flexed during preparation for catching.
B) eyes on the ball or object throughout the catch.
C) step forward on the opposite foot as catch is made.
D) elbows extended as the catch is made.
E) catch with hands alone.
Q2) Catching a variety of objects while traveling rapidly and suddenly changing directions and levels demonstrate skill at the proficiency level.
A)True
B)False
Q3) 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.
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Chapter 24: Volleying and Dribbling
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Q1) Children at the precontrol level of volleying are rarely able to direct the flight of the ball intentionally.
A)True
B)False
Q2) Important cues for dribbling include all of the following EXCEPT
A) hand on top of the ball.
B) fingerpads.
C) knees bent.
D) eyes on the ball.
E) look up
Q3) 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.
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26
Chapter 25: Striking With Rackets and Paddles
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Q1) The most notable reason why striking with rackets and paddles and striking with long-handled implements are complex skills for children is
A) because it is difficult to achieve accuracy in tossing or dropping the object to be contacted.
B) because of the need for the development of visual tracking.
C) because hand-eye coordination is more difficult at a distance from the body.
D) all of the choices are correct
E) both because of the need for the development of visual tracking and because hand-eye coordination is more difficult at a distance from the body.
Q2) Students at the __________ generic level of skill proficiency level benefit from striking an object suspended from a string.
Q3) 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
Q4) ________ is the movement concept which should be emphasized when reinforcing safety when striking.
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Chapter 26: Striking With Long-Handled Implements
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Q1) 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
Q2) Key observation points for the sidearm striking pattern when striking with a long-handled implement include all of the following EXCEPT
A) the implement is swung in a horizontal plane.
B) the child takes a forward step and follows it quickly with hip,trunk,and arm rotation.
C) forward movement of the trunk stops before contact,but rotation of the shoulders and arms continues.
D) wrists stay cocked throughout contact.
E) All of the above are important for successful sidearm striking.
Q3) For striking with golf clubs and hockey sticks,"arms way back" is an important cue at the control level of skill development.
A)True
B)False
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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) ____________ ________________ is the body's ability to undergo vigorous exercise for long periods of time without undue fatigue.
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 a joint to move through its potential range of motion.
Q5) In elementary schools,athletic fitness should not be emphasized.
A)True
B)False
Q6) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
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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) 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.
Q3) 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
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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) Educational gymnastics experiences do not include tasks on gymnastics apparatus.
A)True
B)False
Q3) The greatest obstacle for the teacher when teaching educational gymnastics is to provide maximum safety for each and every student.
A)True
B)False
Q4) All children in a class should never be expected to perform the same task in the same way in an educational gymnastics unit.
A)True
B)False
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Chapter 30: Teaching Games
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Q1) Game playing is the most efficient way for all children to develop skill.
A)True
B)False
Q2) 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
Q3) A child who is ready to move from invariant skill experiences to dynamic situations will demonstrate skill at the
A) precontrol level.
B) control level.
C) utilization level.
D) proficiency level.
E) level most appropriate for the specific game.
Q4) Tasks at the dynamic game skill stage are initially self-testing activities and are usually cooperative in nature.
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) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q2) 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
Q3) _________________ 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.
Q4) Children with disabilities should not be fitness tested.
A)True
B)False
Q5) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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13 Verified Questions
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Sample Questions
Q1) 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) __________________ movements are those that cross the midsection of the body and prepares the brain to read and write.
Q3) Some researchers suggest that physical activity is necessary for children to learn.
A)True
B)False
Q4) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
Q5) 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
Q6) __________________ learning connects content from at least two subject areas in an attempt to promote learning in both subjects.
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Chapter 33: Building Support for Your Program
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Q1) When teachers obtain a position at a new school,they can assume the following about the principals:
A) It will probably take several years to help them understand developmentally appropriate,quality physical education.
B) They understand and know how to support all subjects taught in an elementary school.
C) They are familiar with the 1996 Surgeon General's Report on the benefits of physical activity.
D) They know the difference between athletics and physical education.
E) They are familiar with the K-12 Physical Education Standards developed by the National Association for Sport and Physical Education.
Q2) Parental support can be particularly helpful in acquiring funding for your program that is not available through the regular school budget.
A)True
B)False
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