Adaptive Physical Education Exam Review
Course Introduction
Adaptive Physical Education focuses on developing and implementing physical activity programs tailored to meet the unique needs of individuals with disabilities. This course explores strategies for assessing motor skills, modifying activities, and utilizing specialized equipment to ensure inclusion and participation for learners of all abilities. Students will learn about legislation and best practices in adaptive physical education, as well as approaches to designing individualized instruction that promotes physical, social, and cognitive development within diverse educational and recreational settings.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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33 Chapters
413 Verified Questions
413 Flashcards
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Chapter 1: The Value and Purpose of Physical Education for Children
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Sample Questions
Q1) In a quality physical education program,children should be actively engaged in moderate to vigorous physical activity at least ____% of the time.
Answer: 50
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 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
Q4) Ideally,children should have physical education 100 minutes each week. A)True
B)False
Answer: False
3
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Chapter 2: The Skill Theme Approach
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Sample Questions
Q1) The greatest emphasis during the preschool and elementary years should be on movement-skill acquisition.
A)True
B)False
Answer: True
Q2) 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
Q3) ____________ is used to describe the teaching process.
Answer: Pedagogy
Q4) The skill theme approach is similar to the traditional approach in that the skills are presented in a unit that may cover several weeks at a time.
A)True
B)False
Answer: False
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Page 4
Chapter 3: Skill Themes, movement Concepts, and the National Standards
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Sample Questions
Q1) Self-space and general space describes the space awareness concept we call
Answer: location
Q2) 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
Q3) 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
Q4) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) In regard to contextual influences,most teaching situations throughout the United States are very much the same.
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) Reflective teaching is a nonlinear approach to creating an effective and appropriate learning environment for children.
A)True
B)False
Q4) The ability to manage a class effectively is a prerequisite to successful teaching. A)True
B)False
Q5) Reflective teaching is based on the ecology of a particular environment. A)True B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Sample Questions
Q1) ________________ level is the expert or mastery level.
Q2) Learners at the ________________ level are ready to combine skills and practice in a dynamic context.
Q3) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True B)False
Q4) The GLSP apply equally well to the movement concepts and skill themes. A)True B)False
Q5) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q6) GLSP is an acronym for ________________________________,and provides a relatively quick way to assess the abilities of entire classes of children related to any skill theme.
Q7) 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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Sample Questions
Q1) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
Q2) 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
Q3) 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
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
Q5) _____________ is a technique that allows the children to adapt a task to better match their skill level.
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) The content-development and duration-recording instruments essentially provide the same information to a teacher.
A)True
B)False
Q2) Duration recording provides an analysis of
A) the percentage of students who were on and off task in a lesson.
B) the number and sequence of tasks,cues and challenges that were used in a lesson.
C) congruent and incongruent teacher feedback.
D) how the majority of students spent their time in a lesson.
E) how individual students spent their time in a lesson
Q3) 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
Q4) "Good" is an example of general feedback.
A)True
B)False
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Chapter 8: Establishing an Environment for Learning
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Sample Questions
Q1) The managerial tasks establish the limits for students' behavior,as determined by the teacher.
A)True B)False
Q2) It is reasonable for a teacher to expect all children to abide by the rules of the gymnasium (playground).
A)True B)False
Q3) Creating a learning environment is proactive; discipline is reactive.
A)True B)False
Q4) The development of protocols is an integral and critical part of maintaining a safe environment.
A)True
B)False
Q5) Congruent feedback provides information to children unrelated to the skill they are practicing.
A)True B)False
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Chapter 9: Maintaining Appropriate Behavior
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Sample Questions
Q1) Inappropriate behavior can be ignored when
A) it is done by a kindergarten child.
B) it is not likely to persist.
C) a child is new to the school.
D) it is during the first few days of school.
E) the student says he/she did not do it
Q2) 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
Q3) 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
Q4) A __________ is a verbal statement that tells a child to stop an inappropriate behavior.
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Chapter 10: Instructional Approaches
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Sample Questions
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) Cooperative learning activities in physical education should focus only on the personal-social responsibility goals of the program.
A)True B)False
Q3) Direct instruction is by far the most common approach used in teaching physical education.
A)True
B)False
Q4) ______________ _____________ 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.
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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Page 12
Chapter 11: Observing Student Responses
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Sample Questions
Q1) Children can be "on-task," but the task may still need to be changed.
A)True
B)False
Q2) A teacher cannot avoid having children's performance affected by her position in class?
A)True
B)False
Q3) When observing a class,a teacher looks for
A) safety and then individual movement patterns.
B) on-task behavior and then safety.
C) class movement patterns and then on-task behavior.
D) safety and then on-task behavior.
Q4) 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 _______________.
Q5) 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
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Chapter 12: Assessing Student Learning
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Sample Questions
Q1) An inappropriate assessment practice is to count dress,attendance and effort as part of the student's grade.
A)True
B)False
Q2) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
Q3) In physical education,assessment should focus on
A) the psychomotor performance of the student.
B) the students' cognitive understanding.
C) the affective dimension of learning.
D) all of the choices should be a focus of assessment
E) only the psychomotor performance of the student and the students' cognitive understanding should be focused on.
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
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Page 14
Chapter 13: Space Awareness
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Sample Questions
Q1) Space-awareness concepts are the foundation upon which all other movement concepts are built.
A)True
B)False
Q2) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q3) ________________ in space are the dimensional possibilities into which the body or its parts can move such as up and down,right and left,forward and backward,and clockwise and counterclockwise.
Q4) The concepts of directions,levels,and pathways are usually introduced before the concepts of self-space and general space.
A)True
B)False
Q5) Self-space is all the space within a room,outdoor teaching space,or boundary in which the body can locomote or travel.
A)True
B)False
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Chapter 14: Effort
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Sample Questions
Q1) 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
Q2) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q3) An example of force is a movement that is:
A) curved
B) strong
C) slow
D) quick
E) in self-space
Q4) How the body moves describes the concept of ___________.
A) effort
B) body
C) relationship
D) space
E) general space
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Chapter 15: Relationships
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Sample Questions
Q1) Teaching children about relationships with people includes working alone in a mass,with partners or in groups.
A)True
B)False
Q2) 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
Q3) 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
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Page 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) At the utilization and proficiency levels of skill development,traveling skills occur in games,dance,and gymnastics situations.
A)True
B)False
Q3) An appropriate proficiency level task for traveling skills is the rhythmic activity tinikling.
A)True
B)False
Q4) Modeling is the best way for young children to learn fundamental locomotor skills. A)True
B)False
Q5) The fundamental locomotor skill,_____________,is an exaggerated slide in a forward direction.
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Chapter 17: Chasing, fleeing, and Dodging
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Sample Questions
Q1) 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.
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) The dodging skill can be defined as traveling quickly away from a pursuing person or object.
A)True
B)False
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Page 19
Chapter
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Sample Questions
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) 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) ________ is a movent action which involves the spine.
Q4) 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
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Page 20
Chapter 19: Jumping and Landing
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Sample Questions
Q1) The specific actions of the body in performing a jump will vary according to the purpose for which the jump is being executed.
A)True
B)False
Q2) Preschool children are developmentally capable of performing a variety of jumping activities.
A)True
B)False
Q3) The essentials of a mature pattern of jumping for height include all of the following except that
A) the child's hips,knees,and ankles flex in a crouch position in the preparatory phase.
B) arms vigorously extend forward and upward on takeoff.
C) during flight,the body is extended fully in the air.
D) the body is in upright position with arms extended upward on landing.
E) ankles,knees,and hips flex upon landing.
Q4) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True
B)False
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21
Chapter 20: Balancing
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Sample Questions
Q1) Learning experiences at the utilization level of balancing should focus on maintaining the stillness and control of the balance.
A)True
B)False
Q2) An example of static balance is a headstand.
A)True
B)False
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
Q4) Maintaining a desired shape in a stationary position is called A) dynamic balance.
B) a statue.
C) momentary balance.
D) fixed balance.
E) static balance
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22
Chapter 21: Transferring Weight and Rolling
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Sample Questions
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) Massed (all at once),rather than distributed (over a period of days/weeks)practice of more complex weight transference tasks is needed since most gymnastics-type tasks can be learned in one or two 30-minute lessons.
A)True
B)False
Q3) 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.
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Chapter 22: Kicking and Punting
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Sample Questions
Q1) 'During the mature kicking pattern,the trunk is inclined backward prior to and during contact with the object being kicked.
A)True
B)False
Q2) 'When kicking at a target,childrenshould focus on the target and not the ball until the ball leaves the child's foot.
A)True
B)False
Q3) 'At the precontrol level of kicking,we want children to
A) 'make contact with a stationary ball.
B) 'approach a stationary ball and tap it gently along the ground.
C) 'kick at large targets.
D) 'all of the choices are correct
E) 'make contact with a stationary ball and kick at large targets only.
Q4) 'Punting is a rather easy skill for children to master and,therefore,is best taught concurrently with other kicking skills.
A)True
B)False
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24
Chapter 23: Throwing and Catching
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Sample Questions
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) 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.
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25
Chapter 24: Volleying and Dribbling
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Sample Questions
Q1) Since dribbling is actually a subdivision of volleying,it is appropriate for teachers to develop the two skills together.
A)True
B)False
Q2) 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
Q3) When children can control the direction as well as the force of their strikes in volleying and are able to combine several different concepts with striking they are at the A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
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Chapter 25: Striking With Rackets and Paddles
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Sample Questions
Q1) 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.
Q2) 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.
Q3) A good task for children at the precontrol level of striking with rackets and paddles is to strike balls suspended from ropes at various heights.
A)True
B)False
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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) 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.
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) Tossing a ball to oneself and striking it is an example of a control-level task.
A)True
B)False
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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) 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
Q2) Which of the following are not component(s)of health-related fitness
A) are muscular strength and endurance.
B) is cardiovascular efficiency.
C) is body composition.
D) is flexibility.
E) speed
Q3) _________________ is the capacity of the heart,blood vessels,lungs,and muscles to function at optimum efficiency.
Q4) Children who are physically inactive are less likely to participate in physical activity on a regular basis as an adult.
A)True
B)False
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Chapter 28: Teaching Dance
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Q1) Which of the following guidelines is most helpful when introducing children to dance?
A) Provide multiple opportunities for children to practice locomotor movements and respond to rhythm
B) Begin with dances that require partners.
C) Use structured formations.
D) Give detailed instructions about how to perform the dance.
E) Use music that appeals to them.
Q2) 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.
Q3) A good piece of advice for getting children involved and excited about dance is "don't call it dance."
A)True
B)False
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Chapter 29: Teaching Gymnastics
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Q1) 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.
Q2) It is appropriate to begin students in floor experiences and apparatus experiences at the same time.
A)True
B)False
Q3) Outdoor playground equipment is a good way for children to practice skills learned on apparatus in educational gymnastics.
A)True
B)False
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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Q1) Which one of the following game types often include games that are developmentally and instructionally inappropriate?
A) predesigned
B) modified predesigned
C) teacher-designed
D) teacher-child designed
E) child designed
Q2) A characteristic of a developmentally inappropriate practice in a game for children is
A) teachers and children modify the rules
B) children participate in teams of two to three children.
C) teachers focus on cooperation and not winning.
D) teams are formed by captains.
E) when teachers and children modify the rules and teams are formed by captains
Q3) When teaching games,the first experiences given to children should involve basic skills in an open or changing environment.
A)True
B)False
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32
Chapter 31: Adapting the Content for Diverse Learners
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Q1) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q2) With very few exceptions children with disabilities can be successfully included in developmentally appropriate physical education classes.
A)True
B)False
Q3) The expanded view of inclusion is a philosophy that:
A) differences exist in terms of skill level,fitness levels
B) not all children can be successful in physical education
C) differences exist in mental and physical ability
D) students with disabilities are placed in regular physical education classes
E) all children can learn,and all children want to learn
Q4) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
Q5) Children with disabilities should not be fitness tested.
A)True B)False
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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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Source URL: https://quizplus.com/quiz/73880
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) 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.
Q3) 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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Page 34
Chapter 33: Building Support for Your Program
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Source URL: https://quizplus.com/quiz/73879
Sample Questions
Q1) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
Q2) 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
Q3) Gaining support and recognition for a physical education program is particularly important because
A) physical education is generally regarded as less important than other subjects.
B) it is a rather expensive program to maintain.
C) people do not realize what a quality physical education program consists of.
D) all of the choices are correct
E) physical education is generally regarded as less important than other subjects and people do not realize what a quality physical education program consists of.
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