Early Childhood Physical Education
Final Test Solutions
Course Introduction
Early Childhood Physical Education explores the fundamental movement skills, activity patterns, and developmental needs of young children, focusing on ages birth through eight years. The course examines best practices for designing and implementing developmentally appropriate physical activities that promote motor skill development, social interaction, and lifelong healthy habits. Emphasis is placed on creating inclusive, safe, and engaging environments that support physical, cognitive, and emotional growth, as well as understanding the role of educators in fostering positive attitudes toward physical activity during early childhood.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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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) 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) 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) Benefits for children who are part of a quality physical education program include personal goal setting.
A)True
B)False
Answer: True
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Chapter 2: The Skill Theme Approach
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Sample Questions
Q1) ____________ is used to describe the teaching process.
Answer: Pedagogy
Q2) Age is a predictor of motor ability.
A)True
B)False
Answer: False
Q3) ________ _________ are fundamental movements that are later modified and combined with other skills and used in more complex settings,such as games,dance,and gymnastics.
Answer: Skill themes
Q4) Skill themes should be revisited throughout the year rather than in units of several weeks.
A)True
B)False
Answer: True
Q5) Since there are "natural born athletes",some children enter school more highly skilled than their peers.
A)True
B)False
Answer: False
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Chapter 3: Skill Themes, movement Concepts, and the National Standards
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Sample Questions
Q1) In the elementary school physical education program the emphasis should be placed on which of the following?
A) Sport rules
B) Strategies of sport and games
C) Practicing motor skills
D) Competition
E) Unstructured play or recreation
Answer: C
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) Self-space and general space describes the space awareness concept we call
Answer: location
Page 5
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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 teaching is based on the ecology of a particular environment.
A)True
B)False
Q3) Reflective teachers rarely think about what they need to change,or do differently,to heighten their teaching and program effectiveness.
A)True
B)False
Q4) The personal value system of the teacher is probably the most important characteristic of a reflective or invariant teacher.
A)True
B)False
Q5) 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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Sample Questions
Q1) ________________ level is the expert or mastery level.
Q2) 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.
Q3) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q4) Generic means that the GLSP apply to a variety of motor skills.
A)True
B)False
Q5) The GLSP apply equally well to the movement concepts and skill themes. A)True B)False
Q6) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True B)False
Q7) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
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Chapter 6: Planning and Developing the Content
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Sample Questions
Q1) It is suggested that teachers provide three to four cues when they are informing as this is a good way to save time.
A)True
B)False
Q2) 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
Q3) If there were such a thing as a typical content development progression,the order might be
A) informing before a challenge.
B) a task before a challenge.
C) a cue before informing.
D) informing before a challenge and a task before a challenge
E) a task before a challenge and a cue before informing
Q4) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) "Good" is an example of general feedback.
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) An e-mail teacher support group is a good method to use to help a teacher better understand his or her teaching.
A)True
B)False
Q4) The duration recording system allows a teacher to see how time is being spent by students in the physical education class by coding activity time,instruction time,management time,and waiting time.For each of the examples below,list the type of time coding that should be assigned to that particular situation.
Waiting in line for a turn: _________________
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Page 9
Chapter 8: Establishing an Environment for Learning
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Sample Questions
Q1) 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
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) It is reasonable for a teacher to expect all children to abide by the rules of the gymnasium (playground).
A)True
B)False
Q4) It is sufficient to tell the children about the protocols during the first class meeting. A)True
B)False
Q5) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
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Chapter 9: Maintaining Appropriate Behavior
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Sample Questions
Q1) Inappropriate behavior can be ignored when
A) it is done by a kindergarten child.
B) it is not likely to persist.
C) a child is new to the school.
D) it is during the first few days of school.
E) the student says he/she did not do it
Q2) 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 ____________.
Q3) Techniques for increasing appropriate behavior include all of the following EXCEPT
A) person-to-person dialogue.
B) time-outs.
C) proximity control.
D) positive interaction.
E) prompting.
Q4) 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
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Chapter 10: Instructional Approaches
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Sample Questions
Q1) 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
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) 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
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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) 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 _______________.
Q3) Two major observation techniques are
A) checklists and back-to-the-wall.
B) planning and scanning.
C) scanning and back-to-the-wall.
D) extending and scanning.
E) scanning and time-on-task.
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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Sample Questions
Q1) Scoring rubrics are
A) used primarily to assign grades.
B) best developed by national associations.
C) shared with the students before instruction begins.
D) used only with intermediate-grade children.
E) used most commonly when teaching games.
Q2) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
Q3) 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
Q4) ___________ 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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Sample Questions
Q1) Which of the following best identifies what movement elements that learners are focusing on in this task as being described by the teacher below? "Find a space by yourself in the boundaries of our work area.I'll know you are ready when I see you standing very still in a space where you can't touch anyone else.When I say 'go,' begin to walk around the room,trying not to come near anyone else and at the same time not leaving any empty spaces in the room.On the signal,stop very quickly right where you are.When you stop,you should not be able to touch anyone else."
A) directions and pathways
B) self-space and general space
C) levels and extensions
D) curved and straight pathways
E) force
Q2) _______________ are imaginary designs that the body or its parts can move through in space,either along the floor or through the air.
Q3) Movement concepts are used primarily to enhance the quality in the development of a skill.
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) Initially,the extremes,rather than the gradations,of the effort qualities are emphasized.
A)True
B)False
Q3) 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
Q4) A student who understands the effort qualities of movement is able to adjust his or her movements in relation to the demands of a situation.
A)True
B)False
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Chapter 15: Relationships
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Sample Questions
Q1) A non-symmetrical shape is a shape in which each side of the body looks different from the other side.
A)True
B)False
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) 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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Sample Questions
Q1) The essentials of a mature running pattern include all of the following except that the A) trunk maintains a slight backward lean throughout the stride pattern.
B) arms swing in synchronized opposition to the leg action.
C) support foot contacts the ground flat and under the center of gravity.
D) knee of support leg bends slightly after foot has made contact with ground.
E) arms stay close to the body throughout the action.
Q2) The fundamental locomotor skill,_____________,is a springing action from one foot landing on the same foot.
Q3) 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.
Q4) At the utilization and proficiency levels of skill development,traveling skills occur in games,dance,and gymnastics situations.
A)True
B)False
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Page 18
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) Before focusing on chasing,fleeing,and dodging,children must have a functional understanding of
A) fundamental traveling skills.
B) effort concepts.
C) space awareness concepts.
D) children must have a functional understanding of all of the choices
E) fundamental traveling skills and space awareness concepts.
Q4) The dodging skill can be defined as traveling quickly away from a pursuing person or object.
A)True
B)False
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Sample Questions
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) 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
Q4) ________ is a movent action which involves the spine.
Q5) _______ is the extension of body parts away from the trunk and/or the stretching of the trunk itself.
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Page 20
Chapter 19: Jumping and Landing
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Q1) 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.
Q2) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True
B)False
Q3) 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
Q4) 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.
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Chapter 20: Balancing
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Sample Questions
Q1) 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.
Q2) An example of static balance is a headstand.
A)True
B)False
Q3) Learning experiences at the utilization level of balancing should focus on maintaining the stillness and control of the balance.
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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Chapter 21: Transferring Weight and Rolling
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Q1) 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
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) 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) '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.
Q2) '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.
Q3) '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
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Chapter 23: Throwing and Catching
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Q1) Although the skills of throwing and catching go hand in hand in many game situations,each skill should be taught separately,and children should be given opportunities to practice the two skills in separate practice situations before they can become successful in combining the two skills.
A)True
B)False
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) 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
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Chapter 24: Volleying and Dribbling
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Q1) Of the five striking activities listed below,the most difficult one is
A) striking a ball to a partner.
B) striking a ball at different levels.
C) striking a ball to outwit an opponent.
D) striking a balloon.
E) striking a ball continuously with different body parts.
Q2) Dribbling and volleying are almost exclusively used in volleyball and basketball.
A)True
B)False
Q3) Since dribbling is actually a subdivision of volleying,it is appropriate for teachers to develop the two skills together.
A)True
B)False
Q4) Cues for volleying at the control level include all of the following except
A) crab fingers.
B) flat surface.
C) extend to target.
D) quick feet.
E) step with opposition
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Chapter 25: Striking With Rackets and Paddles
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Q1) 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) 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) 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) Key observation points for the underhand striking pattern when striking with a long-handled implement include all of the following EXCEPT
A) opposite arm from dominant hand is kept firm at the top of the backswing.
B) weight is shifted to the back foot at the top of the backswing.
C) weight is shifted to the forward foot as the swing begins.
D) forward arm stays straight throughout the swing.
E) E)All of the above are important for successful underhand striking.
Q2) Striking a pitched ball is an example of tasks appropriate for children at the utilization level of skill proficiency.
A)True
B)False
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
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) ____________ ________________ is the body's ability to undergo vigorous exercise for long periods of time without undue fatigue.
Q2) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
Q3) Aerobic capacity in children is enhanced by
A) being on an athletic team
B) running sprints
C) swimming and jumping rope
D) playing kickball
E) all of the choices enhance children's cardiovascular efficiency
Q4) 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
Q5) Muscular strength is the amount of force a muscle can produce; __________ _____________ is the muscle's ability to produce that force over a period of time.
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Chapter 28: Teaching Dance
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Q1) Generally,dance/rhythmic activities foster positive social interaction and respect for differences among people.
A)True
B)False
Q2) 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.
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) 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
Q2) Outdoor playground equipment is a good way for children to practice skills learned on apparatus in educational gymnastics.
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) 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.
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Chapter 30: Teaching Games
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Sample Questions
Q1) Large-group games contain the inherent problems of lack of participation,elimination,and stress on winning.
A)True
B)False
Q2) In the elementary physical education curriculum,it is appropriate to have boys and girls on separate teams competing against each other in a games situation.
A)True
B)False
Q3) 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
Q4) The skill themes most prevalent in games are the manipulative skills.
A)True
B)False
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Page 32
Chapter 31: Adapting the Content for Diverse Learners
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Sample Questions
Q1) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q2) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
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) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q5) With very few exceptions children with disabilities can be successfully included in developmentally appropriate physical education classes.
A)True
B)False
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Page 33
Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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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 such as moving body parts to the beat of a drum or marching to a cadence can stimulate the frontal lobes of the brain.
Q3) Some researchers suggest that physical activity is necessary for children to learn.
A)True
B)False
Q4) To effectively integrate content from other subject areas into physical education lessons,it is necessary for the physical education teacher to be knowledgeable of the other content standards for a particular subject and grade level.
A)True
B)False
Q5) __________________ learning connects content from at least two subject areas in an attempt to promote learning in both subjects.
Q6) __________________ movements are those that cross the midsection of the body and prepares the brain to read and write.
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Chapter 33: Building Support for Your Program
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Q1) Other than your students,your principal is probably the most important person from whom you should seek support for your program.
A)True
B)False
Q2) 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.
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.
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