Fundamentals of Motor Skills Pre-Test Questions
Course Introduction
Fundamentals of Motor Skills explores the essential principles and concepts underlying the development and refinement of human movement. The course examines the stages of motor skill acquisition, the role of sensory and perceptual systems, and the influence of biological and environmental factors on performance. Through both theory and practical application, students gain an understanding of the mechanics, learning processes, assessment, and enhancement strategies for gross and fine motor skills across the lifespan. This foundational knowledge supports future applications in physical education, coaching, therapy, and health sciences.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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Page 2
Chapter 1: The Value and Purpose of Physical Education for Children
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Sample Questions
Q1) The characteristics listed below are all characteristics of a quality physical education program EXCEPT that it
A) primarily emphasizes the psychomotor domain,with only a slight emphasis on the cognitive and affective domain.
B) creates multiple opportunities for children to be successful.
C) considers time,space,and equipment allocations.
D) provides experiences that are both developmentally and instructionally appropriate. E) provides genuine opportunities to learn.
Answer: A
Q2) In a quality physical education program,children should be actively engaged in moderate to vigorous physical activity at least ____% of the time.
Answer: 50
Q3) By the time children reach elementary school age,their innate desire to move has been stifled and therefore,they are less likely to choose to be physically active.
A)True
B)False
Answer: False
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Page 3
Chapter 2: The Skill Theme Approach
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Sample Questions
Q1) For years,teachers of traditional physical education programs for children organized the content of what was taught by
A) skill themes.
B) by games,gymnastics,and dance.
C) by the equipment available at each school.
D) by movement concepts.
E) only skill themes and by movement concepts
Answer: B
Q2) Teaching using the skill theme approach provides opportunities for children to
A) learn fitness concepts as part of the daily lesson.
B) to understand the cognitive value inherent in skill development.
C) to feel good about themselves and their involvement with other children.
D) all of the choices are true
E) learn fitness concepts and understand the cognitive value inherent in skill development as part of the daily lesson.a and b
Answer: D
Q3) ____________ is used to describe the teaching process.
Answer: Pedagogy
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Chapter 3: Skill Themes, movement Concepts, and the National Standards
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Sample Questions
Q1) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
Q2) One of the primary reasons that adults do not choose to participate in particular physical activities is because they do not possess the skills to successfully participate in the sport or activity and therefore feel embarrassed and frustrated.
A)True
B)False
Answer: True
Q3) A teacher who is using the skill theme approach to teaching might first plan a large group game or sport for the students in his or her third grade class.The teacher might then identify the skills not yet developed by most of the students,have students practice these skills in isolation,and then return to the game or sport.
A)True
B)False
Answer: False
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) Reflective teachers rarely reflect on their effectiveness because they are confident with their choice of content for a particular grade level of students.
A)True
B)False
Q2) The reflective teacher who is limited in the number of class sessions per week will find great benefit in exposing his or her children to a variety of activities during the year.
A)True
B)False
Q3) In regard to contextual influences,most teaching situations throughout the United States are very much the same.
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
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Page 6
Chapter 5: Determining Generic Levels of Skill Proficiency
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Sample Questions
Q1) Generic means that the GLSP apply to a variety of motor skills.
A)True
B)False
Q2) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q3) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q4) 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.
Q5) At the ___________ level,learners must engage in intense concentration to perform a skill successfully.
Q6) The correct order for the GLSP from less skilled to most skilled is
A) proficiency,control,precontrol,utilization.
B) control,precontrol,proficiency,utilization.
C) utilization,precontrol,control,proficiency.
D) precontrol,control,utilization,proficiency.
E) precontrol,control,proficiency,utilization
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Chapter 6: Planning and Developing the Content
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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) 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
Q3) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
Q4) 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
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 GLSP system should be used to assess student's level of understanding for each movement concept.
A)True
B)False
Q2) The duration recording system allows a teacher to see how time is being spent by students in the physical education class by coding activity time,instruction time,management time,and waiting time.For each of the examples below,list the type of time coding that should be assigned to that particular situation.
Answering teacher's questions: _________________
Q3) This understanding of the movement concepts can be achieved fairly quickly by children with only a few learning experiences with each concept.
A)True
B)False
Q4) When teaching children movement concepts,the teacher should focus on the children's understanding of the concept itself-not the skill performance of the movement used to demonstrate the concept.
A)True
B)False
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9
Chapter 8: Establishing an Environment for Learning
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Sample Questions
Q1) Effective teachers utilize accountability practices such as the use of learning cues,providing specific congruent feedback,and varying the type of task to create effective
A) instructional task systems
B) managerial task systems
C) negligence elements
D) protocols
Q2) The managerial tasks establish the limits for students' behavior,as determined by the teacher.
A)True
B)False
Q3) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
Q4) It is reasonable for a teacher to expect all children to abide by the rules of the gymnasium (playground).
A)True
B)False
Q5) Teachers' attitudes play a vital role in establishing a learning environment. A)True
B)False
10
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Chapter 9: Maintaining Appropriate Behavior
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Sample Questions
Q1) In a behavior game
A) all teams can win.
B) signals are sounded intermittently.
C) teachers make a judgment call about a team's behavior.
D) all of the choices are true
E) all teams can win and signals are sounded intermittently
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) Techniques for increasing appropriate behavior that are used in response to inappropriate behavior are considered ____________ strategies.
Q5) 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) 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
Q2) "Pairs-check," "jigsaw," and "co-op,co-op" are all examples of
A) child designed instruction.
B) direct instruction.
C) divergent inquiry.
D) guided discovery.
E) cooperative learning.
Q3) 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
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.
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Chapter 11: Observing Student Responses
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Sample Questions
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) Observation is critical for the effective use of intratask variation
A)True
B)False
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) Reflective teachers are effective observers.
A)True
B)False
Q5) When a teacher uses a left-to-right sweep to glance at an entire class in just a few seconds to assess how all the children are working,this observation technique is called
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13
Chapter 12: Assessing Student Learning
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Sample Questions
Q1) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
Q2) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
Q3) Characteristics that typically make alternative assessment different from traditional assessment include all of the following EXCEPT that
A) assessment and instruction are linked.
B) the student is the primary client.
C) student performance demonstrates how well something is learned.
D) the process is an ongoing part of teaching.
E) the assessment is comprised of meaningful tasks in the real context.
Q4) The primary purpose of assessment in physical education is
A) to provide a task to help determine if learning is occurring.
B) to provide meaningful feedback to the learner through an ongoing process.
C) for student grading and reporting purposes.
D) to assess student skills in order to enable the students to reach proficiency level of skill performance.
E) to help students demonstrate what they have learned.
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Chapter 13: Space Awareness
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Sample Questions
Q1) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q2) Where the body moves describes the ___________ aspect of space awareness.
A) effort
B) body
C) relationship
D) space
E) flow
Q3) _______________ are imaginary designs that the body or its parts can move through in space,either along the floor or through the air.
Q4) 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
Q5) _______________ is all the space that the body or its parts can reach without traveling away from a starting location.
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Chapter 14: Effort
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Sample Questions
Q1) Which of the following best identifies the movement elements that learners are focusing on in this task as being described by the teacher below? "On the signal,move as fast as you can,but remain in self-space; on the next signal,freeze in a balanced position that you can hold very still.Remember to try to go as fast as you can,but you must be able to stop on the signal without falling over."
A) self-space and general space
B) strong and light
C) heavy and light
D) fast and slow
E) balance and landing
Q2) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q3) 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
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Chapter 15: Relationships
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Sample Questions
Q1) The concepts of near/far,in front of/behind,and alongside are generally presented as person to person relationships.
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) 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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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) Skipping is defined as a combination of a step and a run in a forward direction. A)True
B)False
Q3) There is an emphasis on body extension for height and for distance,and on bending the legs on landing to absorb force when teaching the traveling skill of A) running.
B) slipping.
C) sliding.
D) galloping.
E) leaping.
Q4) Modeling is the best way for young children to learn fundamental locomotor skills. A)True B)False
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Chapter 17: Chasing, fleeing, and Dodging
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Q1) The cue "watch the hips" is a helpful cue when teaching A) chasing.
B) fleeing.
C) dodging.
D) all of the choices are true
E) only chasing and dodging
Q2) 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.
Q3) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
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) 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
Q2) ______ is the creation of angles-of body parts and/or the trunk to produce a pike position of the trunk,which is the angle of body parts.
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 the extension of body parts away from the trunk and/or the stretching of the trunk itself.
Q5) ________ is a movent action which involves the spine.
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Chapter 19: Jumping and Landing
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Q1) Begin with high barriers when jumping so that students get used to vigoroursly extending arms forward and then upward at takeoff.
A)True
B)False
Q2) Preschool children are developmentally capable of performing a variety of jumping activities.
A)True B)False
Q3) For children to be successful in a number of games,dance,and gymnastics activities,they must be able to jump effectively
A) for height and/or distance.
B) for height.
C) for distance.
D) with accuracy.
E) Neither height,distance,nor accuracy is important when performing jumping skills in most games,dance,and gymnastics activities.
Q4) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True B)False
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Chapter 20: Balancing
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Q1) An example of dynamic balance is riding a skateboard.
A)True
B)False
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) 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) 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.
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22
Chapter 21: Transferring Weight and Rolling
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Q1) 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.
Q2) Children need to be only at the control level of weight transference in order to successfully perform most club gymnastics activities.
A)True
B)False
Q3) Performing a layout with a full-body twist is an example of transferring weight in its most complex form.
A)True
B)False
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23
Chapter 22: Kicking and Punting
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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) '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) 'Punting is a rather easy skill for children to master and,therefore,is best taught concurrently with other kicking skills.
A)True
B)False
Q4) 'Children at the utilization level of kicking are able to kick for both distance and accuracy.
A)True
B)False
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Chapter 23: Throwing and Catching
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Q1) Most children who are at the precontrol level of catching are most likely also at the precontrol level of throwing.
A)True
B)False
Q2) "(1)Grasping the object with one or both hands,(2)the preparatory phase,(3)the propulsive phase,and (4)the follow-through phase" is the basic throwing pattern for
A) the overhand throw.
B) the underhand throw.
C) the sidearm throw.
D) all of the choices are correct
E) both the overhand throw and the underhand throw.
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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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) Children at the precontrol level of volleying are rarely able to direct the flight of the ball intentionally.
A)True
B)False
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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Q1) 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
Q2) Striking with implements is a skill that children enjoy and can be taught to younger children if equipment is modified,such as using rackets with shorter handles.
A)True
B)False
Q3) Striking with paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.
A)True
B)False
Q4) Self-designed racket games,Wall Ball,and aerial net games are all examples of appropriate striking tasks 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.
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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) If taught properly,the striking activities listed in your text are intended to perfect the technical aspects of a particular swing by the time the child finishes the elementary physical education program.
A)True
B)False
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) 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) 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
Q3) Children should not participate in vigorous physical activity until they have sufficient knowledge of fitness and training concepts.
A)True
B)False
Q4) _________________ is the capacity of the heart,blood vessels,lungs,and muscles to function at optimum efficiency.
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Chapter 28: Teaching Dance
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Q1) The purpose of dance experiences in physical education class includes all of the following EXCEPT
A) training children to become proficient in many dance forms.
B) training children to express feelings and attitudes.
C) helping children appreciate dance as a worthwhile experience.
D) helping children interpret and move to different rhythms.
E) helping children appreciate other cultures
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) In teaching dance,music should not be introduced until the children can first move to their own internal tempo and then can move to an external beat.
A)True
B)False
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30
Chapter 29: Teaching Gymnastics
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Q1) 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
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 self-testing nature of gymnastics is challenging to children because A) they receive immediate feedback.
B) gymnastics tasks are a natural part of a child's world.
C) team play and cooperative worth are not necessary.
D) they are fascinated by the challenge of attempting to defy the force of gravity
E) they enjoy performing predetermined skills in specific ways
Q4) The greatest obstacle for the teacher when teaching educational gymnastics is to provide maximum safety for each and every student.
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) Games that look more like skill development to adults,and are often a challenge activity in our development of the content for the lesson are called
A) Invariant game skill experiences
B) Dynamic game-like skill experiences
C) Reflective game skill experiences
D) Games-playing experiences
E) Predesigned games experiences
Q3) When teaching games,the first experiences given to children should involve basic skills in an open or changing environment.
A)True
B)False
Q4) 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
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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) _________________ 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.
Q2) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q3) In most schools,it is not the responsibility of the regular physical education teacher to know the characteristics of a child with a disability and the implications for his participation in physical education.
A)True
B)False
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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Sample Questions
Q1) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
Q2) __________________ movements are those that cross the midsection of the body and prepares the brain to read and write.
Q3) 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.
Q4) Brain researchers have recently provided evidence that physical activity contributes to optimal brain functioning,and therefore,optimal learning.
A)True B)False
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Chapter 33: Building Support for Your Program
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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) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
Q4) 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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