Introduction to Physical Education Exam Review
Course Introduction
Introduction to Physical Education provides students with a foundational understanding of the principles, history, and significance of physical activity and wellness in modern society. This course explores the development of physical education as a field, examining key concepts such as motor learning, physical fitness, movement skills, and the promotion of lifelong health. Students will engage in both theoretical and practical activities designed to enhance their physical literacy, promote teamwork, and foster an appreciation for diverse forms of movement. Additionally, the course covers the educational role of physical education in schools and communities, emphasizing strategies for fostering inclusivity, motivation, and overall well-being through active living.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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Chapter 1: The Value and Purpose of Physical Education for Children
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Sample Questions
Q1) It is important for physical education to be fun for children. A)True
B)False Answer: True
Q2) It is not essential that a teacher developmentally and instructionally understandpractices to be able to design a quality physical education program.
A)True
B)False Answer: False
Q3) The primary reason elementary children need a quality physical education program is to encourage participation in physical activity for a lifetime and to reap the benefits of doing so.
A)True
B)False Answer: True
Q4) In a quality physical education program,children should be actively engaged in moderate to vigorous physical activity at least ____% of the time.
Answer: 50
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Chapter 2: The Skill Theme Approach
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Sample Questions
Q1) 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
Q2) ____________ is used to describe the teaching process.
Answer: Pedagogy
Q3) One disadvantage of the skill theme approach is that it focuses only on motor-skill acquisition,which limits children's opportunities to improve their fitness levels during participation in physical activity.
A)True
B)False
Answer: False
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4
Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Q1) 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
Q2) Self-space and general space describes the space awareness concept we call ___________.
Answer: location
Q3) Skill themes are used in a physical education lesson to embellish,enhance,and expand the quality of a movement.
A)True
B)False
Answer: False
Q4) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
Q5) Skill themes are subdivided into three categories: _______________,________________,and ________________.
Answer: locomotor; nonmanipulative; and manipulative
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) Which of the following does NOT characterize reflective teaching?
A) Teaching is based on the particular situation and not on the general characteristics of a group or school.
B) The program content is designed to be congruent with the idiosyncrasies of a particular school.
C) Teachers modify lessons in conjunction with facilities and equipment.
D) Teachers use the same lesson plans for each grade level.
E) The methodology varies according to the purpose of the lesson.
Q2) Which of the following variables influence the need for reflective teaching?
A) class size
B) values of the teacher
C) context of the school
D) facilities and equipment
E) All are influential.
Q3) The ability to manage a class effectively is a prerequisite to successful teaching.
A)True
B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) 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.
Q2) The utilization level might be characterized as
A) skill performance at the mastery level
B) automatic
C) successful combinations of movements.
D) all of the choices characterize the utilization level
E) only skill performance at the mastery level and successful combinations of movements
Q3) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q4) By fifth grade it is reasonable to expect most of the children to be at the proficiency level.
A)True
B)False
Q5) ________________ level is the expert or mastery level.
Q6) At the ___________ level,learners must engage in intense concentration to perform a skill successfully.
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Chapter 6: Planning and Developing the Content
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Q1) When planning for the intermediate grades,it is not necessary to take into consideration the movement experiences in which they have already been exposed,since most intermediate-age children will have acquired the basic skills as a young child through their innate desire to move.
A)True
B)False
Q2) If the cue is about opposition and a teacher says,"Good throw,Debbie,you really turned your hips," that would be considered congruent feedback.
A)True
B)False
Q3) 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
Q4) 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
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) The duration recording system allows a teacher to see how time is being spent by students in the physical education class by coding activity time,instruction time,management time,and waiting time.For each of the examples below,list the type of time coding that should be assigned to that particular situation. Waiting for another child to talk to the teacher: __________
Q2) "Daryl,good level swing" would be coded as what type of feedback if a teacher was teaching children to strike a ball with a bat?
A) general,positive
B) positive,symmetrical,refinement
C) specific,skill,positive,congruent
D) positive,incongruent,reflective
E) specific,skill,ambidextrous,concurrent
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) ____________ understanding means that the children know and can use the concepts in their movement.
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Page 9
Chapter 8: Establishing an Environment for Learning
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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) Congruent feedback provides information to children unrelated to the skill they are practicing.
A)True
B)False
Q3) 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.
Q4) 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
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Chapter 9: Maintaining Appropriate Behavior
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Q1) 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 ____________.
Q2) All teachers will encounter some children who are "off-task".
A)True
B)False
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) A __________ is a verbal statement that tells a child to stop an inappropriate behavior.
Q5) Techniques to reduce inappropriate behavior should always be accompanied by techniques to increase appropriate behavior.
A)True
B)False
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Chapter 10: Instructional Approaches
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Q1) "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.
Q2) The following terms refer to how content is delivered to students EXCEPT?
A) instructional approaches
B) organizational strategies
C) teaching strategies
D) instructional formats
E) management strategies
Q3) 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 discover the same answer(s)to a series of questions the teacher asks.
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Chapter 11: Observing Student Responses
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Sample Questions
Q1) Reasons children might be off-task are
A) they didn't understand the directions.
B) they don't have the prerequisite skills.
C) the children have not yet learned the protocols.
D) all of the are reasons children might be off-task
E) either they didn't understand the directions or they don't have the prerequisite skills
Q2) A teacher cannot avoid having children's performance affected by her position in class?
A)True
B)False
Q3) 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
Q4) Observation is critical for the effective use of intratask variation
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) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
Q2) 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.
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) Assessment that is meaningful,and that occurs in a real-life setting is called
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Chapter 13: Space Awareness
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Q1) The following are characteristics of a learner who is able to move in general space EXCEPT?
A) Travels without bumping into others
B) Stops and starts on signals given
C) Works well alone in self-space or while moving through general space
D) Has difficulty contrasting slow and fast movement while skipping in general space
E) Can develop and refine a gymnastics sequence demonstrating smooth transitions
Q2) The concepts of directions,levels,and pathways are usually introduced before the concepts of self-space and general space.
A)True
B)False
Q3) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q4) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
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Chapter 14: Effort
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Sample Questions
Q1) 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
Q2) Flow can be depicted by a child running full speed down a hill or pushing a heavy object.
A)True
B)False
Q3) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q4) Which of the following are involved in teaching effort qualities to learners?
A) Learners are taught contrasts of left/right,up/down
B) Learners are taught contrasts of high/low,strong/sudden,bound/free
C) Learners are taught contrasts of groups/partners,straight/curved,wide/narrow
D) Learners are taught contrasts of up/down,walk/run,hop/jump
E) Learners are taught contrasts of fast/slow,strong/light,bound/free
Q5) Slowness is necessary for travel at a low level.
A)True
B)False
Page 16
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Chapter 15: Relationships
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Sample Questions
Q1) 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
Q2) Teaching children about relationships with people includes working alone in a mass,with partners or in groups.
A)True
B)False
Q3) The concepts of near/far,in front of/behind,and alongside are generally presented as person to person relationships.
A)True
B)False
Q4) The simplest relationship for a child to understand is the relationship with a partner.
A)True
B)False
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Chapter 16: Traveling
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Q1) The fundamental locomotor skill,_____________,is an exaggerated slide in a forward direction.
Q2) Modeling is the best way for young children to learn fundamental locomotor skills. A)True B)False
Q3) Skipping is defined as a combination of a step and a run in a forward direction. A)True B)False
Q4) The fundamental locomotor skill,_____________,is a combination of a step and a hop,first on one foot and then on the other,that has an uneven rhythm.
Q5) By the time they begin school,most children exhibit a mature pattern of A) jumping. B) running. C) hopping. D) leaping. E) galloping.
Q6) The fundamental locomotor skill,_____________,is a process of alternately losing balance and recovering it while moving forward in an upright position.
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Chapter 17: Chasing, fleeing, and Dodging
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Q1) Chasing,fleeing,and dodging has become a part of children's games only in recent times and,therefore,is now an important focus of skill acquisition in elementary physical education curricula.
A)True
B)False
Q2) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
Q3) If a child can demonstrate the chasing,fleeing,and dodging skills,we can then assume that he/she can successfully perform these skills in a tag game.
A)True
B)False
Q4) The dodging skill can be defined as traveling quickly away from a pursuing person or object.
A)True
B)False
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19
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Sample Questions
Q1) Stretching to catch a ball with a partner is an example of a task at what generic level of skill proficiency:
A) precontrol
B) control
C) utililization
D) proficiency
Q2) 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
Q3) Exploring each of the actions (Stretching,Curling,Twistin)in isolation is then followed by the addition of traveling,the action combined with other skill themes,such as stretching to catch a ball at high level.
A)True
B)False
Q4) ________ is a movent action which involves the spine.
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Chapter 19: Jumping and Landing
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Q1) 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.
Q2) 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.
Q3) 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) All of the concepts below should be emphasized when teaching balancing except that
A) it is easier to balance over a wide base of support,than a narrow one.
B) for stationary balances,the center of gravity should be aligned over the base of support.
C) for dynamic balances,movements cover space.
D) extensions to one side of the body beyond the base of support necessitate extensions in the opposite direction.
E) All answers are important teaching concepts.
Q2) 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
Q3) An example of static balance is a headstand.
A)True
B)False
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22
Chapter 21: Transferring Weight and Rolling
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Q1) Performing a layout with a full-body twist is an example of transferring weight in its most complex form.
A)True
B)False
Q2) Traveling activities on body parts other than their feet are weight transference activities appropriate for children at the A) precontrol level of skill development. B) control level of skill development. C) utilization level of skill development. D) proficiency level of skill development. E) both control level of skill development and utilization level of skill development.
Q3) 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
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Chapter 22: Kicking and Punting
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Q1) 'When practicing the skill of punting,opportunities to punt different types of balls,to increase distance on the punt,and to improve accuracy are all appropriate activities for children at the
A) 'precontrol level of skill development.
B) 'control level of skill development.
C) 'utilization level of skill development.
D) 'proficiency level of skill development.
E) 'both precontrol level of skill development and control level of skill development.
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.
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24
Chapter 23: Throwing and Catching
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Q1) 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
Q2) Most children who are at the precontrol level of catching are most likely also at the precontrol level of throwing.
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.
Q4) Catching a variety of objects while traveling rapidly and suddenly changing directions and levels demonstrate skill at the proficiency level.
A)True
B)False
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Chapter 24: Volleying and Dribbling
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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) Volleybirds are flat-bottomed shuttlecocks that originated in Taiwan and are now being used in physical education programs in the United States,particularly to practice volleying skills at the utilization level.
A)True
B)False
Q3) Children at the precontrol level of volleying are rarely able to direct the flight of the ball intentionally.
A)True
B)False
Q4) Important cues for dribbling include all of the following EXCEPT
A) hand on top of the ball.
B) fingerpads.
C) knees bent.
D) eyes on the ball.
E) look up
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Chapter 25: Striking With Rackets and Paddles
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Q1) Striking with rackets and paddles is one of the last skills that children develop.
A)True
B)False
Q2) When striking with paddles and rackets,the most difficult object to strike of the five objects listed is
A) "live" tennis balls.
B) volleybirds.
C) foam balls.
D) balloons.
E) Ping-Pong balls.
Q3) 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.
Q4) ________ is the movement concept which should be emphasized when reinforcing safety when striking.
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Chapter 26: Striking With Long-Handled Implements
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Q1) Before beginning tasks that involve offense and defense,students should be skilled with the space awareness and dodging tasks.
A)True
B)False
Q2) 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
Q3) Key observation points for the sidearm striking pattern when striking with a long-handled implement include all of the following EXCEPT
A) the implement is swung in a horizontal plane.
B) the child takes a forward step and follows it quickly with hip,trunk,and arm rotation.
C) forward movement of the trunk stops before contact,but rotation of the shoulders and arms continues.
D) wrists stay cocked throughout contact.
E) All of the above are important for successful sidearm striking.
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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) _________________ is the capacity of the heart,blood vessels,lungs,and muscles to function at optimum efficiency.
Q2) 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
Q3) _______________ is the capacity of a joint to move through its potential range of motion.
Q4) ____________ ________________ is the body's ability to undergo vigorous exercise for long periods of time without undue fatigue.
Q5) Children who are physically inactive are less likely to participate in physical activity on a regular basis as an adult.
A)True
B)False
Q6) ___________ ___________ is the amount of fat cells compared with lean body mass (muscles,bones,ligaments,and tendons).
Page 29
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Chapter 28: Teaching Dance
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Q1) In teaching dance,music should not be introduced until the children can first move to their own internal tempo and then can move to an external beat.
A)True B)False
Q2) The primary focus of creative dance experiences is to evoke expressiveness and decrease inhibitions.
A)True B)False
Q3) Children at the precontrol level can be expected to structure their communicative movements into organized forms; often termed sequencing or phrasing.
A)True B)False
Q4) 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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Page 30
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) 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
Q3) All of the following should be taught to children in educational gymnastics prior to apparatus experiences EXCEPT
A) getting onto and off of the equipment.
B) safety procedures.
C) spotting.
D) proper use of the equipment.
E) floor experiences.
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Chapter 30: Teaching Games
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Sample Questions
Q1) Game playing is the most efficient way for all children to develop skill.
A)True
B)False
Q2) A child who is ready to move from invariant skill experiences to dynamic situations will demonstrate skill at the
A) precontrol level.
B) control level.
C) utilization level.
D) proficiency level.
E) level most appropriate for the specific game.
Q3) Games that look more like skill development to adults,and are often a challenge activity in our development of the content for the lesson are called
A) Invariant game skill experiences
B) Dynamic game-like skill experiences
C) Reflective game skill experiences
D) Games-playing experiences
E) Predesigned games experiences
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Chapter 31: Adapting the Content for Diverse Learners
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Sample Questions
Q1) With very few exceptions children with disabilities can be successfully included in developmentally appropriate physical education classes.
A)True
B)False
Q2) _________________ is a philosophy that says all children can and want to learn,and that children with disabilities can develop skills within the regular program of physical education with their peers without disabilities.
Q3) The least restrictive environment is defined as "the place where a child can learn best,ideally outside with unlimited boundaries."
A)True
B)False
Q4) Children with disabilities should not be fitness tested.
A)True B)False
Q5) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True B)False
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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Sample Questions
Q1) Some researchers suggest that physical activity is necessary for children to learn. A)True
B)False
Q2) __________________ movements are those that cross the midsection of the body and prepares the brain to read and write.
Q3) When the physical education teacher uses a dribbling lesson to reinforce the math concept of multiplication with a class of 4<sup>th</sup> graders,she is using the integration approach called
A) the Shared Integration Approach.
B) the Content Linkage Approach.
C) the Thematic Unit Approach.
D) the Skill Themes Integration Approach.
E) the Scope and Sequence Approach.
Q4) ________________ 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.
Q5) 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.
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Chapter 33: Building Support for Your Program
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Q1) To gain support from your school board,it is best to write them a formal letter describing your program,since you will most likely not have an opportunity to meet them in person or to attend a board meeting.
A)True
B)False
Q2) 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
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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