Kinesiology for Elementary Teachers
Practice Questions
Course Introduction
Kinesiology for Elementary Teachers introduces foundational concepts of human movement science tailored for future educators. The course explores anatomical, physiological, and biomechanical principles relevant to the physical development of children, emphasizing movement skills and physical activity appropriate for the elementary classroom. Students learn to assess and promote motor skill development, design inclusive and engaging physical activities, and understand the impact of physical activity on academic performance and overall well-being. Emphasis is placed on creating safe, supportive, and developmentally appropriate environments that foster lifelong healthy habits among diverse student populations.
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) For children to want to remain physically active as adolescents and adults,one of the most important factors is whether they develop competence in performing basic skills that will lead to confidence in their performance of physical activities.
A)True
B)False
Answer: True
Q2) 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
Q3) 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
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Chapter 2: The Skill Theme Approach
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Q1) 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
Q2) Which of the following is NOT true concerning the use of the skill theme approach in teaching physical education?
A) Skill themes are used effectively only in elementary programs
B) Skill themes are always generic; they are not tied to any single sport or activity
C) A progression of tasks is used to develop each skill theme from beginner through advanced levels.
D) Skill themes are designed to reflect the varying needs and interests of children over a period of years.
E) Teaching by themes involves revisiting the same skills or concepts continually throughout the program at different times and in different contexts.
Answer: A
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Chapter 3: Skill Themes, movement Concepts, and the
National
Standards
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Q1) Self-space and general space describes the space awareness concept we call
Answer: location
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) Skill themes are action words and are divided into the categories of:
A) space awareness,effort and relationships
B) locomotor,nonmanipulative and manipulative skills
C) time,force and flow
D) cues,tasks and challenges
E) progressions and spirals
Answer: B
Q4) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
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Chapter 4: Reflective Teaching
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Q1) The teacher who achieves success and satisfaction by employing a variety of teaching techniques that interact positively with a particular teaching environment is known as a
A) traditional teacher.
B) invariant teacher.
C) reflective teacher.
D) modern day teacher.
E) conceptual teacher.
Q2) 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
Q3) 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
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Q1) ________________ level is the expert or mastery level.
Q2) 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
Q3) At the ___________ level,learners must engage in intense concentration to perform a skill successfully.
Q4) Rarely would one observe an adult at the precontrol level for a motor skill.
A)True
B)False
Q5) In elementary school situations where children have physical education only two day a week,the children will not reach the utilization level of most skills unless they practice the skills outside of class.
A)True
B)False
Q6) Generic means that the GLSP apply to a variety of motor skills.
A)True
B)False
Page 7
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Chapter 6: Planning and Developing the Content
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Q1) 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
Q2) Content development refers to the process teachers use to decide on the scope and sequence of the curriculum over a period of years.
A)True
B)False
Q3) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
Q4) When planning the curriculum for your fifth grade students,the FIRST step in the planning process should be
A) deciding which content you will emphasize during which days of the year.
B) deciding what you will include in your curriculum and the order in which the content will be taught.
C) deciding how much time you want to spend on each concept and skill.
D) deciding which grades will be taught which skills and concepts.
E) devising the lessons for each skill and concept.
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Chapter 7: Analyzing Reflective Teaching
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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.
Performing tasks: _________________
Q2) Teachers who regularly use all of the teacher assessment techniques described in Chapter 15 of Children Moving can be considered master teachers.
A)True
B)False
Q3) Good teachers are always reflective teachers. 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 for another child to talk to the teacher: __________
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Chapter 8: Establishing an Environment for Learning
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Q1) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
Q2) Congruent feedback provides information to children unrelated to the skill they are practicing.
A)True
B)False
Q3) The development of a managerial component is not a necessary condition for student learning.
A)True
B)False
Q4) 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.
Q5) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
Q6) Teachers' attitudes play a vital role in establishing a learning environment.
A)True
B)False
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Chapter 9: Maintaining Appropriate Behavior
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Q1) To develop fully and appropriately,personal and social responsibility must be ________,just like a motor skill.
Q2) All teachers will encounter some children who are "off-task".
A)True
B)False
Q3) Proactive behavior strategies are those that are used after the inappropriate behavior has occurred.
A)True
B)False
Q4) 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 ____________.
Q5) 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
Q6) Techniques for increasing appropriate behavior that are used in response to inappropriate behavior are considered ____________ strategies.
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Chapter 10: Instructional Approaches
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Q1) 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
Q2) ______________ _____________ is a guided discovery instructional approach that encourages children to discover the same answer(s)to a series of questions the teacher asks.
Q3) 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
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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Chapter 11: Observing Student Responses
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Sample Questions
Q1) Safety is always an observational focus.
A)True
B)False
Q2) 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
Q3) 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 _______________.
Q4) Observation is critical for the effective use of intratask variation
A)True
B)False
Q5) Accurately analyzing classes of students in a physical activity setting is a pedagogical skill that some people have and some do not.
A)True
B)False
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Chapter 12: Assessing Student Learning
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Q1) It is an appropriate assessment practice for children to receive a grade based on the number of times they can continually jump rope at a given time.
A)True B)False
Q2) Often times,the terms alternative assessment,performance assessment,and authentic assessment are all used to describe the same type of assessment strategy.
A)True B)False
Q3) Assessment that is meaningful,and that occurs in a real-life setting is called
Q4) 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.
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Chapter 13: Space Awareness
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Q1) ________________ is the category which includes the size of movements of the body or movement of body parts in space and the distances that body parts reach from the center of the body to carry out a movement.
Q2) ________________ in space are the dimensional possibilities into which the body or its parts can move such as up and down,right and left,forward and backward,and clockwise and counterclockwise.
Q3) Space-awareness concepts are the foundation upon which all other movement concepts are built.
A)True
B)False
Q4) 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
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Chapter 14: Effort
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Q1) 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
Q2) 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
Q3) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
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Page 16
Chapter 15: Relationships
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Q1) The simplest relationship for a child to understand is the relationship with a partner.
A)True
B)False
Q2) Teaching children about relationships with people includes working alone in a mass,with partners or in groups.
A)True
B)False
Q3) 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
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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) 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.
Q3) At the utilization and proficiency levels of skill development,traveling skills occur in games,dance,and gymnastics situations.
A)True
B)False
Q4) The fundamental locomotor skill,_____________,is a process of alternately losing balance and recovering it while moving forward in an upright position.
Q5) The fundamental locomotor skill,_____________,is a springing action from one foot landing on the same foot.
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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) Examples of precontrol/control level tasks for chasing,fleeing,and dodging include all of the following EXCEPT
A) running as fast as possible from one location to another.
B) running as fast as possible away from a partner on a signal.
C) quickly performing a designated dodging maneuver on a signal.
D) dodging obstacles.
E) chasing and fleeing while manipulating an object.
Q3) 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.
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Q1) _______ is the extension of body parts away from the trunk and/or the stretching of the trunk itself.
Q2) 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
Q3) Experiences at the utilization are designed to introduce children to stretching,bending,curling,and twisting.
A)True
B)False
Q4) 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
Q5) ________ is a movent action which involves the spine.
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Page 20
Chapter 19: Jumping and Landing
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Q1) In the precontrol level of jumping,emphasis should be on jumping "for fun."
A)True
B)False
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) 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.
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Chapter 20: Balancing
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Q1) Maintaining a desired shape in a stationary position is called
A) dynamic balance.
B) a statue.
C) momentary balance.
D) fixed balance.
E) static balance
Q2) Supporting weight on combinations of body parts and holding balances on various types of large apparatus are appropriate balancing tasks at
A) the precontrol level of skill development.
B) the control level of skill development.
C) the utilization level of skill development.
D) the proficiency level of skill development.
E) both the utilization level of skill development and the proficiency level of skill development.
Q3) An example of dynamic balance is riding a skateboard.
A)True
B)False
Q4) An example of static balance is a headstand.
A)True
B)False
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Chapter 21: Transferring Weight and Rolling
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Q1) "While you are balancing in an inverted position on your hands,bring your feet together,twist a half turn,and bring your feet down quickly to face the opposite direction," would produce which of the following gymnastics stunts?
A) cartwheel
B) roundoff
C) forward roll into a backward roll
D) back handspring
E) spring/step takeoff
Q2) Transferring weight on bars and onto and off of other large apparatus are 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 precontrol level of skill development.and control level of skill development.
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23
Chapter 22: Kicking and Punting
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Q1) While soccer dribbling,the child should contact the ball on top of the ball,rather than behind the ball.
A)True
B)False
Q2) 'An important observation point in the mature punting pattern is that the punter releases the ball in a forward and downward direction,allowing for contact with the ball at or below knee level.
A)True
B)False
Q3) 'When kicking at a target,childrenshould focus on the target and not the ball until the ball leaves the child's foot.
A)True
B)False
Q4) '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.
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Chapter 23: Throwing and Catching
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Q1) Activities such as catching from a skilled thrower,tossing to self and catching,and throwing at a large target are all 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.
Q2) Children who can consistently catch a variety of objects with one or both hands and who can perform smooth throwing actions in a variety of static situations are ready for activities at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
E) control level of skill development and utilization level of skill development.
Q3) Most children who are at the precontrol level of catching are most likely also at the precontrol level of throwing.
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) Cues for volleying at the control level include all of the following except A) crab fingers.
B) flat surface.
C) extend to target.
D) quick feet.
E) step with opposition
Q3) Hacky Sack is a rather new popular game that involves volleying and that can be played successfully by children at the control level of the volleying skill.
A)True
B)False
Q4) Dribbling and volleying are almost exclusively used in volleyball and basketball.
A)True
B)False
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Chapter 25: Striking With Rackets and Paddles
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Q1) Cues for striking with rackets and paddles that are important for children at the control level include all of the following EXCEPT
A) stiff wrist.
B) opposite foot.
C) eyes on target.
D) flat paddle.
E) watch the ball.
Q2) ________ is the movement concept which should be emphasized when reinforcing safety when striking.
Q3) Striking with rackets and paddles is one of the last skills that children develop.
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) 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
Q2) 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
Q3) 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
Q4) Before beginning tasks that involve offense and defense,students should be skilled with the space awareness and dodging tasks.
A)True
B)False
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Chapter 27: Teaching Physical Fitness, physical Activity, and Wellness
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Q1) Factors that influence a child's health-related fitness include all of the following EXCEPT
A) competence in skills.
B) enjoyment in participating in physical activity.
C) quality of the physical education program.
D) encouragement from parents.
E) All of these factors are influential.
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) Flexibility is
A) joint specific.
B) best achieved slowly without bouncing.
C) an inherited trait.
D) not an area of fitness that can be improved
E) only joint specific and best achieved slowly without bouncing
Page 29
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Chapter 28: Teaching Dance
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Q1) 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.
Q2) Prior to learning structured dance forms,children need to have developed experience in
A) nonlocomotor movements.
B) manipulative movements.
C) locomotor movements.
D) group activities.
E) cooperative learning activities.
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
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Chapter 29: Teaching Gymnastics
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Q1) 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.
Q2) Educational gymnastics programs are designed to
A) assist those few children who are developmentally ready.
B) help children learn to control their bodies against the force of gravity.
C) teach children to take risks.
D) increase their knowledge about the Olympics.
E) both assist those few children who are developmentally ready and help children learn to control their bodies against the force of gravity.
Q3) Outdoor playground equipment is a good way for children to practice skills learned on apparatus in educational gymnastics.
A)True
B)False
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Chapter 30: Teaching Games
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15 Verified Questions
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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) 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) The skill themes most prevalent in games are the manipulative skills.
A)True
B)False
Q4) The concept of a game is different from a sport in that
A) games are designed primarily for adults.
B) games are appropriate elementary-school content.
C) games have standardized rules and procedures.
D) games use different equipment from that of sports.
E) the purpose of games is to develop elite athletes
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Chapter 31: Adapting the Content for Diverse Learners
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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) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q4) Children with disabilities should not be fitness tested.
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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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) A culminating event that brings review and closure to a thematic unit is an important component that should not be overlooked.
A)True
B)False
Q4) There is some evidence that music improves learning and memory and increases optimum functioning.
A)True
B)False
Q5) __________________ learning connects content from at least two subject areas in an attempt to promote learning in both subjects.
Q6) 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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Sample Questions
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) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
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.
Q4) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
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