Motor Development in Children Review
Questions
Course Introduction
Motor Development in Children explores the processes and principles underlying physical growth and the development of movement skills from infancy through adolescence. The course examines the biological, psychological, and environmental factors that influence motor skill acquisition, coordination, and performance in children. Students will study typical and atypical patterns of motor development, assessment techniques, and the impact of physical activity on overall health. Emphasis is placed on understanding developmental milestones, designing age-appropriate activities, and fostering inclusive environments that support the physical development and well-being of all children.
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) 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
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Chapter 2: The Skill Theme Approach
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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) The skill theme approach is similar to the traditional approach in that the skills are presented in a unit that may cover several weeks at a time.
A)True
B)False
Answer: False
Q3) Children who participate in physical education programs that emphasize games playing rather than motor-skill learning do not necessarily improve their motor-skill ability.
A)True
B)False
Answer: True
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Page 4
Chapter 3: Skill Themes, movement Concepts, and the
National Standards
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Q1) The National Standards document for Physical Education implies that the cognitive element involved in skill learning is not a part of the physically educated person.
A)True
B)False
Answer: False
Q2) Movement concepts are subdivided into three categories: _______________,________________,and ________________.
Answer: space awareness; effort; and relationships
Q3) Which of the choices directly represents the interaction of the skill themes and movement concepts?
A) Sport Education
B) The National Physical Education Standards
C) Teaching Cues
D) The Wheel
E) The Spiral
Answer: D
Q4) Self-space and general space describes the space awareness concept we call
Answer: location
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Chapter 4: Reflective Teaching
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Sample Questions
Q1) Reflective teachers rarely think about what they need to change,or do differently,to heighten their teaching and program effectiveness.
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) Reflective teaching is based on the ecology of a particular environment.
A)True
B)False
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Chapter 5: Determining Generic Levels of Skill Proficiency
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Sample Questions
Q1) The control level might be characterized as
A) intense concentration.
B) somewhat consistent movements.
C) successful combinations of movements.
D) all of the choices characterize the control level
E) only intense concentration and somewhat consistent movements
Q2) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q3) 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
Q4) Learners at the ________________ level are ready to combine skills and practice in a dynamic context.
Q5) 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.
Q6) ________________ level is the expert or mastery level.
Page 7
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Chapter 6: Planning and Developing the Content
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Sample Questions
Q1) If there were such a thing as a typical content development progression,the order might be
A) informing before a challenge.
B) a task before a challenge.
C) a cue before informing.
D) informing before a challenge and a task before a challenge
E) a task before a challenge and a cue before informing
Q2) When writing daily lesson plans,several cues should be listed at the beginning of the plan as a reminder to the teacher to describe them all at once at the beginning of the lesson.
A)True
B)False
Q3) 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
Q4) The scope describes what is included in the content of the entire curriculum.
A)True
B)False
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Chapter 7: Analyzing Reflective Teaching
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Sample Questions
Q1) Teachers improve by
A) asking other teachers to observe them.
B) asking children to provide feedback about their teaching.
C) thinking about their teaching.
D) all of the choices are correct
E) only by asking other teachers to observe them and asking children to provide feedback about their teaching
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) An e-mail teacher support group is a good method to use to help a teacher better understand his or her teaching.
A)True
B)False
Q4) "Good" is an example of general feedback.
A)True
B)False
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Chapter 8: Establishing an Environment for Learning
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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 development of protocols is an integral and critical part of maintaining a safe environment.
A)True
B)False
Q3) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
Q4) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
Q5) The development of a managerial component is not a necessary condition for student learning.
A)True
B)False
10
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Chapter 9: Maintaining Appropriate Behavior
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Q1) Of these techniques used by teachers to decrease inappropriate behavior in a specific setting,the one that should be chosen only as a last resort is
A) desists.
B) time-outs.
C) behavior contracts.
D) involving the principal.
E) letters to parents
Q2) To develop fully and appropriately,personal and social responsibility must be ________,just like a motor skill.
Q3) 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
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) A __________ is a verbal statement that tells a child to stop an inappropriate behavior.
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11
Chapter 10: Instructional Approaches
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Q1) The characteristics of the students will not have much affect on the best instructional approach for the teacher to use in a particular situation.
A)True
B)False
Q2) The skill and preference of the teacher will affect which instructional approach might be best for a particular class at a particular time.
A)True
B)False
Q3) In a child-designed approach,the children make many of their own decisions and their own mistakes,and it is therefore one of the best instructional approaches when teaching elementary school physical education.
A)True
B)False
Q4) Direct instruction is by far the most common approach used in teaching physical education.
A)True
B)False
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12
Chapter 11: Observing Student Responses
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Sample Questions
Q1) When observing a class,a teacher looks for
A) safety and then individual movement patterns.
B) on-task behavior and then safety.
C) class movement patterns and then on-task behavior.
D) safety and then on-task behavior.
Q2) Safety is always an observational focus.
A)True
B)False
Q3) Although some successful teachers do not practice good observation techniques,it is a somewhat simple process that would benefit all children in physical education programs if used effectively.
A)True
B)False
Q4) Observation is critical for the effective use of intratask variation
A)True
B)False
Q5) A teacher cannot avoid having children's performance affected by her position in class?
A)True
B)False
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Chapter 12: Assessing Student Learning
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Sample Questions
Q1) Assessment that is meaningful,and that occurs in a real-life setting is called
Q2) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
Q3) It is an appropriate assessment practice for teachers to use the student's scores on the standardized fitness test as a basis for a grade in physical education.
A)True
B)False
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.
Q5) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
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Chapter 13: Space Awareness
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Q1) _______________ is all the space that the body or its parts can reach without traveling away from a starting location.
Q2) Which of the following is true regarding the movement concept of directions?
A) The concepts of right and left require cognitive as well as physical maturation.
B) Children learn clockwise and counterclockwise before the concepts of forward and backward.
C) Direction is not a function of the body's orientation in space.
D) Children initially learn the concept of directions by utilizing objects as they travel.
E) The concepts of right and left require cognitive as well as physical maturation and Children initially learn the concept of directions by utilizing objects as they travel
Q3) Self-space is all the space within a room,outdoor teaching space,or boundary in which the body can locomote or travel.
A)True B)False
Q4) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
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15
Chapter 14: Effort
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Sample Questions
Q1) Flow can be depicted by a child running full speed down a hill or pushing a heavy object.
A)True
B)False
Q2) 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
Q3) 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
Q4) How the body moves describes the concept of ___________.
A) effort
B) body
C) relationship
D) space
E) general space
Page 16
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Chapter 15: Relationships
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Q1) The three main movement categories of the relationship component are:
A) location; directions; levels
B) time; force; flow
C) of body parts; with objects and/or people; with people
D) over/under; on/off; near/far
E) solo; partners; groups
Q2) When teaching about relationships,we first focus on relationships with people rather than relationships with objects.
A)True
B)False
Q3) The relationship component is:
A) where the body moves
B) how the body moves
C) who or what the body moves with or without
D) when the body moves
E) time frame of body movement
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) Skipping is defined as a combination of a step and a run in a forward direction.
A)True
B)False
Q2) 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.
Q3) The fundamental locomotor skill,_____________,is a springing action from one foot landing on the same foot.
Q4) Most children are able to execute the locomotor skills of hopping,leaping,sliding,galloping,and skipping in response to a verbal command by age A) 6.
B) 8.
C) 10.
D) 12.
E) 5
Q5) Modeling is the best way for young children to learn fundamental locomotor skills. A)True
B)False
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Page 18
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) Once children can effectively chase,flee,and dodge by reacting quickly and accurately to others,they are ready for activities in dynamic and complex situations that are representative of
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
E) both control level of skill development and utilization level of skill development.
Q3) An appropriate cue for dodging is "Fake-step or lean one way,and go the other."
A)True
B)False
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19
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Q1) 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
Q2) Twisting is the rotation of the trunk or body parts around a stationary axis.Arms,legs,the head,and the trunk can perform the twisting action.
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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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 specific actions of the body in performing a jump will vary according to the purpose for which the jump is being executed.
A)True
B)False
Q3) Of the five types of jumps listed below,the most difficult one is to
A) jump down from one foot to two feet.
B) jump down from one foot to the other foot.
C) jump over object from two feet to two feet.
D) run and jump from one foot to the other.
E) jump up from two feet to two feet.
Q4) Preschool children are developmentally capable of performing a variety of jumping activities.
A)True
B)False
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Chapter 20: Balancing
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Q1) 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.
Q2) An example of static balance is a headstand.
A)True
B)False
Q3) Traveling along a low balance beam without losing balance and falling off is an example of a precontrol-level task.
A)True
B)False
Q4) An example of dynamic balance is riding a skateboard.
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) Another skill theme that is probably most closely related to successful weight transference is
A) balancing.
B) jumping and landing.
C) traveling.
D) chasing,fleeing,and dodging.
E) kicking and punting.
Q3) Children need to be only at the control level of weight transference in order to successfully perform most club gymnastics activities.
A)True
B)False
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Page 23
Chapter 22: Kicking and Punting
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Q1) 'Punting is a rather easy skill for children to master and,therefore,is best taught concurrently with other kicking skills.
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) '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) 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.
Q2) Throws that involve hitting a close target allow for success in hitting a target; however,longer throws are necessary to enhance the development of the mature throwing pattern.
A)True
B)False
Q3) Catching a variety of objects while traveling rapidly and suddenly changing directions and levels demonstrate skill at the proficiency level.
A)True
B)False
Q4) 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) Dribbling with the nondominant hand,dribbling and switching hands,dribbling while traveling and looking up,and dribbling at different positions around the body are all dribbling skills that might be exhibited by a child 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 at the precontrol level of volleying are rarely able to direct the flight of the ball intentionally.
A)True
B)False
Q3) 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.
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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 paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.
A)True
B)False
Q3) 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.
Q4) 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
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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) 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.
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) 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) 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
Q2) ____________ ________________ is the body's ability to undergo vigorous exercise for long periods of time without undue fatigue.
Q3) 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.
Q4) According to the Physical Activity Guidelines for Americans (USDHHS 2008),elementary children should accumulate at least ____ minutes or more of physical activity daily.
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Q5) _______________ is the capacity of a joint to move through its potential range of motion.
Chapter 28: Teaching Dance
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Q1) A good piece of advice for getting children involved and excited about dance is "don't call it dance."
A)True
B)False
Q2) Equipment that can effectively be used for rhythmic experiences with elementary children include all of the following EXCEPT
A) a parachute.
B) scooters.
C) scarves.
D) balls.
E) lummi sticks.
Q3) 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.
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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) Educational gymnastics experiences do not include tasks on gymnastics apparatus.
A)True
B)False
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Chapter 30: Teaching Games
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Q1) The reflective teacher will provide opportunities for children to be involved in a variety of learning situations before the child is actually involved in playing "the game."
A)True
B)False
Q2) In the elementary physical education curriculum,it is appropriate to have boys and girls on separate teams competing against each other in a games situation.
A)True
B)False
Q3) When teaching games,the first experiences given to children should involve basic skills in an open or changing environment.
A)True
B)False
Q4) Probably the most common inappropriate practice regarding games playing in the elementary curriculum is that teachers use games with no obvious learning purpose other than to keep children "busy,happy,and good".
A)True
B)False
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Chapter 31: Adapting the Content for Diverse Learners
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8 Verified Questions
8 Flashcards
Source URL: https://quizplus.com/quiz/73881
Sample Questions
Q1) The expanded view of inclusion is a philosophy that:
A) differences exist in terms of skill level,fitness levels
B) not all children can be successful in physical education
C) differences exist in mental and physical ability
D) students with disabilities are placed in regular physical education classes
E) all children can learn,and all children want to learn
Q2) Only the classroom teacher and the school psychologist have access to a child's cumulative record.
A)True
B)False
Q3) Children with disabilities should not be fitness tested.
A)True
B)False
Q4) 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
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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Source URL: https://quizplus.com/quiz/73880
Sample Questions
Q1) To effectively integrate content from other subject areas into physical education lessons,it is necessary for the physical education teacher to be knowledgeable of the other content standards for a particular subject and grade level.
A)True
B)False
Q2) Brain researchers have recently provided evidence that physical activity contributes to optimal brain functioning,and therefore,optimal learning.
A)True
B)False
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) 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.
Q5) __________________ learning connects content from at least two subject areas in an attempt to promote learning in both subjects.
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Chapter 33: Building Support for Your Program
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9 Flashcards
Source URL: https://quizplus.com/quiz/73879
Sample Questions
Q1) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
Q2) 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.
Q3) 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
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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