Physical Education for Elementary Teachers
Exam Solutions
Course Introduction
This course is designed to equip future elementary teachers with the knowledge, skills, and strategies necessary to effectively teach physical education in the elementary school setting. Emphasizing the importance of physical activity in promoting lifelong health and well-being, the course covers fundamental movement skills, age-appropriate activities, class management techniques, curriculum planning, and assessment strategies. Students will explore methods for fostering positive attitudes toward physical fitness, adapting instruction for diverse learners, and integrating physical education with other curricular areas. Through hands-on activities and collaborative learning, participants will develop the confidence and competence needed to create inclusive, engaging, and developmentally appropriate physical education experiences for young children.
Recommended Textbook
Children Moving 9th Edition by George M. Graham
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413 Verified Questions
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Chapter 1: The Value and Purpose of Physical Education for Children
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Q1) Developmentally appropriate means that teachers recognize that children are at different physical and cognitive levels of development,that is,not all third graders have the same abilities.
A)True
B)False
Answer: True
Q2) The authors of Children Moving define the purpose of physical education as "guiding youngsters in the process of becoming physically active for a lifetime."
A)True
B)False
Answer: True
Q3) 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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Page 3
Chapter 2: The Skill Theme Approach
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Q1) 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
Q2) 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
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) Self-space and general space describes the space awareness concept we call
Answer: location
Q3) Three types of pathways that we should help students understand are ___________,_________,and _____________.
Answer: straight; curved; and zigzag
Q4) 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
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Chapter 4: Reflective Teaching
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Q1) Reflective teaching is based on the ecology of a particular environment.
A)True
B)False
Q2) An invariant teacher may show all of the following characteristics except A) using the same plan for each primary grade.
B) seeking constructive criticism about his or her teaching from children and colleagues. C) using predetermined curricular content.
D) assessing a lesson based on how long the children remained interested and how well they behave.
E) basing lesson progression on six-week units.
Q3) Reflective teachers believe that students,classes,and teaching situations are very similar and thus pre-packaged curricula are the most effective option.
A)True B)False
Q4) 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) Learners at the ________________ level are ready to combine skills and practice in a dynamic context.
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) Generic means that the GLSP apply to a variety of motor skills.
A)True B)False
Q4) Learners at the ______________ level show successful performances usually accidentally and can rarely repeat the performance.
Q5) ________________ level is the expert or mastery level.
Q6) The GLSP apply equally well to the movement concepts and skill themes.
A)True
B)False
Q7) 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.
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Chapter 6: Planning and Developing the Content
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Q1) 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.
Q2) 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
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) 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
Q2) Duration recording provides an analysis of
A) the percentage of students who were on and off task in a lesson.
B) the number and sequence of tasks,cues and challenges that were used in a lesson.
C) congruent and incongruent teacher feedback.
D) how the majority of students spent their time in a lesson.
E) how individual students spent their time in a lesson
Q3) 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
Q4) "Mark,don't push Steve again" is an example of negative skill feedback.
A)True
B)False
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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) The managerial tasks establish the limits for students' behavior,as determined by the teacher.
A)True
B)False
Q3) Congruent feedback provides information to children unrelated to the skill they are practicing.
A)True
B)False
Q4) Creating a learning environment is proactive; discipline is reactive.
A)True
B)False
Q5) _________________ is feedback given to a student(s)that is directly related to the cues given with the task.
10
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Chapter 9: Maintaining Appropriate Behavior
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Q1) All teachers will encounter some children who are "off-task".
A)True
B)False
Q2) To develop fully and appropriately,personal and social responsibility must be ________,just like a motor skill.
Q3) In a behavior game
A) all teams can win.
B) signals are sounded intermittently.
C) teachers make a judgment call about a team's behavior.
D) all of the choices are true
E) all teams can win and signals are sounded intermittently
Q4) Which of the following techniques is suggested as an effective approach for maintaining appropriate behavior in an entire class?
A) Hellison's levels of social responsibility
B) corporal punishment
C) calls to parents
D) involving the principal
E) behavior contracts
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Chapter 10: Instructional Approaches
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Q1) ______________ _____________ is a guided discovery instructional approach that encourages children to find many answers to the teacher's questions,with an emphasis on obtaining a variety of responses.
Q2) 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
Q3) ______________ _____________ is a guided discovery instructional approach that encourages children to discover the same answer(s)to a series of questions the teacher asks.
Q4) 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
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Page 12
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) Two major observation techniques are
A) checklists and back-to-the-wall.
B) planning and scanning.
C) scanning and back-to-the-wall.
D) extending and scanning.
E) scanning and time-on-task.
Q3) Observation is critical for the effective use of intratask variation
A)True
B)False
Q4) 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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Q1) An inappropriate assessment practice is to count dress,attendance and effort as part of the student's grade.
A)True
B)False
Q2) Teacher observation is the most common form of assessment used in physical education classes.
A)True B)False
Q3) ___________ are used to distribute assessment criteria to students and to subsequently evaluate student performance.
Q4) Assessment provides a direct measure of teaching effectiveness.
A)True
B)False
Q5) 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
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Page 14
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) _______________ are the horizontal layers in space where the body or its parts are positioned or can move.
Q3) Movement concepts are used primarily to enhance the quality in the development of a skill.
A)True
B)False
Q4) 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
Q5) Space-awareness concepts are the foundation upon which all other movement concepts are built.
A)True
B)False
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15
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) The effort concept of force is characterized by the extremes of bound and free.
A)True
B)False
Q3) An example of force is a movement that is:
A) curved
B) strong
C) slow
D) quick
E) in self-space
Q4) Initially,the extremes,rather than the gradations,of the effort qualities are emphasized.
A)True
B)False
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Chapter 15: Relationships
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Q1) 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
Q2) Requiring students to compete in games in which here are "winners and losers" is an inappropriate practice.
A)True
B)False
Q3) A non-symmetrical shape is a shape in which each side of the body looks different from the other side.
A)True
B)False
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Chapter 16: Traveling
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Q1) The essentials of a mature running pattern include all of the following except that the A) trunk maintains a slight backward lean throughout the stride pattern.
B) arms swing in synchronized opposition to the leg action.
C) support foot contacts the ground flat and under the center of gravity.
D) knee of support leg bends slightly after foot has made contact with ground.
E) arms stay close to the body throughout the action.
Q2) 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
Q3) At the utilization and proficiency levels of skill development,traveling skills occur in games,dance,and gymnastics situations.
A)True
B)False
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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) Dodging while manipulating an object in an invasion game like situation is an example of a task from the utilization general level of skill proficiency.
A)True
B)False
Q4) Control level tasks in chasing,fleeing,and dodging allow children to practice the skills in relatively static situations,combining the skill with only one other variable.
A)True
B)False
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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) 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) A rock climber reaching for the nexthold is executing skills from a foundation of body actions-twisting,bending,stretching,and curling.
A)True
B)False
Q4) ______ is the creation of angles-of body parts and/or the trunk to produce a pike position of the trunk,which is the angle of body parts.
Q5) ________ 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) 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.
Q3) Begin with high barriers when jumping so that students get used to vigoroursly extending arms forward and then upward at takeoff.
A)True
B)False
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Chapter 20: Balancing
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Q1) Traveling along a low balance beam without losing balance and falling off is an example of a precontrol-level task.
A)True
B)False
Q2) Balancing is an important skill for most gymnastics activities; however,it is used much less frequently in dance and games.
A)True
B)False
Q3) An example of static balance is a headstand.
A)True
B)False
Q4) Appropriate equipment for teaching balancing skills in the elementary program include all of the following EXCEPT
A) a vaulting box.
B) tumbling mats.
C) balance beams.
D) balance boards.
E) tight rope
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Page 22
Chapter 21: Transferring Weight and Rolling
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Q1) 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.
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.
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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) 'The cue "under the ball," which encourages children to make contact with the ball below center,is important for
A) 'kicking along the ground.
B) 'kicking in the air.
C) 'kicking for distance.
D) trapping.
E) 'dribbling.
Q3) '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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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) Although the skills of throwing and catching go hand in hand in many game situations,each skill should be taught separately,and children should be given opportunities to practice the two skills in separate practice situations before they can become successful in combining the two skills.
A)True
B)False
Q3) 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
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Chapter 24: Volleying and Dribbling
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Q1) When children can control the direction as well as the force of their strikes in volleying and are able to combine several different concepts with striking they are at the
A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.
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) 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) 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) At the control level of striking with rackets and paddles,children can contact an object repeatedly without missing and can send the object various distances and in different directions.
A)True
B)False
Q3) The most notable reason why striking with rackets and paddles and striking with long-handled implements are complex skills for children is
A) because it is difficult to achieve accuracy in tossing or dropping the object to be contacted.
B) because of the need for the development of visual tracking.
C) because hand-eye coordination is more difficult at a distance from the body.
D) all of the choices are correct
E) both because of the need for the development of visual tracking and because hand-eye coordination is more difficult at a distance from the body.
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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) Activities with long-handled implements that involve striking in unpredictable,dynamic situations are 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 utilization level of skill development and proficiency level of skill development.
Q3) 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) Which of the following are not component(s)of health-related fitness
A) are muscular strength and endurance.
B) is cardiovascular efficiency.
C) is body composition.
D) is flexibility.
E) speed
Q2) According to the Physical Activity Guidelines for Americans (USDHHS 2008),elementary children should accumulate at least ____ minutes or more of physical activity daily.
Q3) In elementary schools,athletic fitness should not be emphasized.
A)True
B)False
Q4) Appropriate practices for physical fitness testing include all of the following EXCEPT:
A) tests are given once a year because they are required by the school district.
B) test results are shared privately with the child.
C) children are physically prepared for the test components.
D) children develop a fitness plan based on test results.
E) test results are used for screening purposes.
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) Children at the utilization and proficiency levels focus on creating new lummi stick routines,designing individual and partner jump rope routines,an dusing ball-handling skills in routines to music.
A)True
B)False
Q3) The purpose of dance experiences in physical education class includes all of the following EXCEPT
A) training children to become proficient in many dance forms.
B) training children to express feelings and attitudes.
C) helping children appreciate dance as a worthwhile experience.
D) helping children interpret and move to different rhythms.
E) helping children appreciate other cultures
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Chapter 29: Teaching Gymnastics
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Q1) Outdoor playground equipment is a good way for children to practice skills learned on apparatus in educational gymnastics.
A)True
B)False
Q2) Once children have learned the skills,they should then be required to perform a gymnastics ____________,where they memorize and repeat certain skills in exactly the same order with the same balances and actions.
Q3) The self-testing nature of gymnastics is challenging to children because A) they receive immediate feedback.
B) gymnastics tasks are a natural part of a child's world.
C) team play and cooperative worth are not necessary.
D) they are fascinated by the challenge of attempting to defy the force of gravity
E) they enjoy performing predetermined skills in specific ways
Q4) It is appropriate to begin students in floor experiences and apparatus experiences at the same time.
A)True
B)False
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Chapter 30: Teaching Games
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Q1) 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.
Q2) 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
Q3) Tasks at the dynamic game skill stage are initially self-testing activities and are usually cooperative in nature.
A)True
B)False
Q4) The skill themes most prevalent in games are the manipulative skills.
A)True B)False
Page 32
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Chapter 31: Adapting the Content for Diverse Learners
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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) 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) _________________ is legislation that guaranteed all children with disabilities a free and appropriate education in the least restrictive environment.
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Chapter 32: Integrating the Skill Theme Approach Across the Curriculum
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Sample Questions
Q1) ________________ 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.
Q2) Recently,there has been an increased interest in physical activity,particularly in children,because
A) of brain-based learning research.
B) there is an obesity epidemic in the United States.
C) studies are showing a link between physical activity and academic performance.
D) all of the choices are correct
E) of brain-based learning research and because there is an obesity epidemic in the United States only.
Q3) Planning and implementing lessons for two weeks that focus on math,physical education,and science concepts related to the ocean is an example of A) the Shared Integration Approach.
B) the Content Linkage Approach.
C) the Thematic Unit Approach.
D) the Skill Themes Integration Approach.
E) the Scope and Sequence Approach.
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Page 34
Chapter 33: Building Support for Your Program
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Q1) 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
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) Being a successful teacher is enough to promote a well supported,quality program of physical education.
A)True
B)False
Q4) One way to gain support from the community is to conduct a program with your students for a community function.
A)True
B)False
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