MTTC40

During an outdoor recreation unit, two teams of four students prepare to play open bocce ball on a flat field of short grass. Each team has four bocce balls of the same color. From a starting line, a student throws out a small white target ball, the pallino, across a midline marked on the field. A player from one team throws a bocce ball toward the pallino, trying to place the ball in a position as close to the pallino as possible. A player from the opposing team then tries to throw a ball that stops closer to the pallino than the first player's ball. The game continues in this way until each student has had a turn. One point is awarded for each ball that is closer to the pallino than the closest competitor's ball. Which of the following guidelines is most important for the physical education teacher to emphasize during the open bocce game? A. Balls may be rolled, tossed, or bounced but the underhand movement pattern must be used. B. The higher the angle of release, the more precise a throw is likely to be. C. For long-distance throws, students should use a short run-up and a sweeping rolling motion. D. Keeping the eyes focused on a point just beyond the pallino will increase accuracy.

A. Balls may be rolled, tossed, or bounced but the underhand movement pattern must be used.

In a fourth-grade physical education soccer unit, most students exhibit proficient or advanced skills in individual practice and dribbling, kicking, and passing drills. But when students play their first soccer game in class, their skills regress dramatically and game play is largely unsuccessful. Which of the following statements best describes the most likely reason for this occurrence? A. The students have had insufficient experience in developing the cognitive strategies and decision-making skills needed to know when and where to pass to teammates. B. The students lack sufficient understanding of the concept of teamwork and the need to work together in a unified way toward a common goal. C. Too much time has passed between the practice sessions and the actual game and students are having difficulty remembering how to execute key soccer skills. D. A lack of adequate instruction and practice in basic motor skills has resulted in students' skill development being stopped or going backward.

A. The students have had insufficient experience in developing the cognitive strategies and decision-making skills needed to know when and where to pass to teammates.

Which of the following biomechanical strategies is likely to result in the most successful long jump? A. accelerating to near-maximum velocity in the run-up B. keeping the body at a high level during the last few steps of the run-up C. placing the takeoff foot just below the center of gravity at touchdown D. keeping the joints of the ankle, knee, and hip of the takeoff leg extended during flight

A. accelerating to near-maximum velocity in the run-up

At Activity Station 3, fifteen pairs of hoops are placed in a ladder-type formation on the floor. At this station, the teacher challenges students to travel through the hoop course, stepping with their left foot in the left hoops and right foot in the right hoops. Activity Station 3 is most likely to be beneficial for developing which of the following fitness attributes? A. agility B. flexibility C. muscular strength D. anaerobic power

A. agility

In a fourth-grade physical education class, students demonstrate various levels of agility, coordination, strength, and endurance. As students participate in different activities, some students make comments about these differences in abilities and fitness levels. On these occasions, the teacher makes a habit of reminding students that some children may be good at some activities, such as running, while others may be better at jumping or balancing activities, but everybody can improve their skills with practice. This approach reflects the teacher's understanding of the role of physical activity in promoting students': A. appreciation and respect for diversity and individual differences. B. awareness that motor development milestones occur at different times for different individuals. C. appreciation of the value of honesty and fairness in games and sports. D. awareness that improvements in physical skills result from being continuously challenged.

A. appreciation and respect for diversity and individual differences.

At Activity Station 1, the physical education teacher has set up two thick mats, three low benches, two large foam blocks, and a low balance beam. Students pair up to complete the activity. A challenge poster asks students, "How many different ways can you move over, under, around, or across the equipment? Keep track with your partner!" At Activity Station 1, students are challenged to see how many ways they can move over, under, around, or across the equipment. This activity is most appropriate for promoting students' exploration of which of the following movement themes? A. awareness of direction and relationships with apparatus B. recognition of free flow versus bound flow C. awareness of force of movement and object control skills D. recognition of personal space versus general space

A. awareness of direction and relationships with apparatus

Which of the following badminton return strokes is most appropriate to use when the shuttle arrives with force directly in front of the body? A. backhand underhand stroke B. backhand overhead stroke C. forehand sidearm stroke D. forehand overhead stroke

A. backhand underhand stroke

During an archery unit, after showing students how to take their marks and move so that they are "ready on line" on the archery range, the physical education teacher demonstrates how to nock, draw, and aim. Students practice the techniques without drawing back the arrow or releasing the bowstring. The teacher plans to have students progress to target shooting and using scoring guides and skills rubrics in upcoming lessons. This archery unit is likely to be particularly appropriate for: A. developing students' concentration skills and sense of personal competence. B. promoting students' development of core strength and flexibility. C. increasing students' awareness of the sociocultural benefits of group activities. D. fostering students' respect for athletic ability and competition.

A. developing students' concentration skills and sense of personal competence.

Ninth-grade students are using the one-mile walking test to assess changes in their fitness levels over time. They complete the test before beginning a fitness program and again after six weeks of training. Compared to the initial test, which of the following changes in the post-training test would best indicate an improved aerobic capacity in the students? A. finishing the mile walk in faster time with a slower heart rate B. exhibiting a greater ability to talk immediately after finishing the walk C. completing the mile walk using fewer steps D. having a stronger and more rapid heartbeat at the end of the walk

A. finishing the mile walk in faster time with a slower heart rate

Following partner and small-group skills practice, which of the following instructional approaches is most likely to promote student acquisition of sports skills such as fielding ground balls in softball and passing and shooting in basketball? A. having students practice the skills in different positions and variable conditions in game-like situations B. allowing students to determine their own practice strategies and encouraging them to use self-pacing techniques C. making students aware of shared characteristics between the skills and other motor skills D. keeping practice settings and conditions as predictable as possible and emphasizing consistency in skill performance

A. having students practice the skills in different positions and variable conditions in game-like situations

Physical education teachers can most appropriately use the results of FITNESSGRAM®/ACTIVITYGRAM® assessments for high school students for which of the following purposes? A. helping students analyze fitness strengths and needs and develop individualized fitness plans B. comparing average daily activity levels of students to current national physical activity recommendations for adolescents C. establishing fitness norms for a high school population based on age and gender D. documenting concerns regarding changes in student fitness levels to support funding requests for daily physical education

A. helping students analyze fitness strengths and needs and develop individualized fitness plans

Which of the following types of jumping is best for achieving height from a standing position? A. jumping from two feet and landing on two feet B. jumping from one foot to the same foot C. jumping from one foot and landing on two feet D. jumping from one foot to the opposite foot

A. jumping from two feet and landing on two feet

In swimming the front crawl or back crawl, which of the following techniques is likely to be most effective in counteracting drag? A. keeping the head down and the body as horizontal as possible B. kicking deeply and using both the arms and legs to provide propulsion C. shortening the distance traveled with each stroke D. increasing the frequency of strokes per minute

A. keeping the head down and the body as horizontal as possible

Which of the following strategies is likely to be most effective and appropriate for promoting the values of an elementary physical education program and encouraging public support for the program? A. organizing extracurricular events for families throughout the school year such as game days, health and fitness fairs, bike rodeos, and walkathons B. conducting annual field days that feature unusual and challenging individual and group activities and inviting families to attend or help run the activities C. publicizing the importance of the physical education program as one of the eight integrated components of a coordinated school health program (CSHP) D. arranging periodic "family night out" events and school community bus trips to semiprofessional and professional sports team games and venues

A. organizing extracurricular events for families throughout the school year such as game days, health and fitness fairs, bike rodeos, and walkathons

When evaluating a student's muscular fitness, which of the following movement problems would most likely indicate core strength weakness? A. poor postural control B. foot placement with the toes turned in C. limited range of movement in arms and shoulders D. slow reaction times

A. poor postural control

Which of the following types of assessment instruments is most likely to provide evidence of student progress and quality of work over the course of the semester and offers students opportunities to demonstrate affective, psychomotor, and cognitive learning? A. portfolios of student work and achievement maintained by students according to criteria established by the teacher B. teacher-created rubrics used to evaluate individual student demonstrations of motor skills C. student journals in which students record thoughts, perceptions, and reflections about physical education activities D. observational checklists that the teacher uses to record how frequently and how well students demonstrate desired behaviors

A. portfolios of student work and achievement maintained by students according to criteria established by the teacher

A middle school physical education teacher wants to develop some interesting cooperative challenge activities that involve both physical and cognitive problem-solving tasks for students, but the teacher is having difficulty coming up with activity ideas. Which of the following strategies is likely to be most effective in helping the teacher in this situation? A. posting a request for group problem-solving activities on physical education teacher-created blogs and interactive physical education Web sites B. discussing with students their experiences with group problem-solving challenges and adventure-related activities in previous physical education classes C. contacting former college professors for help in designing group problem-solving activities for middle school students D. reviewing past issues of physical education journals and equipment catalogs for ideas for middle school group problem-solving activities

A. posting a request for group problem-solving activities on physical education teacher-created blogs and interactive physical education Web sites

The systematic use of formative assessment instruments such as rubrics and observational checklists is a particularly effective approach for achieving which of the following outcomes? A. providing students with ongoing feedback on their progress in learning specific skills B. increasing students' recognition of their unique psychomotor talents and abilities C. encouraging students to take responsibility for their own learning D. helping students view their class performance with greater objectivity

A. providing students with ongoing feedback on their progress in learning specific skills

After a vigorous four-mile run, it would be most appropriate to cool down in which of the following ways? A. slow to a jog for five minutes, then slow from a brisk to gentle walk, then stretch B. stop moving and focus on breathing, inhaling deeply and exhaling fully C. walk slowly for five minutes, then hydrate with water or a sports drink and eat a high-protein snack D. sit on a mat or cushioned surface and stretch all major muscle groups

A. slow to a jog for five minutes, then slow from a brisk to gentle walk, then stretch

In a seventh-grade physical education class, the teacher plans to organize 12-lesson "seasons" to promote students' use of complex motor skills and strategic thinking. Students will be expected to become increasingly responsible for leadership, instruction, self- and peer-assessment, and performance over the course of each season. Students will also be assigned to team rosters, formal competitions will be interspersed with practices, and a culminating event will highlight the end of each season. This type of curriculum approach is most closely aligned with which of the following physical education models? A. sport education model B. teaching games for understanding model C. movement education model D. social ecological model of physical activity

A. sport education model

Which of the following is the primary reason for providing students with opportunities to participate in wilderness education activities and cooperative challenge courses in which they encounter both physical and psychological challenges? A. to develop students' self-confidence and trust in others as they confront risk in supportive stimulating environments B. to foster students' ability to take personal responsibility for their actions in ethically challenging situations C. to promote students' self-esteem when given the opportunity to compare their own abilities to peers' abilities in a new activity D. to enhance students' skills in enforcing rules and requirements associated with physically demanding activities

A. to develop students' self-confidence and trust in others as they confront risk in supportive stimulating environments

A circuit of fitness stations is set up in a third-grade physical education class. At each station, task cards describe the activities and suggest a duration for each activity. Which of the following additional teacher directions would best help maintain a smoothly functioning class? A. "Work at your personal level of intensity and at your own pace." B. "Always walk and move clockwise when changing stations." C. "Check the task card before leaving a station to make sure you completed the activity." D. "When you go to a new station, wait quietly in line until equipment or space is available."

B. "Always walk and move clockwise when changing stations."

Which of the following situations best illustrates the principle of progressive overload in fitness training? A. Two students following the same strength training program experience different rates and levels of increase in muscular strength. B. A student training for a walking marathon slightly increases the length and speed of her walking workouts each week. C. A student on the high school swim team adds jumping rope and jogging to his routine to improve his aerobic fitness. D. A student on the high school tennis team strength trains three days a week and targets different muscle groups in each session.

B. A student training for a walking marathon slightly increases the length and speed of her walking workouts each week.

Which of the following statements accurately describes a key difference in the way children respond to sustained aerobic activity compared with the way adults respond? A. Because their stroke volume is higher than adults, children's cardiac output is greater than that of adults during similar aerobic activities. B. Because of their smaller size compared to adults, children are less efficient at dissipating heat through perspiration and thus can overheat more easily than adults. C. Because blood hemoglobin concentrations in children are lower than in adults, children experience fatigue much more quickly than adults. D. Because children adjust to prolonged exercise in warm environments much sooner than adults, they require less rehydration than adults to replenish body fluids.

B. Because of their smaller size compared to adults, children are less efficient at dissipating heat through perspiration and thus can overheat more easily than adults.

Which of the following statements accurately describes how children's growth and development affect their ability to improve motor performance? A. Improvements in motor performance are most closely related to the innate development of strength and flexibility as children grow and mature. B. Improvements in motor performance result largely from practice and occur variably in individual children depending on experiences, hereditary factors, and movement learning opportunities. C. Improvements in motor performance are predictable and chronological; children of the same age usually exhibit the same level of motor performance. D. Improvements in motor performance are typically on pace with physical development; as children's body systems mature, children's motor performance improves regardless of other influences.

B. Improvements in motor performance result largely from practice and occur variably in individual children depending on experiences, hereditary factors, and movement learning opportunities.

Use the illustration below of a student performing an exercise to answer the question that follows. The illustration shows the student seated on the floor facing to the viewer's right. The right leg is bent such that the knee is forward and the heel is behind the right hip. The left leg is straight out in front. The student is leaning forward and grasping the ball of the left foot. Which of the following statements best explains why the stretch shown is considered unsafe? A. Holding the foot overstretches the trapezius and upper lumbar vertebrae. B. The extreme lateral stress on the right knee puts pressure on the joint and other structures. C. Holding the foot hyperextends the hamstring and gluteal muscles. D. The extreme flexion in the right knee applies rotational force to the psoas and hip joint.

B. The extreme lateral stress on the right knee puts pressure on the joint and other structures.

The function of tendons in the human skeletal system is to: A. connect bones together at joints. B. attach muscles to bones. C. act as shock absorbers between bones. D. initiate muscle contractions.

B. attach muscles to bones.

Three high school teachers will be team teaching an interdisciplinary unit that integrates fitness, anatomy and physiology, and applied mathematics. Which of the following approaches would best help ensure the effectiveness of the unit? A. assigning each teacher a specific lesson to prepare and a due date for presenting it to the two colleagues B. collaborating closely to plan and implement lesson and assessment activities and evaluate instructional effectiveness C. arranging for the most experienced teacher to review individual lesson plans before implementation D. using students' standardized test scores to form cooperative learning groups and identify student leaders for the groups

B. collaborating closely to plan and implement lesson and assessment activities and evaluate instructional effectiveness

In physical education classes, the use of mixed-skill level, mixed-gender, and heterogeneous student grouping practices is likely to have a significant positive influence on student learning primarily because these practices: A. enhance students' recognition that physical education shares a level of academic rigor with the core subject areas. B. communicate confidence in all students' abilities to make meaningful contributions in class. C. provide teachers with more time to offer extra assistance to students with individualized learning needs. D. allow teachers to assess individual students' movement abilities and needs more accurately.

B. communicate confidence in all students' abilities to make meaningful contributions in class.

Students in fifth through eighth grade frequently like to participate in high and low ropes courses, orienteering, adventure education activities, and rock wall climbing, primarily because at this developmental level, students: A. prefer individual and partner activities over group and team activities. B. enjoy activities that present challenges and involve elements of perceived risk. C. have few concerns about performing new physical skills in front of peers. D. are searching for unusual physical activities to incorporate into personal fitness plans.

B. enjoy activities that present challenges and involve elements of perceived risk.

Which of the following instructional approaches is most likely to be effective in creating a culture of learning in physical education classes? A. posting a list of effective skill-based learning strategies and regularly reviewing the list with students B. focusing efforts on establishing a collaborative environment in which students are active partners in planning learning experiences C. communicating and demonstrating self-confidence and enthusiasm with regard to instructional content D. identifying a single overarching evidence-based method for presenting skills and lesson content and consistently using that method

B. focusing efforts on establishing a collaborative environment in which students are active partners in planning learning experiences

At Activity Station 4, a small folded mat placed on a long jump mat serves as a hurdle for students to approach and jump over. Students take turns going over the folded mat any way they wish. For example, students may hurdle the folded mat as in a track meet, spring over the mat and perform a skateboard-type twist or turn, dive over the mat into a gymnastics roll, or leap over the mat as in a dance movement. Activity Station 4 is beneficial to students' development primarily because its structure and activity requirement: A. calls for student demonstration of a combination of skills from different personal performance areas. B. fosters students' confidence by permitting them to make choices and take risks in performing movement skills in a secure environment. C. allows the teacher to use observational assessment to evaluate students' approach, takeoff, flight, and landing skills. D. permits the teacher to assess students' ability to integrate complex skills from various physical education units into one performance routine.

B. fosters students' confidence by permitting them to make choices and take risks in performing movement skills in a secure environment.

To introduce young students to a new fundamental motor skill, a physical education teacher typically demonstrates the skill while describing it with brief verbal cues. According to the typical progression of motor skill development, the next step should be to involve students in: A. a small-sided game that requires use of the skill. B. individual exploration of the skill. C. small, cooperative group work on the skill. D. partner work on the skill.

B. individual exploration of the skill.

In a parking lot, a teacher witnesses a student verbally harassing another student on school grounds. Which of the following series of actions should the teacher take? A. waiting until the harassment stops, providing support to the student who was harassed, reporting the incident, and encouraging the student who was harassed to also report the incident B. intervening at once by moving to a position near the two students to assess the situation and take necessary action according to school policy C. standing next to the student being harassed and assertively reminding the other student and any student witnesses about the consequences of violating the school's conduct code D. demanding that the harassment stop immediately, requesting that both students accompany the teacher to the office, and informing the student who did the harassing that he or she will be punished

B. intervening at once by moving to a position near the two students to assess the situation and take necessary action according to school policy

A physical education teacher who teaches students in fourth through sixth grade is aware that students' learning styles vary widely. To address the diversity of learning styles, the teacher decides to incorporate universal design for learning (UDL) principles into instructional planning and design. Which of the following strategies best illustrates an appropriate use of UDL principles for teaching the upper elementary students? A. aligning instruction to student learning outcomes that are one grade level below the grade level being taught to better ensure that all students experience success B. planning and selecting physical education activities aligned with the curriculum that offer students choice in materials and equipment and flexibility in demonstrating knowledge and skills C. involving students in a series of interdisciplinary units of study that combine physical education activities and concepts with music, art, theatre, and dance activities and concepts D. designing learning experiences that mainly address visual and auditory learning styles so that instruction becomes more predictable as students grow accustomed to these forms of presentation

B. planning and selecting physical education activities aligned with the curriculum that offer students choice in materials and equipment and flexibility in demonstrating knowledge and skills

In a middle school physical education class, the teacher wants to engage students with various fitness and skill levels in cardiorespiratory fitness activities. Which of the following approaches is likely to be most effective for promoting students' individual success and motivation to participate? A. introducing class activities that emphasize interval training techniques rather than continuous or circuit training techniques B. providing students with a choice of fitness activities and emphasizing the development of personal best and a sense of appreciation and enjoyment of a few different endurance activities C. including class activities that employ fitness techniques that bring the students to overload quickly from a base level of fitness D. asking students to choose a challenging aerobic endurance activity, calculate their target heart rate zones, and try to sustain a heart rate in that zone while they participate in the chosen activity

B. providing students with a choice of fitness activities and emphasizing the development of personal best and a sense of appreciation and enjoyment of a few different endurance activities

Which of the following programmatic approaches is likely to be most effective in helping students become self-motivated to maintain physically active throughout their lives? A. building into each year's curriculum lessons that help students prepare a detailed and flexible fitness plan that can be used into adulthood B. providing students with an introduction to a variety of recreational, sport, and lifetime activities that they perceive to be fun and challenging C. ensuring that students master the complex skills, strategies, and rules and regulations of many organized sports and games D. placing as strong an emphasis on the physiology and biomechanics of physical activity as on the health and wellness benefits of physical activity

B. providing students with an introduction to a variety of recreational, sport, and lifetime activities that they perceive to be fun and challenging

During emergency first aid, the primary purpose of performing chest compressions during cardiopulmonary resuscitation (CPR) is to: A. shock the heart out of arrhythmia and reestablish a regular cardiac rhythm. B. restore circulation of oxygenated blood flow to the heart, brain, and other vital organs. C. force air from the lungs into blocked pulmonary arteries to restore breathing. D. open the airway and force any obstructions out of the airway using pressurized air from the diaphragm.

B. restore circulation of oxygenated blood flow to the heart, brain, and other vital organs.

A group of high school students are developing individualized fitness and wellness plans. As the students evaluate their existing eating patterns, it would be most important for them to have which of the following types of information? A. methods for calculating fat levels in their overall body compositions B. the nutrients the body requires and their food sources as well as recommended dietary levels C. different types of diet plans, diet products, and their reported effectiveness D. the processes the body uses to convert food into energy, lean tissue, and fat deposits

B. the nutrients the body requires and their food sources as well as recommended dietary levels

Two female high school students who are both 5' 4" tall and weigh approximately 160 pounds each have very different body shapes. One carries excess weight mostly in the trunk and upper body and the other mostly in the hips and thighs. The difference in body shape between these two students most likely reflects differences in: A. the amount and types of physical activity they do. B. their genetically determined fat-distribution patterns. C. the amount and types of foods they eat. D. their fat-to-lean body composition ratios.

B. their genetically determined fat-distribution patterns.

An elementary teacher is aware that students learning new motor skills often exhibit large gains in skill performance as well as inconsistent performance. During initial stages of instruction, the teacher provides lots of verbal and physical guidance and uses a variety of instructional strategies such as slow-motion drills, augmented feedback, video analysis, and other techniques to help students learn new motor skills. This is a particularly useful approach for enhancing students' acquisition of new skills primarily because: A. the instruction is teacher-directed rather than student-centered and is therefore predictable and carefully sequenced. B. when students are in the cognitive stage of motor learning, it is essential to provide them with the necessary information, guidance, and time to establish sound fundamentals of movement. C. the design of instruction is carefully layered to ensure that students will systematically eliminate errors from their movement performance. D. when students are in the autonomous stage of motor learning, they benefit from multiple modes of instruction designed to reinforce previous learning and refine movement skill performance.

B. when students are in the cognitive stage of motor learning, it is essential to provide them with the necessary information, guidance, and time to establish sound fundamentals of movement.

Which of the following statements accurately describes the effect that the Individuals with Disabilities Education Improvement Act (IDEA or Public Law 101-476) had on the provision of physical education programs in U.S. public schools? A. A 30- to 45-minute daily physical education period or the equivalent in a weekly block schedule was mandated for kindergarten, elementary, and middle school students. B. Educational assessments used to determine an individual's qualification for participation in federally funded physical education programs were required to be based on the criteria of age, knowledge, and skill level. C. Physical education was defined as a required service to develop physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, games, and sports for students with special needs. D. Physical education programs were required to provide separate, developmentally appropriate classes to students with disabilities so that they could be educated with peers with similar special needs.

C. Physical education was defined as a required service to develop physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, games, and sports for students with special needs.

During a rhythmic skills unit, an 11-year-old student who has been successfully executing a series of cartwheels for several classes begins to have difficulty accomplishing the movement sequence. Which of the following possible explanations for the change should be considered first? A. The student is over-practicing the movement sequence. B. The student has not yet completed the final stage of gross-motor skill development. C. The student is experiencing a physical growth spurt. D. The student no longer feels a sense of accomplishment performing the sequence.

C. The student is experiencing a physical growth spurt.

To best help students develop skills for evaluating dance performances, it would be most important to familiarize students with: A. key biomechanical and kinesiology principles related to dance movement. B. a brief overview of the history and evolution of modern dance. C. basic vocabulary and concepts related to dance movement and design. D. the distinctive characteristics of a variety of dance styles.

C. basic vocabulary and concepts related to dance movement and design.

Physical education students who are learning a new motor skill benefit from observing the skill modeled by the teacher and by students who are already competent in the skill. In which of the following ways can a teacher optimize observational learning to promote students' development of a new motor skill? A. by praising students frequently using general terms during their initial attempts to perform the skill B. by explaining the spatial and sequential requirements of the skill using an internal rather than an external focus of attention C. by providing immediate opportunities for students to practice the skill after the skill is demonstrated D. by refraining from modeling the skill more than a few times in any one class period so that students develop their own technique

C. by providing immediate opportunities for students to practice the skill after the skill is demonstrated

Which of the following offensive tactics is generally most appropriate to emphasize to upper-elementary students in small-sided soccer games? A. making long crosses toward the goal from the deep corners of the field B. advancing the ball to the near post, then crossing the ball to a teammate at the far post C. controlling and maintaining possession of the ball through a series of short passes D. drawing defenders, then passing backward to the keeper, who then kicks the ball up the sideline

C. controlling and maintaining possession of the ball through a series of short passes

Kindergarten students are beginning a unit on the overhand throw using beanbags. Which of the following activities would be most developmentally appropriate to use as an introductory lesson with the students? A. having pairs of students play catch using overhand throws as partners provide feedback to each other B. lining up students in front of targets placed at various distances and encouraging students to throw overhand at targets of their choice C. having students practice throwing beanbags at a wall as the teacher provides cues for the overhand throw D. asking pairs of students to throw beanbags as far as they can using overhand throws and record the distances of their throws

C. having students practice throwing beanbags at a wall as the teacher provides cues for the overhand throw

Which of the following fundamental motor skills is a prerequisite for learning to skip? A. galloping B. leaping C. hopping D. vertical jumping

C. hopping

Which of the following practices represents a physical education teacher's most important responsibility in relation to students who receive special education services? A. creating a related services schedule for orientation and mobility services, as needed, for the students' individualized education program (IEP) teams B. maintaining an anecdotal record that summarizes the students' peer interactions and participation in various activities C. implementing instructional objectives and modifications exactly as described in the students' individualized education programs (IEPs) D. explaining to the students' parents/guardians the instructional services and classroom modifications their children will receive

C. implementing instructional objectives and modifications exactly as described in the students' individualized education programs (IEPs)

In the context of motor learning, a distinguishing characteristic of a nonlocomotor skill is that it: A. is performed with only the upper body. B. involves no shifts in center of gravity. C. is performed only in personal space. D. involves no transfer of body weight.

C. is performed only in personal space.

Which of the following actions demonstrated by an elementary student who is catching a medium-sized foam ball would be most indicative of an immature motor pattern? A. keeping the eyes on the ball during the release and the ball's approach B. taking one step toward the thrower as the ball is thrown C. keeping the elbows tucked and trapping the ball against the body D. extending the arms and hands to meet the ball

C. keeping the elbows tucked and trapping the ball against the body

At Activity Station 2, the teacher has arranged a zigzag course marked by floor tape and cones. The teacher challenges students to walk, jog, or run through the zigzag course. At the end of the course, poly spots mark an S-curve course that students are challenged to complete using any movement pattern they wish. Activity Station 2 is most likely designed to promote students' use of: A. dodging and fleeing skills to evade others. B. dynamic balance skills while traveling at different levels. C. locomotor skills to travel along different pathways. D. rhythmic skills to move in general space in a group setting.

C. locomotor skills to travel along different pathways.

A student with poor posture would benefit most from which of the following types of activities? A. locomotor cardiorespiratory exercises to increase endurance and lung capacity B. a dynamic stretching program that targets the hips and lower back C. nonlocomotor fitness exercises to strengthen and stabilize the core muscles D. a weight training program with barbells and dumbbells to build muscle

C. nonlocomotor fitness exercises to strengthen and stabilize the core muscles

Including team sports in a middle school physical education curriculum is beneficial to students primarily because these types of activities: A. provide fitness training advantages that are superior to those gained through participation in individual and dual lifetime activities. B. focus on the learning of physical education concepts and techniques through familiar drills and skill sequences. C. offer meaningful opportunities to develop skills and qualities such as collaboration, loyalty, perseverance, and leadership. D. establish a basis for lifelong participation in team activities, regardless of individual variations or changes in fitness or skill attributes.

C. offer meaningful opportunities to develop skills and qualities such as collaboration, loyalty, perseverance, and leadership.

For healthy children and adolescents to experience cardiorespiratory benefits, the Physical Activity Guidelines for Americans (U.S. Department of Health & Human Services, 2008) recommends participation in aerobic activity according to which of the following schedules? A. 40 minutes of interval or continuous workouts every other day B. working to the target heart rate for at least 30 minutes two or three times a week C. one or several activity sessions that total at least 60 minutes per day D. a continuous workout or interval training for a total of 90 to 120 minutes per day

C. one or several activity sessions that total at least 60 minutes per day

Use the illustration below of a student performing an exercise to answer the question that follows. The illustration shows the student standing facing to the viewer's left, with the left hand on hip, the right foot forward and flat on the ground, and the left foot back with the heel raised. Both legs are slightly bent. In this exercise, the student stands in the position shown, lifts the heel of the back foot, and presses the hips forward. Which of the following muscles is being stretched? A. inner thigh B. gastrocnemius and soleus C. quadriceps and psoas D. hamstrings

C. quadriceps and psoas

Which of the following procedures is likely to be most essential for maintaining a safe physical education environment? A. implementing block scheduling for physical education classes to keep students active for longer durations B. arranging for aides or student teachers to supervise gymnasium locker rooms when in use by students C. scheduling, carrying out, and documenting regular inspections of equipment and indoor and outdoor physical education environments D. keeping class equipment locked up when not in use and assigning student leaders responsibility for distributing and collecting equipment

C. scheduling, carrying out, and documenting regular inspections of equipment and indoor and outdoor physical education environments

Which of the following approaches is most likely to interfere with successful lifestyle improvements in personal health and fitness? A. focusing efforts on changing only one behavior at a time B. selecting strategies for change based on others' successful efforts C. setting goals for change that are extremely ambitious D. considering possible challenges and barriers to successful change

C. setting goals for change that are extremely ambitious

Which of the following actions is an essential element of a successful underhand throw? A. turning the non-throwing side of the body toward the target to begin the throw B. releasing the ball or object being thrown above the waist C. swinging the throwing arm back to at least waist level to begin the throw D. flexing the elbow of the throwing arm during the forward swing

C. swinging the throwing arm back to at least waist level to begin the throw

Which of the following techniques are critical elements of the approach and delivery in bowling? A. locking the knees after the last step of the approach and releasing the ball with a loose wrist B. ensuring that the ball moves only to knee level on the downswing and only to waist level on the backswing C. taking three to five steps in a smooth rhythm and using a slide and follow-through as the ball is released D. starting in a stride position holding the ball on the dominant side, with most of the ball's weight supported by the throwing hand

C. taking three to five steps in a smooth rhythm and using a slide and follow-through as the ball is released

During a track and field lesson, a physical education teacher introduces students to the high jump. The teacher demonstrates the skill and describes the sequence of discrete skills involved. Most of the students have never tried executing a high jump and several exhibit low self-confidence and reluctance to attempt the skill. Before making their first attempts at the high jump, these students are likely to benefit most from: A. analyzing a checklist that breaks down the high jump into its component skills. B. listening calmly to the teacher deliver a comprehensive verbal description of the high jump. C. watching classmates who have already learned the high jump model the correct technique. D. observing a member of the high school track team demonstrate common errors in high jump technique.

C. watching classmates who have already learned the high jump model the correct technique.

Which of the following statements accurately characterizes a major development in the overall goals of physical education programs in U.S. public schools that began in the 1970s? A. Physical educators encouraged greater use of simple games and low-organized movement activities to enable participation among students of all ages. B. Physical educators placed greater emphasis on competitive sports to encourage students interest and instill in students a determination to excel. C. Physical educators focused more on examining environmental, psychosocial, and temporal variables and barriers to learning to equalize student learning. D. Physical educators included a wider variety of nontraditional sports and physical activities to encourage student interest in lifelong leisure and fitness activity.

D. Physical educators included a wider variety of nontraditional sports and physical activities to encourage student interest in lifelong leisure and fitness activity.

When assessing second-grade students' proficiency in mature forms of locomotor skills, which of the following learning outcomes should be expected by the end of second grade? A. Students exhibit flow when combining locomotor skills with complex manipulative skills such as hand and foot dribbling. B. Students exhibit control while balancing on a variety of body parts and distinguish among the critical elements of balancing, stretching, twisting, swinging, and swaying. C. Students demonstrate locomotor skills in each of the following game classification categories: target, net/wall, invasion, and fielding/striking. D. Students demonstrate smooth transitions between sequential locomotor skills and vary the manner in which they are performed in response to changing conditions.

D. Students demonstrate smooth transitions between sequential locomotor skills and vary the manner in which they are performed in response to changing conditions.

Which of the following statements best explains why muscular flexibility is important for promoting a student's overall body stability during movement? A. Flexible muscles are more adaptable to strength training than tight muscles. B. Tight muscles can limit the ability to use a full range of motion. C. Flexible muscles have a more rapid reaction time than tight muscles. D. Tight muscles can distort the alignment of joints and the spine.

D. Tight muscles can distort the alignment of joints and the spine.

Which of the following characteristics typically distinguishes a physically active student from an inactive student? A. a greater number of muscle fibers in the leg and arm muscles of the active student B. a higher basal or resting heart rate in the active student C. a greater number of neurons in the nervous system of the active student D. a higher efficiency using calories from fats as an energy source in the active student

D. a higher efficiency using calories from fats as an energy source in the active student

According to the Standards-Based Assessment of Student Learning, developed by the National Association of Sport and Physical Education (NASPE, 2007) in alignment with the National Standards for Physical Education, the most important reason for conducting student assessments in physical education is to: A. enhance teachers' ability to make accurate determinations of students' current and future fitness levels. B. assist teachers in identifying strategies that will enhance students' intrinsic motivation to participate in physical activity. C. generate data that allow comparisons of students' progress in achieving instructional goals. D. provide information to help plan instruction that is responsive to students' strengths and needs.

D. provide information to help plan instruction that is responsive to students' strengths and needs.

During an outdoor recreation unit, two teams of four students prepare to play open bocce ball on a flat field of short grass. Each team has four bocce balls of the same color. From a starting line, a student throws out a small white target ball, the pallino, across a midline marked on the field. A player from one team throws a bocce ball toward the pallino, trying to place the ball in a position as close to the pallino as possible. A player from the opposing team then tries to throw a ball that stops closer to the pallino than the first player's ball. The game continues in this way until each student has had a turn. One point is awarded for each ball that is closer to the pallino than the closest competitor's ball. During the next round, the teacher tells students that they can use their bocce balls to bump an opponent's ball away from the pallino, or to bump the pallino closer to one of their team's bocce balls. These suggestions are most likely to be effective in promoting students' use of: A. the biomechanical principles of angular momentum and force production during throws. B. depth-perception skills and bank shots to displace opponents' balls. C. collaborative conflict management and resolution skills in a cooperative activity. D. analytical, group decision-making, and communication skills in a competitive situation.

D. analytical, group decision-making, and communication skills in a competitive situation.

During a second-grade physical education lesson on rhythmic movement, a teacher plays a few musical selections with different tempos. Which of the following types of activities would most likely be effective for promoting students' exploration of rhythmic movement while listening to the music? A. having students clap along to the different rhythms in the music B. asking students to perform balances and stretches in time to the cadence established by the music C. having students bounce playground balls in time to the rhythm evident in the music D. asking students to create their own style of marching or aerobic dancing in response to the music

D. asking students to create their own style of marching or aerobic dancing in response to the music

A second-grade physical education class includes a student who routinely becomes frustrated when it is time to end a fun group activity. During class transitions, the student sometimes refuses to move on to the next activity or tries to recruit other students in off-task behavior. The physical education teacher is reluctant to single the student out for negative attention. Which of the following strategies should the teacher most likely try first to address this situation? A. creating an individualized behavior management contract with the student and providing tangible rewards for appropriate transitions B. ignoring the student's inappropriate behavior and moving to a position that blocks the student's access to most of the other students during transitions C. assigning the most responsible students in the class to alert the teacher unobtrusively when they notice that the student is having trouble with transitions D. establishing a signal to use to alert the class that an activity is coming to an end and consistently offering praise to students who transition appropriately

D. establishing a signal to use to alert the class that an activity is coming to an end and consistently offering praise to students who transition appropriately

Educational research studies consistently have shown that elementary students who participate in physical activity during the school day exhibit which of the following characteristics in comparison to peers who do not participate in physical activity during school? A. a reduced need for individualized instruction or scaffolding support B. greater empathy toward classmates with cultural or linguistic differences C. more mature interpersonal and social communication skills D. improved concentration skills and on-task classroom behaviors

D. improved concentration skills and on-task classroom behaviors

A previously sedentary student who begins and sustains a program of regular aerobic exercise is likely to experience which of the following adaptations? A. decreased elasticity of artery walls B. increased levels of low-density lipoproteins in the blood C. decreased numbers of mitochondria in muscle cells D. increased volume of blood pumped per minute by the heart

D. increased volume of blood pumped per minute by the heart

An inactive student begins a fitness program that includes exercise and dietary changes to lose weight. The student should assess early progress by monitoring body shape and the way clothing fits, rather than weight, because: A. weight loss alone provides less sense of accomplishment than perceptions of appearance. B. body composition is a better indicator of general health and fitness than actual weight. C. progress can be influenced by the contribution of hereditary factors to body shape. D. increases in muscle tissue can cause temporary weight gain before fat loss occurs.

D. increases in muscle tissue can cause temporary weight gain before fat loss occurs.

At the beginning of a school year, a physical education teacher learns that she will be working with an adapted physical education (APE) teacher to implement instruction for two students who have physical impairments. Which of the following steps would be most effective for the physical education teacher to take first in establishing a collaborative relationship with the APE teacher? A. determining what types of physical impairments the students have and investigating assistive technology devices that might be useful for the students B. e-mailing the APE teacher to ask for suggestions on how to accommodate the mobility needs of the students with physical impairments C. analyzing the physical education curriculum to identify movement skills that the students with physical impairments will probably find difficult D. meeting with the APE teacher to define their individual roles and responsibilities in relation to instruction for the students with physical impairments

D. meeting with the APE teacher to define their individual roles and responsibilities in relation to instruction for the students with physical impairments

The application of the health belief model in the context of fitness education is based on the concept that students will be motivated to engage in fitness activities when they believe that: A. physical fitness accomplishments are valued as highly as intellectual, educational, and occupational accomplishments within society. B. physical fitness skills and activities can be practiced in group and social settings and learned through observation and imitation of others. C. physical activity is an enjoyable activity that is practiced within multiple contexts of family, school, community, and culture. D. physical activity will result in a positive outcome and decrease the risk or severity of potential illness or disease caused by inactivity.

D. physical activity will result in a positive outcome and decrease the risk or severity of potential illness or disease caused by inactivity.

In volleyball, the forearm pass is typically used to: A. serve the ball. B. play a ball at chest height or higher. C. return the ball just over the net. D. receive a serve or spike.

D. receive a serve or spike.

During a volleyball unit, middle school physical education students are looking forward to using the skills they have practiced in upcoming six-on-six recreational volleyball games. Two of the students in the class have cardiovascular-related health impairments, and the physical education teacher would like to structure the games to ensure that these students have fun and experience success. The teacher reviews the students' Individual Education Programs (IEPs) and determines that their participation is appropriate. Which of the following game modifications is likely to be most effective in accommodating these students? A. assigning the students with health impairments to play specific positions or roles (e.g., setter) for the duration of games B. lowering the net from regulation height, decreasing the court size, and incorporating a five-minute break into the middle of all games C. using a regulation volleyball rather than a lightweight trainer and allowing the ball to bounce once before a player contacts the ball D. reducing the score needed to win, monitoring the students with health impairments, and allowing them to rotate out of games freely

D. reducing the score needed to win, monitoring the students with health impairments, and allowing them to rotate out of games freely

In a hand dribbling activity, elementary students play follow-the-leader with partners while dribbling playground balls. Several students are slapping the balls and losing control. Which of the following teacher strategies would be most effective in engaging students' kinesthetic learning and helping students improve their dribbling skills? A. sprinkling talcum powder on students' dominant hands and asking students to make hand prints on the ball while dribbling B. asking students to keep their eyes on the ball instead of their partner while dribbling and following their partner C. stopping students who are having difficulty periodically during the activity and having them practice the arm and hand motions of dribbling without a ball D. reminding students as they dribble to concentrate on contacting the ball with the pads of their fingers rather than their palms

D. reminding students as they dribble to concentrate on contacting the ball with the pads of their fingers rather than their palms

Students are most likely to be motivated to participate in physical education learning experiences when the teacher emphasizes which of the following approaches? A. utilizing self-paced tasks and peer evaluations with students to the greatest extent possible B. providing instruction on new motor skill sequences in a series of mini-lessons C. conducting a brief assessment at the conclusion of each class to promote students' accountability D. selecting and designing activities that are responsive to students' preferences and interests

D. selecting and designing activities that are responsive to students' preferences and interests

In a strength training program, a muscular fitness test that determines the maximal amount of weight a student can lift 20 times in a row before fatigue sets in would be most useful for: A. planning the frequency of workout sessions to maximize muscular fitness. B. establishing a baseline level of muscular strength for the student. C. determining whether the student would benefit more from using free weights or machines. D. setting goals for improving the student's muscular endurance.

D. setting goals for improving the student's muscular endurance.

Developing students' spatial awareness skills can be best promoted through locomotor and nonlocomotor activities that focus students' attention on: A. coordinating movements with various sounds or music within specified boundaries. B. moving isolated body parts or synchronizing body parts to move in response to verbal directions. C. the energy or effort with which their bodies move in relation to time, force, and flow. D. where their bodies move in terms of direction, levels, pathways, and extensions.

D. where their bodies move in terms of direction, levels, pathways, and extensions.