Exam 4

Observe the subject in the file. "Throw_C". or copy paste the link: https://www.youtube.com/watch?v=mREc-y2Mx5o&feature=youtu.be [or Video should have been previously downloaded from Unit #4: Quizzes page.]. Score the throw based on TGMD2 Criteria, discussed in class and Module 12 lecture.You must have downloaded TGMD2_catch-throw_score_sheet.pdf. Check the descriptions of: Windup, Hip, Shoulder - Rotation, Weight Transfer, Follow through 1. 0-0-1-1 2. 1-1-2-1 3. 1-1-1-1 4. 0-1-1-1 5. 1-2-1-2

3. 1-1-1-1

Choose the correct training method to achieve the perception-action goal described. figure-ground separation: A. catching and hitting moving objects with camouflaged colors, in different backdrops B. unmeaningful and meaningful repetitions of movement to ingrain movement patterns e.g. "Wax on", "Wax off" (Karated Kid reference) C. catching and throw items of different weights, shapes, sizes and textures D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc) E. golf putting from different distances and angles F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli" G. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery)

A. catching and hitting moving objects with camouflaged colors, in different backdrops

Choose the correct training method to achieve the perception-action goal described. tactile sensitivity: A. catching and throwing items of different weights, shapes, sizes and textures B. hitting moving objects in camouflaged colors C. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery) D. exercise with therapy ball (Swedish balls) using different positions (sitting, lying on prone, lying on back, leaning on side etc) with and without vision E. shooting the basketball from different distances and angles

A. catching and throwing items of different weights, shapes, sizes and textures

Choose the correct training method to achieve the perception-action goal described. figure-ground separation: A. catching and throwing items of different weights, shapes, sizes and textures B. hitting moving objects in camouflaged colors C. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery) D. exercise with therapy ball (Swedish balls) using different positions (sitting, lying on prone, lying on back, leaning on side etc) with and without vision E. shooting the basketball from different distances and angles

B. hitting moving objects in camouflaged colors

Choose the correct training method to achieve the perception-action goal described. tactile skills and sensitivity A. catching and hitting moving objects with camouflaged colors, in different backdrops B. unmeaningful and meaningful repetitions of movement to ingrain movement patterns e.g. "Wax on", "Wax off" (Karated Kid reference) C. catching and throw items of different weights, shapes, sizes and textures D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc) E. golf putting from different distances and angles F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli" G. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery)

C. catching and throw items of different weights, shapes, sizes and textures

Choose the correct training method to achieve the perception-action goal described. vestibular sensitivity: A. catching and throwing items of different weights, shapes, sizes and textures B. hitting moving objects in camouflaged colors C. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery) D. exercise with therapy ball (Swedish balls) using different positions (sitting, lying on prone, lying on back, leaning on side etc) with and without vision E. shooting the basketball from different distances and angles

D. exercise with therapy ball (Swedish balls) using different positions (sitting, lying on prone, lying on back, leaning on side etc) with and without vision

Choose the correct training method to achieve the perception-action goal described. vestibular sensation skills (plus some strength A. catching and hitting moving objects with camouflaged colors, in different backdrops B. unmeaningful and meaningful repetitions of movement to ingrain movement patterns e.g. "Wax on", "Wax off" (Karated Kid reference) C. catching and throw items of different weights, shapes, sizes and textures D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc) E. golf putting from different distances and angles F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli" G. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery)

D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc)

Choose the correct training method to achieve the perception-action goal described. depth perception: A. catching and hitting moving objects with camouflaged colors, in different backdrops B. unmeaningful and meaningful repetitions of movement to ingrain movement patterns e.g. "Wax on", "Wax off" (Karated Kid reference) C. catching and throw items of different weights, shapes, sizes and textures D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc) E. golf putting from different distances and angles F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli" G. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery)

E. golf putting from different distances and angles

Choose the correct training method to achieve the perception-action goal described. speed, balance and sensing movement in the periphery A. catching and hitting moving objects with camouflaged colors, in different backdrops B. unmeaningful and meaningful repetitions of movement to ingrain movement patterns e.g. "Wax on", "Wax off" (Karated Kid reference) C. catching and throw items of different weights, shapes, sizes and textures D. use the exercise or therapy ball (Swedish balls) in different positions (sitting, lying on prone, lying on back, leaning on side etc) E. golf putting from different distances and angles F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli" G. form practice (e.g. fencing, racquet skills, golf-swing: without vision and using imagery)

F. no vision training ("a la star wars") -- respond to the direction of "heard and felt stimuli"

PERCEPTION is about detecting raw signals which reaches the lowest brain centers. True False

False

Perception refers to the detection and transmission of neural signals from the sensory organ to the area of the brain that primarily or initially processes the information. True False

False

Segmental lag in both the humerus and forearm is evident when the newest learners throw. True False

False

The "6th Sense" is about anticipating action ahead of its occurrence: being in the right place and the right time based on previous knowledge. True False

False

When both the alpha and gamma motor neurons - cocontract, this phenomenon is called the sensory and righting reflex. True False

False

The structures that comprise the vestibular system are the ... a. canals oriented to planes of motion, utricle and saccule, that all together help control balance b. vestibules present in the higher brain (cerebral) cortex which govern balance c. neuronal tracts (canals) that connect muscles to the cortex (brain) and determine body's center of gravity d. inner ear canal that houses the tympanic membrane, cochlea, utricle, saccule and vestibule e. the lobes of the frontal cortex along with the utricle and saccule

Not e

Peripheral vision is associated with visual navigation, spatial perception and saccadic vision, and only requires clear black and white images. True False

True

SENSATION is about detecting raw signals which reaches the lowest brain centers. True False

True

Segmental lag in both the humerus and forearm is evident mature throwers. True False

True

Sensation refers to the detection and transmission of neural signals from the sensory organ to the area of the brain that primarily or initially processes the information. True False

True

The 'Stage Model' of motor behavior analysis, categorizes performers into distinct skill levels: novice, intermediate, advanced .... considering all body parts or segments in totality. True False

True

All of the following are TRUE regarding hand configurations EXCEPT: a. Children employ less combinations than adults: they have limited skills and variability b. Grips/grasp development involves variable patterns which are age-related. c. Configurations are not the same for all cultures: hands have to be configured into particular tasks and finding adequate substitutes such as prosthetic limbs is still an unreached goal. d. The number of configurations humans employ comprise of those used consistently as well as ornate patterns rarely used. e. Few grip patterns account for the bulk of what humans use everyday: yet when situations call for even the most awkward positions, humans show a wide range of capabilities and skillfulness.

a. Children employ less combinations than adults: they have limited skills and variability

Which auditory stimuli do infants and elderly have a hard time sensing and processing? a. High pitched voices b. Middle-range frequencies c. Dad's voice d. Low pitched voices e. Lullaby voice

a. High pitched voices

Which indicates the most IMMATURE throwing performance? a. No significant rotation about any upper extremity joint except in the release of the ball at the wrist b. Short contralateral step or ipsilateral step c. Circular upward backward arm preparatory movement d. Humeral alignment with the shoulder but moving independently with minimal diagonal follow through e. Delayed segmental lags in the upper-arm and forearm

a. No significant rotation about any upper extremity joint except in the release of the ball at the wrist

Why do bicycle skills - exemplify the intersection of sensory and motor skills? a. balance, vision, joint and spatial positioning, segmental dissociation are all needed to develop riding skills b. because everyone can afford it, it is a good basis for discussing sociology and politics of sport c. whether your or old, bike riding is a useful skill e.g. perfect for high schoolers who need not drive a car, or for younger children who can enjoy independence d. all cultures show that bicycle riding is a universal skill, a rite of passage every child enjoys -- which is a simple task but is instructive for road safety, and responsibility e. the senses of hearing, seeing, smelling and skin proprioception are all put to use when the cyclist is moving, and generating power with the legs and arms

a. balance, vision, joint and spatial positioning, segmental dissociation are all needed to develop riding skills

Why are movement of the arms, hands, and eye-hand coordination important topics in motor development? a. the opposable thumb, and coordination of upper extremities for object manipulation skills is unique to humans: no substitute for this function b. stiffness at the upper limb joints, the inability to keep the head upright, and the fearfulness in catching is a hallmark uncoordinated individuals; it is worth noting how to overcome this. c. on a daily basis, humans cannot live without our digital tools: therefore being able to use our fingers for phones, tablets and computers are necessary to live a normal life d. infants have clear vision from birth thus the development of all other skills are based on focal vision e. substitutes for the human arm abound; it is the fore front of scientific advancement, thus kinesiologists should know the equipment typically used by the public.

a. the opposable thumb, and coordination of upper extremities for object manipulation skills is unique to humans: no substitute for this function

Observe the subject [boy] in this video: https://www.youtube.com/watch?v=xiCizHta9Pg [Same Link provided in the Page: Unit #4: Quizzes] Base your scores on the TGMD2 criteria discussed in class. Score the catch by choosing the best letter (and number) combination __ __ __ from below: Assessment of catching.. is based on Arm, Hand and Ball Catching criteria. Corresponding to these 3 criteria, a TGMD2 score will have 3 digits: example: 0-0-0 . There are several possible combinations. a. 0-0-0 b. 0-1-0 c. 0-0-1 d. 0-2-1 e. 1-0-0

a. 0-0-0

In TGMD2, which object-manipulation skills are tested? a. Kicking, striking, catching, dribbling, throwing, rolling b. Catching, throwing, skipping, gliding, jumping, running c. Walk, hop, slide, gallop, skip and leap d. Hopping, catching, galloping, dribbling, leaping, rolling e. Basketball dribble, baseball strike, bowling roll, soccer kick, volleyball toss, football tackle

a. Kicking, striking, catching, dribbling, throwing, rolling

Which will more likely lessen FEAR (of the ball) in catching? a. Structure a "slower" task: use a soft/slow-moving object (balloon/scarf), throw ball to a distance requiring the performer to run towards the object. b. Consistent practice, assume a disciplined approach, and fear will eventually dissipate c. Any teaching will work, as long as the child wants to learn; teaching is an "art", as long as there is a strategy, fear will lessen. d. Change the individual: train eyes to follow the ball instead of obscuring sight. Use relaxation techniques to "un"-stiffen arms. e. Focus on the performer, release tension, and emphasize a relaxed stance

a. Structure a "slower" task: use a soft/slow-moving object (balloon/scarf), throw ball to a distance requiring the performer to run towards the object.

Object Manipulation skills are considered Fundamental Motor Skills (FMS), which children develop, WHEN? a. from first (1st) year to 7 years old b. from middle-school to highschool c. from mid-growth spurt to peak height velocity d. from pre-school to middle-school e. from infancy to early childhood

a. from first (1st) year to 7 years old

Choose the BEST EXAMPLE of effective "Segmental Disassociation"? a. in a golf drive kick (first stroke in a hole), power comes from hip/trunk rotation, ahead of the arms and club head which lag behind - "bending it"-- to generate maximal velocity b. both agonist and antagonist muscles contract to "stiffen" a golf putter for an accurate attempt to get the ball in the hole c. a pincer-like grip with segmented finger behavior can be made with a two-pronged hook instead of a nonfunctional prosthetic hand d. using a long contralateral step with full body and arm motion will help in dart throwing accuracy e. the hip joint provides the main fulcrum for a combined upward backswing and overhead throwing motion

a. in a golf drive kick (first stroke in a hole), power comes from hip/trunk rotation, ahead of the arms and club head which lag behind - "bending it"-- to generate maximal velocity

The correct description of Visual (hemispheric) neglect syndrome is: __________________ a. intact optic nerve, raw visual signals (not blind) are sensed, but higher visual processing (perception) is damaged b. inadequate skills in catching and throwing, neglecting the non-dominant side: is seen largely among women c. blindness, initially characterized by inattention to the left body/space that spreads to the right d. performance of tasks they can handle, while neglecting those they can't perform: typically infants and young children neglect left-side skills e. damage to the optical nerve predominantly among men

a. intact optic nerve, raw visual signals (not blind) are sensed, but higher visual processing (perception) is damaged

Which behavior contributes the most to skillfulness in throwing a fast ball (objective is speed)? a. long contralateral step b. ipsilateral step c. short contralateral step d. any length of step in the proper direction e. long homolateral step

a. long contralateral step

Which of the following demonstrates "Segmental Differentiation" - crucial for cycling and other balance skills? a.Independent control of the neck segment from lower and upper extremities. b.The orderly and always sequential firing of muscles -- programmed to work together at precisely the same time, all the time. c.The ability to move segements "en block": meaning the arms and legs will move as one block: e.g. all flexion, all extension together. d.Coactivation of all agonist and antagonist muscles. e.Hardwired reflexes that always "turn on" to protect the performer from danger.

a.Independent control of the neck segment from lower and upper extremties.

Which auditory stimuli do infants and elderly (older adults) respond best to? a.Low pitched voices b.High pitched voices c.Mom's voice d.Any significant other e.Middle-range frequencies

a.Low pitched voices

When skills are broken down to the main segments - and behavior is analyzed based on these criteria ... this is approach is _______________. a. Programming approach b. Component approach c. Stage approach d. Cognitive approach e. Gross Motor Development approach

b. Component approach

Teachers, clinicians and coaches who value "variability" will: a. design activities that are completely consistent (reliable) and repeatable - toward perfection b. allow room for individual and unique patterns as long as progress in skill building is evident c. concentrate on precise execution of fundamental skills d. aim towards reducing it to the lowest levels possible for any task or skill to be dependable e. train children at highest levels for multiple sports

b. allow room for individual and unique patterns as long as progress in skill building is evident

Observe the subject in the file. "Throw_B". or copy link: https://www.youtube.com/watch?v=LcDH7ge8Hwk&feature=youtu.be [or Video should have been previously downloaded from Unit #4: Quizzes page.] Score the throw based on TGMD2 Criteria, discussed in class and Module 12 lecture. a. 1-0-0-0 b. 0-0-0-0 c. 1-1-1-0 d. 0-1-0-0 e. 0-0-1-1 f. 0-0-1-2 g. 0-1-0-2

b. 0-0-0-0

Observe the subject [Female] in this video: https://www.youtube.com/watch?v=xKJZ0Qzrxr4 [Same Link provided in the Page: Unit #4: Quizzes] Note: In video the subject uses a glove ... In this case the glove and hand are one. If the ball is caught with the glove only = the same as caught with the hand only. Base your scoring on the TGMD2 criteria discussed in class. Assessment of catching is based on the Arm, Hand and Ball Catching criteria. See the guide on TGMD2_catch_throw.pdf.Corresponding to these 3 criteria, a TGMD2 score will have 3 digits: example: 0-0-0 . There are several possible combinations. Score the catch by choosing the best letter (and number) combination __ __ __ from below: a. 2-2-2 b. 1-1-1 c. 1-2-2 d. 1-2-1 e. 2-1-2

b. 1-1-1

Functional handwriting is important because ... a. The precursor to hand writing is the palmar grasp reflex which never goes away and plays a large role in assessing normality. b. The dynamic tripod associated with handwriting, is used in many tasks for daily living c. All power grip is based on the the handwriting grip d. The pincer grasp matures early in infancy and accomplishes all important fine motor skills, at a very early age. e. Grips determine strength, therefore handwriting is a major determiner of force generation.

b. The dynamic tripod associated with handwriting, is used in many tasks for daily living

Which of the following allow humans to perform skills with spatial and joint accuracy? a. Olfactory neurons b. Vestibular and visual systems, and receptors in muscles and joints c. Occipital lobe and wernicke's area d. Sense of touch and feel e. Visual, auditory and critical thinking areas of the brain

b. Vestibular and visual systems, and receptors in muscles and joints

As important as the vestibular system is, why is it typically left out when discussing sensory systems (i.e. in High School science classes)? a. individuals respond to all forms of exteroceptive stimulation primarily: the vestibular cilia or "hairs" are highly sensitive only to interoceptive stimulus which makes it a subtle organ b. the development of the five dominant senses are dramatic and follow AFTER the vestibular system matures (in neonacy) thus hogging the limelight c. Since they share the same inner ear canal, the auditory system corners all the attention while the vestibular system is taken for granted d. vision and somato-sensory systems demand the most attention among all senses:they provide accurate location of the head and body in space, leaving the vestibular system insignificant e. the little or peripheral contribution by the vestibular system is nominal at best: the "true north" of balance are the fully functional visual and somatosensory systems f. the vestibular system integrates all information from the other significant sensori-motor organs, is constantly hard at work, but hardly draws attention unless there is pain and imbalance.

b. the development of the five dominant senses are dramatic and follow AFTER the vestibular system matures (in neonacy) thus hogging the limelight

Which best describes advanced or mature throwing? a. Single-axial movement at one primary joint b. Blocked rotation: uni-dimensional with all movements occurring in one plane c. Differential rotation of segments, with the appropriate lags and motion in the correct plane d. Sequential and orderly progression e. Synchronous and equal chronology of segment rotation

c. Differential rotation of segments, with the appropriate lags and motion in the correct plane

Which senses contribute to human balance? [Click ALL that apply. Clicking on incorrect choice(s) will result in a deduction(s)] a. Kinetics b. Olfactory c. Somatosensory d. Vestibular e. Vision

c. Somatosensory d. Vestibular e. Vision

Muscles primarily detect quick stretches/contractions and protect joints because of which structure _________________________ ? a. skin sensors b. alpha motor neurons c. gamma neurons in muscle spindles d. golgi tendon organs e. muscles, tendon attachments, and ligaments

c. gamma neurons in muscle spindles

Why are object manipulation skills and fine-motor control important for motor development? a. on a daily basis, humans cannot live without digital tools: therefore using our fingers for phones, tablets and computers are necessary to live a normal life b. infants have clear vision from birth thus the development of all other skills are based on focal vision c. the opposable thumb, and coordination of upper extremities for object manipulation skills is unique to humans: no substitute for this function d. substitutes for the human arm abound; it is the fore front of scientific advancement, thus kinesiologists should know the equipment typically used by the public. e. limited range of motion in the upper limb, unsophisticated spatial awareness, and fearfulness in catching are hallmarks unskilled individuals

c. the opposable thumb, and coordination of upper extremities for object manipulation skills is unique to humans: no substitute for this function

Which VISION type best describes what is needed in neurosurgery, skeet shooting, golf putting, or miniature sculpture? a. saccadic vision b. contralateral vision c. 20/20 visual acuity d. ballistic vision e. peripheral vision

c. 20/20 visual acuity

Which of the following is FALSE about sensation, perception, and motor skillfulness. a. perception and action mutually feedback off of each other b. Fine motor skills typically take a lot longer to recover than gross motor skills. c. Motor neurons develop ahead of sensory neurons. d. At birth, infants have rudimentary reaching, with black and white vision, navigational responses to the location of an object. e. Myotatic stretch reflexes are critical for sensation and motion

c. Motor neurons develop ahead of sensory neurons.

Which of the following is true about the development of sensory systems in children (especially with respect to movement)? a.The visual system is the fastest responder and therefore the most crucial in movement. All other sensory systems are subservient to vision. b.Because the vestibular system is embedded deap in the inner ear it tends to function disjointly from vision and somatosensation. With training and skill, eventually vestibular information goes "online" with the rest of the senses. c.Some elements of the visual and somatosensroy systems mature early, other components late, while the vestibular system takes the longest to develop: but all work together and integrate information between them to produce age-appropriate responses. d.Sensory systems mature at the same time and culminate in full integration around puberty. e.Somatosensation is the most complex among balance senses, thus it tends to process information longer and responds later than the other senses.

c.Some elements of the visual and somatosensroy systems mature early, other components late, while the vestibular system takes the longest to develop: but all work together and integrate information between them to produce age-appropriate responses.

In the continuous flow of sensation and movement what 'information' are exactly "integrated" -- when we say "sensroy-motor integration"? [Click all that apply. Clicking incorrect answers will result in deductions.] a.motor programs and motor memory b.reflex, stimulus, and response information c.feedback from the environment d.Old and new information e.Information from various sensory sources

c.feedback from the environment d.Old and new information e.Information from various sensory sources

From H1-A1-L1 level of "Catching", to the advanced H3-A3-L3, what typically happens is: a. Each stage awaits maturation of all aspects and components of the behavior, before the child could move on to the next stage. b. Generally children transition smoothly to the secondary stage (H2-A2-L2) and eventually reach maturity with their teachers' help. c. Progress will occur naturally toward H3-A3-L3, just give it time. d. Each will carve out his/her own path to skill advancement depending on (child's) physical attributes, environment, and practice tasks. e. A child masters H1 first, graduate to H3, before working on Arms and Legs. Eventually all children get to H3-A3-L3.

d. Each will carve out his/her own path to skill advancement depending on (child's) physical attributes, environment, and practice tasks.

To develop object manipulation skills, which should a good teacher do? a. Teachers simply have to work hard so each child conforms to a specific gold standard; they have to make it fun until they reach that pinnacle. b. Classify learners based on general skill levels .. wherever they fall under, concentrate on teaching to expectation until ALL progress; those who are behind or ahead will follow along. c. Follow an orderly progression for all learners, thus, apply specific set of rules that will work for all skill levels. d. Employ a lot of ways to teach the task: use different -sizes, -texture, -weight of balls, ball flight and trajectories, distances to expose children to a variety of practice conditions e. Have as a first, foremost and CLEAR goal: the development of skills to approximate the "ideal" form.

d. Employ a lot of ways to teach the task: use different -sizes, -texture, -weight of balls, ball flight and trajectories, distances to expose children to a variety of practice conditions

Among the following which contributes the most to remaining upright and balanced? a. Auditory system b. Vestigial c. Peripheral nervous system d. Vision e. Olfactory sensation

d. Vision

In the Held & Hein, (1966) experiment using kittens, the take home message for motor development is .... a. sensory and motor skills be taught to children in the same order it is done in kittens b. perception FIRST affects action, before action can affect perception c. sensory signals are processed, then perception must follow to produce accurate movement d. active-sensing or sensing-while-moving -- maximize performance; passivity nets fewer skills e. active and passive tasks were performed by the same kitten, thus the results were inconclusive

d. active-sensing or sensing-while-moving -- maximize performance; passivity nets fewer skills

Visual (hemispheric) neglect syndrome is a phenomenon: that .... (choose the correct description) a. leads to blindness, initially characterized by inattention to the left body/space that spreads to the right b. infants and young children exhibit, by performing only the tasks they can handle; all others are neglected c. results from damage to the optical nerve among men d. is marked by an intact vision (not blind), but a damaged higher visual processing (perception) e. is seen largely among women, thus their inadequate skills in catching and throwing

d. is marked by an intact vision (not blind), but a damaged higher visual processing (perception)

The TGMD2 is a tool which ______________________ a. increases skills and functional development b. primarily teaches skills to children c. promotes growth and maturation d. scores and assesses performance e. assesses maturation and growth

d. scores and assesses performance

Observe the subject in the video "Catch_B". or cut and paste link: https://www.youtube.com/watch?v=h2GSxKuOdDw [or Video should have previously downloaded from the Quiz Page: Unit #4: Quizzes]. Score the catch based on TGMD2 Criteria: as discussed in Module 12 lecture. Assessment of catching.. is based on Arm, Hand and Ball Catching criteria. A TGMD2 score will have 3 digits: example: 0-0-0 . There are several possible combinations. a. 0-0-1 b. 0-1-2 c. 1-0-0 d. 0-0-0 e. 2-0-0

d. 0-0-0

Observe the THROW performed by the subject in this video: https://www.youtube.com/watch?v=ydCOCPgNe_8 [ copy and paste web address to a new browser window] The same video is shown on Unit#4: Quizzes page: Quiz 11: Throw Video, Young Child. Score the THROW based on TGMD2 Criteria: You must have downloaded TGMD2_catch-throw_score_sheet.pdf.Check the descriptions of: Windup, Hip, Shoulder - Rotation, Weight Transfer, Follow through a. 1-0-1-0 b. 0-1-1-0 c. 1-1-1-0 d. 0-0-0-0 e. 0-0-1-1

d. 0-0-0-0

Observe the subject [Female] in the video: https://www.youtube.com/watch?v=hVSyjAZtYw0 (copy and paste web address to a new browser window): Same link provided on Unit #4: Quizzes page. Quiz 11: Throw video, Female. . Score the THROW based on TGMD2 Criteria: You must have downloaded TGMD2_catch-throw_score_sheet.pdf.Check the descriptions of: Windup, Hip, Shoulder - Rotation, Weight Transfer, Follow through a. 1-0-1-0 b. 0-1-1-1 c. 1-1-1-0 d. 0-0-0-0 e. 0-0-1-1 f. 1-2-1-1 g. 1-1-2-1

d. 0-0-0-0

At what age can or should you "safely allow" children (meaning they have the necessary skills)*** to independently ride bikes on regular streets? When can you begin trusting them to travel safely from one location to another? (riding on neighborhood cul de sacs does not count) a.Pre-school (5-6yrs) b.Only when they reach teenage (14-16) years c.Towards adulthood (18 years and above) d.Middle School (11-13 yrs) e.Elementary (7-10 yrs)

d.Middle School (11-13 yrs)

Which below will worsen FEAR in catching a ball? a. Use a soft/slow-moving object (balloon/scarf). b. Signal the direction of the throw, use a slow speed, and aim at a manageable distance away from the person. c. Let the catcher run and position to the direction of the throw; let them stabilize first (plant) then encourage the motion to catch. d. Throw the ball indirectly, practice tracking the ball with the eyes alone without forcing the catch right away. e. Emphasize success and strict compliance to form --the gold standard.

e. Emphasize success and strict compliance to form --the gold standard.

Which behavior is the most IMMATURE in throwing performance? a. Ipsilateral leg movement b. Short contralateral step c. Delayed segmental lags d. Humeral alignment with shoulder, long homolateral step e. No step or rotation about humerus or forearm f. Short homolateral step, upward arm swing g. Minimal follow though with arm, wrist action upon release of the ball h. Circular downward backward arm preparatory movement

e. No step or rotation about humerus or forearm

The fingers NOT involved in the dynamic tripod are: a. Index, thumb, middle-finger b. Thumb & index finger c. Middle-, ring-finger, thumb d. Thumb, middle-finger, pinky e. Ring, Pinky fingers

e. Ring, Pinky fingers

The sensory stimuli that will elicit the FASTEST response is... a. Audition b. Any means - all sensory signals are processed with the same velocity c. Vision d. Both visual and audition e. Skin or touch

e. Skin or touch

To conduct the Test of Gross Motor Development (2nd edition), which of the following is a correct step in the protocol? a. Each component will be rated 1 to 5, and an overall score will be totaled. b. Each child will be rated Novice (1) -Intermediate (2) -Advanced (3), based on a totality of their performance. c. A total score for each child will be based on a 0-100% scale. d. For each skill (e.g. catch), a total score of 1 or 0, summarizes the whole performance. e. The set of criteria for each skill will be outlined; for each criterion, the score will either be a one or a zero.

e. The set of criteria for each skill will be outlined; for each criterion, the score will either be a one or a zero.

Which of the following best describes why bicycle skills are a good platform to demonstrate motor development and segmental differentiation? a. Safe bike riding leads to safe and good car driving skills which are useful for the lifespan. b. Bicycles are perfect Christmas presents (toys) guaranteeing a right of passage and an active lifestyle for the rest of the lifespan. c. Cycling skills are the best examples of "procedural" learning - meaning skills that are based on muscle memory and skills one never forgets. d. Bicycle riding is a signature skill of early childhood: it signifies, frivolity, independence, fun, maturation into puberty and freedom from adult supervision. e. Visual, proprioceptive, vestibular systems participate in developing balance, skillful motion, de-coupling or disassociating movement of one segment from another f. Bicycle skills are the best examples of the stage approach: clear profiles of the novice, intermediate and advanced performers are evident in children of all ages.

e. Visual, proprioceptive, vestibular systems participate in developing balance, skillful motion, de-coupling or disassociating movement of one segment from another

Segmental disassociation (or differentiation) in throwing is best demonstrated by: a. an upward backward preparatory back swing along the sagittal plane, short-step of the contralateral leg, then all out motion of the throwing arm, crossing body midline during the follow-through b. pointing of the non-throwing hand in the direction of the target, while the throwing arm swings up and back in preparation for the throw c. the long ipsilateral step along with some delay of the upper body segments, starting particularly with the torso, followed by the humerus, forearm and wrist d. synchronous motion of all joints at one (1) pivotal axis e. after windup, trunk/hip rotate (transverse axis) "leaving behind" the humerus, forearm, and hand/wrist to lag, as the opposite leg steps

e. after windup, trunk/hip rotate (transverse axis) "leaving behind" the humerus, forearm, and hand/wrist to lag, as the opposite leg steps

To achieve skillfulness within a SHORT period of training children (5-7 years), -- a teacher should _______________ a. explain scientific and physical (basis) laws that govern motion, for example, momentum, gravity etc. b. adapt a cognitive approach: make the child understand fully the what, why, and how of movement. c. structure practice so it involves high repetition of the ideal standard. d. shape the child (mover): concentrate on their structure (weight, height etc), speed, cognition -- before exploring the movement e. structure the "task", "environment" or both -- to change behavior (Newell model)

e. structure the "task", "environment" or both -- to change behavior (Newell model)

All of the following refer to the term vestibular system/canal EXCEPT: (choose the exception) a. the 'balance' structure housed in the inner ear and its connections to the cerebral cortex (cerebellum) b. utricle and saccule that help determine limb position and head acceleration c. canals oriented to planes of motion, utricle and saccule d. neuronal connections from balance structures (canals) that to the cortex (brain) and help determine body's orientation relative to gravity e. structures in the inner ear including the vestibules, tympanic membrane, and the cochlea

e. structures in the inner ear including the vestibules, tympanic membrane, and the cochlea

All of the following demonstrate skillfulness -- therefore, segmental disassociation (or differentiation) in throwing EXCEPT: a. pointing of the non-throwing hand in the direction of the target, while the throwing arm swings down and back in preparation for the throw b. opposite leg stepping, rotation of the trunk/hip on transverse axis ahead of the humerus, create cascading lags of the upper limb segments (humerus, forearm, hand/wrist etc) c. long contralateral step initiates forward motion followed by some delay of the HAT segments (head, arms and trunk) d. downward backward preparatory back swing along the sagittal plane, just behind a step into the throw with the opposite leg, crossing body midline during the follow-through e. synchronous motion of all joints about one (1) pivotal axis

e. synchronous motion of all joints about one (1) pivotal axis

Observe the subject in the video "Catch_A" [click or copy url https://www.youtube.com/watch?v=2UhO93yoT9E] [Or video previously downloaded from the Quiz Page: Unit #4: Quizzes]. Assessment of catching is based on the Arm, Hand and Ball Catching criteria. See the guide on TGMD2_catch_throw.pdf. Corresponding to these 3 criteria, a TGMD2 score will have 3 digits: example: 0-0-0 . There are several possible combinations. Score the catch by choosing the best letter (and number) combination __ __ __ from below: a. 0-1-0 b. 0-1-2 c. 0-0-1 d. 1-0-0 e. 0-0-0

e. 0-0-0

Observe the subject in the file. "Throw_A". or copy paste the link: https://www.youtube.com/watch?v=rU29lG8R7Ew&feature=youtu.be [or Video should have been previously downloaded from Unit #4: Quizzes page.]. Score the throw based on TGMD2 Criteria, discussed in class and Module 12 lecture.You must have downloaded TGMD2_catch-throw_score_sheet.pdf. Check the descriptions of: Windup, Hip, Shoulder - Rotation, Weight Transfer, Follow through a. 1-1-0-0 b. 0-1-1-0 c. 1-1-1-0 d. 2-1-1-0 e. 0-0-0-0 f. 0-0-0-1 g. 1-0-0-0

e. 0-0-0-0

Observe the subject in the video "Catch_C". [ or paste the link https://www.youtube.com/watch?v=7J2OoI8rzTg] [or Video should have been previously downloaded from the Quiz Page: Unit #4: Quizzes]. Score the catch based on TGMD2 Criteria as discussed in class and Module 12 lecture: Example: Assessment of catching.. is based on Arm, Hand and Ball Catching criteria. The multiple choice options show you different combinations of scores for these components.Thus, a TGMD2 score will have 3 digits: example: 0-0-0 . There are several possible combinations. a. 2-1-2 b. 1-1-2 c. 2-2-1 d. 2-2-2 e. 1-1-1

e. 1-1-1

Which object-manipulation skill use the legs and are tested using the TGMD2? a. hopping, leaping, skipping, gliding, jumping, running b. Hopping, dribbling c. Dribbling d. Kicking e. Kicking, dribbling

not e or d or a