HEE 302 Chapters 1-7 True and False
Inclusion is NOT a responsibility of physical education teachers (ch7)
False
The health status of Americans has improved by 35% since WWI (ch1)
False
The responsibility of a school system does NOT include providing a quality education for all students. (ch7)
False
Utilizing a "universal design" for successful inclusion means portions of the learning environment are created to support the learning environment for individuals with unique needs (ch7)
False
preinstructional decisions are not as important as the content of the lesson (ch3)
False
An IEP must be developed by a committee (ch7)
True
It is unfair for a physical education teacher to provide physical assistance to a student with unique needs. (ch7)
True
Mainstreaming refers to educating students with and without disabilities in a regular education setting (ch7)
True
Many teachers unknowingly use the Premack principle (1965) to motivate students (ch6)
True
PL94-142 states that schools must locate, identify, and evaluate all students who might have a disability (ch7)
True
Physical education is the only content area specifically mentioned in PL 94-142 (ch7)
True
Physical educators and special education specialists must work together when a student is ready for placement (ch7)
True
The kaiser Family Foundation (2003) found that children 8-14 years old watched an average of 3.25 hours of television a day (ch1)
True
training programs designed for soldiers during World War I emphasized games and sports and proved more effective than strict calisthenics (ch1)
True
A delayed punishment is more effective than one delivered immediately after the misbehavior (ch6)
false
Affective outcomes for physical education include knowledge and comprehension of skill performance (ch5)
false
Balancing and twisting are examples of locomotor skills (ch1)
false
Discipline is defined as organizing and controlling the affairs of a class (ch6)
false
During the screening and assessment process, referrals to the Committee on Special Education must come from a teacher (ch7)
false
It is unreasonable to expect students to behave (ch6)
false
Parents have no influence on the activity interests and habits of their children (ch4)
false
Placing students in time-out is never acceptable (ch6)
false
Punishing a class as well as those students who misbehave is an appropriate technique (ch6)
false
The primary focus of the curriculum is promoting physical fitness and applying motor skills (ch4)
false
The scope of the program defines the skills and activities to be covered on a year-to-year basis (ch4)
false
Using a variety of signals to start and stop the class is an effective approach to managing students (ch6)
false
adding the amount of time children watch DVDs, use computers, or play video games to the time spent watching TV shows a decrease in overall sedentary time (ch1)
false
children are economical in running and walking (ch2)
false
dominating and appeasing are effective means for resolving conflicts (ch6)
false
mastery learning is well suited for students with disabilities (ch3)
false
movement education offers an opportunity for diversity of movement through creative instructional methods and allows students of all ability levels to succeed (ch1)
false
the cognitive domain develops feelings, attitudes, and values (ch4)
false
the inquiry style does NOT use a combination of questions, problems, examples and learning activities (ch3)
false
the rate of ossification gives an accurate indication of a child's rate of maturation (ch2)
false
most individuals have a 40-60 split between fast and slow twitch muscle fiber (ch2)
false (50-50)
There are seven levels in psychomotor taxonomy and progresses according to developmental levels of learners (ch4)
false (III)
Generally, the most effective method for distributing individual equipment is to place it in a central place such as the corner of the room (ch3)
false (around the perimeter)
Children exercising at a certain workload perceive the activity to be more intense than do adults working at a similar level (ch2)
false (easier)
the task style of teaching is the most teacher-controlled approach (ch3)
false (hands off)
children appear to adjust to hear more quickly than adults(ch2)
false (less)
the convergent guided discovery teaching style allows for multiple responses to the question (ch3)
false (one predetermined response)
youngsters demonstrate a slow recovery rate after strenuous exercise (ch2)
false (rapid)
Short legs in relation to K-2 students' upper bodies makes them "bottom heavy" (ch2)
false (top)
The learning and development of motor skills varies little among children of similar chronological age (ch3)
false (widely)
placing equipment in a box or pile is an effective means of distribution (ch6)
flase
A basic requisite to a well-managed class is the ability of the teacher to model behavior desired from the students (ch6)
true
Although each child's timing is unique, children do follow a general growth pattern (ch2)
true
An important step in creating a quality program is reviewing a monitoring the scope, sequence, and balance of the curriculum (ch4)
true
Behavior games should be structured so that any student or squad is able to win the game (ch6)
true
Content standards are the framework of a program; they offer focus, direction, and continuity to instruction (ch1)
true
Differential reinforcement is used to increase the incidence of desired behavior (ch6)
true
Federal law states that an Individualized Education Program (IEP) must be written for every child receiving special education and related services (ch7)
true
Free exploration is the most child-centered style of teaching (ch3)
true
Fun or teacher enjoyment is the major criterion when selecting activities for the curriculum (ch4)
true
Gross motor movements such as running, skipping, and galloping are learned before the acquisition of fine motor skills such as catching, hitting a pitched ball, and jumping for distance (ch3)
true
Instruction should be personalized even though most instruction is conducted in a group (ch5)
true
Most students feel uncomfortable if they perceive that you want to be "one of them"(ch6)
true
Nearly 1/3 of U.S. elementary school students say they are frequently bullied at school (ch6)
true
Often the benefits of cooperation outweigh the gains from peer competition (ch4)
true
Physical education is an instructional program that gives attention to all learning domains: psychomotor, cognitive, and affective (ch1)
true
Placing activities in developmental levels offers activities that are appropriate for all youngsters (ch4)
true
Removing something positive can be an effective technique when students misbehave (ch6)
true
Rules are general guidelines for acceptable behavior rather than negative statements telling students what they cannot do (ch6)
true
Skill progression involves moving the learning process through ordered steps from the least challenging to the most challenging (ch3)
true
Teacher criticism is effective when used sparingly (ch6)
true
Teachers can use a variety of questions to seek answers when working with cultural and diverse groups (ch5)
true
The PACER is a recommended alternative to the mile run (ch2)
true
The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity) (ch4)
true
The direct style of teaching is an effective strategy for teaching physical skills (ch3)
true
The focus of the cognitive domain for physical education is knowing rules, health information, and safety procedures (ch4)
true
The initial step in curriculum design is defining a philosophy of physical education (ch4)
true
The physical activity and fitness part of a lesson is designed to teach youngsters the type and amount of activity necessary to maintain a healthy lifestyle (ch3)
true
The physical education curriculum helps youngsters develop lifelong physical activity habits (ch4)
true
The thrust of segregated programs is to establish a level of skill and social proficiency that eventually enables youngsters to be transferred to a less restriced learning environment (ch7)
true
Using different teaching styles often improves the environment for students and teachers (ch3)
true
When giving instruction, it is important to keep in mind that in a series of points, most learners remember the first and the last points (ch5)
true
Whistle mixer is an effective technique for getting students into small groups (ch6)
true
a characteristic of introductory activities is that they engage in immediate activity when they enter the gym (ch3)
true
a child's somatotype affects the quality of his or her motor performance (ch2)
true
a period of silence can be an effective, it allows students time to internalize and digest information (ch5)
true
a stable base is necessary when a person applies force to a projectile or absorbs force (ch3)
true
active children tend to become active adults (ch1)
true
children whose chronological age is beyond their skeletal age are said to be early (or fast) maturers (ch2)
true
dropping out of physical education usually occurs in middle and high school (ch2)
true
lack of efficient movement causes youngsters to generate more metabolic heat than adults (ch2)
true
locomotor, nonlocomotor, and manipulative skills are all fundamental motor skills (ch1)
true
movement education became popular in the United States as a revolt against structured fitness programs (ch1)
true
offering a wide spectrum of developmentally appropriate activities helps ensure that youngsters will be successful regardless of their maturity (ch2)
true
physical education is the only place in the total school curriculum where instruction is focused on teaching motor skills (ch1)
true
physical maturity is usually measured by comparing chronological age with skeletal age (ch2)
true
planning is a critical part of teaching that ensures the implementation of a quality lesson (ch3)
true
positive general feedback such as "nice job" and "much better" when used habitually, contain little value content to the student (ch5)
true
the most basic and important management skill is being able to start and stop a class (ch6)
true
the support of school administrators has a significant impact on the curriculum (ch4)
true
there is no difference in lower body strength between boys and girls when height is adjusted (ch2)
true
