MTTC Physical Education Exam
Questions With Verified Answers 100%
Physical education students who are learning a new motor skill benefit from observing
the skill modeled by the teacher and students who are competent in the skill. In which of
the following ways can the teacher optimize observational learning to promote students'
development of a new motor skill?
A) by providing students with generalized praise frequently during their initial attempts at
performing 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 it 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 - Answer- C) by providing immediate
opportunities for students to practice the skill after it is demonstrated
Which of the following skills is typically acquired last during fundamental locomotor skill
development in children?
A) sliding
B) skipping
C) hopping
D) galloping - Answer- B) skipping
Which of the following actions demonstrated by a student who is catching a foam ball
most resembles an immature motor pattern?
A) keeping the eyes on the ball during the ball's approach
B) taking one step toward the thrower as the ball is thrown
C) keeping the elbows tucked and cradling the ball against the body
D) extending the arms and hands to meet the ball - Answer- C) keeping the elbows
tucked and cradling the ball against the body
Which of the following statements accurately explains how children's growth and
development typically influences their ability to improve motor performance?
A) Improvements in motor performance are mostly due to the innate development of
flexibility as children grow and mature.
B) Improvements in motor performance result largely from practice and occur variably in
individual children depending on experience, heredity, and 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 on pace with physical development; as
children's bodies mature, their motor performance improves, regardless of other factors.
- Answer- B) Improvements in motor performance result largely from practice and occur
variably in individual children depending on experience, heredity, and learning
opportunities.
During a rhythmic skills unit, a 12-year-old student who has been successfully executing
a series of rolls and stunts begins to have difficulty performing the movement sequence.
Which of the following possible explanations for this change should be considered first?
A) The student may be over-practicing the movement sequence.
B) The student may have not completed the final stage of gross motor development.
C) The student may be experiencing a physical growth spurt.
D) The student may no longer feel a sense of accomplishment performing the
sequence. - Answer- C) The student may be experiencing a physical growth spurt.
An elementary physical education teacher is aware that students learning new motor
skills often exhibit quick gains in skill proficiency, as well as inconsistent performance.
During initial instruction, the teacher provides plenty of verbal guidance and uses
various instructional strategies such as slow-motion drills, augmented feedback, and
video analysis, to help students acquire new skills. This is a particularly useful approach
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 that they get
the information, guidance, and time needed to establish the 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 - Answer- B) when students are in the
cognitive stage of motor learning, it is essential that they get the information, guidance,
and time needed to establish the fundamentals of movement.
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. -
Answer- D) where their bodies move in terms of direction, levels, pathways, and
extensions.
At an activity station in an elementary school physical education class, there are two
thick mats, three low benches, two large foam blocks, and a low balance beam.
, Students pair up to complete the station activity. A challenge poster asks students,
"How many different ways can you move over, under, around, or across the
equipment?" This activity is most appropriate for promoting students' exploration of:
A) awareness of direction and relationships with objects.
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. - Answer- A) awareness of
direction and relationships with objects.
In an elementary school physical education class, the teacher challenges students to
walk, jog, or run through a zigzag course marked by floor tape and cones. At the end of
the course, poly spots mark a long S-curve course that students are challenged to travel
along, using any movement pattern they wish. This activity is most likely designed to
promote students' use of:
A) nonlocomotor and dodging and fleeing skills while evading others.
B) dynamic balance skills while traveling at different levels.
C) locomotor and agility skills while traveling along different pathways.
D) rhythmic skills to move in general space in a group setting. - Answer- C) locomotor
and agility skills while traveling along different pathways.
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. - Answer- C) is performed only in personal
space.
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
- Answer- A) accelerating to near-maximum velocity in the run-up
Which of the following actions is an essential element of a successful underhand throw?
A) turning the nonthrowing side of the body toward the target to begin the throw
B) releasing the ball or object above the waist
C) swinging the throwing arm back to at least waist level to begin the throw
Questions With Verified Answers 100%
Physical education students who are learning a new motor skill benefit from observing
the skill modeled by the teacher and students who are competent in the skill. In which of
the following ways can the teacher optimize observational learning to promote students'
development of a new motor skill?
A) by providing students with generalized praise frequently during their initial attempts at
performing 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 it 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 - Answer- C) by providing immediate
opportunities for students to practice the skill after it is demonstrated
Which of the following skills is typically acquired last during fundamental locomotor skill
development in children?
A) sliding
B) skipping
C) hopping
D) galloping - Answer- B) skipping
Which of the following actions demonstrated by a student who is catching a foam ball
most resembles an immature motor pattern?
A) keeping the eyes on the ball during the ball's approach
B) taking one step toward the thrower as the ball is thrown
C) keeping the elbows tucked and cradling the ball against the body
D) extending the arms and hands to meet the ball - Answer- C) keeping the elbows
tucked and cradling the ball against the body
Which of the following statements accurately explains how children's growth and
development typically influences their ability to improve motor performance?
A) Improvements in motor performance are mostly due to the innate development of
flexibility as children grow and mature.
B) Improvements in motor performance result largely from practice and occur variably in
individual children depending on experience, heredity, and 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 on pace with physical development; as
children's bodies mature, their motor performance improves, regardless of other factors.
- Answer- B) Improvements in motor performance result largely from practice and occur
variably in individual children depending on experience, heredity, and learning
opportunities.
During a rhythmic skills unit, a 12-year-old student who has been successfully executing
a series of rolls and stunts begins to have difficulty performing the movement sequence.
Which of the following possible explanations for this change should be considered first?
A) The student may be over-practicing the movement sequence.
B) The student may have not completed the final stage of gross motor development.
C) The student may be experiencing a physical growth spurt.
D) The student may no longer feel a sense of accomplishment performing the
sequence. - Answer- C) The student may be experiencing a physical growth spurt.
An elementary physical education teacher is aware that students learning new motor
skills often exhibit quick gains in skill proficiency, as well as inconsistent performance.
During initial instruction, the teacher provides plenty of verbal guidance and uses
various instructional strategies such as slow-motion drills, augmented feedback, and
video analysis, to help students acquire new skills. This is a particularly useful approach
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 that they get
the information, guidance, and time needed to establish the 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 - Answer- B) when students are in the
cognitive stage of motor learning, it is essential that they get the information, guidance,
and time needed to establish the fundamentals of movement.
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. -
Answer- D) where their bodies move in terms of direction, levels, pathways, and
extensions.
At an activity station in an elementary school physical education class, there are two
thick mats, three low benches, two large foam blocks, and a low balance beam.
, Students pair up to complete the station activity. A challenge poster asks students,
"How many different ways can you move over, under, around, or across the
equipment?" This activity is most appropriate for promoting students' exploration of:
A) awareness of direction and relationships with objects.
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. - Answer- A) awareness of
direction and relationships with objects.
In an elementary school physical education class, the teacher challenges students to
walk, jog, or run through a zigzag course marked by floor tape and cones. At the end of
the course, poly spots mark a long S-curve course that students are challenged to travel
along, using any movement pattern they wish. This activity is most likely designed to
promote students' use of:
A) nonlocomotor and dodging and fleeing skills while evading others.
B) dynamic balance skills while traveling at different levels.
C) locomotor and agility skills while traveling along different pathways.
D) rhythmic skills to move in general space in a group setting. - Answer- C) locomotor
and agility skills while traveling along different pathways.
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. - Answer- C) is performed only in personal
space.
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
- Answer- A) accelerating to near-maximum velocity in the run-up
Which of the following actions is an essential element of a successful underhand throw?
A) turning the nonthrowing side of the body toward the target to begin the throw
B) releasing the ball or object above the waist
C) swinging the throwing arm back to at least waist level to begin the throw
