PERP MAXE · EP ECTF
★
FL ★ Florida Teacher Certification Examinations
DOE Florida Department of Education — Bureau of Educator Certification
EST. 1870
D E M O N S T R AT I N G K N O W L E D G E F O R F L O R I D A' S F U T U R E E D U C AT O R S
FTCE Physical Education Exam — Evaluation Methods, Fitness Principles &
Pedagogy
CO G N I T I V E , PSYC H O M OTO R & A F F E CT I V E D O M A I N S — A SS E SS M E N T TO O LS — E X E R C I S E P H YS I O LO G Y — S P O RT
RULES
INSTITUTION Florida Department of Education — FTCE PROGRAM Teacher Certification — Physical Education K-12
COURSE CODE FTCE PE K-12 (Exam 063) COURSE TITLE Physical Education K-12 Subject Area Examination
ACADEMIC YEAR EXAM TITLE FTCE Physical Education Exam — Evaluation
Methods, Fitness Principles & Pedagogy
TOTAL QUESTIONS 120 Questions FORMAT Multiple Choice — Select the Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless otherwise instructed.
▸ Content spans evaluation methods, cognitive/psychomotor/affective domains, fitness principles, sport rules, and pedagogical strategies.
▸ Questions reflect the FTCE Physical Education K-12 Subject Area Examination (Exam 063) content domains.
▸ Correct answers and detailed rationales appear below each question for comprehensive test preparation.
▸ Questions have been randomized to promote active recall and simulate authentic testing conditions.
SECTION I — FTCE PHYSICAL EDUCATION COMPREHENSIVE PRACTICE
Questions 1 – 120
EXAMINATION
1. Standardized tests are defined as:
A. Tests developed personally by the teacher for classroom use
B. Scientifically constructed tests with established validity and reliability
C. Tests that compare an individual's score to a predetermined standard
D. Tests requiring written paragraph responses to assess organization
CORRECT ANSWER B — Scientifically constructed tests with established validity and reliability
RATIONALE Standardized tests are developed through rigorous scientific processes to ensure validity (measuring what they
claim to measure) and reliability (producing consistent results across administrations). They include established
administration protocols, scoring procedures, and norming data. Teacher-made tests (option A) are developed
individually without standardized psychometric properties. Criterion-referenced tests (option C) compare to a
standard. Essay tests (option D) assess organizational writing ability.
,2. The Harrocks Prosocial Behavior Inventory (HPBBI) measures:
A. High school students' prosocial behaviors in physical education classes
B. Prosocial play behavior of 5th and 6th graders in recreational play
C. Student personality and character traits
D. Congruity of a student within a group and yearly development
CORRECT ANSWER B — Prosocial play behavior of 5th and 6th graders in recreational play
RATIONALE The HPBBI is specifically designed to assess prosocial play behaviors among 5th and 6th grade students during
recreational activities — measuring cooperation, sharing, and positive social interaction. The Adams Prosocial
Inventory (option A) targets high school students in PE settings. The Blanchard Behavior Rating Scale (option C)
measures personality and character. The Cowell Personal Distance Scale (option D) measures group congruity and
social development over time. Knowing which instrument matches which population and purpose is essential for
appropriate assessment selection.
3. The specificity principle of fitness training states that:
A. Once the body adapts to original load, no further improvement occurs without additional load
B. All fitness gains are lost with discontinuance of a training program
C. To improve a particular fitness component, you must isolate and specifically work on that single component
D. Training should always progress from low to high intensity regardless of the fitness component
CORRECT ANSWER C — To improve a particular fitness component, you must isolate and specifically work on that single
component
RATIONALE The specificity principle states that training adaptations are specific to the system, muscle group, and movement
pattern being trained. To improve cardiorespiratory endurance, one must engage in aerobic activities; to develop
flexibility, one must stretch. Option A describes the progression principle (overload). Option B describes the
reversibility principle. Option D describes a general progression concept but not specificity. Specificity is why
swimmers must swim and runners must run to optimize performance in their respective sports.
4. The Cooper formula for target heart rate zone is:
A. THR = (220 - AGE) × 0.50 to (220 - AGE) × 0.70
B. THR = (220 - AGE) × 0.60 to (220 - AGE) × 0.80
C. THR = (200 - AGE) × 0.65 to (200 - AGE) × 0.85
D. THR = (210 - AGE) × 0.55 to (210 - AGE) × 0.75
CORRECT ANSWER B — THR = (220 - AGE) × 0.60 to (220 - AGE) × 0.80
RATIONALE The Cooper formula is the most commonly used target heart rate calculation among physical educators. It
establishes the aerobic training zone between 60% and 80% of age-predicted maximum heart rate (220 minus
age). Exercise below 60% provides minimal cardiovascular benefit; above 80% approaches anaerobic threshold.
Students learn to monitor their heart rate during activity and adjust intensity to stay within their calculated target
zone for optimal cardiorespiratory conditioning.
,5. The Toulmin Elementary Physical Education Attitude Scale (TEPEAS) measures:
A. Attitudes of high school students toward instructional processes
B. Attitudes toward the physical education program of elementary school students
C. Motives of competition in sports including achievement and power
D. Commitment to physical activity in adult populations
CORRECT ANSWER B — Attitudes toward the physical education program of elementary school students
RATIONALE TEPEAS is specifically designed to assess elementary school students' attitudes toward their physical education
program — evaluating enjoyment, perceived value, and engagement. The SAI-IPSPE (option A) targets secondary
students' attitudes toward instructional processes. The Willis Sports Attitudes Inventory (option C) measures
competitive motives. CATPA (Children's Attitudes Toward Physical Activity-Revised) measures significance placed
on activity rather than program-specific attitudes. Assessment selection must match the developmental level and
measurement purpose.
6. The AAHPERD Youth Fitness Test measures:
A. Motor educability
B. Motor capacity
C. Physical capacity
D. Motor ability and motor efficiency
CORRECT ANSWER B — Motor capacity
RATIONALE The AAHPERD Youth Fitness Test was designed to measure motor capacity — the innate potential for physical
performance — in school-age children. It assesses components including strength, speed, agility, and endurance.
The Iowa Brace Test (option A) measures motor educability (ability to learn new motor skills). The AAHPERD Health
Related Physical Fitness Test (option C) measures physical capacity related to health. McCloy's General Motor
Ability and Capacity Test (option D) measures both motor ability and efficiency.
7. Criterion-referenced tests interpret scores by:
A. Comparing an individual's score to the scores of others in a norm group
B. Comparing an individual's score to a predetermined standard or benchmark
C. Evaluating the logical organization of written paragraphs
D. Using true/false and multiple-choice formats exclusively
CORRECT ANSWER B — Comparing an individual's score to a predetermined standard or benchmark
RATIONALE Criterion-referenced assessment evaluates performance against an established standard or criterion (e.g., "can
demonstrate a mature overhand throwing pattern with three of five critical elements") rather than comparing to
peer performance. FITNESSGRAM™ is criterion-referenced — comparing results to health fitness zones. Norm-
referenced tests (option A) compare individuals to peer groups using percentiles. Essay tests (option C) and
objective tests (option D) are assessment formats, not scoring interpretation methods.
, 8. The reversibility-of-training principle states that:
A. Training must specifically target the desired fitness component
B. Additional overload is required for continued improvement after adaptation
C. All gains in fitness are lost with the discontinuance of a training program
D. Exercise intensity should remain constant throughout a training program
CORRECT ANSWER C — All gains in fitness are lost with the discontinuance of a training program
RATIONALE The reversibility principle ("use it or lose it") states that training adaptations are transient — when training stops,
the body reverts toward its pre-training state. Cardiovascular fitness declines within weeks; muscular strength and
endurance diminish more gradually. This principle is critical for physical educators to emphasize: fitness is not a
permanent achievement but requires ongoing maintenance through regular physical activity. Option A describes
specificity, and option B describes the progression (overload) principle.
9. The Sport Competition Anxiety Test measures:
A. Behaviors of achievement and competition during exercising and sports
B. Anxiety toward competition via one's perception of the competition as threatening or nonthreatening
C. Motives of competition including achievement, power, success, and avoiding failure
D. Level of stress according to stress indicators
CORRECT ANSWER B — Anxiety toward competition via one's perception of the competition as threatening or nonthreatening
RATIONALE The Sport Competition Anxiety Test (SCAT) measures competitive trait anxiety — an individual's tendency to
perceive competitive situations as threatening and to respond with heightened anxiety. It assesses the
predisposition rather than momentary state anxiety. The Sport Orientation Questionnaire (option A) measures
achievement and competitive behaviors. The Willis Sports Attitudes Inventory (option C) measures competitive
motives. The Miller and Allen instrument (option D) measures general stress levels.
10. The inclusion style of teaching is characterized by:
A. The teacher making all decisions and controlling all activities
B. Pairs of students interacting and learning from each other through observation
C. All students participating in the same task regardless of skill level, with students choosing how to best practice and
develop their skills
D. The teacher rewarding students for the completion of tasks
CORRECT ANSWER C — All students participating in the same task regardless of skill level, with students choosing how to best
practice and develop their skills
RATIONALE The inclusion style (Mosston's spectrum) provides multiple levels of difficulty within the same task, allowing all
students to participate at an appropriately challenging level. Students self-select their entry point and progress at
their own pace — for example, choosing target size and throwing distance that matches their ability. Option A
describes the command style. Option B describes the reciprocal style. Option D describes the
contingency/contract style. The inclusion style promotes autonomy, self-assessment, and differentiated learning.
★
FL ★ Florida Teacher Certification Examinations
DOE Florida Department of Education — Bureau of Educator Certification
EST. 1870
D E M O N S T R AT I N G K N O W L E D G E F O R F L O R I D A' S F U T U R E E D U C AT O R S
FTCE Physical Education Exam — Evaluation Methods, Fitness Principles &
Pedagogy
CO G N I T I V E , PSYC H O M OTO R & A F F E CT I V E D O M A I N S — A SS E SS M E N T TO O LS — E X E R C I S E P H YS I O LO G Y — S P O RT
RULES
INSTITUTION Florida Department of Education — FTCE PROGRAM Teacher Certification — Physical Education K-12
COURSE CODE FTCE PE K-12 (Exam 063) COURSE TITLE Physical Education K-12 Subject Area Examination
ACADEMIC YEAR EXAM TITLE FTCE Physical Education Exam — Evaluation
Methods, Fitness Principles & Pedagogy
TOTAL QUESTIONS 120 Questions FORMAT Multiple Choice — Select the Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless otherwise instructed.
▸ Content spans evaluation methods, cognitive/psychomotor/affective domains, fitness principles, sport rules, and pedagogical strategies.
▸ Questions reflect the FTCE Physical Education K-12 Subject Area Examination (Exam 063) content domains.
▸ Correct answers and detailed rationales appear below each question for comprehensive test preparation.
▸ Questions have been randomized to promote active recall and simulate authentic testing conditions.
SECTION I — FTCE PHYSICAL EDUCATION COMPREHENSIVE PRACTICE
Questions 1 – 120
EXAMINATION
1. Standardized tests are defined as:
A. Tests developed personally by the teacher for classroom use
B. Scientifically constructed tests with established validity and reliability
C. Tests that compare an individual's score to a predetermined standard
D. Tests requiring written paragraph responses to assess organization
CORRECT ANSWER B — Scientifically constructed tests with established validity and reliability
RATIONALE Standardized tests are developed through rigorous scientific processes to ensure validity (measuring what they
claim to measure) and reliability (producing consistent results across administrations). They include established
administration protocols, scoring procedures, and norming data. Teacher-made tests (option A) are developed
individually without standardized psychometric properties. Criterion-referenced tests (option C) compare to a
standard. Essay tests (option D) assess organizational writing ability.
,2. The Harrocks Prosocial Behavior Inventory (HPBBI) measures:
A. High school students' prosocial behaviors in physical education classes
B. Prosocial play behavior of 5th and 6th graders in recreational play
C. Student personality and character traits
D. Congruity of a student within a group and yearly development
CORRECT ANSWER B — Prosocial play behavior of 5th and 6th graders in recreational play
RATIONALE The HPBBI is specifically designed to assess prosocial play behaviors among 5th and 6th grade students during
recreational activities — measuring cooperation, sharing, and positive social interaction. The Adams Prosocial
Inventory (option A) targets high school students in PE settings. The Blanchard Behavior Rating Scale (option C)
measures personality and character. The Cowell Personal Distance Scale (option D) measures group congruity and
social development over time. Knowing which instrument matches which population and purpose is essential for
appropriate assessment selection.
3. The specificity principle of fitness training states that:
A. Once the body adapts to original load, no further improvement occurs without additional load
B. All fitness gains are lost with discontinuance of a training program
C. To improve a particular fitness component, you must isolate and specifically work on that single component
D. Training should always progress from low to high intensity regardless of the fitness component
CORRECT ANSWER C — To improve a particular fitness component, you must isolate and specifically work on that single
component
RATIONALE The specificity principle states that training adaptations are specific to the system, muscle group, and movement
pattern being trained. To improve cardiorespiratory endurance, one must engage in aerobic activities; to develop
flexibility, one must stretch. Option A describes the progression principle (overload). Option B describes the
reversibility principle. Option D describes a general progression concept but not specificity. Specificity is why
swimmers must swim and runners must run to optimize performance in their respective sports.
4. The Cooper formula for target heart rate zone is:
A. THR = (220 - AGE) × 0.50 to (220 - AGE) × 0.70
B. THR = (220 - AGE) × 0.60 to (220 - AGE) × 0.80
C. THR = (200 - AGE) × 0.65 to (200 - AGE) × 0.85
D. THR = (210 - AGE) × 0.55 to (210 - AGE) × 0.75
CORRECT ANSWER B — THR = (220 - AGE) × 0.60 to (220 - AGE) × 0.80
RATIONALE The Cooper formula is the most commonly used target heart rate calculation among physical educators. It
establishes the aerobic training zone between 60% and 80% of age-predicted maximum heart rate (220 minus
age). Exercise below 60% provides minimal cardiovascular benefit; above 80% approaches anaerobic threshold.
Students learn to monitor their heart rate during activity and adjust intensity to stay within their calculated target
zone for optimal cardiorespiratory conditioning.
,5. The Toulmin Elementary Physical Education Attitude Scale (TEPEAS) measures:
A. Attitudes of high school students toward instructional processes
B. Attitudes toward the physical education program of elementary school students
C. Motives of competition in sports including achievement and power
D. Commitment to physical activity in adult populations
CORRECT ANSWER B — Attitudes toward the physical education program of elementary school students
RATIONALE TEPEAS is specifically designed to assess elementary school students' attitudes toward their physical education
program — evaluating enjoyment, perceived value, and engagement. The SAI-IPSPE (option A) targets secondary
students' attitudes toward instructional processes. The Willis Sports Attitudes Inventory (option C) measures
competitive motives. CATPA (Children's Attitudes Toward Physical Activity-Revised) measures significance placed
on activity rather than program-specific attitudes. Assessment selection must match the developmental level and
measurement purpose.
6. The AAHPERD Youth Fitness Test measures:
A. Motor educability
B. Motor capacity
C. Physical capacity
D. Motor ability and motor efficiency
CORRECT ANSWER B — Motor capacity
RATIONALE The AAHPERD Youth Fitness Test was designed to measure motor capacity — the innate potential for physical
performance — in school-age children. It assesses components including strength, speed, agility, and endurance.
The Iowa Brace Test (option A) measures motor educability (ability to learn new motor skills). The AAHPERD Health
Related Physical Fitness Test (option C) measures physical capacity related to health. McCloy's General Motor
Ability and Capacity Test (option D) measures both motor ability and efficiency.
7. Criterion-referenced tests interpret scores by:
A. Comparing an individual's score to the scores of others in a norm group
B. Comparing an individual's score to a predetermined standard or benchmark
C. Evaluating the logical organization of written paragraphs
D. Using true/false and multiple-choice formats exclusively
CORRECT ANSWER B — Comparing an individual's score to a predetermined standard or benchmark
RATIONALE Criterion-referenced assessment evaluates performance against an established standard or criterion (e.g., "can
demonstrate a mature overhand throwing pattern with three of five critical elements") rather than comparing to
peer performance. FITNESSGRAM™ is criterion-referenced — comparing results to health fitness zones. Norm-
referenced tests (option A) compare individuals to peer groups using percentiles. Essay tests (option C) and
objective tests (option D) are assessment formats, not scoring interpretation methods.
, 8. The reversibility-of-training principle states that:
A. Training must specifically target the desired fitness component
B. Additional overload is required for continued improvement after adaptation
C. All gains in fitness are lost with the discontinuance of a training program
D. Exercise intensity should remain constant throughout a training program
CORRECT ANSWER C — All gains in fitness are lost with the discontinuance of a training program
RATIONALE The reversibility principle ("use it or lose it") states that training adaptations are transient — when training stops,
the body reverts toward its pre-training state. Cardiovascular fitness declines within weeks; muscular strength and
endurance diminish more gradually. This principle is critical for physical educators to emphasize: fitness is not a
permanent achievement but requires ongoing maintenance through regular physical activity. Option A describes
specificity, and option B describes the progression (overload) principle.
9. The Sport Competition Anxiety Test measures:
A. Behaviors of achievement and competition during exercising and sports
B. Anxiety toward competition via one's perception of the competition as threatening or nonthreatening
C. Motives of competition including achievement, power, success, and avoiding failure
D. Level of stress according to stress indicators
CORRECT ANSWER B — Anxiety toward competition via one's perception of the competition as threatening or nonthreatening
RATIONALE The Sport Competition Anxiety Test (SCAT) measures competitive trait anxiety — an individual's tendency to
perceive competitive situations as threatening and to respond with heightened anxiety. It assesses the
predisposition rather than momentary state anxiety. The Sport Orientation Questionnaire (option A) measures
achievement and competitive behaviors. The Willis Sports Attitudes Inventory (option C) measures competitive
motives. The Miller and Allen instrument (option D) measures general stress levels.
10. The inclusion style of teaching is characterized by:
A. The teacher making all decisions and controlling all activities
B. Pairs of students interacting and learning from each other through observation
C. All students participating in the same task regardless of skill level, with students choosing how to best practice and
develop their skills
D. The teacher rewarding students for the completion of tasks
CORRECT ANSWER C — All students participating in the same task regardless of skill level, with students choosing how to best
practice and develop their skills
RATIONALE The inclusion style (Mosston's spectrum) provides multiple levels of difficulty within the same task, allowing all
students to participate at an appropriately challenging level. Students self-select their entry point and progress at
their own pace — for example, choosing target size and throwing distance that matches their ability. Option A
describes the command style. Option B describes the reciprocal style. Option D describes the
contingency/contract style. The inclusion style promotes autonomy, self-assessment, and differentiated learning.
