StraighterLine
YDUTS · EP
◆ ◆
S Online General Education & Elective Courses
EST. 2008
COLLEGE STARTS HERE
Physical Education — Comprehensive Study Guide
B O DY A W A R E N E SS , M OTO R S K I L LS , B I O M E C H A N I CS & F I T N E SS E D U C AT I O N
INSTITUTION StraighterLine COURSE CODE PE 101
PROGRAM Physical Education — ACADEMIC YEAR
Undergraduate
EXAM TITLE Physical Education — TOTAL QUESTIONS 115 Questions
Comprehensive Study Guide
COURSE TITLE Physical Education: Foundations FORMAT Multiple Choice — Select the
of Movement & Fitness Single Best Answer
STUDY GUIDE INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Body awareness, locomotor and non-locomotor skills, biomechanics, and fitness principles are all
testable content.
▸ Anatomical terminology, FITT principles, and pedagogical methods are emphasized.
▸ Correct answers and detailed rationales appear below each question for comprehensive review.
▸ All content reflects current physical education curriculum standards.
, SECTION I — PHYSICAL EDUCATION: FOUNDATIONS
Questions 1 – 115
THROUGH PEDAGOGY
1. The proportion of body fat to lean body mass is referred to as:
A. Cardio-respiratory endurance
B. Body composition
C. Muscular strength
D. Flexibility
CORRECT ANSWER B — Body composition
RATIONALE Body composition is specifically defined as the proportion of body fat to lean
body mass — the amount of fat in relation to the percentage of non-fat (muscle,
bone, organs) in total body mass. It is measured by the thickness of selected skin
folds using calipers, or through more advanced methods such as DEXA scanning
and bioelectrical impedance. Body composition is one of the five health-related
components of physical fitness, alongside cardio-respiratory endurance,
muscular strength, muscular endurance, and flexibility. Maintaining a healthy
body composition reduces risk of cardiovascular disease, type 2 diabetes, and
other chronic conditions.
,2. During aerobic activity, if a child is having difficulty and becomes out of breath, the
teacher should:
A. Encourage the child to push through the discomfort to build endurance
B. Stop the activity when the child is out of breath
C. Reduce the intensity by 50% and continue
D. Switch the child to a strength-building activity instead
CORRECT ANSWER B — Stop the activity when the child is out of breath
RATIONALE Being out of breath during aerobic activity is a sign that the cardio-respiratory
system has reached maximum oxygen uptake — the point at which the heart,
lungs, and vascular system can no longer deliver sufficient oxygen to the working
muscles. Continuing activity beyond this point can cause excessive fatigue,
dizziness, and potential injury. The teacher should stop the activity, allow the
child to recover with controlled breathing, and reassess whether the activity
intensity is developmentally appropriate. This is a critical safety guideline in
physical education: monitor cardio-respiratory exertion and respond to signs of
distress immediately.
3. Newton's third law of motion states that:
A. An object in motion stays in motion unless acted upon by an outside force
B. Force equals mass times acceleration
C. For every action, there is an equal and opposite reaction
D. The center of gravity determines an object's stability
CORRECT ANSWER C — For every action, there is an equal and opposite reaction
RATIONALE Newton's third law is the action-reaction principle: if one object exerts a force on
a second object, the second object exerts an equal force back on the first object in
the opposite direction. In physical education, this explains many sport
movements — when a baseball player hits a pitched ball with a bat, the force of
the bat on the ball causes the ball to move in the opposite direction with equal
force. Similarly, when a swimmer pushes water backward, the water pushes the
swimmer forward. Newton's first law (inertia) is choice A; Newton's second law
(F=ma) is choice B; center of gravity relates to balance and stability, not Newton's
laws.
, 4. The FITT principle includes all of the following components EXCEPT:
A. Frequency
B. Intensity
C. Technique
D. Time
CORRECT ANSWER C — Technique
RATIONALE FITT stands for Frequency, Intensity, Time, and Type — the four variables that
guide the design of effective fitness programs. Frequency refers to how often the
activity occurs; Intensity indicates how difficult the activity is (mild to moderate);
Time is the duration of the activity (minimum 8–10 minutes for aerobic work,
ideally 20+ minutes); Type describes the mode of activity being performed.
"Technique" is not part of the FITT acronym. This principle provides systematic
guidelines for teachers to progressively challenge students at appropriate levels
while monitoring cardio-respiratory exertion.
5. Which of the following is a locomotor skill?
A. Bending
B. Twisting
C. Skipping
D. Stretching
CORRECT ANSWER C — Skipping
RATIONALE Locomotor skills are basic movement skills that propel the body upward, forward,
or backward through space — they involve traveling from one place to another.
Skipping (a series of step-hops completed with alternate feet) is a classic
locomotor skill, along with walking, running, jumping, leaping, galloping, and
sliding. Bending, twisting, and stretching are non-locomotor (static) movements
— they are performed on the spot without traveling to another place. The
distinction between locomotor (moving through space) and non-locomotor
(moving in place) is fundamental to physical education curriculum design for
primary grades.
YDUTS · EP
◆ ◆
S Online General Education & Elective Courses
EST. 2008
COLLEGE STARTS HERE
Physical Education — Comprehensive Study Guide
B O DY A W A R E N E SS , M OTO R S K I L LS , B I O M E C H A N I CS & F I T N E SS E D U C AT I O N
INSTITUTION StraighterLine COURSE CODE PE 101
PROGRAM Physical Education — ACADEMIC YEAR
Undergraduate
EXAM TITLE Physical Education — TOTAL QUESTIONS 115 Questions
Comprehensive Study Guide
COURSE TITLE Physical Education: Foundations FORMAT Multiple Choice — Select the
of Movement & Fitness Single Best Answer
STUDY GUIDE INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Body awareness, locomotor and non-locomotor skills, biomechanics, and fitness principles are all
testable content.
▸ Anatomical terminology, FITT principles, and pedagogical methods are emphasized.
▸ Correct answers and detailed rationales appear below each question for comprehensive review.
▸ All content reflects current physical education curriculum standards.
, SECTION I — PHYSICAL EDUCATION: FOUNDATIONS
Questions 1 – 115
THROUGH PEDAGOGY
1. The proportion of body fat to lean body mass is referred to as:
A. Cardio-respiratory endurance
B. Body composition
C. Muscular strength
D. Flexibility
CORRECT ANSWER B — Body composition
RATIONALE Body composition is specifically defined as the proportion of body fat to lean
body mass — the amount of fat in relation to the percentage of non-fat (muscle,
bone, organs) in total body mass. It is measured by the thickness of selected skin
folds using calipers, or through more advanced methods such as DEXA scanning
and bioelectrical impedance. Body composition is one of the five health-related
components of physical fitness, alongside cardio-respiratory endurance,
muscular strength, muscular endurance, and flexibility. Maintaining a healthy
body composition reduces risk of cardiovascular disease, type 2 diabetes, and
other chronic conditions.
,2. During aerobic activity, if a child is having difficulty and becomes out of breath, the
teacher should:
A. Encourage the child to push through the discomfort to build endurance
B. Stop the activity when the child is out of breath
C. Reduce the intensity by 50% and continue
D. Switch the child to a strength-building activity instead
CORRECT ANSWER B — Stop the activity when the child is out of breath
RATIONALE Being out of breath during aerobic activity is a sign that the cardio-respiratory
system has reached maximum oxygen uptake — the point at which the heart,
lungs, and vascular system can no longer deliver sufficient oxygen to the working
muscles. Continuing activity beyond this point can cause excessive fatigue,
dizziness, and potential injury. The teacher should stop the activity, allow the
child to recover with controlled breathing, and reassess whether the activity
intensity is developmentally appropriate. This is a critical safety guideline in
physical education: monitor cardio-respiratory exertion and respond to signs of
distress immediately.
3. Newton's third law of motion states that:
A. An object in motion stays in motion unless acted upon by an outside force
B. Force equals mass times acceleration
C. For every action, there is an equal and opposite reaction
D. The center of gravity determines an object's stability
CORRECT ANSWER C — For every action, there is an equal and opposite reaction
RATIONALE Newton's third law is the action-reaction principle: if one object exerts a force on
a second object, the second object exerts an equal force back on the first object in
the opposite direction. In physical education, this explains many sport
movements — when a baseball player hits a pitched ball with a bat, the force of
the bat on the ball causes the ball to move in the opposite direction with equal
force. Similarly, when a swimmer pushes water backward, the water pushes the
swimmer forward. Newton's first law (inertia) is choice A; Newton's second law
(F=ma) is choice B; center of gravity relates to balance and stability, not Newton's
laws.
, 4. The FITT principle includes all of the following components EXCEPT:
A. Frequency
B. Intensity
C. Technique
D. Time
CORRECT ANSWER C — Technique
RATIONALE FITT stands for Frequency, Intensity, Time, and Type — the four variables that
guide the design of effective fitness programs. Frequency refers to how often the
activity occurs; Intensity indicates how difficult the activity is (mild to moderate);
Time is the duration of the activity (minimum 8–10 minutes for aerobic work,
ideally 20+ minutes); Type describes the mode of activity being performed.
"Technique" is not part of the FITT acronym. This principle provides systematic
guidelines for teachers to progressively challenge students at appropriate levels
while monitoring cardio-respiratory exertion.
5. Which of the following is a locomotor skill?
A. Bending
B. Twisting
C. Skipping
D. Stretching
CORRECT ANSWER C — Skipping
RATIONALE Locomotor skills are basic movement skills that propel the body upward, forward,
or backward through space — they involve traveling from one place to another.
Skipping (a series of step-hops completed with alternate feet) is a classic
locomotor skill, along with walking, running, jumping, leaping, galloping, and
sliding. Bending, twisting, and stretching are non-locomotor (static) movements
— they are performed on the spot without traveling to another place. The
distinction between locomotor (moving through space) and non-locomotor
(moving in place) is fundamental to physical education curriculum design for
primary grades.
