ETS Praxis Subject Assessments
EP · 5905 SIXARP
ETS◆
◆
Educational Testing Service — Teacher Licensure & Certification
5095
A D V A N C I N G Q U A L I T Y A N D E Q U I T Y I N E D U C AT I O N F O R A L L P E O P L E
EST. 1947
WORLDWIDE
Praxis Physical Education: Content and Design (5095)
P RACT I C E E X A M I N AT I O N — M OTO R L E A R N I N G , F I T N E SS , P E DAG O G Y &
P R O F E SS I O N A L P RACT I C E
INSTITUTION ETS — Educational Testing Service PROGRAM Teacher Certification — Physical
Education
COURSE CODE Praxis 5095 COURSE TITLE Physical Education: Content and
Design
ACADEMIC YEAR EXAM TITLE Praxis Physical Education: Content
and Design (5095)
TOTAL QUESTIONS 85 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless "Select all that apply" is specified.
▸ Content spans motor learning, fitness components, pedagogy, professional practice, and sport skills.
▸ Questions reflect the Praxis 5095 examination content domains and format.
▸ Correct answers and detailed rationales appear below each question for comprehensive test
preparation.
▸ Questions have been randomized to simulate authentic testing conditions.
, SECTION I — PRAXIS 5095: PHYSICAL EDUCATION
Questions 1 – 85
CONTENT & DESIGN PRACTICE EXAMINATION
1. Which of the following activities is a basic locomotor skill?
A. Twisting
B. Balancing
C. Sliding
D. Throwing
CORRECT ANSWER C — Sliding
RATIONALE Sliding (galloping sideways) is a fundamental locomotor skill — movement that
transports the body from one place to another. Twisting and balancing are non-
locomotor (axial) movements performed in place. Throwing is a manipulative skill
involving object control. The locomotor skills include walking, running, hopping,
jumping, galloping, sliding, leaping, and skipping. Understanding these
movement categories is essential content knowledge for physical education
teachers assessing motor development.
2. According to recent research, in a typical physical education class, most students are
engaged in vigorous activity approximately what percent of the time?
A. More than 60%
B. Less than 40%
C. Exactly 50%
D. More than 80%
CORRECT ANSWER B — Less than 40%
RATIONALE Research consistently demonstrates that students in typical physical education
classes spend less than 40% of class time engaged in moderate-to-vigorous
physical activity (MVPA). This finding has driven efforts to increase activity time
through strategies such as reducing management transitions, using small-sided
games, maximizing equipment availability, and employing instructional models
that keep all students active. The goal is to reach at least 50% MVPA during PE
class time — a benchmark recommended by CDC and SHAPE America.
,3. A physical education teacher wants to start an after-school physical activity program.
Which of the following is the best first step?
A. Begin fund-raising by contacting local businesses
B. Establish a committee that includes teachers, parents, and community members
C. Plan a kickoff event offering activities to students and families
D. Train teachers to integrate physical activity into other content lessons
CORRECT ANSWER B — Establish a committee that includes teachers, parents, and community
members
RATIONALE Successful program development begins with stakeholder engagement.
Establishing a diverse committee including teachers, parents, and community
members builds ownership, ensures varied perspectives, identifies resources, and
creates sustainable support. Fund-raising (option A) and event planning (option
C) are subsequent steps that follow needs assessment and coalition building.
Teacher training (option D) may be a component but is not the foundational first
step for launching a new program.
4. Which of the following statements about the mature overhand throwing pattern is true?
A. The forearm and upper arm move forward as one segment.
B. The nonthrowing hand remains close to the body until release.
C. The forearm lags behind the upper arm and shoulder during the forward movement.
D. The throwing action begins with a push-off on the forward leg.
CORRECT ANSWER C — The forearm lags behind the upper arm and shoulder during the
forward movement.
RATIONALE In the mature overhand throwing pattern, sequential segmental rotation
produces a whip-like action: the hips and trunk rotate first, followed by the
shoulder, upper arm, and finally the forearm — which lags behind and then
accelerates forward at release. This proximal-to-distal sequencing maximizes
force generation. The throwing action begins with a step on the opposite (not
forward) leg, and the nonthrowing arm extends toward the target, not remaining
close to the body. The forearm does not move as one unit with the upper arm.
, 5. Which of the following are characteristics of mature execution of a basketball jump shot?
(Select all that apply.)
A. Palm of the shooting hand in full contact with the ball
B. Knees slightly flexed
C. Non-shooting hand supporting the ball
D. Shooting hand, elbow, and shoulder aligned with the target
CORRECT ANSWER B, C, D — Knees slightly flexed; Non-shooting hand supporting the ball;
Shooting hand, elbow, and shoulder aligned with the target
RATIONALE Mature basketball shooting mechanics include: flexed knees generating power
from the lower body, the non-shooting (guide) hand on the side of the ball
providing stability without pushing, and alignment of the shooting hand, elbow,
and shoulder directly toward the basket. The ball rests on the fingers and pads of
the hand — NOT the palm (option A). Full palm contact reduces control, touch,
and backspin. The teaching cue "BEEF" (Balance, Elbow under, Eyes on target,
Follow through) summarizes these key elements.
6. Heavy-resistance training, such as strenuous weight training, should be avoided in early
childhood because of the potential for developing:
A. Muscular hypertrophy
B. Epiphyseal separations
C. Increased bone density
D. Cardiovascular endurance deficits
CORRECT ANSWER B — Epiphyseal separations
RATIONALE The epiphyseal plates (growth plates) in children's long bones are cartilaginous
areas that have not yet ossified. Heavy resistance training can cause epiphyseal
separations or fractures because these growth plates are weaker than
surrounding bone, ligaments, and tendons. Once damaged, growth may be
impaired. Age-appropriate strength training using body weight, resistance bands,
and light weights with proper supervision is safe, but maximal or near-maximal
lifts should be avoided until skeletal maturity is reached after puberty.
EP · 5905 SIXARP
ETS◆
◆
Educational Testing Service — Teacher Licensure & Certification
5095
A D V A N C I N G Q U A L I T Y A N D E Q U I T Y I N E D U C AT I O N F O R A L L P E O P L E
EST. 1947
WORLDWIDE
Praxis Physical Education: Content and Design (5095)
P RACT I C E E X A M I N AT I O N — M OTO R L E A R N I N G , F I T N E SS , P E DAG O G Y &
P R O F E SS I O N A L P RACT I C E
INSTITUTION ETS — Educational Testing Service PROGRAM Teacher Certification — Physical
Education
COURSE CODE Praxis 5095 COURSE TITLE Physical Education: Content and
Design
ACADEMIC YEAR EXAM TITLE Praxis Physical Education: Content
and Design (5095)
TOTAL QUESTIONS 85 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless "Select all that apply" is specified.
▸ Content spans motor learning, fitness components, pedagogy, professional practice, and sport skills.
▸ Questions reflect the Praxis 5095 examination content domains and format.
▸ Correct answers and detailed rationales appear below each question for comprehensive test
preparation.
▸ Questions have been randomized to simulate authentic testing conditions.
, SECTION I — PRAXIS 5095: PHYSICAL EDUCATION
Questions 1 – 85
CONTENT & DESIGN PRACTICE EXAMINATION
1. Which of the following activities is a basic locomotor skill?
A. Twisting
B. Balancing
C. Sliding
D. Throwing
CORRECT ANSWER C — Sliding
RATIONALE Sliding (galloping sideways) is a fundamental locomotor skill — movement that
transports the body from one place to another. Twisting and balancing are non-
locomotor (axial) movements performed in place. Throwing is a manipulative skill
involving object control. The locomotor skills include walking, running, hopping,
jumping, galloping, sliding, leaping, and skipping. Understanding these
movement categories is essential content knowledge for physical education
teachers assessing motor development.
2. According to recent research, in a typical physical education class, most students are
engaged in vigorous activity approximately what percent of the time?
A. More than 60%
B. Less than 40%
C. Exactly 50%
D. More than 80%
CORRECT ANSWER B — Less than 40%
RATIONALE Research consistently demonstrates that students in typical physical education
classes spend less than 40% of class time engaged in moderate-to-vigorous
physical activity (MVPA). This finding has driven efforts to increase activity time
through strategies such as reducing management transitions, using small-sided
games, maximizing equipment availability, and employing instructional models
that keep all students active. The goal is to reach at least 50% MVPA during PE
class time — a benchmark recommended by CDC and SHAPE America.
,3. A physical education teacher wants to start an after-school physical activity program.
Which of the following is the best first step?
A. Begin fund-raising by contacting local businesses
B. Establish a committee that includes teachers, parents, and community members
C. Plan a kickoff event offering activities to students and families
D. Train teachers to integrate physical activity into other content lessons
CORRECT ANSWER B — Establish a committee that includes teachers, parents, and community
members
RATIONALE Successful program development begins with stakeholder engagement.
Establishing a diverse committee including teachers, parents, and community
members builds ownership, ensures varied perspectives, identifies resources, and
creates sustainable support. Fund-raising (option A) and event planning (option
C) are subsequent steps that follow needs assessment and coalition building.
Teacher training (option D) may be a component but is not the foundational first
step for launching a new program.
4. Which of the following statements about the mature overhand throwing pattern is true?
A. The forearm and upper arm move forward as one segment.
B. The nonthrowing hand remains close to the body until release.
C. The forearm lags behind the upper arm and shoulder during the forward movement.
D. The throwing action begins with a push-off on the forward leg.
CORRECT ANSWER C — The forearm lags behind the upper arm and shoulder during the
forward movement.
RATIONALE In the mature overhand throwing pattern, sequential segmental rotation
produces a whip-like action: the hips and trunk rotate first, followed by the
shoulder, upper arm, and finally the forearm — which lags behind and then
accelerates forward at release. This proximal-to-distal sequencing maximizes
force generation. The throwing action begins with a step on the opposite (not
forward) leg, and the nonthrowing arm extends toward the target, not remaining
close to the body. The forearm does not move as one unit with the upper arm.
, 5. Which of the following are characteristics of mature execution of a basketball jump shot?
(Select all that apply.)
A. Palm of the shooting hand in full contact with the ball
B. Knees slightly flexed
C. Non-shooting hand supporting the ball
D. Shooting hand, elbow, and shoulder aligned with the target
CORRECT ANSWER B, C, D — Knees slightly flexed; Non-shooting hand supporting the ball;
Shooting hand, elbow, and shoulder aligned with the target
RATIONALE Mature basketball shooting mechanics include: flexed knees generating power
from the lower body, the non-shooting (guide) hand on the side of the ball
providing stability without pushing, and alignment of the shooting hand, elbow,
and shoulder directly toward the basket. The ball rests on the fingers and pads of
the hand — NOT the palm (option A). Full palm contact reduces control, touch,
and backspin. The teaching cue "BEEF" (Balance, Elbow under, Eyes on target,
Follow through) summarizes these key elements.
6. Heavy-resistance training, such as strenuous weight training, should be avoided in early
childhood because of the potential for developing:
A. Muscular hypertrophy
B. Epiphyseal separations
C. Increased bone density
D. Cardiovascular endurance deficits
CORRECT ANSWER B — Epiphyseal separations
RATIONALE The epiphyseal plates (growth plates) in children's long bones are cartilaginous
areas that have not yet ossified. Heavy resistance training can cause epiphyseal
separations or fractures because these growth plates are weaker than
surrounding bone, ligaments, and tendons. Once damaged, growth may be
impaired. Age-appropriate strength training using body weight, resistance bands,
and light weights with proper supervision is safe, but maximal or near-maximal
lifts should be avoided until skeletal maturity is reached after puberty.
