ECITCARP · 21-K EP ECTF
Florida Teacher Certification
FL
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 K-12 Practice Test
P H YS I C A L E D U C AT I O N P E DAG O G Y, H I STO RY, CU R R I CU LU M & P R O F E SS I O N A L
P RACT I C E
INSTITUTION Florida Department of Education PROGRAM Teacher Certification — Physical
— FTCE 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 K-12
Practice Test
TOTAL QUESTIONS 90 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless otherwise instructed.
▸ Content spans physical education pedagogy, curriculum models, history of PE, fitness components,
motor skills, and professional practice.
▸ 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 K-12
Questions 1 – 90
COMPREHENSIVE PRACTICE EXAMINATION
1. Which of the following correctly lists locomotor skills in the order children typically learn
them?
A. Skipping, galloping, walking, hopping
B. Walking, running, hopping, jumping, galloping, sliding, leaping, skipping
C. Jumping, leaping, walking, galloping, skipping
D. Sliding, skipping, hopping, running, walking
CORRECT ANSWER B — Walking, running, hopping, jumping, galloping, sliding, leaping,
skipping
RATIONALE Locomotor skills develop in a predictable sequence: walking (one foot on ground
at all times), running (both feet sometimes airborne), hopping (up and down on
one foot), jumping (both feet leaving ground together), galloping (one foot
leading), sliding (galloping sideways), leaping (taking off on one foot, landing on
the other), and skipping (alternating steps and hops). This developmental
progression reflects increasing coordination, balance, and motor control. Physical
educators must understand this sequence to design developmentally appropriate
activities.
,2. The "Battle of the Systems" in American physical education history (1855–1900) referred
to:
A. A legal dispute over which state would mandate PE first
B. Debates regarding which system (American, Swedish, German, or English) could best
provide a national PE program
C. Competition between public and private schools for PE funding
D. Controversy over whether physical education should include competitive sports
CORRECT ANSWER B — Debates regarding which system (American, Swedish, German, or
English) could best provide a national PE program
RATIONALE Between 1855 and 1900, American physical educators debated which national
system should form the basis of U.S. physical education: the German system
(heavy apparatus, Turner Societies), the Swedish system (prescribed movements
with light apparatus), the English system (sports and games emphasizing moral
development), or the emerging American system (influenced by Catherine
Beecher, Dio Lewis, Edward Hitchcock, and Dudley Allen Sargent). This "Battle of
the Systems" shaped the eclectic nature of modern American PE.
3. In attribution motivational theory, teachers would most prefer their students to ascribe
their successes and failures to:
A. External factors such as luck or task difficulty
B. Factors within their own control
C. The skill level of their opponents or peers
D. The quality of equipment and facilities available
CORRECT ANSWER B — Factors within their own control
RATIONALE Attribution theory examines how individuals explain their successes and failures.
The most adaptive attribution pattern is internal locus of control — believing that
outcomes result from personal effort, strategy choice, and persistence. When
students attribute success to controllable internal factors (effort, practice), they
are more likely to persist through challenges. Attributing outcomes to external,
uncontrollable factors (luck, referee bias, task difficulty) leads to learned
helplessness and reduced motivation. Effective PE teachers foster internal
attributions through specific feedback emphasizing effort and improvement.
, 4. The British tradition of fair play is used by educators in physical education programs to
promote:
A. Competitive intensity and winning at all costs
B. Sportsmanship in students
C. Specialization in a single sport from an early age
D. Exclusion of less skilled students from team activities
CORRECT ANSWER B — Sportsmanship in students
RATIONALE The British tradition of fair play — emphasizing respect for opponents, adherence
to rules, grace in both victory and defeat, and moral integrity in competition — is
deliberately incorporated into physical education curricula to develop
sportsmanship. This tradition, brought to America through the English system of
sports and games, stresses that how one plays matters as much as the outcome.
It supports affective development by teaching ethical behavior, respect, and
character through physical activity.
5. Which teaching strategy arranges the physical education environment so that two or more
tasks are going on simultaneously in different places?
A. Direct instruction
B. Station teaching
C. Cooperative learning
D. Command style teaching
CORRECT ANSWER B — Station teaching
RATIONALE Station teaching organizes the learning environment into multiple activity areas
(stations), each with a different task. Students rotate through stations on a
predetermined signal, allowing them to practice varied skills within a single class
period. This approach maximizes activity time, accommodates different skill
levels, and allows the teacher to observe and provide feedback across multiple
activities simultaneously. It is particularly effective for skill practice in elementary
and middle school settings.
Florida Teacher Certification
FL
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 K-12 Practice Test
P H YS I C A L E D U C AT I O N P E DAG O G Y, H I STO RY, CU R R I CU LU M & P R O F E SS I O N A L
P RACT I C E
INSTITUTION Florida Department of Education PROGRAM Teacher Certification — Physical
— FTCE 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 K-12
Practice Test
TOTAL QUESTIONS 90 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question unless otherwise instructed.
▸ Content spans physical education pedagogy, curriculum models, history of PE, fitness components,
motor skills, and professional practice.
▸ 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 K-12
Questions 1 – 90
COMPREHENSIVE PRACTICE EXAMINATION
1. Which of the following correctly lists locomotor skills in the order children typically learn
them?
A. Skipping, galloping, walking, hopping
B. Walking, running, hopping, jumping, galloping, sliding, leaping, skipping
C. Jumping, leaping, walking, galloping, skipping
D. Sliding, skipping, hopping, running, walking
CORRECT ANSWER B — Walking, running, hopping, jumping, galloping, sliding, leaping,
skipping
RATIONALE Locomotor skills develop in a predictable sequence: walking (one foot on ground
at all times), running (both feet sometimes airborne), hopping (up and down on
one foot), jumping (both feet leaving ground together), galloping (one foot
leading), sliding (galloping sideways), leaping (taking off on one foot, landing on
the other), and skipping (alternating steps and hops). This developmental
progression reflects increasing coordination, balance, and motor control. Physical
educators must understand this sequence to design developmentally appropriate
activities.
,2. The "Battle of the Systems" in American physical education history (1855–1900) referred
to:
A. A legal dispute over which state would mandate PE first
B. Debates regarding which system (American, Swedish, German, or English) could best
provide a national PE program
C. Competition between public and private schools for PE funding
D. Controversy over whether physical education should include competitive sports
CORRECT ANSWER B — Debates regarding which system (American, Swedish, German, or
English) could best provide a national PE program
RATIONALE Between 1855 and 1900, American physical educators debated which national
system should form the basis of U.S. physical education: the German system
(heavy apparatus, Turner Societies), the Swedish system (prescribed movements
with light apparatus), the English system (sports and games emphasizing moral
development), or the emerging American system (influenced by Catherine
Beecher, Dio Lewis, Edward Hitchcock, and Dudley Allen Sargent). This "Battle of
the Systems" shaped the eclectic nature of modern American PE.
3. In attribution motivational theory, teachers would most prefer their students to ascribe
their successes and failures to:
A. External factors such as luck or task difficulty
B. Factors within their own control
C. The skill level of their opponents or peers
D. The quality of equipment and facilities available
CORRECT ANSWER B — Factors within their own control
RATIONALE Attribution theory examines how individuals explain their successes and failures.
The most adaptive attribution pattern is internal locus of control — believing that
outcomes result from personal effort, strategy choice, and persistence. When
students attribute success to controllable internal factors (effort, practice), they
are more likely to persist through challenges. Attributing outcomes to external,
uncontrollable factors (luck, referee bias, task difficulty) leads to learned
helplessness and reduced motivation. Effective PE teachers foster internal
attributions through specific feedback emphasizing effort and improvement.
, 4. The British tradition of fair play is used by educators in physical education programs to
promote:
A. Competitive intensity and winning at all costs
B. Sportsmanship in students
C. Specialization in a single sport from an early age
D. Exclusion of less skilled students from team activities
CORRECT ANSWER B — Sportsmanship in students
RATIONALE The British tradition of fair play — emphasizing respect for opponents, adherence
to rules, grace in both victory and defeat, and moral integrity in competition — is
deliberately incorporated into physical education curricula to develop
sportsmanship. This tradition, brought to America through the English system of
sports and games, stresses that how one plays matters as much as the outcome.
It supports affective development by teaching ethical behavior, respect, and
character through physical activity.
5. Which teaching strategy arranges the physical education environment so that two or more
tasks are going on simultaneously in different places?
A. Direct instruction
B. Station teaching
C. Cooperative learning
D. Command style teaching
CORRECT ANSWER B — Station teaching
RATIONALE Station teaching organizes the learning environment into multiple activity areas
(stations), each with a different task. Students rotate through stations on a
predetermined signal, allowing them to practice varied skills within a single class
period. This approach maximizes activity time, accommodates different skill
levels, and allows the teacher to observe and provide feedback across multiple
activities simultaneously. It is particularly effective for skill practice in elementary
and middle school settings.
