FTCE physical education exam(solved)2023

FTCE physical education exam(solved)2023IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Essay Tests/Written Assignments - tests the ability to organize information presented logically in written paragraphs.IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Standardized Tests scientifically constructed test with established validity and reliability IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Teacher-made Tests developed personally by the teacher IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Essay Tests/Written Assignments - tests the ability to organize information presented logically in written paragraphs. IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Objective Tests true/false, multiple choice, matching, diagrams, completion, or short written response IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Norm-Referenced Tests compares individual's score to those of others IDENTIFY METHODS OF EVALUATION IN THE COGNITIVE DOMAIN OF LEARNING Criterion-Referenced Tests Interpreting a score by comparing it to a predetermined standard. Harrocks Prosocial Behavior Inventory (HPBBI) measures prosocial play behavior of 5th and 6th graders in recreational play Adams Prosocial Inventory (social measures)- measures high schools students' prosocial behaviors in physical education classes. Nelson Leadership Questionnaire (social measures)- determines leaders as perceived by instructors, coaches, classmates, and teammates. Cowell Personal Distance Scale (social measures)- measures congruity of a student within a group and his/her yearly development. Blanchard Behavior Rating Scale (social measures)- measures student personality and character. McKethan Student Attitude Inventory-Instructional Processes in Secondary Physical Education (SAI-IPSPE) (attitude measures) measures attitudes of students toward instructional processes (e.g. teacher's verbal behavior, nature of activities, patterns of class organization, and regulations and policies in conceptual physical education environment). Toulmin Elementary Physical Education Attitude Scale (TEPEAS) measures attitudes of the physical education program of elementary school students. Feelings About Physical Activity measures commitment to activity Children's Attitudes Toward Physical Activity-Revised (CATPA) measures significance students place on physical activity. Willis Sports Attitudes Inventory - Form C measures motives of competition in sports (achievement, power, success, avoiding failure). Sport Orientation Questionnaire - Form B measures behaviors of achievement and competition during exercising and sports. McMahan Sportsmanship Questionnaire measures high school students' attitudes toward sportsmanship. Physical Estimation and Attraction Scale measures motivation and measures interest Cratly Adaptation of Piers-Harris Self-Concept and Scale measures/estimates students' own feelings about their appearance and skill performance abilities Merkley Measure measures perception of physical self relating to exercise and activity Nelson-Allen measures satisfaction of movement. Tanner Movement measures students' own level of satisfaction/dissatisfaction with their own movement. Miller and Allen measures level of stress according to stress indicators Sport Competition Anxiety Tests measures anxiety toward competition via one's perception of the competition as threatening or nonthreatening. Iowa Brace Test measures motor educability. AAHPERD Youth Fitness Test measures motor capacity. AAHPERD Health Related Physical Fitness Test measures physical capacity. McCloy's General Motor Ability and Capacity Test measures motor ability and motor efficiency. Rodgers Strength Test measures muscular strength Texas PE Test measures motor ability Skills tests for accuracy involve kicking, throwing, or striking an object toward a goal; activities include volleyball serves, basketball free throws, badminton short serves, and basketball passing (e.g. AAHPERD: Basketball Passing Test for Accuracy). Skills test for total bodily movement requires performing a test course that involves movements similar to a given sport (e.g. AAHPERD: Basketball Control Test). Wall Volley Test measures the number of consecutive successful time/trials to pass, kick, throw, or strike an object at a wall in a given time (e.g. AAHPERD: Basketball Passing Test). Skills Tests for Power or Distance involve kicks, throws, or strokes to measure the ability to kick, throw, or strike an object (e.g. Badminton Drive for Distance and the Cornish Handball Power Test). Combination Tests composed of previous groupings to assess speed and accuracy Inclusion describes the attempt to accommodate all students in the learning process Portfolio construction is one way of assessing the performance of a student. The student chooses the achievements to add to the portfolio. This creates a tool that assesses current abilities and serves as a benchmark against which the instructor can measure future performance (thus evaluating progress over time, and not just a localized achievement). Student self-assessment is often an important part of portfolios. The instructor should ask children questions like, "Where am I now? Where am I trying to go? What am I trying to achieve? How can I get from here to there?" This type of questioning involves the child more deeply in the learning process. • Event Recording (rate-per-minute, rate of occurrence) - . counts the number of attempts students have to try a skill and the number of positive teacher-student interactions. • Duration Recording measures amount of time teacher spends on instructions, time spent on managing student activities, and time spent managing the participation of students. Group Time Sampling/Playcheck Recording counts the number of students participating in the activity. Self Recording students sign in their arrival time to class and how many completed tasks they accomplish. Student assessments that can facilitate changes in instructional strategies include: Formal assessments such as win/loss records, written tests, skills tests, performance records, and reviewing videotaped performances. Informal assessments such as rating scales, observational performance descriptions, completing skills checklist, and utilizing observational time. Body composition an essential measure of health and fitness. The most important aspects of body composition are body fat percentage and ratio of body fat to muscle. is an indicator of an individual's health status and potential to participate in physical activities. Specifically, body composition addresses an individual's fat to muscle ratio. Carbohydrates the main source of energy (glucose) in the human diet. The two types of carbohydrates are simple and complex Proteins are necessary for growth, development, and cellular function. The body breaks down consumed protein into component amino acids for future use. Major sources of protein Fats a concentrated energy source and important component of the human body. The different types of fats are saturated, monounsaturated, and polyunsaturated. Vitamins and minerals organic substances that the body requires in small quantities for proper functioning. People acquire vitamins and minerals in their diets and in supplements Water 55 - 75% of the human body. It is essential for most bodily functions. Water is obtained through foods and liquids. Specificity Principle is overloading a particular fitness component. In order to improve a component of fitness, you must isolate and specifically work on a single component. Progression Principle states that once the body adapts to the original load/stress, no further improvement of a component of fitness will occur without adding an additional load. Reversibility-of-Training Principle in which all gains in fitness are lost with the discontinuance of a training program COMPUTE THE TARGET HEART RATE ZONE Cooper's Formula to determine target heart range is: THR = (220 - AGE) x .60 to (220 - AGE) x .80. This is the most common used formula among physical educators. Participants find their THR and attempt to raise their heart rate to the desired level for a certain period of time. There are three ways to calculate the target heart rate. Progression to improve body composition: • Begin daily. • Begin a low aerobic intensity and work up to a longer duration (see cardiorespiratory progression). • Begin low-intensity aerobic exercise for 30 minutes and work up to 60 minutes of exercise. The benefits of warming up are: • Preparing the body for physical activity. • Reducing the risk of musculoskeletal injuries. • Releasing oxygen from myoglobin. • Warming the body's inner core. • Increasing the reaction of muscles. • Bringing the heart rate to an aerobic conditioning level. Cooling down is similar to warming up— a moderate to light tapering-off of vigorous activity at the end of an exercise session. The benefits of cooling down are: • Redistributing blood throughout the body to prevent pooling. • Preventing dizziness. • Facilitating the removal of lactic acid. The goal of physical education is to impart the knowledge, skills, and confidence necessary for students to enjoy a life of healthful physical activity. There are six standards for physical education: • Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. • Standard 3: Participates regularly in physical activity. • Standard 4: Achieves and maintains a health-enhancing level of physical fitness. • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. • Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Physiological benefits • Improved cardio-respiratory fitness. • Improved muscle strength. • Improved muscle endurance. • Improved flexibility. • More lean muscle mass and less body fat. • Quicker rate of recovery. • Improved ability of the body to utilize oxygen. • Lower resting heart rate. • Increased cardiac output. • Improved venous return and peripheral circulation. • Reduced risk of musculoskeletal injuries. • Lower cholesterol levels. • Increased bone mass. • Cardiac hypertrophy and size and strength of blood vessels. • Increased number of red cells. • Improved blood-sugar regulation. • Improved efficiency of thyroid gland. • Improved energy regulation. • Increased life expectancy. Psychological benefits of physical activity include: • Relief of stress. • Improved mental health via better physical health. • Reduced mental tension (relief from depression, improvement of sleeping patterns). • Increased resistance to fatigue. • Improved quality of life. • Increased enjoyment of leisure time. • Better capability to handle some stressors. • Opportunity for successful experiences. • Improved self-concept and self confidence. • Better ability to recognize and accept limitations • Improved appearance and sense of well-being. • Better ability to meet challenges. • Better sense of accomplishment. Sociological benefits of physical activity include: • The opportunity to spend time with family and friends and to meet new people and make new friends. • The opportunity to be part of a team. • The opportunity to participate in competitive experiences. • The opportunity to experience the thrill of victory. Power tests vertical jump Coordination tests Stick Test of Coordination. Balance tests Bass Test of Dynamic Balance (lengthwise and crosswise), Johnson Modification of the Bass Test of Dynamic Balance, modified sideward leap, and balance beam walk Body Composition determination Hydrostatic Weighing, skin fold measurements, limb/girth circumference, and body mass index. Muscle strength tests dynamometers (hand, back, and leg), cable tensiometer, The 1-RM Test (repetition maximum: bench press, standing press, arm curl, and leg press), bench-squat, sit-ups (one sit up holding a weight plate behind the neck), and lateral pull-down. Flexibility data identifies an individual's potential for motor skill performance, an individual's potential for developing musculoskeletal problems (including poor posture), Physical activity and related games can introduce children to the concepts of equity and fairness. In addition, physical activity provides a venue for the interaction of diverse groups of people, allowing participants to observe and appreciate cultural differences and similarities. Physical activity and related games can introduce children to the concepts of equity and fairness. In addition, physical activity provides a venue for the interaction of diverse groups of people, allowing participants to observe and appreciate cultural differences and similarities. Human Growth and Development Movement activities promote personal growth and development physically, by stimulating muscular development, and emotionally, by raising personal confidence levels among children, and by allowing them to explore concepts of inter-group equity that may at first seem threatening. To the insecure child, the concept that another group may be equal to his own may seem to diminish his group, and the child by extension. Psychology Observation and interaction with the behavior of children from diverse backgrounds in a training environment (when the training activities tend to focus more on "doing," which feels more genuine to children than the classroom setting) allows the child to see in others the same sorts of behavioral reasoning processes that he sees in himself. This humanizes others from different backgrounds, and promotes concepts of equity among diverse groups. Aesthetics Human movement activities create an opportunity for individual participation in activities with intrinsic aesthetic qualities. A gymnastic technique or a perfectly executed swing of a baseball bat relies on both physical training and a level of intuitive action. This is an artistic form of expression that is readily accessible to children. Recognizing beauty in the activities and performances of others (in some cases from groups different from that of the observer) is a humanizing experience Identify the role physical activity plays in developing affective skills. Feeling better; reduction of tension and depression; means of affiliation with others; exhilarating experiences; aesthetic experiences; positive body image; controls aggression, provides relaxation and a change of pace from long hours of work, study, or other stresses; provides challenge and sense of accomplishment; provides a way to be healthy and fit; improves self-esteem by mastering skills; provides creative experiences; positive addiction to exercise in contrast to negative substances. SOCCER: The following are direct free-kick offenses • Hand or arm contact with the ball. • Using hands to hold an opponent. • Pushing an opponent. • Striking/kicking/tripping or attempting to strike/kick/trip an opponent. • Goalie using the ball to strike an opponent. • Jumping at or charging an opponent. • Kneeing an opponent. • Any contact fouls. SOCCER: The following are indirect free-kick offenses: • Same player playing the ball twice at the kickoff, on a throw-in, on a goal kick, on a free kick, or on a corner kick. • The goalie delaying the game by holding the ball or carrying the ball more than four steps. • Failure to notify the referee of substitutions/re-substitutions and that player then handling the ball in the penalty area. • Any non- player entering playing field without a referee's permission. • Unsportsmanlike actions or words in reference to a referee's decision.