CSET Exam 2025: Growth, Motor Development, Motor Learning| Complete Questions and Answers| 100%

CSET Exam 2025: Growth, Motor Development, Motor Learning| Complete Questions and Answers| 100% A 3rd grade PE teacher notices one of the students consistently struggles to skip and gallop compared to peers. That student might be in the late stages of fundamental motor skill development, especially for locomotor skills. It's common around age 7–8 to see big differences in coordination timing. A toddler learning to walk keeps falling when turning corners. That’s a normal part of early motor development. They haven’t developed dynamic balance yet, especially when changing direction or stopping. A high school coach has athletes do drills that gradually go from easy to more complex. This is using the principle of progressive skill acquisition—start simple to build confidence and then increase complexity as they improve. A preschool child can throw a ball forward but can't yet catch it when tossed gently. Catching involves more advanced perceptual-motor coordination. It usually develops after throwing, so that’s expected in the preschool years. During a motor learning lab, a student is asked to perform a skill with their eyes closed. That’s testing proprioception—our sense of body position without relying on vision. 2 A 6-year-old can hop on one foot but struggles with skipping. Skipping is a combination of hopping and stepping in rhythm, which is more complex and usually comes later than hopping. A child practicing dribbling shows improvement only during the session but forgets it the next day. That suggests performance improved temporarily, but learning hasn’t occurred yet—real learning means the skill sticks over time. A therapist gives a child a reward every time they correctly complete a movement. That’s using extrinsic feedback to reinforce behavior. It helps early on, but you’ll want to fade it so they rely more on intrinsic feedback. After several practices, a student starts improving only when feedback is delayed by a few seconds. That delay forces the student to process what they did and develop their own sense of what felt right—helps long-term learning. A student shows great improvement after practicing 10 short sessions over 5 days vs one long session. That’s distributed practice, which helps motor learning more than massed practice because it avoids fatigue and allows better consolidation. 3 A PE teacher notices that when background music is turned off, students perform a coordination task better. That suggests the music was a distractor, taking away attentional resources needed for the motor task. A child with Down syndrome is given extra time to finish an obstacle course and is paired with a buddy. That’s an example of developmentally appropriate accommodations to support motor learning based on individual differences. During observation, a 12-year-old transitions from using two hands to one hand when catching. That reflects developmental progression—using one hand shows more refined coordination and confidence. A student can shoot a basketball accurately during practice but struggles during a real ga