TEST = PHYSICAL EDUCATION

1. The potential to achieve mature performance in skipping, sliding a galloping may be evident around a. 3 b. 5 c. 6 d. 7 C 2. The ability to transfer energy explosively into force is known as a. Speed quickly a person can move from one point to another i. Speed refers to how b. Strength i. Strength refers to a person's power. Strength is a description of power, it is not the ability to transfer energy. c. Power i. Power refers to a person's ability to transfer energy d. Coordination i. Coordination refers to a person's ability to manipulate movement C 3. Mr. Alberts is an elementary physical education teacher. For an activity, he writes various letters on large poster boards and has his class stand in a line perpendicular to him. He holds up a poster board with a letter and the students think of a way to shape their body to mimic the shape of the letter. This activity is most likely to promote the student's physical development in which of the following areas a. Muscle memory i. Muscle memory refers to a person repeating a movement over and over until they can perform the activity without conscious effort. Activities like riding a bike—typing—or playing a certain melody on a musical instrument—are all examples of muscle memory. b. Eye-food coordination i. Students are standing still so they are not having to coordinate much foot movement with their eyes. c. Tactile awareness i. Tactile awareness refers to a person's sense of feel or touch. d. Body awareness i. The students would have to think about ways to move and shape their body to mimic the letter D 4. A 3rd grade physicl education teacher has his students stand straight up with their feet close together and he gently pushes their chest to push them off balance. Next, the teacher requires they stand straight up with their feet a little more than shoulder width and gently pushes their chest again. He then asks the students in which position did they feel more stable and comfortable. This activity is most likely to promote the student's a. Awareness of how to achieve the best stable body positon i. The students are more stable with their feet apart than together. This activity allows the student to experience firsthand how foot position can lead to a more stable body position b. Body awareness i. Students are not involving much of their body in the activity, but rather adjusting the position of their body c. Knowledge of movement and stability i. Students are not actively moving in the activity, they are standing still d. How speed and force affect movement i. There is no speed movement for students in the activity A 5. A 5th grader's family id beginning a fitness program that includes bicycling. To begin, the student and the father ride their bikes two times a week for thirty minutes. According to the FITT criteria for fitness training, which of the following is an accurate application of the principle time a. Gradually reducing the amount of time of each session b. Gradually increasing the distance of each session i. Pertains to intensity c. Gradually increasing the number of sessions each week i. Pertains to frequency d. Gradually increasing the sessions five minutes every two weeks i. Frequency ii. Intensity iii. Time iv. Type v. Gradually increasing the time of the physical activity to build endurance D 6. Which of the following is the most important consideration in an elementary physical education class a. The activity includes components to build the student's strength b. To ensure the activity enables all students to participate i. The most important consideration is that all students are able to participate in the activity. If students are not able to participate, then any benefits of the activity will not be realized c. That the activity allows students to participate by themselves and as a group d. To ensure the activity has interdisciplinary connections i. A P.E. activity does not have to have interdisciplinary connections B 7. Mr. David wants to help his 5th grade students set and achieve goals in their physicl fitness. Which of the following strategies is most likely to help Mr. David a. Organize physical education activities that allow students to exert as much energy s they feel comfortable. b. Help students analyze their own physical fitness and design a program that meets the student's interest and enhances the student's physical fitness i. Students need to be aware of their fitness level so they can set appropriate fitness goals. Also, it is important they have a fitness plan, preferably one that pertains to their interests, that outlines clear activities to increase the students fitness. c. Create a circuit of physical fitness exercises that allows students to work multiple muscle groups in a single session d. Place students into groups of similar physical fitness levels and have them design group activities that meet their fitness needs. B 8. In schools across the US, there has been an increased awareness of health and fitness related issues, especially in regards to proper diet and nutrition for adolescents. Which of the following has this increased awareness led to a. An increased emphasis on traditional physical activities in physical education classes b. A widespread belief that physical education and nutrition knowledge should be incorporated into standardized testing c. An increased emphasis on promoting individual's lifelong participation in physical activity and exercises i. As obesity among adolescents is increasing and the desire for children to have a greater knowledge of exercise and nutrition, physical education classes are trying to promote lifelong participation in physicl activities. This has led to a decrease in traditional P.E. exercises and an increase in more "fun" physical activities to show kids that physical activity can be enjoyable d. An increase in the amount of time students are required to spend each day in physical education classes C 9. Mr. Hawks, an elementary physical education teacher, designs an activity where he divides the class into three rows. He places one row on the north wall of the gym, the second row on the South wall of the gym, and the third row in the middle of the gym. He instructs the students on the north and south walls to roll balls back and forth and instructs the students in the middle to avoid being hit by a ball and avoid touching other students. this activity is most effective in developing the third row students's a. Hand-eye coordination b. Fine motor skills c. Balance d. Spatial awareness i. Students in the middle must be aware of their location, the location of all the balls,, and the location of the other students. This requires them to have awareness of the space around them. D