Physical Education subtest 2 mttc
Physical education students who are learning a new motor skill benefit from observing the skill
modeled by the teacher and students who are competent in the skill. In which of the following
ways can the teacher optimize observational learning to promote students' development of a
new motor skill?
by providing immediate opportunities for students to practice the skill after it is demonstrated
Which of the following skills is typically acquired last during fundamental locomotor skill
development in children?
skipping
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Which of the following actions demonstrated by a student who is catching a foam ball most
resembles an immature motor pattern?
keeping the elbows tucked and cradling the ball against the body
Which of the following statements accurately explains how children's growth and development
typically influences their ability to improve motor performance?
Improvements in motor performance result largely from practice and occur variably in individual
children depending on experience, heredity, and learning opportunities.
During a rhythmic skills unit, a 12-year-old student who has been successfully executing a
series of rolls and stunts begins to have difficulty performing the movement sequence. Which of
the following possible explanations for this change should be considered first?
, The student may be experiencing a physical growth spurt.
An elementary physical education teacher is aware that students learning new motor skills often
exhibit quick gains in skill proficiency, as well as inconsistent performance. During initial
instruction, the teacher provides plenty of verbal guidance and uses various instructional
strategies such as slow-motion drills, augmented feedback, and video analysis, to help students
acquire new skills. This is a particularly useful approach because:
when students are in the cognitive stage of motor learning, it is essential that they get the
information, guidance, and time needed to establish the fundamentals of movement.
Developing students' spatial awareness skills can be best promoted through locomotor and
non-locomotor activities that focus students' attention on:
where their bodies move in terms of direction, levels, pathways, and extensions.
At an activity station in an elementary school physical education class, there are two thick mats,
three low benches, two large foam blocks, and a low balance beam. Students pair up to
complete the station activity. A challenge poster asks students, "How many different ways can
you move over, under, around, or across the equipment?" This activity is most appropriate for
promoting students' exploration of:
awareness of direction and relationships with objects.
In an elementary school physical education class, the teacher challenges students to walk, jog,
or run through a zigzag course marked by floor tape and cones. At the end of the course, poly
spots mark a long S-curve course that students are challenged to travel along, using any
movement pattern they wish. This activity is most likely designed to promote students' use of:
locomotor and agility skills while traveling along different pathways.
In the context of motor learning, a distinguishing characteristic of a nonlocomotor skill is that it:
is performed only in personal space.
Which of the following biomechanical strategies is likely to result in the most successful long
jump?
accelerating to near-maximum velocity in the run-up
Which of the following actions is an essential element of a successful underhand throw?
swinging the throwing arm back to at least waist level to begin the throw
Physical education students who are learning a new motor skill benefit from observing the skill
modeled by the teacher and students who are competent in the skill. In which of the following
ways can the teacher optimize observational learning to promote students' development of a
new motor skill?
by providing immediate opportunities for students to practice the skill after it is demonstrated
Which of the following skills is typically acquired last during fundamental locomotor skill
development in children?
skipping
Previous
Play
Next
Rewind 10 seconds
Move forward 10 seconds
Unmute
0:00
/
0:15
Full screen
Brainpower
Read More
Which of the following actions demonstrated by a student who is catching a foam ball most
resembles an immature motor pattern?
keeping the elbows tucked and cradling the ball against the body
Which of the following statements accurately explains how children's growth and development
typically influences their ability to improve motor performance?
Improvements in motor performance result largely from practice and occur variably in individual
children depending on experience, heredity, and learning opportunities.
During a rhythmic skills unit, a 12-year-old student who has been successfully executing a
series of rolls and stunts begins to have difficulty performing the movement sequence. Which of
the following possible explanations for this change should be considered first?
, The student may be experiencing a physical growth spurt.
An elementary physical education teacher is aware that students learning new motor skills often
exhibit quick gains in skill proficiency, as well as inconsistent performance. During initial
instruction, the teacher provides plenty of verbal guidance and uses various instructional
strategies such as slow-motion drills, augmented feedback, and video analysis, to help students
acquire new skills. This is a particularly useful approach because:
when students are in the cognitive stage of motor learning, it is essential that they get the
information, guidance, and time needed to establish the fundamentals of movement.
Developing students' spatial awareness skills can be best promoted through locomotor and
non-locomotor activities that focus students' attention on:
where their bodies move in terms of direction, levels, pathways, and extensions.
At an activity station in an elementary school physical education class, there are two thick mats,
three low benches, two large foam blocks, and a low balance beam. Students pair up to
complete the station activity. A challenge poster asks students, "How many different ways can
you move over, under, around, or across the equipment?" This activity is most appropriate for
promoting students' exploration of:
awareness of direction and relationships with objects.
In an elementary school physical education class, the teacher challenges students to walk, jog,
or run through a zigzag course marked by floor tape and cones. At the end of the course, poly
spots mark a long S-curve course that students are challenged to travel along, using any
movement pattern they wish. This activity is most likely designed to promote students' use of:
locomotor and agility skills while traveling along different pathways.
In the context of motor learning, a distinguishing characteristic of a nonlocomotor skill is that it:
is performed only in personal space.
Which of the following biomechanical strategies is likely to result in the most successful long
jump?
accelerating to near-maximum velocity in the run-up
Which of the following actions is an essential element of a successful underhand throw?
swinging the throwing arm back to at least waist level to begin the throw
