Question 1

Teachers get observation cues to improve student performance from the

Accepted Answer

A)  application/assessment column of the analysis. 
B)  extension column of the analysis. 
C)  All of these. 
D)  refinement column of the analysis. 
A)  application/assessment column of the analysis. 
B)  extension column of the analysis. 
C)  All of these. 
D)  refinement column of the analysis.

Question 2

Open skills

Accepted Answer

A)  are only perceptual skills. 
B)  are best learned if teachers drill the skill first under closed conditions. 
C)  are performed in predictable environments. 
D)  can be taught initially, as closed skills as long as the teacher does not teach the skill under those conditions for long periods of time. 
A)  are only perceptual skills. 
B)  are best learned if teachers drill the skill first under closed conditions. 
C)  are performed in predictable environments. 
D)  can be taught initially, as closed skills as long as the teacher does not teach the skill under those conditions for long periods of time.

Question 3

Which of the following is an appropriate application/assessment task for the task "throw the ball as hard as can against the wall using an overhead pattern"?

Accepted Answer

A)  Now try it underhanded. 
B)  See how far back you can get and still hit the wall. 
C)  Try to rotate back more in your preparation. 
D)  None of these. 
A)  Now try it underhanded. 
B)  See how far back you can get and still hit the wall. 
C)  Try to rotate back more in your preparation. 
D)  None of these.

Question 4

Which of the following tasks is a Stage One task from the Games Stages?

Accepted Answer

A)  Practicing sets and bumps with a partner. 
B)  Playing two on two volleyball. 
C)  Playing six on six volleyball. 
D)  Practicing the volleyball forearm pass from a tossed ball. 
A)  Practicing sets and bumps with a partner. 
B)  Playing two on two volleyball. 
C)  Playing six on six volleyball. 
D)  Practicing the volleyball forearm pass from a tossed ball.

Question 5

Which of the following is a cue for the use of the response?

Accepted Answer

A)  Pass the ball ahead of the receiver. 
B)  Use the pads of your fingers to dribble. 
C)  Contact the ball in the center. 
D)  Keep your eye on the ball. 
A)  Pass the ball ahead of the receiver. 
B)  Use the pads of your fingers to dribble. 
C)  Contact the ball in the center. 
D)  Keep your eye on the ball.

Teachers get observation cues to improve student performance from the

Open skills

Which of the following is an appropriate application/assessment task for the task "throw the ball as hard as can against the wall using an overhead pattern"?

Which of the following tasks is a Stage One task from the Games Stages?

Which of the following is a cue for the use of the response?

Teaching Physical Education: An Orientation

Factors That Influence Learning

Designing Learning Experiences and Instructional Tasks

Task Presentation

Developing and Maintaining a Learning Environment

Teacher During Activity

Teaching Strategies

Student Motivation, Personal Growth, and Inclusion

Planning

Assessment in the Instructional Process

Content-Specific Pedagogy

The Teacher As the Continuous Learner

Observing Teacher and Student Behavior

Filters

Exam 5: Content Analysis and Development

Teachers get observation cues to improve student performance from the

Open skills

Which of the following is an appropriate application/assessment task for the task "throw the ball as hard as can against the wall using an overhead pattern"?

Which of the following tasks is a Stage One task from the Games Stages?

Which of the following is a cue for the use of the response?

Teaching Physical Education: An Orientation

Factors That Influence Learning

Designing Learning Experiences and Instructional Tasks

Task Presentation

Developing and Maintaining a Learning Environment

Teacher During Activity

Teaching Strategies

Student Motivation, Personal Growth, and Inclusion

Planning

Assessment in the Instructional Process

Content-Specific Pedagogy

The Teacher As the Continuous Learner

Observing Teacher and Student Behavior

Filters