Question 1

A task constraint in dynamical systems theory would be

Accepted Answer

A)  the physical abilities of the performer. 
B)  what the student thinks the task is. 
C)  the social environment. 
D)  All of these. 
A)  the physical abilities of the performer. 
B)  what the student thinks the task is. 
C)  the social environment. 
D)  All of these. D

Question 2

Transfer can be

Accepted Answer

A)  physical abilities to skill. 
B)  All of these. 
C)  practice to skill. 
D)  skill to skill. 
A)  physical abilities to skill. 
B)  All of these. 
C)  practice to skill. 
D)  skill to skill. B

Question 3

The associative phase of learning a motor skill is characterized by

Accepted Answer

A)  the establishment of a motor plan. 
B)  connecting sensory information to motor responses. 
C)  an automatic response. 
D)  concentration on temporal patterning and timing of a skill. 
A)  the establishment of a motor plan. 
B)  connecting sensory information to motor responses. 
C)  an automatic response. 
D)  concentration on temporal patterning and timing of a skill. B

Question 4

Which of the following is an example of a more open skill?

Accepted Answer

A)  Bowling for strikes. 
B)  Foul shot in basketball. 
C)  All of the above. 
D)  Skipping. 
A)  Bowling for strikes. 
B)  Foul shot in basketball. 
C)  All of the above. 
D)  Skipping.

Question 5

Which of the following is true?

Accepted Answer

A)  Teachers should always use direct methods of teaching. 
B)  Teachers should always mix methods of teaching. 
C)  Teachers can chose different methods for different outcomes. 
D)  Teachers should always use indirect methods of teaching. 
A)  Teachers should always use direct methods of teaching. 
B)  Teachers should always mix methods of teaching. 
C)  Teachers can chose different methods for different outcomes. 
D)  Teachers should always use indirect methods of teaching.

Question 6

Which of the following is most appropriate for a tennis serve taught to beginners?

Accepted Answer

A)  Whole, part. 
B)  Part, whole. 
C)  Whole. 
D)  All of these under certain conditions. 
A)  Whole, part. 
B)  Part, whole. 
C)  Whole. 
D)  All of these under certain conditions.

Question 7

An example of bilateral transfer is

Accepted Answer

A)  dribbling with the hand that transfers to shooting. 
B)  dribbling with one hand that transfers to dribbling to the other foot. 
C)  dribbling with a hand that transfers to dribbling with the foot. 
D)  dribbling with one hand that transfers to the other hand. 
A)  dribbling with the hand that transfers to shooting. 
B)  dribbling with one hand that transfers to dribbling to the other foot. 
C)  dribbling with a hand that transfers to dribbling with the foot. 
D)  dribbling with one hand that transfers to the other hand.

Question 8

Which of the following is not true?

Accepted Answer

A)  A good instructor can eliminate student feedback on performance. 
B)  There is little cognitive involvement in learning motor skills. 
C)  Skilled performers have eliminated variability in performance. 
D)  All of these. 
A)  A good instructor can eliminate student feedback on performance. 
B)  There is little cognitive involvement in learning motor skills. 
C)  Skilled performers have eliminated variability in performance. 
D)  All of these.

Question 9

Which of the following is not recommended to facilitate active processing of what is to be learned?

Accepted Answer

A)  giving learners a clear idea of what the expectations are for performance. 
B)  providing achievable but challenging experiences. 
C)  repetitive drill experiences to ensure learning. 
D)  motivating learners to do their best. 
A)  giving learners a clear idea of what the expectations are for performance. 
B)  providing achievable but challenging experiences. 
C)  repetitive drill experiences to ensure learning. 
D)  motivating learners to do their best.

Question 10

Movement schemata are

Accepted Answer

A)  generalized motor patterns. 
B)  short-term sequences of neuromuscular responses. 
C)  developmental skills. 
D)  skills that require a constant environment. 
A)  generalized motor patterns. 
B)  short-term sequences of neuromuscular responses. 
C)  developmental skills. 
D)  skills that require a constant environment.

Question 11

Differences in learner ability

Accepted Answer

A)  cannot be influenced by teaching. 
B)  are related to both genetics and experience. 
C)  decrease with practice. 
D)  are primarily gender issues. 
A)  cannot be influenced by teaching. 
B)  are related to both genetics and experience. 
C)  decrease with practice. 
D)  are primarily gender issues.

Question 12

Which of the following is the most difficult match for knowledge of results and knowledge of performance?

Accepted Answer

A)  The goal is accomplished, but the plan is not executed correctly. 
B)  The goal is not accomplished, and the plan is not executed correctly. 
C)  The goal is not accomplished, but the plan is executed correctly. 
D)  The goal is accomplished, and the plan is executed correctly. 
A)  The goal is accomplished, but the plan is not executed correctly. 
B)  The goal is not accomplished, and the plan is not executed correctly. 
C)  The goal is not accomplished, but the plan is executed correctly. 
D)  The goal is accomplished, and the plan is executed correctly.

Question 13

Variability of practice can

Accepted Answer

A)  help the development of open skills. 
B)  benefit closed skills. 
C)  provide the learner with more practice than non-variable practice. 
D)  destroy a performer's concentration. 
A)  help the development of open skills. 
B)  benefit closed skills. 
C)  provide the learner with more practice than non-variable practice. 
D)  destroy a performer's concentration.

Question 14

Teachers can teach attention by

Accepted Answer

A)  limiting the amount of information students must attend to. 
B)  All of these. 
C)  helping students attend to the appropriate environmental cues. 
D)  helping students tune out irrelevant stimuli. 
A)  limiting the amount of information students must attend to. 
B)  All of these. 
C)  helping students attend to the appropriate environmental cues. 
D)  helping students tune out irrelevant stimuli.

Question 15

Feedback can be

Accepted Answer

A)  knowledge of results or knowledge of performance. 
B)  All of these. 
C)  a source of information to the learner concerning performance. 
D)  intrinsic or extrinsic. 
A)  knowledge of results or knowledge of performance. 
B)  All of these. 
C)  a source of information to the learner concerning performance. 
D)  intrinsic or extrinsic.

Question 16

What is the relationship between skill in motor skills and participation in physical activity and age?

Accepted Answer

A)  It is about the same regardless of age. 
B)  It gets stronger with age. 
C)  It is stronger in very young children. 
D)  It gets weaker with age. 
A)  It is about the same regardless of age. 
B)  It gets stronger with age. 
C)  It is stronger in very young children. 
D)  It gets weaker with age.

Question 17

Which of the following is more likely to result in being able to use a volleyball forearm pass in a volleyball game?

Accepted Answer

A)  Practicing the pass from a self-toss. 
B)  Practicing the pass from a short partner toss. 
C)  Practicing the pass against the wall. 
D)  Practicing the pass from a toss/throw over the net. 
A)  Practicing the pass from a self-toss. 
B)  Practicing the pass from a short partner toss. 
C)  Practicing the pass against the wall. 
D)  Practicing the pass from a toss/throw over the net.

Question 18

Environmental design of tasks

Accepted Answer

A)  elicits a motor response from the student. 
B)  eliminates the need for teacher knowledge of how to "do" a skill. 
C)  protects the environment from undue stress. 
D)  eliminates the need for teacher instruction. 
A)  elicits a motor response from the student. 
B)  eliminates the need for teacher knowledge of how to "do" a skill. 
C)  protects the environment from undue stress. 
D)  eliminates the need for teacher instruction.

Question 19

Which of the following is a good example of using environmental conditions to elicit the response you want from students?

Accepted Answer

A)  Doing a task outside rather than inside. 
B)  Asking students to watch a video of good performance. 
C)  Decreasing the space in a 2 V 1 to help the defense. 
D)  Having one partner evaluate the work of another. 
A)  Doing a task outside rather than inside. 
B)  Asking students to watch a video of good performance. 
C)  Decreasing the space in a 2 V 1 to help the defense. 
D)  Having one partner evaluate the work of another.

Question 20

Students with high academic ability

Accepted Answer

A)  If they are males are good at motor skills. 
B)  may or may not be good at motor skills. 
C)  are usually good at motor skills as well. 
D)  are usually not good at motor skills. 
A)  If they are males are good at motor skills. 
B)  may or may not be good at motor skills. 
C)  are usually good at motor skills as well. 
D)  are usually not good at motor skills.

A task constraint in dynamical systems theory would be

Transfer can be

The associative phase of learning a motor skill is characterized by

Which of the following is an example of a more open skill?

Which of the following is true?

Which of the following is most appropriate for a tennis serve taught to beginners?

An example of bilateral transfer is

Which of the following is not true?

Which of the following is not recommended to facilitate active processing of what is to be learned?

Movement schemata are

Differences in learner ability

Which of the following is the most difficult match for knowledge of results and knowledge of performance?

Variability of practice can

Teachers can teach attention by

Feedback can be

What is the relationship between skill in motor skills and participation in physical activity and age?

Which of the following is more likely to result in being able to use a volleyball forearm pass in a volleyball game?

Environmental design of tasks

Which of the following is a good example of using environmental conditions to elicit the response you want from students?

Students with high academic ability

Teaching Physical Education: An Orientation

Designing Learning Experiences and Instructional Tasks

Task Presentation

Content Analysis and Development

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 2: Factors That Influence Learning

A task constraint in dynamical systems theory would be

Transfer can be

The associative phase of learning a motor skill is characterized by

Which of the following is an example of a more open skill?

Which of the following is true?

Which of the following is most appropriate for a tennis serve taught to beginners?

An example of bilateral transfer is

Which of the following is not true?

Which of the following is not recommended to facilitate active processing of what is to be learned?

Movement schemata are

Differences in learner ability

Which of the following is the most difficult match for knowledge of results and knowledge of performance?

Variability of practice can

Teachers can teach attention by

Feedback can be

What is the relationship between skill in motor skills and participation in physical activity and age?

Which of the following is more likely to result in being able to use a volleyball forearm pass in a volleyball game?

Environmental design of tasks

Which of the following is a good example of using environmental conditions to elicit the response you want from students?

Students with high academic ability

Teaching Physical Education: An Orientation

Designing Learning Experiences and Instructional Tasks

Task Presentation

Content Analysis and Development

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