Exam 28: Track, Field, and Cross-Country Running

Running moderate distances can help students develop an understanding of pace.

Many children find the sprinter's start more comfortable than the standing start.

Because track and field skills involve locomotor movements, only Developmental Level I students can enjoy and participate in these activities.

The approach for the Straddle Roll is made from the left side at an angle of no more than 45 degrees.

In proper sprinting form, the body is more erect and the motion of the arms is less pronounced.

There are several types of running starts, but one is recommended because it has various uses in physical education activities. It is the:

Speed and quickness are important attributes that govern the degree of success in many play and sport activities.

Which of the following is NOT a key point for good hurdling technique?

The primary emphases in a track and field unit in the elementary grades should be practice and personal accomplishment.

Distance work is not increased progressively, student practice the same distance.

Track and field allows students the chance to apply a wide variety of skills.

Early experiences in Developmental Levels I and II stress running short distances and participating in two types of long jump.

Running for distances is NOT emphasized in Developmental Level III.

What is the correct body position for distance running?

Allowing students to estimate their pace and time can be motivating.

More efficient instruction can occur in track and field if students are grouped by height and weight.

Warm-up activities should precede track and field work.

Developing pace in distance running without strong competition is encouraged at the Developmental Level III.

Children should know how to participate in interval training in the elementary grades.

Youngsters should be encouraged to develop good technique within their own style.