Question 1

Fast Pass is

Accepted Answer

A)  in the target game category. 
B)  very effective for introducing offensive tactics. 
C)  a volleyball lead-up game. 
D)  a tag game. 
E)  a Developmental Level I manipulative game. 
A)  in the target game category. 
B)  very effective for introducing offensive tactics. 
C)  a volleyball lead-up game. 
D)  a tag game. 
E)  a Developmental Level I manipulative game. B

Question 2

Match the following skills with the most appropriate game.
-Freeze

Accepted Answer

A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching 
A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching B

Question 3

Which of the following is NOT a suggestion for maximizing active involvement of all students in developmental games?

Accepted Answer

A)  Avoid isolating one child (e.g. single tagger). 
B)  Increase the level of competition. 
C)  Play relatively short games. 
D)  Have a plan for rotating students in and out of games. 
E)  Use a trial period (no scoring) during the first stages learning the game. 
A)  Avoid isolating one child (e.g. single tagger). 
B)  Increase the level of competition. 
C)  Play relatively short games. 
D)  Have a plan for rotating students in and out of games. 
E)  Use a trial period (no scoring) during the first stages learning the game. B

Question 4

Describe the characteristics of games at Developmental Level I. Provide examples of games from this level to demonstrate these characteristics.

Accepted Answer

Choose from those listed on pages 465-47

Question 5

Which of the following is NOT a suggestion for modifying a game?

Accepted Answer

A)  Vary the boundaries of the game. 
B)  Change the requirements necessary for scoring. 
C)  Increase the number of taggers or runners. 
D)  Change the formation in which the game is played. 
E)  Increase the level of competition. 
A)  Vary the boundaries of the game. 
B)  Change the requirements necessary for scoring. 
C)  Increase the number of taggers or runners. 
D)  Change the formation in which the game is played. 
E)  Increase the level of competition.

Question 6

Developmental Level I games require minimal tactics to be successful.

Accepted Answer

A) True 
 B)False

Question 7

Alaska Baseball and Club Guard are

Accepted Answer

A)  baseball lead-up games. 
B)  Developmental Level II games. 
C)  both invasion games. 
D)  Developmental Level III games. 
E)  focused on kicking skills. 
A)  baseball lead-up games. 
B)  Developmental Level II games. 
C)  both invasion games. 
D)  Developmental Level III games. 
E)  focused on kicking skills.

Question 8

The basic tactical concept in most games is the give and go play.

Accepted Answer

A) True 
 B)False

Question 9

Describe the characteristics of games at Developmental Level III. Provide examples of games from this level to demonstrate these characteristics.

Accepted Answer

Choose from those listed on pages 483-49

Question 10

Define the term tactical awareness as related to game play.

Accepted Answer

Tactical awareness is "knowing

Question 11

Describe the tactical-skill approach to teaching games. Provide examples of how you would use this approach to teach basic invasion games.

Accepted Answer

See description on pages 461-462. Exampl

Question 12

Using a trial period (no scoring) during the first stages of learning a game

Accepted Answer

A)  is unique to Developmental I games. 
B)  is a recommended strategy for increasing the competition in a game. 
C)  provides the opportunity for the teacher to clarify rules. 
D)  increases the challenge. 
E)  is a characteristic of Developmental Level III games. 
A)  is unique to Developmental I games. 
B)  is a recommended strategy for increasing the competition in a game. 
C)  provides the opportunity for the teacher to clarify rules. 
D)  increases the challenge. 
E)  is a characteristic of Developmental Level III games.

Question 13

A safety zone

Accepted Answer

A)  is the protective area where students wait to return to the game. 
B)  is also called a crease. 
C)  marks the area around the soccer goal. 
D)  marks a distance from the wall to allow students to decelerate safely. 
E)  is also called "time out." 
A)  is the protective area where students wait to return to the game. 
B)  is also called a crease. 
C)  marks the area around the soccer goal. 
D)  marks a distance from the wall to allow students to decelerate safely. 
E)  is also called "time out."

Question 14

Briefly discuss the disadvantage of elimination games. Provide several adjustments that can be made to increase the potential for participation.

Accepted Answer

Major disadvantage: when a student is el

Question 15

Cite Almond's (1986) classification system for games based on tactics, goals, and conditions.

Accepted Answer

Invasion games, stri

Question 16

Developmental Level I games

Accepted Answer

A)  emphasize basic offensive strategy. 
B)  place minimal emphasis on team play. 
C)  focus on combining several locomotor or manipulative skills. 
D)  often include manipulative skills. 
E)  emphasize basic defensive strategy. 
A)  emphasize basic offensive strategy. 
B)  place minimal emphasis on team play. 
C)  focus on combining several locomotor or manipulative skills. 
D)  often include manipulative skills. 
E)  emphasize basic defensive strategy.

Question 17

Provide examples of Developmental Level I games that help students learn starting, stopping, and dodging.

Accepted Answer

Choose from those listed on pages 465-47

Question 18

Match the following skills with the most appropriate game.
-Leader Ball

Accepted Answer

A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching 
A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching

Question 19

Match the following skills with the most appropriate game.
-Hill Dill

Accepted Answer

A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching 
A)  running, dodging 
B)  fundamental locomotor patterns 
C)  aiming at a target 
D)  throwing and catching

Question 20

Describe the characteristics of games at Developmental Level II. Provide examples of games from this level to demonstrate these characteristics.

Accepted Answer

Choose from those listed on pages 476-48

Exam 22: Developmental Game Skills

Fast Pass is

Match the following skills with the most appropriate game. -Freeze

Which of the following is NOT a suggestion for maximizing active involvement of all students in developmental games?

Describe the characteristics of games at Developmental Level I. Provide examples of games from this level to demonstrate these characteristics.

Which of the following is NOT a suggestion for modifying a game?

Developmental Level I games require minimal tactics to be successful.

Alaska Baseball and Club Guard are

The basic tactical concept in most games is the give and go play.

Describe the characteristics of games at Developmental Level III. Provide examples of games from this level to demonstrate these characteristics.

Define the term tactical awareness as related to game play.

Describe the tactical-skill approach to teaching games. Provide examples of how you would use this approach to teach basic invasion games.

Using a trial period (no scoring) during the first stages of learning a game

A safety zone

Briefly discuss the disadvantage of elimination games. Provide several adjustments that can be made to increase the potential for participation.

Cite Almond's (1986) classification system for games based on tactics, goals, and conditions.

Developmental Level I games

Provide examples of Developmental Level I games that help students learn starting, stopping, and dodging.

Match the following skills with the most appropriate game. -Leader Ball

Match the following skills with the most appropriate game. -Hill Dill

Describe the characteristics of games at Developmental Level II. Provide examples of games from this level to demonstrate these characteristics.

Elementary School Physical Education

Physical Activity for the Growing Child

Planning for Quality Instruction

Improving Instructional Effectiveness

Encouraging Positive Behaviour

Assessment and Evaluation of Student Learning

Children With Special Needs

Curriculum Development

Legal Liability and Risk Management

Facilities, Equipment, and Supplies

Making Curriculum Connections

Physical Activity and Fitness

Wellness: Developing a Healthy Lifestyle

Movement Concepts

Fundamental Motor Skills

Introductory Activities: Applying Fundamental Motor Skills

Manipulative Skills

Body Management Skills

Dance and Rhythmic Movement Skills

Gymnastics Skills

Alternative Environment Activities

Basketball

Lacrosse

Floor Hockey

Soccer

Softball

Track and Field

Volleyball

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