Question 1

Use of solid blocking is common in the intermediate grades.

Accepted Answer

A) True 
 B)False

Question 2

CAHPERD's recommendation for frequency and duration of physical education in Canadian school is a

Accepted Answer

A)  minimum of 200 minutes each week. 
B)  minimum of 150 minutes each week. 
C)  minimum of 11% of total instructional time. 
D)  minimum of 15% of total curriculum time. 
E)  minimum of 100 minutes each week. 
A)  minimum of 200 minutes each week. 
B)  minimum of 150 minutes each week. 
C)  minimum of 11% of total instructional time. 
D)  minimum of 15% of total curriculum time. 
E)  minimum of 100 minutes each week.

Question 3

Match the following terms with the appropriate characteristic or definition.
-ensures different instruction and activities at each developmental level

Accepted Answer

A)  conceptual framework 
B)  vertical progression 
C)  value orientation 
D)  horizontal progression 
E)  scope
F) sequence 
A)  conceptual framework 
B)  vertical progression 
C)  value orientation 
D)  horizontal progression 
E)  scope
F) sequence

Question 4

Which of the following is NOT a characteristic of a child at Developmental Level I?

Accepted Answer

A)  Pronounced pelvic tilt. 
B)  Wants to know rules of games. 
C)  Seeks personal attention from adults. 
D)  Egocentric. 
E)  May become suddenly tired, but recovers quickly. 
A)  Pronounced pelvic tilt. 
B)  Wants to know rules of games. 
C)  Seeks personal attention from adults. 
D)  Egocentric. 
E)  May become suddenly tired, but recovers quickly.

Question 5

Typically, changes in the affective domain happen more slowly than changes in the psychomotor domain.

Accepted Answer

A) True 
 B)False

Question 6

List three major characteristics of children a Developmental Level I that will impact program planning in the psychomotor domain?

Accepted Answer

1. Limited fine and gross motor skills:

Question 7

Match the following terms with the appropriate characteristic or definition.
-progression between developmental levels

Accepted Answer

A)  conceptual framework 
B)  vertical progression 
C)  value orientation 
D)  horizontal progression 
E)  scope
F) sequence 
A)  conceptual framework 
B)  vertical progression 
C)  value orientation 
D)  horizontal progression 
E)  scope
F) sequence

Question 8

Which developmental level are children likely to become suddenly tired but soon recover?

Accepted Answer

A)  Level I 
B)  Level II 
C)  Level III 
D)  Level IV 
E)  Level V 
A)  Level I 
B)  Level II 
C)  Level III 
D)  Level IV 
E)  Level V

Question 9

The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity).

Accepted Answer

A) True 
 B)False

Question 10

Planning for articulation of program material throughout elementary, middle, and secondary school programs is

Accepted Answer

A)  yearly continuity. 
B)  horizontal progression. 
C)  vertical progression. 
D)  balance. 
E)  scope. 
A)  yearly continuity. 
B)  horizontal progression. 
C)  vertical progression. 
D)  balance. 
E)  scope.

Question 11

The ordering of the program that clearly defines the skills and learning experiences to be implemented on a year-to-year basis refers to

Accepted Answer

A)  scope. 
B)  sequence. 
C)  balance. 
D)  value orientations. 
E)  progression. 
A)  scope. 
B)  sequence. 
C)  balance. 
D)  value orientations. 
E)  progression.

Question 12

Define scope, sequence, and balance. Identify how each relates to curriculum development.

Accepted Answer

• Scope: yearly content of the curriculu

Question 13

Demonstrate efficient and effective body mechanics is an example of

Accepted Answer

A)  a readiness for sport specific practice. 
B)  biomechanical learning outcome. 
C)  the refinement of motor skills. 
D)  a psychomotor learning outcome. 
E)  a cognitive outcome. 
A)  a readiness for sport specific practice. 
B)  biomechanical learning outcome. 
C)  the refinement of motor skills. 
D)  a psychomotor learning outcome. 
E)  a cognitive outcome.

Question 14

Demonstrate an understanding of how warm-up and cool-down prevent injuries is an example of a

Accepted Answer

A)  prescribed learning outcome. 
B)  affective learning outcome. 
C)  cognitive learning outcome. 
D)  physiological outcome. 
E)  psychomotor learning outcome. 
A)  prescribed learning outcome. 
B)  affective learning outcome. 
C)  cognitive learning outcome. 
D)  physiological outcome. 
E)  psychomotor learning outcome.

Question 15

Blooms (1956) taxonomy defines six major areas in the cognitive domain

Accepted Answer

A) True 
 B)False

Question 16

A modified solid block unit

Accepted Answer

A)  is similar to a multiple block unit. 
B)  provides a reasonable compromise between variety and continuity. 
C)  maximizes use of limited equipment and facilities. 
D)  is an effective format for introducing gymnastics. 
E)  is an example of vertical articulation. 
A)  is similar to a multiple block unit. 
B)  provides a reasonable compromise between variety and continuity. 
C)  maximizes use of limited equipment and facilities. 
D)  is an effective format for introducing gymnastics. 
E)  is an example of vertical articulation.

Question 17

A multiple block unit

Accepted Answer

A)  provides a reasonable compromise between continuity and variety. 
B)  allows for teaching two or more activities concurrently, usually on alternating days. 
C)  is a common approach in the intermediate grades. 
D)  limits scope and sequence of activities. 
E)  is directly related to prescribed learning outcomes in the PE curriculum. 
A)  provides a reasonable compromise between continuity and variety. 
B)  allows for teaching two or more activities concurrently, usually on alternating days. 
C)  is a common approach in the intermediate grades. 
D)  limits scope and sequence of activities. 
E)  is directly related to prescribed learning outcomes in the PE curriculum.

Question 18

Children at Developmental Level II are noisy, egocentric, developing hand-eye coordination, wanting attention, and refining muscle coordination still lacking.

Accepted Answer

A) True 
 B)False

Question 19

Identify the four major outcomes that form the pillars of the Alberta PE curriculum.

Accepted Answer

Activity, Health Ben

Question 20

Analysis and synthesis are areas within the cognitive domain.

Accepted Answer

A) True 
 B)False

Exam 8: Curriculum Development

Use of solid blocking is common in the intermediate grades.

CAHPERD's recommendation for frequency and duration of physical education in Canadian school is a

Match the following terms with the appropriate characteristic or definition. -ensures different instruction and activities at each developmental level

Which of the following is NOT a characteristic of a child at Developmental Level I?

Typically, changes in the affective domain happen more slowly than changes in the psychomotor domain.

List three major characteristics of children a Developmental Level I that will impact program planning in the psychomotor domain?

Match the following terms with the appropriate characteristic or definition. -progression between developmental levels

Which developmental level are children likely to become suddenly tired but soon recover?

The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity).

Planning for articulation of program material throughout elementary, middle, and secondary school programs is

The ordering of the program that clearly defines the skills and learning experiences to be implemented on a year-to-year basis refers to

Define scope, sequence, and balance. Identify how each relates to curriculum development.

Demonstrate efficient and effective body mechanics is an example of

Demonstrate an understanding of how warm-up and cool-down prevent injuries is an example of a

Blooms (1956) taxonomy defines six major areas in the cognitive domain

A modified solid block unit

A multiple block unit

Children at Developmental Level II are noisy, egocentric, developing hand-eye coordination, wanting attention, and refining muscle coordination still lacking.

Identify the four major outcomes that form the pillars of the Alberta PE curriculum.

Analysis and synthesis are areas within the cognitive domain.

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

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

Developmental Game Skills

Basketball

Lacrosse

Floor Hockey

Soccer

Softball

Track and Field

Volleyball

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