Question 1

Goal-setting exercises

Accepted Answer

A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy 
A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy

Question 2

"When all the equipment is put away, we will start the game."

Accepted Answer

A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy 
A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy

Question 3

List Hellison's (2003) hierarchy associated with teaching responsible behaviour. Identify behavior examples for each level.

Accepted Answer

Levels: Irresponsibility, self

Question 4

Determine rules and procedures for the school year.

Accepted Answer

A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy 
A)  Proactive management strategy 
B)  Positive strategy for responding to misbehaviour 
C)  Strategy for developing responsible student behaviour 
D)  Fair play strategy 
E)  Bullying prevention strategy

Question 5

Which of the following is NOT a fair play ideal?

Accepted Answer

A)  Respect for the rules. 
B)  Caring. 
C)  Respect for the opponent and for officials. 
D)  Maintaining self-control. 
E)  Equal opportunity for play. 
A)  Respect for the rules. 
B)  Caring. 
C)  Respect for the opponent and for officials. 
D)  Maintaining self-control. 
E)  Equal opportunity for play.

Question 6

Which of the following are examples of characteristics from level 3 of Hellison's (2003) hierarchy of responsible behaviour?

Accepted Answer

A)  calling other students names 
B)  talking to friends when the teacher is giving instruction 
C)  standing and watching others play 
D)  practicing a skill without being told 
E)  asking another classmate to join in the game 
A)  calling other students names 
B)  talking to friends when the teacher is giving instruction 
C)  standing and watching others play 
D)  practicing a skill without being told 
E)  asking another classmate to join in the game

Question 7

Hellison's (2003) levels of responsible behaviour is based on the following:

Accepted Answer

A)  Minimize use of verbal reprimands and replace with time outs. 
B)  Catch students using inappropriate behaviour and redirect it. 
C)  Reinforce desired behaviour and redirect inappropriate behaviour. 
D)  Ignore inappropriate behaviour and reinforce desired behaviour. 
E)  Redirect inappropriate behaviour and minimize verbal reprimands. 
A)  Minimize use of verbal reprimands and replace with time outs. 
B)  Catch students using inappropriate behaviour and redirect it. 
C)  Reinforce desired behaviour and redirect inappropriate behaviour. 
D)  Ignore inappropriate behaviour and reinforce desired behaviour. 
E)  Redirect inappropriate behaviour and minimize verbal reprimands.

Question 8

Define the term "verbal reprimand."

Accepted Answer

Telling an individual that his

Question 9

Which of the following is NOT a suggested strategy for increasing responsible student behaviour in the instructional setting?

Accepted Answer

A)  Modelling desirable behaviour. 
B)  Allowing time for students to think about their attitudes. 
C)  Removing a student from class (one strike rule). 
D)  Allowing students to give their opinions about responsible behaviour. 
E)  Giving students specific feedback about the quality of their behaviour. 
A)  Modelling desirable behaviour. 
B)  Allowing time for students to think about their attitudes. 
C)  Removing a student from class (one strike rule). 
D)  Allowing students to give their opinions about responsible behaviour. 
E)  Giving students specific feedback about the quality of their behaviour.

Question 10

A basic requisite to a well-managed class is the ability of the teacher to model behaviour desired from the students.

Accepted Answer

A) True 
 B)False

Question 11

For forming teams it is best to select captains and allow those captains to pick teams

Accepted Answer

A) True 
 B)False

Question 12

Identify the ideas associated with Fair Play for Kids. Discuss a variety of teaching strategies associated with these ideals.

Accepted Answer

• (a) respect for the rules, (b) respect

Question 13

A regular routine for closing the lesson is important for teachers and students.

Accepted Answer

A) True 
 B)False

Exam 5: Encouraging Positive Behaviour

Goal-setting exercises

"When all the equipment is put away, we will start the game."

List Hellison's (2003) hierarchy associated with teaching responsible behaviour. Identify behavior examples for each level.

Determine rules and procedures for the school year.

Which of the following is NOT a fair play ideal?

Which of the following are examples of characteristics from level 3 of Hellison's (2003) hierarchy of responsible behaviour?

Hellison's (2003) levels of responsible behaviour is based on the following:

Define the term "verbal reprimand."

Which of the following is NOT a suggested strategy for increasing responsible student behaviour in the instructional setting?

A basic requisite to a well-managed class is the ability of the teacher to model behaviour desired from the students.

For forming teams it is best to select captains and allow those captains to pick teams

Identify the ideas associated with Fair Play for Kids. Discuss a variety of teaching strategies associated with these ideals.

A regular routine for closing the lesson is important for teachers and students.

Elementary School Physical Education

Physical Activity for the Growing Child

Planning for Quality Instruction

Improving Instructional Effectiveness

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

Developmental Game Skills

Basketball

Lacrosse

Floor Hockey

Soccer

Softball

Track and Field

Volleyball

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