Question 1

The most notable reason why striking with rackets and paddles and striking with long-handled implements are complex skills for children is

Accepted Answer

A)  because it is difficult to achieve accuracy in tossing or dropping the object to be contacted. 
B)  because of the need for the development of visual tracking. 
C)  because hand-eye coordination is more difficult at a distance from the body. 
D)  all of the choices are correct 
E)  both because of the need for the development of visual tracking and because hand-eye coordination is more difficult at a distance from the body. 
A)  because it is difficult to achieve accuracy in tossing or dropping the object to be contacted. 
B)  because of the need for the development of visual tracking. 
C)  because hand-eye coordination is more difficult at a distance from the body. 
D)  all of the choices are correct 
E)  both because of the need for the development of visual tracking and because hand-eye coordination is more difficult at a distance from the body. E

Question 2

Striking with rackets and paddles is one of the last skills that children develop.

Accepted Answer

A) True 
 B)False  True

Question 3

A good task for children at the precontrol level of striking with rackets and paddles is to strike balls suspended from ropes at various heights.

Accepted Answer

A) True 
 B)False  True

Question 4

At the control level of striking with rackets and paddles,children can contact an object repeatedly without missing and can send the object various distances and in different directions.

Accepted Answer

A) True 
 B)False

Question 5

Important observation points for striking with rackets and paddles include all of the following EXCEPT

Accepted Answer

A)  weight is shifted to the back foot during the preparatory phase. 
B)  step forward on the foot on the same side as the striking arm. 
C)  body coils and rotates forward during the swing. 
D)  racket is swung back and then forward along a full arc. 
E)  All points are important to striking with rackets and paddles. 
A)  weight is shifted to the back foot during the preparatory phase. 
B)  step forward on the foot on the same side as the striking arm. 
C)  body coils and rotates forward during the swing. 
D)  racket is swung back and then forward along a full arc. 
E)  All points are important to striking with rackets and paddles.

Question 6

Self-designed racket games,Wall Ball,and aerial net games are all examples of appropriate striking tasks for children at the

Accepted Answer

A)  precontrol level of skill development. 
B)  control level of skill development. 
C)  utilization level of skill development. 
D)  proficiency level of skill development. 
A)  precontrol level of skill development. 
B)  control level of skill development. 
C)  utilization level of skill development. 
D)  proficiency level of skill development.

Question 7

Striking with paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.

Accepted Answer

A) True 
 B)False

Question 8

When striking with paddles and rackets,the most difficult object to strike of the five objects listed is

Accepted Answer

A)  "live" tennis balls. 
B)  volleybirds. 
C)  foam balls. 
D)  balloons. 
E)  Ping-Pong balls. 
A)  "live" tennis balls. 
B)  volleybirds. 
C)  foam balls. 
D)  balloons. 
E)  Ping-Pong balls.

Question 9

________ is the movement concept which should be emphasized when reinforcing safety when striking.

Accepted Answer

The answer of ________ is the movement concept which should...

Question 10

Cues for striking with rackets and paddles that are important for children at the control level include all of the following EXCEPT

Accepted Answer

A)  stiff wrist. 
B)  opposite foot. 
C)  eyes on target. 
D)  flat paddle. 
E)  watch the ball. 
A)  stiff wrist. 
B)  opposite foot. 
C)  eyes on target. 
D)  flat paddle. 
E)  watch the ball.

Question 11

Striking with implements is a skill that children enjoy and can be taught to younger children if equipment is modified,such as using rackets with shorter handles.

Accepted Answer

A) True 
 B)False

Question 12

Students at the __________ generic level of skill proficiency level benefit from striking an object suspended from a string.

Accepted Answer

The answer of Students at the __________ generic level of...

Exam 25: Striking With Rackets and Paddles

The most notable reason why striking with rackets and paddles and striking with long-handled implements are complex skills for children is

Striking with rackets and paddles is one of the last skills that children develop.

A good task for children at the precontrol level of striking with rackets and paddles is to strike balls suspended from ropes at various heights.

At the control level of striking with rackets and paddles,children can contact an object repeatedly without missing and can send the object various distances and in different directions.

Important observation points for striking with rackets and paddles include all of the following EXCEPT

Self-designed racket games,Wall Ball,and aerial net games are all examples of appropriate striking tasks for children at the

Striking with paddles and rackets should be taught in conjunction with striking with body parts,specifically the hand.

When striking with paddles and rackets,the most difficult object to strike of the five objects listed is

________ is the movement concept which should be emphasized when reinforcing safety when striking.

Cues for striking with rackets and paddles that are important for children at the control level include all of the following EXCEPT

Striking with implements is a skill that children enjoy and can be taught to younger children if equipment is modified,such as using rackets with shorter handles.

Students at the __________ generic level of skill proficiency level benefit from striking an object suspended from a string.

The Value and Purpose of Physical Education for Children

The Skill Theme Approach

Skill Themes, movement Concepts, and the National Standards

Reflective Teaching

Determining Generic Levels of Skill Proficiency

Planning and Developing the Content

Analyzing Reflective Teaching

Establishing an Environment for Learning

Maintaining Appropriate Behavior

Instructional Approaches

Observing Student Responses

Assessing Student Learning

Space Awareness

Effort

Relationships

Traveling

Chasing, fleeing, and Dodging

Bending, stretching, curling, and Twisting

Jumping and Landing

Balancing

Transferring Weight and Rolling

Kicking and Punting

Throwing and Catching

Volleying and Dribbling

Striking With Long-Handled Implements

Teaching Physical Fitness, physical Activity, and Wellness

Teaching Dance

Teaching Gymnastics

Teaching Games

Adapting the Content for Diverse Learners

Integrating the Skill Theme Approach Across the Curriculum

Building Support for Your Program

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