Deck 14: Perceptual Motor Development and Motor Skill Interventions

Question 1

The cerebellum is mainly involved with:

A) Body sensations
B) Vision
C) Balance and coordination
D) Hearing
E) Voluntary movement

Answer 1

C

Question 2

The organization of incoming sensory stimuli put together with past or stored information is called:

A) Sensory input
B) Sensory integration
C) Spatial awareness
D) Motor interpretation
E) Organizational complexity

Answer 2

B

Question 3

To develop a normal repertoire of visual-spatial skills, one must pay attention to objects that move. This is known as:

A) Perception
B) Visual acuity
C) Figure-ground perception
D) Depth perception
E) The motion hypothesis

Answer 3

E

Question 4

Frontal lobe is to _________, as cerebellum is to _________.

A) Hearing; balance and coordination
B) Vision; body sensations
C) Voluntary movements; balance and coordination
D) Voluntary movements; vision
E) Hearing; vision

Question 5

What is the significance of the hyphen in the term perceptual-motor?

A) It signifies that motor is dependent on perception, but not vice versa.
B) It signifies the dependency of all voluntary movement activity upon some form of perceptual information.
C) It signifies the development of one's perceptual abilities is partly dependent on motor activity.
D) All of these are correct
E) It signifies the dependency of all voluntary movement activity upon some form of perceptual information and that the development of one's perceptual abilities is partly dependent on motor activity

Question 6

The process of perceptual-motor development involves:

A) Movement activation, sensory input, motor interpretation, sensory integration, and feedback
B) Sensory integration, motor interpretation, sensory input, movement activation and feedback
C) Sensory input, sensory integration, motor interpretation, movement activation, and feedback
D) Motor interpretation, sensory input, sensory integration, movement activation, and feedback
E) Perception, conceptualization, and action

Question 7

Which of these is generally considered to be the primary perceptual modality?

A) Visual
B) Auditory
C) Olfactory
D) Gustatory
E) Tactile

Question 8

Vision is mainly processed in which lobe of the brain?

A) Parietal
B) Cerebellum
C) Temporal
D) Frontal
E) Occipital

Question 9

Which of the following statements is true?

A) The extent of the role of movement in visual perceptual development is not fully known.
B) Movement has been shown to be a sufficient condition for developing selected visual perceptual abilities.
C) Movement has not been shown to be a necessary condition for developing selected visual perceptual abilities.
D) All of these are correct.
E) The extent of the role of movement in visual perceptual development is not fully known and movement has been shown to be a sufficient condition for developing selected visual perceptual abilities.

Question 10

Movement is a _________ condition for encouraging the development of perceptual abilities.

A) Proper
B) Sufficient
C) Adequate
D) Poor
E) Limiting

Question 11

All of the following are important developmentally-based visual qualities and influence movement performance, except:

A) Visual acuity
B) Figure-ground perception
C) Depth perception
D) Body awareness
E) Visual-motor coordination

Question 12

Which of these describes the ability to distinguish detail in static and dynamic settings?

A) Retinal disparity
B) Visual acuity
C) Figure-ground perception
D) Depth perception
E) Visual-motor coordination

Question 13

Which of these describes the ability to integrate the use of the eyes and hands in object tracking and interpretations?

A) Retinal disparity
B) Visual acuity
C) Figure-ground perception
D) Depth perception
E) Visual-motor coordination

Question 14

Visual perception includes which of the following?

A) Depth perception
B) Figure-ground perception
C) Visual tracking
D) All of these are correct.
E) Depth perception and figure-ground perception

Question 15

The ability to separate an object from its surroundings is called:

A) Visual acuity
B) Figure-ground perception
C) Depth perception
D) Visual-motor coordination
E) Form perception

Question 16

Dynamic visual acuity is the ability to distinguish:

A) Size in moving objects
B) Size in stationary objects
C) Detail in moving objects
D) Detail in stationary objects
E) Retinal disparity

Question 17

A tennis player needs especially good _______________ to return a tennis serve.

A) Static visual acuity
B) Object permanence
C) Rhythm
D) Dynamic visual acuity
E) Retinal disparity

Question 18

Monocular depth cues are those that can be picked up by one eye. Which of the following is not an example of a monocular depth cue?

A) Size
B) Texture gradient
C) Shading
D) Overlap
E) Distance

Question 19

The ability to track and make interception judgments about a moving object is called:

A) Visual acuity
B) Figure-ground perception
C) Depth perception
D) Visual-motor coordination
E) Spatial awareness

Question 20

An individual with a 20/100 Snellen eye rating:

A) Can distinguish objects at 100 feet that others with normal vision could distinguish in 20 feet
B) Can distinguish objects at 20 feet that others with normal vision could distinguish in 100 feet
C) Can distinguish objects clearly at 20 feet with the right eye and 100 feet with the left eye
D) Can distinguish objects clearly at 100 feet with the right eye and 20 feet with the left eye
E) None of these is correct.

Question 21

Which of these describes depth perception?

A) The ability to distinguish detail in static and dynamic settings
B) The ability to separate an object from its surroundings
C) The ability to view an object from a slightly different angle from each eye
D) The ability to judge distance relative to oneself
E) The ability to integrate use of eyes and hands in object tracking and interpretation

Question 22

Dynamic visual acuity matures at about what age?

A) 2-3
B) 5-7
C) 8-9
D) 11-12
E) 14-15

Question 23

Figure-ground perception is defined as the ability to:

A) Distinguish detail in static and dynamic settings
B) Separate an object from its surroundings
C) Judge distance relative to oneself
D) Integrate use of eyes and hands in terms of object tracking and interruption
E) All of these are correct.

Question 24

Which of the following statements does not apply to the developmental aspects of depth perception?

A) Binocularity and depth perception continue to improve from 2 through 5 years of age.
B) By age 7, most children can accurately judge depth with monocular cues.
C) Depth perception in general can be improved with special training.
D) Merely monocular cues are insufficient for proficiency in mature catching.
E) Depth perception is not innate.

Question 25

In contemporary society, children often miss out on experiences that develop their movement abilities. These include all of the following, except:

A) Climbing trees
B) Playing video games
C) Walking fences
D) Jumping streams
E) Riding horses

Question 26

There is insufficient evidence to claim that improved _________ will enhance ________.

A) Sensory input; perceptual motor abilities
B) Sensory input; movement activation
C) Academic achievement; perceptual motor abilities
D) Perceptual motor abilities; academic achievement
E) Body awareness; spatial awareness

Question 27

The process of organizing incoming information with stored information, which leads to a modified response pattern is called:

A) Perception
B) Processing
C) Interpretation
D) Activation
E) Feedback

Question 28

Perceptual-motor development may be described as a process of attaining increased skill and functional ability by using all of the following, except:

A) Imagery
B) Sensory input
C) Sensory integration
D) Motor interpretation
E) Movement activation

Question 29

Which of these describes the process of attaining increased skill and functional ability by using sensory input, sensory integration, motor interpretation, movement activation, and feedback?

A) Visual acuity
B) Figure-ground perception
C) Depth perception
D) Perceptual-motor development
E) Visual-motor coordination

Question 30

The development of an internal time structure in children is termed:

A) Temporal awareness
B) Body awareness
C) Spatial awareness
D) Directional awareness
E) Clock awareness

Question 31

The perceptual requirements of fundamental manipulative skills that involve imparting force to an object or receiving force from an object are great. Therefore, when working with young children we must:

A) Use appropriate equipment to account for the developmental level of perceptual abilities.
B) Modify the rules to permit lesser clarity and consistency of perception, time to react, or ease of tracking in order to challenge the child.
C) Recognize that the mechanics of movement itself are not influenced by the level of perception.
D) Recognize that perceptual development is not as crucial as motor development for successful movement performances.
E) All of these are correct.

Question 32

When an individual is standing at a fixed point on the ground, the area immediately surrounding this individual bounded by how far he or she can extend his or her body, refers to which concept?

A) Body awareness
B) General space
C) Self space
D) Laterality
E) Directionality

Question 33

A child has a red ribbon attached to her right sneaker to remind her which side of her body is the left and which is the right. This individual has not yet adequately developed her:

A) Spatial awareness
B) Laterality
C) Directionality
D) Body awareness
E) Temporal awareness

Question 34

The components of temporal awareness are:

A) Laterality and directionality
B) Objective space and subjective space
C) Synchrony, rhythm, and sequence
D) All of these are correct
E) Temporal awareness

Question 35

Which of the following statement is true?

A) Boys are better than girls at manipulative skills.
B) Boys are better than girls at locomotor skills.
C) Girls are better than boys at manipulative skills.
D) Girls are better than boys at locomotor skills.
E) There are no differences between boys and girls in locomotor and manipulative skills.

Question 36

What might be factors affecting the delays in fundamental motor skills across the globe?

A) Unsafe neighborhoods
B) Limited opportunities to be physically active
C) Too much screen time
D) Lack of money to afford youth sport
E) All of these are correct.

Question 37

Why might boys be better than girls at manipulative skills?

A) Boys get more practice trials than girls.
B) Boys are more competitive than girls in motor environment.
C) Boys have more role models than girls.
D) All of these are correct.
E) None of these is correct.

Question 38

Why are delays in fundamental motor skills of particular long term concern?

A) Children won't be able to make sports team in school.
B) Children will be drawn into a negative spiral of disengagement.
C) Children will be drawn into a positive spiral of engagement.
D) Children will make it through the proficiency barrier.
E) All of these are correct.

Question 39

Using Newell's constraints to design motor skill interventions a teacher would:

A) Consider individual psychological constraints like motivation
B) Consider individual biological constraints like balance
C) Modify environmental constraints like ball size to align with the individual
D) Design instructional tasks to the developmental level of the child
E) All of these are correct.

Question 40

Which is not an example of an environmental constraint?

A) Ball size
B) Catching on the move
C) Bat length
D) Shape of ball
E) Texture of ball

Question 41

Which is not a core learning outcome of the SKIP motor skill program?

A) Physical competence
B) Knowledge and understanding
C) Lead-up sports
D) Motivation and confidence
E) Wrap-around physical activities for life

Question 42

In a child-centered pedagogical approach to teaching motor skills, the:

A) Child choses with whom to engage in the instruction
B) Child decides the level of difficulty of the task
C) Teacher encourages but does not direct
D) Child choses what station to go to and how long to spend there
E) All of these are correct.

Question 43

Which of these theories has not been predominantly used in designing fundamental motor skill interventions?

A) Self-determination
B) Dynamic systems
C) Achievement goal theory
D) Social-ecological
E) Social-cognitive

Question 44

What is approximate minimum dose of a motor skill intervention for significant changes to occur?

A) 360 mins
B) 500 mins
C) 2,500 mins
D) 100 mins
E) 1,000 mins

Question 45

The extent to which the user (e.g., teacher) can be trained to use the program, is willing to use the program, and is able to implement the program efficiently is called:

A) Feasibility
B) Usability
C) Dose/exposure
D) Fidelity of implementation
E) Quality of implementation

Question 46

Which of these describes the extent to which the program can be delivered in the setting identified (e.g., school or preschool) as intended, and could include things like available movement space and access to equipment?

A) Feasibility
B) Usability
C) Dose/exposure
D) Fidelity of implementation
E) Quality of implementation

Question 47

Which of these describes the extent to which the intervention is being delivered as intended, by the intended user (e.g., teacher) in an authentic context (e.g., school)?

A) Feasibility
B) Usability
C) Dose/exposure
D) Fidelity of implementation
E) Quality of implementation

Question 48

Which is not a measure of intervention fidelity?

A) Feasibility
B) Adherence
C) Mastery vs. child centered
D) Fidelity of implementation
E) Differentiation of control and experimental conditions

Question 49

Which of the following statements are true for effects size?

A) It measures the magnitude of the effect compared to the control group.
B) It is a statistical measure of the gain that has occurred.
C) It allows researchers to compare between studies.
D) It helps determine dose-response.
E) All of these are correct.

Question 50

Which of these is not an evidenced-based principle of motor skill interventions?

A) Games involving manipulative skills need to be modified to accommodate gender differences.
B) Mastery (child-centered) approaches to teaching are better than direct approaches.
C) Children in low-income urban areas are in particular need of motor intervention.
D) Children receiving regular preschool programs do not improve their fundamental motor skills.
E) Approximately 90-120 mins of instruction are needed to improve a fundamental motor skill.

Question 51

Professional practice guidelines from the motor skill intervention literature suggest:

A) Incorporating cycles of practice on fundamental motor skills across the year
B) Planning an array of tasks aligned with the children's developmental level
C) Teaching children the critical elements of skills
D) Planning for multiple opportunities to respond
E) All of these are correct.