Deck 5: Content Analysis and Development

Question 1

Application/Assessment tasks

A) are always competitive.
B) can be competitive or non-competitive (self-testing).
C) are always self-testing.
D) should not be competitive.

Answer 1

can be competitive or non-competitive (self-testing).

Question 2

Inter task development concerns

A) the way the teacher adds competitive experiences to content.
B) the development of conditions within a single skill.
C) the development of content from one skill to another.
D) the development of qualitative aspects of skill performance.

Answer 2

the development of content from one skill to another.

Question 3

Environmental design is

A) changing the temperature to promote skill performance.
B) building in environmental conditions that elicit skilled performance.
C) using regulation equipment for better transfer.
D) modifying the environment to reduce skill complexity.

Answer 3

building in environmental conditions that elicit skilled performance.

Question 4

Decreasing the space requirements for skill performance can

A) reduce difficulty for defensive in a small sided game.
B) All of these.
C) reduce difficulty for offense in a small sided game.
D) make throwing more difficult.

Question 5

Which of the following activities is a Stage Two task?

A) Practicing the set from a partner toss
B) Playing the game of volleyball
C) Practicing the set in a group of six to "Keep it Up"
D) Practicing the set without the ball

Question 6

An appropriate focus for refinement at advanced stages of the badminton smash would be

A) snapping the wrist on the follow-through.
B) ensuring that the angle on the follow-through is down.
C) smashing to the right as an opponent moves to the left.
D) transferring weight to the forward foot.

Question 7

The best number of people for skill practice of most manipulative skills is

A) the number of students divided by the amount of regulation equipment available.
B) one squad to one ball.
C) one observer, one retriever, and one performer.
D) usually one and sometimes two.

Question 8

Which of the following are Stage Two experiences in the development of games players?

A) Practicing fielding ground balls
B) Playing pig-in-the-middle between two bases
C) Catching a softball and practicing throwing it to first base
D) Playing a softball game

Question 9

Teachers get observation cues to improve student performance from the

A) application/assessment column of the analysis.
B) extension column of the analysis.
C) All of these.
D) refinement column of the analysis.

Question 10

Open skills

A) are only perceptual skills.
B) are best learned if teachers drill the skill first under closed conditions.
C) are performed in predictable environments.
D) can be taught initially, as closed skills as long as the teacher does not teach the skill under those conditions for long periods of time.

Question 11

For skills that require both accuracy and force production,

A) the rules of the game should dictate whether force production or accuracy is established first.
B) force production should be established first.
C) both should be developed at the same time.
D) accuracy should be established first.

Question 12

Which of the following are Stage One experiences in the development of games players?

A) Dribbling and passing a ball with a partner
B) All of these
C) Dribbling a ball in different directions
D) Dribbling the ball against a defender

Question 13

Skills should not be broken into parts

A) when teaching in parts would destroy the rhythm of the skill.
B) when the teacher does not have time to fully develop each.
C) when one skill follows another similar skill.
D) when the skill is a striking skill.

Question 14

When you give a task that has two task foci the one that students pay most attention to is the:

A) application/assessment focus.
B) refinement focus.
C) extension focus.
D) initial task focus.

Question 15

Which of the following is a cue for the use of the response?

A) Pass the ball ahead of the receiver.
B) Use the pads of your fingers to dribble.
C) Contact the ball in the center.
D) Keep your eye on the ball.

Question 16

Which of the following is true regarding the games stages?

A) All of the stages are designed to develop game tactics from simple to complex
B) None of these
C) The most neglected stage in skill development is stage four
D) Students leave one stage completely before they move on to another

Question 17

Which of the following tasks would provide an application/assessment experience?

A) How many times can you and your partner get the ball without losing control?
B) All of these.
C) Today we are going to play basketball.
D) How far can you jump forward from two feet?

Question 18

Extension tasks attempt to:

A) qualitatively improve performance.
B) manipulate the level of difficulty and complexity of performance.
C) evaluate level of performance of students.
D) provide self-testing experiences.

Question 19

Which of the following are Stage Three experiences in the development of games players?

A) Playing two v. two volleyball across a net
B) Playing keep-it-up in volleyball with three other players
C) Setting and bumping a ball alternately with a partner
D) Playing a game of regulation volleyball

Question 20

Competitive focuses on student work

A) Do none of these.
B) should rarely be used in a physical education class.
C) motivate the less skilled.
D) can improve performance of the highly skilled.

Question 21

An acceptable alternative for students who do not have the prerequisites for learning a particular skill is to

A) modify the skill or equipment for successful performance.
B) choose not to teach that skill.
C) establish prerequisites first.
D) All of these.

Question 22

An example of a self-testing task would be

A) Work as hard as you can to get consistency.
B) Two on two basketball.
C) All of these.
D) How many can you do in a row without missing?

Question 23

Which of the following is an appropriate extension of the task "throw the ball as hard as can against the wall using an overhead pattern"?

A) Make sure you are throwing as hard as you can.
B) None of these.
C) Now we are going to practice base running.
D) Now let's add a target to your throw.

Question 24

Which of the following is an appropriate application/assessment task for the task "throw the ball as hard as can against the wall using an overhead pattern"?

A) Now try it underhanded.
B) See how far back you can get and still hit the wall.
C) Try to rotate back more in your preparation.
D) None of these.

Question 25

Which of the following tasks is a Stage One task from the Games Stages?

A) Practicing sets and bumps with a partner.
B) Playing two on two volleyball.
C) Playing six on six volleyball.
D) Practicing the volleyball forearm pass from a tossed ball.