Deck 4: Task Presentation

Question 1

Verbal directions for a task are sufficient if:

A) learners have experience with a task.
B) All of these are true.
C) the teacher wants creativity.
D) the teacher does not have much time.

Answer 1

learners have experience with a task.

Question 2

Cues for closed skills should

A) be sequenced.
B) provide visual pictures of body-space relationships.
C) communicate the dynamics of movement.
D) All of these.

Answer 2

All of these.

Question 3

Which of the following strategies for task presentation is useful for the young learner?

A) Demonstration
B) All of these
C) Environmental design
D) Focusing learner on the whole action and the intent of that action

Answer 3

All of these

Question 4

Management cues or signals

A) confuse learners.
B) should never be used in dance.
C) do not need to be used with older learners.
D) alert learners as to when to begin activity.

Question 5

Set induction

A) organizes students for a class.
B) organizes the equipment for a class.
C) introduces new students to the class.
D) alerts the students to what they will be doing for the day.

Question 6

Which of the following cues best reflects the kind of cue needed for an open skill at later stages of development?

A) Visual picture of the action
B) Dynamics of the movement
C) Use of the response
D) Body-space relationship at different parts of a movement

Question 7

Which of the following is a cause of student inattention?

A) All of these
B) inefficient use of time
C) preoccupation with other people or things in the environment
D) noisy, distracting environment

Question 8

The skilled learner

A) All of these are true.
B) needs only practice to get better.
C) needs "gross framework" cues.
D) can profit from more specific information on refining the skill.

Question 9

Critical features of a skill represent:

A) whether the skill is a manipulative skill or non-manipulative skill.
B) a description of how the skill should be performed correctly.
C) the errors that students are likely to make.
D) the way the task is presented.

Question 10

Good learning cues are:

A) All of these.
B) critical to the task to be presented.
C) few in number.
D) accurate.

Question 11

When teaching motor skills to young learners, teachers must keep in mind that

A) All of these are true.
B) young learners cannot profit from instruction.
C) young learners need primarily verbal instruction.
D) young learners do not have as many established chains of motor behavior as older learners.

Question 12

Descriptive words organized in a sequence are

A) cues for the response.
B) cues for concepts.
C) summary cues.
D) cues for open skills.

Question 13

An advantage of student demonstrations over teacher demonstrations is that

A) teachers are free to guide student observation.
B) All of these are true.
C) students observe other students more attentively.
D) students always demonstrate more accurately.

Question 14

Accurate and appropriate learning cues are importantprimarily because

A) they help the learner develop an accurate motor plan.
B) they cut down the time it takes to present movement tasks.
C) All of these are true.
D) they cut down management time.

Question 15

Task clarity is enhanced if

A) teachers mix the two dimensions of content and management.
B) teachers give the management dimension of the task first and then the content dimension.
C) teachers do not mix management with content.
D) teachers give the content dimension of the task first and then the management dimension.