Deck 10: Planning

Question 1

Elementary units usually

A) use the name of a sport.
B) cannot specify objectives.
C) are more long term than secondary units.
D) are recycled through a year.

Answer 1

are recycled through a year.

Question 2

Lesson objectives that are designated as teacher objectives describe

A) what students should be able to do as a result of a lesson.
B) what students will be able to do during a lesson.
C) All of the above.
D) what teachers will be able to do during a lesson.

Answer 2

what teachers will be able to do during a lesson.

Question 3

The lack of a national curriculum for physical education is

A) a result of state control of education.
B) an advantage because it allows a creative teacher freedom.
C) a disadvantage because there is no accountability.
D) All of these.

Answer 3

All of these.

Question 4

A developmental analysis of the content of a unit or lesson describes

A) refinement foci for the level of skill.
B) a progression of tasks.
C) potential application/assessment tasks for the level of the progression.
D) All of the above.

Question 5

In regard to games and game play for secondary students

A) game play should be reserved for after school programs.
B) students should play games in some form and apply skills throughout a unit.
C) some students are ready to apply their skills and some students should stay with skill development most of the unit.
D) students should not play games until the end of the unit when they have developed fully the skills for the game.

Question 6

Block plans for a unit plan should include

A) a developmental analysis of the content.
B) daily outline of psychomotor, affective and cognitive learning experiences.
C) refining information on a skill.
D) All of the above.

Question 7

The time frame used to plan a unit is designed to

A) serve as a flexible guide depending on student progress.
B) make sure teachers cover the content they should in the time allowed.
C) block out specifics of a lesson.
D) All of these.

Question 8

The refinement column on a developmental analysis for a task taught to different age groups should list

A) different cues for different age groups.
B) doesn't have to list cues for tasks students have done before.
C) depends on the level of skill for a group of students.
D) the same cues for different age groups.

Question 9

Objectives/outcomes for a lesson

A) should be written in terms of what teachers will do.
B) should describe what students will do during the lesson.
C) are national standards.
D) should be written in terms of what students will be able to do at the end of a lesson.

Question 10

Classes are best ended

A) with a moment of silence.
B) with a group activity.
C) with a culminating experience that serves as review.
D) with activity so students get maximum activity time.

Question 11

What is the relationship between the national standards and curriculum planning?

A) The national standards can guide the development of curriculum.
B) The standards and curriculum are unrelated.
C) The national standards are a curriculum.
D) The teacher should use standards they think are appropriate for their curriculum.

Question 12

Experienced teachers

A) need to plan lessons but not units.
B) need to plan units but not lesson plans.
C) need to plan both lessons and units.
D) don't need to plan.

Question 13

For the objective "Travel in a variety of ways with a partner in control" which of the following is true?

A) The behavior is a "variety of ways".
B) The condition is "in control".
C) The criteria is "in control and a variety of ways".
D) The condition is travel.

Question 14

Affective objectives for a lesson

A) cannot be assumed if written as an objective.
B) require specification as a learning experience in a plan.
C) are often a product of the process the teacher chooses to teach content.
D) All of the above.

Question 15

Movement form, movement concepts, and discipline-oriented concepts are examples of

A) organizing centers for curriculum.
B) movement concepts.
C) curriculum units.
D) levels of cognitive learning.

Question 16

When planning lessons for a few days it is usually better to

A) present entirely new skills each day.
B) practice more than one skill a day and come back to skills on successive days.
C) wait until the last lesson to include game-like practice.
D) practice only one skill a day so students have more practice time at that skill.

Question 17

For the task "Practice your forearm pass to yourself in your own space until you can get the ball to go straight into the air so you can repeat the pattern", the goal orientation for the student is

A) get it straight up in the air.
B) in your own space.
C) not specified in this task.
D) the forearm pass.

Question 18

The national standard which deals with a unique affective goal of physical education is:

A) All of these.
B) Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
C) Demonstrate competency in motor skills and movement patterns.
D) Achieves and maintains a health-enhancing level of physical fitness.

Question 19

Set induction

A) divides students into sets or squads.
B) provides feedback to a group of learners.
C) orients students to a lesson.
D) organizes the environment for activity.

Question 20

Set induction

A) connects one lesson to another.
B) prepares students for what is to come.
C) All of these can be true.
D) helps students understand why a lesson is important.