Deck 1: Elementary School Physical Education

Question 1

Physical education is an essential subject matter dedicated to learning skills for competitive sports and providing time for free-time play.

Answer 1

False

Question 2

Tasks that require hand-eye and foot-eye coordination are called "manipulative skills."

Answer 2

True

Question 3

Balancing and twisting are examples of locomotor skills.

Answer 3

False

Question 4

"Back-to-Basics" schools were designed as a response to the increase in special programs like the arts and physical education.

Question 5

An individual's knowledge of physical fitness positively impacts his/her individual physical fitness level.

Question 6

Cooperation should precede the development of competition in a school setting because all competitive games require cooperation for students to find joy in the game.

Question 7

Content standards are the framework of a program; they offer focus, direction, and continuity to instruction.

Question 8

Performing specialized sport skills with mature form (such as throwing and catching) is an example of a Developmental Level I content standard.

Question 9

Wellness and physical fitness are synonymous terms.

Question 10

PL 94-142 mandates that a child with a disability must be educated in the least restrictive environment and that an Individualized Education Program must be prepared for each student with a disability.

Question 11

Locomotor, nonlocomotor, and manipulative skills are all fundamental motor skills.

Question 12

Students make meaningful choices for wellness even if they do not understand the consequences of their decisions.

Question 13

During the mid-nineteenth century, immigrants to the United States introduced concepts centered on body development.

Question 14

Quality physical education programs make competition the core of the program.

Question 15

Physical education is the only place in the total school curriculum where instruction is focused on teaching motor skills.

Question 16

Eating wisely, controlling weight, dealing with tension, understanding body (physical) movement, and getting sufficient rest and sleep all impact wellness.

Question 17

When students accept responsibility for participating in regular activity, fitness becomes an authentic learning experience that may last a lifetime.

Question 18

When about one-third of the American men drafted in World War I were rejected as physically unfit for military service, the result was a new demand for physical education in American schools.

Question 19

Movement education offers an opportunity for diversity of movement through creative instructional methods and allows students of all ability levels to succeed.

Question 20

Factors that influence people to be active include psychological, social, physical, environmental, and biological.

Question 21

A portion of the physical education class period should be allotted to students' learning and experiencing fitness.

Question 22

The percentage of youth who are overweight has more than tripled in the past 30 years.

Question 23

Physical education is an instructional program that gives attention to all learning domains: psychomotor, cognitive, and affective.

Question 24

It is enough to educate children academically; they do not need to be educated physically.

Question 25

Title IX rules out separation based gender and calls for all offerings to be coeducational.

Question 26

The elementary school years are an excellent time to teach motor skills because children have the time and predisposition to learn.

Question 27

Training programs designed for soldiers during World War I emphasized games and sports and proved more effective than strict calisthenics.

Question 28

Physical education programs must place major emphasis on the emotional side of life.

Question 29

Physical education may be the only part of the school curriculum that offers an opportunity to learn active skills.

Question 30

Teachers and professionals within physical education cannot implement change based on needs.

Question 31

Movement education became popular in the United States as a revolt against structured fitness programs.

Question 32

How, what, and why are examples of conceptual based program outcomes.

Question 33

Value and attitude development are developed through the cognitive domain.

Question 34

Title IX can help eliminate sexism and sex-role typing in schools.

Question 35

Active children tend to become active adults.

Question 36

One goal of Healthy People 2020 is to promote quality of life, healthy development, and healthy behaviors across all life stages.

Question 37

Physical education must be based on physical fitness in order to clearly communicate the value of a quality physical education program.

Question 38

Most students receive physical education instruction daily throughout the academic year.

Question 39

Adding the amount of time children watch DVDs, use computers, or play video games to the time spent watching TV shows a decrease in overall sedentary time.

Question 40

A positive experience in physical education can impact active participation later in life.

Question 41

Physical education cannot contribute to academic learning.

Question 42

Physical education content standards can be accomplished in many areas of a school curriculum.

Question 43

The Kaiser Family Foundation (2003) found that children 8-14 years old watched an average of 3.25 hours of television a day.

Question 44

Physical Education is the only area of the school curriculum that is designed to develop children toward an active lifestyle.

Question 45

Physical education is particularly important for the less skilled and inactive children because they often have little opportunity to participate in physical activity outside of school.

Question 46

Physical education teachers' sole responsibilities are to teach skills and physical fitness.

Question 47

The health status of Americans has improved by 35% since WWI.

Question 48

The President's Council on Physical Fitness and Sports has shifted its focus from physical fitness to sports performance.

Question 49

If inactive children do not receive quality instruction:

A) they are more likely to be active adults.
B) they can be convinced to participate in activities.
C) they are usually more physically skilled.
D) they are likely to mature into inactive adults.

Question 50

Research during World War II proved:

A) the efficacy of physical fitness development.
B) Americans were in the best physical shape in history.
C) physical education would be developed after the war.
D) reconditioning programs were not necessary.

Question 51

Better teaching methodology arose because of:

A) the application of movement principles.
B) physical fitness oriented activities.
C) movement education.
D) teaching athletic skills.

Question 52

Using both sides of the body and practicing balance skills is an example of:

A) sport skills.
B) perceptual motor principles.
C) fitness skills.
D) academic achievement.

Question 53

Fitness for Life program by Corbin and Lindsay (2007) is an example of:

A) a program for inactive children.
B) a program to be used for replacement of sport programs.
C) a conceptual approach to physical education.
D) a means for changing students attitudes toward physical activity.

Question 54

When physical educators do not have the educational background to handle both children with and without disabilities in the same class they should:

A) tell the principal.
B) be provided with constructive approaches to teaching students with disabilities.
C) teach one group at a time to prevent issues.
D) challenge the decision to group students together.

Question 55

Over 60 percent of Americans are overweight or obese; one cause for this is:

A) laziness.
B) decreased activity levels.
C) not enough opportunities to participate in sport teams.
D) disinterest.

Question 56

Physical education's role in improving student's health status focuses on:

A) physical activity and eating habits.
B) physical activity and tobacco.
C) eating habits and tobacco.
D) stress relief and eating habits.

Question 57

The value of physical education is increased when:

A) it is taught by uncertified teachers because they will experiment more.
B) it is offered in large classes so there are many teams.
C) it is taught by certified teachers because they are trained to work with children in these settings.
D) it is offered in a classroom so children will be familiar with the area..

Question 58

A child who watches four or more hours of TV per day:

A) should have the same BMI as children who watch fewer than 2 hours.
B) should not have any differences on health variable outcomes.
C) should have a greater BMI than children who watch fewer than 2 hours.
D) most likely comes from a family classified as low income.

Question 59

Fundamental skills are divided into the following three categories:

A) fitness, locomotor skills, rhythmic movement.
B) locomotor skills, nonlocomotor skills, manipulative skills.
C) manipulative skills, locomotor skills, nonlocomotor skills.
D) game skills, fitness skills, nonlocomotor skills.

Question 60

The most powerful determining factor influencing people to be active is:

A) environmental.
B) biological.
C) psychological.
D) social.

Question 61

Stretching, twisting, and turning are best described as:

A) nonlocomotor skills.
B) locomotor skills.
C) manipulative skills.
D) specialized skills.

Question 62

Fundamentally, physical education is:

A) attitude development.
B) education through movement.
C) intellectual activities.
D) sports and games.

Question 63

Appropriate physical fitness instruction includes all of the following EXCEPT:

A) focusing on the process of participating in daily activity rather than on the product of fitness.
B) giving students an opportunity to offer input about their fitness program.
C) allowing for personal activity choices.
D) focusing on the product of fitness, such as how many repetitions, how fast, or how far.

Question 64

Perceptual-motor programs were developed out of concern for:

A) children with disabilities.
B) slow academic learners.
C) older children.
D) gifted children.

Question 65

The Kraus-Weber assessment of 1954 compared American and European children on the basis of:

A) physical fitness scores.
B) motor performance.
C) attitude toward physical activity.
D) cognitive performance.

Question 66

Federal mandates that have affected physical education include Title IX and:

A) Title X.
B) PL 142-99.
C) PL 94-142.
D) Title XV.

Question 67

Movement education:

A) emphasizes learning specialized skills.
B) is based on problem solving and exploration.
C) originated in Sweden.
D) originated in Germany.

Question 68

Basic skills and/or functional skills are also called:

A) "fundamental skills."
B) "secondary skills."
C) "motor skills."
D) "basketball skills."

Question 69

Why is it difficult for most people to understand what competencies physical education adds to the educated child?

Question 70

What evidence is available that shows the benefits of a quality physical education program?