Deck 8: Curriculum Development

Question 1

The conceptual framework of curriculum development is

A) consistent across all grades levels and all provinces.
B) different with each unit of instruction in a PE program.
C) a series of statements that characterize the desired curriculum.
D) synonymous with the value orientation of a PE program.
E) synonymous with program philosophy.

Answer 1

a series of statements that characterize the desired curriculum.

Question 2

The ordering of the program that clearly defines the skills and learning experiences to be implemented on a year-to-year basis refers to

A) scope.
B) sequence.
C) balance.
D) value orientations.
E) progression.

Answer 2

sequence.

Question 3

Scope of the curriculum refers to

A) the content across each unit of instruction.
B) vertical articulation.
C) horizontal articulation.
D) allotting a percentage of time to program areas.
E) the relationship between different grade levels.

Answer 3

horizontal articulation.

Question 4

Demonstrate an understanding of how warm-up and cool-down prevent injuries is an example of a

A) prescribed learning outcome.
B) affective learning outcome.
C) cognitive learning outcome.
D) physiological outcome.
E) psychomotor learning outcome.

Question 5

Which of the following is NOT a characteristic of a child at Developmental Level I?

A) Pronounced pelvic tilt.
B) Wants to know rules of games.
C) Seeks personal attention from adults.
D) Egocentric.
E) May become suddenly tired, but recovers quickly.

Question 6

Which is NOT a basic urge of children?

A) The urge to cooperate.
B) The urge for creative satisfaction.
C) The urge for rhythmic expression.
D) The urge to be inactive.
E) The urge for adventure.

Question 7

Developing more interest in physical skills, desiring to excel, and displaying an unwillingness to lose are characteristics associated with what domain?

A) cognitive
B) psychomotor
C) neuromuscular
D) affective
E) physical

Question 8

Which developmental level are children likely to become suddenly tired but soon recover?

A) Level I
B) Level II
C) Level III
D) Level IV
E) Level V

Question 9

Knowledge, comprehension, application, and analysis are areas included in the

A) affective domain.
B) psychomotor domain.
C) cognitive domain.
D) conceptual framework.
E) value orientation.

Question 10

CAHPERD's recommendation for frequency and duration of physical education in Canadian school is a

A) minimum of 200 minutes each week.
B) minimum of 150 minutes each week.
C) minimum of 11% of total instructional time.
D) minimum of 15% of total curriculum time.
E) minimum of 100 minutes each week.

Question 11

The initial step in curriculum design is to

A) define goals.
B) define outcomes.
C) organize a curriculum committee.
D) become familiar with the physical education curriculum guide.
E) select a conceptual framework.

Question 12

Which characteristics describe a child at Developmental Level III?

A) Always asking "why?"
B) Short attention span.
C) Influence of the peer group is increasing.
D) Slow reaction time.
E) Highly imitative and imaginative.

Question 13

A multiple block unit

A) provides a reasonable compromise between continuity and variety.
B) allows for teaching two or more activities concurrently, usually on alternating days.
C) is a common approach in the intermediate grades.
D) limits scope and sequence of activities.
E) is directly related to prescribed learning outcomes in the PE curriculum.

Question 14

Demonstrate efficient and effective body mechanics is an example of

A) a readiness for sport specific practice.
B) biomechanical learning outcome.
C) the refinement of motor skills.
D) a psychomotor learning outcome.
E) a cognitive outcome.

Question 15

A modified solid block unit

A) is similar to a multiple block unit.
B) provides a reasonable compromise between variety and continuity.
C) maximizes use of limited equipment and facilities.
D) is an effective format for introducing gymnastics.
E) is an example of vertical articulation.

Question 16

Planning for articulation of program material throughout elementary, middle, and secondary school programs is

A) yearly continuity.
B) horizontal progression.
C) vertical progression.
D) balance.
E) scope.

Question 17

What does the concept of balance mean in curriculum planning?

A) Offering depth in many sport-related skills.
B) Offering a broad scope of programs.
C) Offering basic skills before complex skills.
D) Including offerings from many different movement categories.
E) Offering a range of blocking formats (e.g. solid block, multiple block).

Question 18

Explaining rules and regulations of a game to children as well as strategies to succeed is related to which domain?

A) psychomotor
B) cognitive
C) affective
D) neuromuscular
E) synthesis

Question 19

Value orientation refers to

A) the underlying conceptual framework of a PE curriculum.
B) a statement of the school's philosophy of physical education.
C) an analysis of present and future trends in physical education.
D) the recommended teaching strategies in physical education.
E) a set of underlying personal and professional beliefs.

Question 20

Define conceptual framework in relation to curriculum design in physical education.

Question 21

Define scope, sequence, and balance. Identify how each relates to curriculum development.

Question 22

List the three major components that should be considered when deciding on the value orientation of the PE curriculum.

Question 23

Identify the four major outcomes that form the pillars of the Alberta PE curriculum.

Question 24

Identify the three major concepts that are major organizers of the BC PE curriculum.

Question 25

Identify the five major outcomes that form the pillars of the Manitoba PE and Health curriculum.

Question 26

Describe the three characteristics of comprised in a learning outcome.

Question 27

Define modified solid block unit. What is the major advantage compared to a solid block unit?

Question 28

List the three major unique contributions of physical education to the total elementary school curriculum.

Question 29

List three major characteristics of children a Developmental Level I that will impact program planning in the psychomotor domain?

Question 30

Match the following terms with the appropriate characteristic or definition.

-vertical articulation

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 31

Match the following terms with the appropriate characteristic or definition.

-articulation throughout elementary, middle/junior, and senior programs

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 32

Match the following terms with the appropriate characteristic or definition.

-formed by a set of beliefs, goals, and learning outcomes

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 33

Match the following terms with the appropriate characteristic or definition.

-ensures different instruction and activities at each developmental level

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 34

Match the following terms with the appropriate characteristic or definition.

-progression between developmental levels

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 35

Match the following terms with the appropriate characteristic or definition.

-set of personal and professional beliefs that provide the basis for curriculum decisions

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 36

Match the following terms with the appropriate characteristic or definition.

-series of statements that characterize the desired curriculum

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 37

Match the following terms with the appropriate characteristic or definition.

-establish criteria used to select activities and experiences in the curriculum

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 38

Match the following terms with the appropriate characteristic or definition.

-horizontal articulation

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 39

Match the following terms with the appropriate characteristic or definition.

-yearly content of the curriculum

A) conceptual framework
B) vertical progression
C) value orientation
D) horizontal progression
E) scope
F) sequence

Question 40

List the 7-step approach to curriculum planning outlined in the textbook. Explain each step and its role in curriculum planning.

Question 41

Scope of the program defines the skills and activities to be covered on a year-to-year basis.

Question 42

Balance in a curriculum ensures that all objectives in the program receive adequate coverage.

Question 43

Typically, changes in the affective domain happen more slowly than changes in the psychomotor domain.

Question 44

Analysis and synthesis are areas within the cognitive domain.

Question 45

The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity).

Question 46

A 4 and I is an example of a modified solid block.

Question 47

Changes in affective behaviours occur more quickly than do changes in psychomotor or cognitive behaviours.

Question 48

Blooms (1956) taxonomy defines six major areas in the cognitive domain

Question 49

Children at Developmental Level II are noisy, egocentric, developing hand-eye coordination, wanting attention, and refining muscle coordination still lacking.

Question 50

The cognitive domain develops feelings, attitudes, and values.

Question 51

Use of solid blocking is common in the intermediate grades.

Question 52

The final phase of curriculum development is to evaluate and modify the curriculum

Question 53

The conceptual framework provides the basis for the content and structure of the curriculum.

Question 54

Significant emphasis on team play is important at Developmental Level I

Question 55

Fair-play, self-confidence, and cooperation are desired affective outcomes of physical education.