Deck 1: Elementary School Physical Education

Question 1

Fundamental skills are divided into the following three categories:

A) fitness, locomotor skills, and rhythmic movement.
B) locomotor skills, nonlocomotor skills, and body management skills.
C) manipulative skills, locomotor skills, and nonlocomotor skills.
D) game skills, fitness skills, and nonlocomotor skills.
E) locomotor skills, nonlocomotor skills, and rhythmic movement

Answer 1

locomotor skills, nonlocomotor skills, and body management skills.

Question 2

Developmental Level II roughly equates to children in grades

A) 2 to 3
B) 3 to 4
C) 4 to 5
D) 5 to 6
E) 4 to 7

Answer 2

3 to 4

Question 3

Space awareness is an example of a

A) Functional skill
B) Specialized movement skill
C) Fundamental motor skills
D) Movement concept
E) Game skill concept

Answer 3

Movement concept

Question 4

Understanding and internalizing the merits of participation, cooperation, competition, and tolerance are most closely aligned with

A) motor skill development.
B) fitness development.
C) cognitive development.
D) social development.
E) psychological development.

Question 5

Stretching, twisting, and turning are best described as

A) nonlocomotor skills.
B) locomotor skills.
C) manipulative skills.
D) specialized skills.
E) body management skills.

Question 6

Major reason why school PE requirements vary between provinces:

A) Statute 14 in Canadian Charter of Rights and Freedoms assigns the right to education to the individual provinces.
B) Amendment in the BNA Act (1867) gives the responsibility for health and physical education to provinces.
C) Federal Fitness Act designates physical activity as a part of public education.
D) British North America Act (1867) granted responsibility and jurisdiction for public education to individual provinces.
E) Federal Schools Act (1887) assigns jurisdiction for education and health to individual provinces.

Question 7

Article 93 of the British North America Act (1867) granted the responsibility and jurisdiction of public education in Canada to

A) the federal government.
B) local school boards.
C) the provincial government in cooperation with the federal government.
D) provincial governments.
E) the federal government in partnership with local school boards.

Question 8

The Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD is a national organization that

A) provides national certification for elementary physical education teachers.
B) develops provincial physical education curriculum guides.
C) advocates for quality physical education programs in Canadian schools.
D) provides national certification for secondary physical education teachers.
E) provides certification for all health and physical education teachers.

Question 9

The Strathcona Trust (1909)

A) granted the jurisdiction for physical education to provincial governments.
B) provided funding for provinces to include physical training in their school programs.
C) funded a program based on movement education and health.
D) provided funding for federal physical education programs.
E) was the basis for the original Canada Fitness Test for students.

Question 10

Movement education

A) is a synonym for physical education.
B) emphasizes problem solving and exploration.
C) uses the Ling system of movement analysis.
D) is based on the work of Swedish dance teacher.
E) is based on fundamental motor skills.

Question 11

The Saskatchewan Growth Study (1973)

A) found that the physical fitness of children began to decrease from the time they started school.
B) tested the physical fitness of a group of children over a 6-year period.
C) is considered one of the pioneer studies of daily physical education.
D) found that physical growth slowed as a result of increased physical activity.
E) provided the basis for the Canada Fitness Test for Children.

Question 12

The Trois-Rivières project

A) was a ten-year semi-longitudinal study of daily physical education.
B) tested the physical fitness of children over a 10-year period.
C) documented the positive outcomes of quality daily physical education.
D) confirmed the findings of the Saskatchewan Growth Study (1973).
E) examined children's nutritional habits and physical activity over a six-year period in the 1970's.

Question 13

The major components of the Comprehensive School Health model (CSH) are

A) instruction, social support and policy development.
B) social support, support services, instruction, and a healthy environment.
C) health education, physical education, and nutritional support.
D) instruction, social support, policy development, and a healthy environment.
E) policy development, instruction, and support services.

Question 14

Two studies in the 1990's that revisited a group of the original participants in the 1970's Trois-Rivières project

A) compared the caloric intake of participants with non-participants
B) found an overall decrease in their health habits.
C) found no difference in their health habits.
D) found that the group of original participants was significantly more active as adults compared to a group of non-participants.
E) found significant differences between participants and non-participants in their financial earnings as adults (with participants earning more).

Question 15

A specific recommendation from the National Conference on Fitness and Health (1973) was for

A) compulsory physical education K-12 for all schools.
B) 60 minutes of physical education on a daily basis for elementary school students.
C) physical education specialists in all schools.
D) 30 minutes of physical education on a daily basis for elementary school students.
E) mandatory yearly fitness testing for all school-aged students.

Question 16

In 1988, the Campbell Survey on Well Being in Canada

A) showed that 50% of Canadians aged 10 and older were classified as active in their leisure time.
B) showed that one-third of Canadians aged 10 and older were classified as active in their leisure time.
C) showed that one-third of Canadian children were not physically active.
D) examined the physical activity habits and fitness of over 23,000 Canadians.
E) showed that 50% of Canadian children 5 -17 were overweight.

Question 17

The assumption of the developmental approach is that

A) fundamental motor skills develop at a consistent rate during the elementary school years.
B) all children proceed through somewhat orderly stages of development.
C) fundamental motor skills are developed at the same pace by all children.
D) cognitive skills are significantly related to physical skills.
E) all basic motor skills will develop naturally with minimal educational intervention.

Question 18

Specialized motor skills

A) are also known as requisite skills.
B) develop before functional skills.
C) are developed prior to fundamental motor skills.
D) have critical points of technique.
E) require minimal development beyond Developmental Level II.

Question 19

The Canadian Medical Association (1998) passed a resolution requesting

A) a minimum requirement of 30 minutes of quality daily physical education for elementary school students and 60 minutes for secondary students.
B) specialist physical education teachers in the elementary grades.
C) a minimum requirement of 30 minutes of quality daily physical education for all students in Kindergarten to 12, through compulsory physical education programs.
D) mandatory yearly physical fitness testing for students in all grades.
E) 30 minutes of daily physical activity for all students in addition to scheduled physical education classes.

Question 20

Content standards for physical education

A) are consistent across all provinces.
B) identify a range of fitness standards.
C) specify what a student should know and be able to perform.
D) specify grade specific objectives.
E) should include all fundamental motor skills.

Question 21

Compare the aim and goal statements of three provinces. What are the similarities? Differences?

Question 22

List the three major pedagogical influences on the development of physical education in Canada.

Question 23

List the three major attributes of a "physically educated person." Describe how these attributes relate to the aim and goal statements on page 5.

Question 24

Discuss the significance of Article 93 of the British North America Act (1867) as it relates to the development of physical education programs in schools across Canada.

Question 25

Define the phrase "integrated approach" as it relates to the purpose of the Comprehensive School Health Model (CSH). Where does physical education appear in this model?

Question 26

Describe one developmentally appropriate manipulate fundamental motor skill activity for Grade 1 children.

Question 27

List three interrelated purposes of "content standards" for Physical Education.

Question 28

Describe the major target/goal of the Integrated Pan-Canadian Healthy Living Strategy (2005).

Question 29

Discuss the results of Trois Rivières, Quebec study of quality daily physical education as they relate to academic performance.

Question 30

State the recommended amount of daily physical activity for students in and out of the school environment stated in Content Standard 4.

Question 31

Match the requirements with the provinces and territories below (may use answers more than once)

-British Columbia

A) Required Physical Education K through grade 10
B) Required Physical Education K through grade 9
C) Required Physical Education K through grade 8 & one PE credit in grades 9-12
D) Required Physical Education K through 12
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 30

Question 32

Match the requirements with the provinces and territories below (may use answers more than once)

-Alberta

A) Required Physical Education K through grade 11
B) Required Physical Education K through grade 10
C) Required Physical Education K through grade 8 & one PE credit in grades 9-13
D) Required Physical Education K through 13
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 31

Question 33

Match the requirements with the provinces and territories below (may use answers more than once)

-Prince Edward Island

A) Required Physical Education K through grade 12
B) Required Physical Education K through grade 11
C) Required Physical Education K through grade 8 & one PE credit in grades 9-14
D) Required Physical Education K through 14
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 32

Question 34

Match the requirements with the provinces and territories below (may use answers more than once)

-Manitoba

A) Required Physical Education K through grade 13
B) Required Physical Education K through grade 12
C) Required Physical Education K through grade 8 & one PE credit in grades 9-15
D) Required Physical Education K through 15
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 33

Question 35

Match the requirements with the provinces and territories below (may use answers more than once)

-Ontario

A) Required Physical Education K through grade 14
B) Required Physical Education K through grade 13
C) Required Physical Education K through grade 8 & one PE credit in grades 9-16
D) Required Physical Education K through 16
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 34

Question 36

Match the requirements with the provinces and territories below (may use answers more than once)

-Saskatchewan

A) Required Physical Education K through grade 15
B) Required Physical Education K through grade 14
C) Required Physical Education K through grade 8 & one PE credit in grades 9-17
D) Required Physical Education K through 17
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 35

Question 37

Match the requirements with the provinces and territories below (may use answers more than once)

-New Brunswick (Francophone schools)

A) Required Physical Education K through grade 16
B) Required Physical Education K through grade 15
C) Required Physical Education K through grade 8 & one PE credit in grades 9-18
D) Required Physical Education K through 18
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 36

Question 38

Match the requirements with the provinces and territories below (may use answers more than once)

-Northwest Territories

A) Required Physical Education K through grade 17
B) Required Physical Education K through grade 16
C) Required Physical Education K through grade 8 & one PE credit in grades 9-19
D) Required Physical Education K through 19
E) Required Physical Education K-9 & one of PE 10, PE 20, PE 37

Question 39

Discuss the major attributes of a physically educated person. How do these attributes guide the content and structure of a quality elementary physical education program?

Question 40

Discuss the developmental approach to learning as it relates to the design of effective physical education programs for children.

Question 41

Describe the relationship of physical education to other aspects of the elementary school curriculum.

Question 42

Physical education offers children learning experiences that are unique and realized nowhere else in the elementary school curriculum.

Question 43

The Swedish Ling system was developed to analyze movement.

Question 44

Physical education is that phase of the general educational program that contributes to the total growth and development of each child primarily through movement experiences.

Question 45

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

Question 46

Bending, balancing, and twisting are examples of locomotor skills.

Question 47

Each province has a provincial tax credit to encourage the physical activity of Canadian children.

Question 48

Participation in sports increases with age (between childhood and adolescence.

Question 49

Cooperation should precede the development of competition in a school setting

Question 50

Fundamental motor skills are also called functional skills.

Question 51

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

Question 52

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

Question 53

Physical Inactivity: A Framework for Action (1996) focuses on the objective to reduce physical inactivity in Canada by 10% by the year 2010.

Question 54

Movement concepts help students understand what, where, and how the body can move.

Question 55

According to Shields (2005), approximately 25% of Canadian adults are overweight.

Question 56

A major finding of the 1995 Physical Activity Monitor showed that Canadian children are more active as they get older.

Question 57

The 1998 Physical Activity Monitor showed that only 60% of Canadian children and youth aged 5-17 are active enough for optimal growth and development.

Question 58

Article 93 of the BNA Act granted responsibility and jurisdiction for public school education in Canada to the federal government.

Question 59

Early physical education programs in Canada focused on the physical preparation of youth for military service.

Question 60

Movement education offers an opportunity for diversity of movement through problem-solving and exploration and allows students of all ability levels to succeed.

Question 61

According to Shields (2005), approximately 26% of Canadian children and adolescents aged 2 to 17 are overweight or obese.