Question 1

Which of the following is an appropriate extension of the task "throw the ball as hard as can against the wall using an overhead pattern"?

Accepted Answer

A)   Make sure you are throwing as hard as you can.
B)   None of these.
C)   Now we are going to practice base running.
D)   Now let's add a target to your throw. D

Question 2

The best number of people for skill practice of most manipulative skills is

Accepted Answer

A)   the number of students divided by the amount of regulation equipment available.
B)   one squad to one ball.
C)   one observer, one retriever, and one performer.
D)   usually one and sometimes two. D

Question 3

Which of the following are Stage One experiences in the development of games players?

Accepted Answer

A)   Dribbling and passing a ball with a partner
B)   All of these
C)   Dribbling a ball in different directions
D)   Dribbling the ball against a defender C

Question 4

Skills should not be broken into parts

Accepted Answer

A)   when teaching in parts would destroy the rhythm of the skill.
B)   when the teacher does not have time to fully develop each.
C)   when one skill follows another similar skill.
D)   when the skill is a striking skill.

Question 5

Environmental design is

Accepted Answer

A)   changing the temperature to promote skill performance.
B)   building in environmental conditions that elicit skilled performance.
C)   using regulation equipment for better transfer.
D)   modifying the environment to reduce skill complexity.

Question 6

Which of the following are Stage Two experiences in the development of games players?

Accepted Answer

A)   Practicing fielding ground balls
B)   Playing pig-in-the-middle between two bases
C)   Catching a softball and practicing throwing it to first base
D)   Playing a softball game

Question 7

Decreasing the space requirements for skill performance can

Accepted Answer

A)   reduce difficulty for defensive in a small sided game.
B)   All of these.
C)   reduce difficulty for offense in a small sided game.
D)   make throwing more difficult.

Question 8

Extension tasks attempt to:

Accepted Answer

A)   qualitatively improve performance.
B)   manipulate the level of difficulty and complexity of performance.
C)   evaluate level of performance of students.
D)   provide self-testing experiences.

Question 9

An example of a self-testing task would be

Accepted Answer

A)   Work as hard as you can to get consistency.
B)   Two on two basketball.
C)   All of these.
D)   How many can you do in a row without missing?

Question 10

Competitive focuses on student work

Accepted Answer

A)   Do none of these.
B)   should rarely be used in a physical education class.
C)   motivate the less skilled.
D)   can improve performance of the highly skilled.

Question 11

Which of the following activities is a Stage Two task?

Accepted Answer

A)   Practicing the set from a partner toss
B)   Playing the game of volleyball
C)   Practicing the set in a group of six to "Keep it Up"
D)   Practicing the set without the ball

Question 12

Application/Assessment tasks

Accepted Answer

A)   are always competitive.
B)   can be competitive or non-competitive (self-testing) .
C)   are always self-testing.
D)   should not be competitive.

Question 13

An acceptable alternative for students who do not have the prerequisites for learning a particular skill is to

Accepted Answer

A)   modify the skill or equipment for successful performance.
B)   choose not to teach that skill.
C)   establish prerequisites first.
D)   All of these.

Question 14

An appropriate focus for refinement at advanced stages of the badminton smash would be

Accepted Answer

A)   snapping the wrist on the follow-through.
B)   ensuring that the angle on the follow-through is down.
C)   smashing to the right as an opponent moves to the left.
D)   transferring weight to the forward foot.

Question 15

Which of the following are Stage Three experiences in the development of games players?

Accepted Answer

A)   Playing two v. two volleyball across a net
B)   Playing keep-it-up in volleyball with three other players
C)   Setting and bumping a ball alternately with a partner
D)   Playing a game of regulation volleyball

Question 16

Which of the following is true regarding the games stages?

Accepted Answer

A)   All of the stages are designed to develop game tactics from simple to complex
B)   None of these
C)   The most neglected stage in skill development is stage four
D)   Students leave one stage completely before they move on to another

Question 17

Which of the following tasks would provide an application/assessment experience?

Accepted Answer

A)   How many times can you and your partner get the ball without losing control?
B)   All of these.
C)   Today we are going to play basketball.
D)   How far can you jump forward from two feet?

Question 18

Inter task development concerns

Accepted Answer

A)   the way the teacher adds competitive experiences to content.
B)   the development of conditions within a single skill.
C)   the development of content from one skill to another.
D)   the development of qualitative aspects of skill performance.

Question 19

For skills that require both accuracy and force production,

Accepted Answer

A)   the rules of the game should dictate whether force production or accuracy is established first.
B)   force production should be established first.
C)   both should be developed at the same time.
D)   accuracy should be established first.

Question 20

When you give a task that has two task foci the one that students pay most attention to is the:

Accepted Answer

A)   application/assessment focus.
B)   refinement focus.
C)   extension focus.
D)   initial task focus.

Exam 5: Content Analysis and Development