Deck 11: Development of Fundamental Movement: Manipulation Skills

Question 1

A "fundamental movement" is one that:

A) Is specific to children only
B) Is an organized series of basic elements of a particular movement pattern
C) Emphasizes form, precision, and accuracy
D) Emphasizes individual style and personal peculiarities in performance
E) Combines a series of movements into complex sport skills

Answer 1

B

Question 2

The emergence of fundamental movement patterns:

A) Varies considerably from person to person
B) Are essentially the same for the majority of people
C) Are uninfluenced by experience
D) Are uninfluenced by maturation
E) Are genetically determined

Answer 2

B

Question 3

Which one of the following statements is an accepted principle of teaching motor skills?

A) The transfer effect from skill to skill is high
B) A broad base of fundamental motor skills is essential for proficiency in sports and games and dances
C) Children learn better from verbal rather than visual cues
D) Transitional sport skills should be taught before fundamental motor skills
E) Context-specific skills should be taught in lower elementary

Answer 3

B

Question 4

When teaching children, one must remember:

A) Teach at the slowest child's pace.
B) Teach at an accelerated rate to challenge the most gifted.
C) Teach at an average rate to catch most children's range.
D) Each child is individually distinct, therefore accommodating for individual differences is essential to real learning.
E) Boys are taller, heavier, and smarter than girls.

Question 5

Children have the developmental potential to be at the proficient stage of most fundamental locomotor movement skills by approximately what age?

A) 2-4 years
B) 6-8 years
C) 10-12 years
D) 12-14 years
E) 16-18 years

Question 6

Which of the following is not an example of an intraskill sequence?

A) Ipsilateral to contralateral stepping and throwing
B) Hugging to scooping in catching
C) Chop strike to horizontal swing strike in striking
D) Running to galloping
E) Running with straight arms to running with pumping arms

Question 7

Development of fundamental motor skills is equivalent to which in academic skills?

A) Learning shapes and colors
B) Learning addition in mathematics
C) Learning the alphabet in reading
D) Reading chapter books
E) Learning subtraction

Question 8

The fundamental motor patterns stage consists of what substages?

A) Precontrol and reflex inhibition stages
B) Initial and proficient stages
C) Information encoding and decoding stages
D) Initial, emerging, and proficient stages
E) Lifelong utilization and application stage

Question 9

At the specialized movement phase of motor development, greater emphasis is placed on:

A) Accuracy of movement
B) Force production in movement
C) Control of movement
D) Precision of movement
E) All of these are correct.

Question 10

If a young child is at the initial stage of throwing, but at the mature stage of walking, the difference is said to be a:

A) Between-child difference
B) Between-pattern difference
C) Within-pattern difference
D) Among-child differences
E) Motor retardation

Question 11

The focus of childhood should be on developing motor competence and efficient body mechanics in a broad array of fundamental motor skills.

Question 12

The rudimentary movement phase comes after the fundamental movement phase in the phases and stages model of motor development.

Question 13

The overall premise of the Developmental Trajectory Model is that there is a bidirectional and dynamic relationship between motor competence and physical activity.

Question 14

As children transition to middle and later childhood and adolescence, the relationships among physical activity, and actual and perceived motor competence will reduce in strength.

Question 15

In early childhood, children's perceptions of their motor competence:

A) Align with their actual competence
B) Are low as their motor competence is often low
C) Are a product of how much physical activity they get
D) Are overly high as they are not accurate in evaluating their perceived motor competence
E) Are a product of how fit they are

Question 16

Overall, what would the Developmental Trajectory Model suggest in order to put children in a positive spiral of engagement?

A) We should intervene in middle childhood in ensuring proficient fundamental motor skills.
B) We should intervene in early childhood in ensuring proficient fundamental motor skills.
C) We should intervene in adolescence in ensuring proficient fundamental motor skills.
D) Intervention is irrelevant.
E) Intervention only has minor effects.

Question 17

A negative spiral of development in the Developmental Trajectory Model is driven by:

A) Low motor competence but positive perceptions of motor competence
B) High motor competence but negative perceptions of motor competence
C) Poor physical fitness
D) A bad interaction between motor competence and physical activity
E) The interaction among lower physical activity levels, low actual and perceived motor competence, and fitness.

Question 18

It is believed that fewer opportunities to be physically active in early childhood will result in:

A) Low motor competence by middle childhood
B) High motor competence by middle childhood
C) High physical fitness
D) High perceived motor competence
E) It will have no effect.

Question 19

Which of these defines universal sequence?

A) All children have the same rate of development.
B) Children are different in their rate of development.
C) There are differences in the sequence of skills.
D) All children go through the same sequence in the same order.
E) Genetics means that children go through the same sequence at the same time.

Question 20

Dynamic systems theory says that:

A) Movement is a dynamic process.
B) Constraints from the individual, environment, and task constrain the performance of skills.
C) Movement is not "hard-wired" and prescriptive.
D) Movement is an emergent phenomenon.
E) All of these are true.

Question 21

Equilibration process means there is an imbalance between the mental structure and environment stimulating the emergence of a new stage.

Question 22

Going from a stage 2 to a stage 4 is an example of intransitive order.

Question 23

Consolidation process means that there can be no regression in stages.

Question 24

The deficiencies in stage theory resulted in the emergence of dynamic systems theory with stages being embraced as behavioral attractors.

Question 25

What happens after the mature stage in the fundamental movement phase has been attained?

A) Little change occurs in terms of mechanics during the specialized movement phase.
B) Little change occurs in terms of precision of movement during the specialized movement phase.
C) Little change occurs in terms of movement control during the specialized movement phase.
D) Little change occurs in terms of accuracy during the specialized movement phase.
E) All of these are correct.

Question 26

Stage theory would have us believe that progress from one stage to the next is a smooth and even process. In actuality, there are often:

A) Differences among children
B) Differences between patterns
C) Differences within patterns
D) All of these are true.
E) None of these is true.

Question 27

Which of the following is(are) characteristic of the initial stage?

A) Improper sequence
B) Exaggerated movement
C) Inhibited movement
D) All of these are true.
E) None of these is true.

Question 28

The cognitively and physically intact individual who is at initial stage:

A) Will progress on to the mature stage as a function of maturation
B) Probably will fail to attain the mature stage
C) Really does not require a physical education program because these abilities will develop naturally
D) Generally needs a variety of environmental influences to progress on to the proficient stage
E) All of these are correct.

Question 29

Which of the following movement patterns is the most difficult to master?

A) Ipsilateral
B) Bilateral
C) Contralateral
D) Unilateral
E) All of these are correct.

Question 30

Total body sequences assigns a stage at the level of each body part.

Question 31

The difference between a stage 4 and stage 5 of throwing is:

A) Ipsilateral step
B) Backswing of the arm
C) Contralateral step
D) Slingshot throw
E) Tracking of the ball

Question 32

The final stage of such fundamental motor skills as throwing, kicking, and striking involves:

A) Ipsilateral movement
B) Stationary feet
C) Anterior-posterior movement of the trunk and arm
D) Opposition of movement in the upper and lower extremity
E) Unilateral movement

Question 33

Having a child stand in a hoop and step out of the hoop onto a PolySpot with a scarf on the opposite foot and throw the ball would be best aligned for a child in:

A) Stage 1
B) Stage 2
C) Stage 3
D) Stage 4
E) Stage 5

Question 34

Which of the following is not an example of a product measure of throwing?

A) Throw distance
B) Ipsilateral step
C) Throw velocity
D) Number of times the ball hits the target
E) Number of times the ball gets in the hoop

Question 35

A long contralateral step is:

A) Stage 1 total body approach
B) Stage 2 component approach
C) Stage 4 total body approach
D) Stage 4 component approach
E) Stage 3 total body approach

Question 36

Which of the following is most likely to elicit the best biomechanical performance of throwing?

A) Throwing for distance and speed
B) Throwing low
C) Throwing high
D) Throwing for accuracy
E) Throwing in an arc

Question 37

Which of the following is not an evidenced-based recommendation for throwing?

A) Individual, task, and environmental constraints influence throwing.
B) Throwing instruction positively promotes throwing development.
C) Throwing hard is one of the best instructional cues.
D) Throwing for accuracy promotes rapid transition through throwing stages.
E) Process measures of throwing are more sensitive to instruction than product measures of throwing.

Question 38

Diagonal follow-through is an example of stage 3 of throwing.

Question 39

A researcher or elite-level coach would be better off using the component approach to throwing versus the total body approach to throwing.

Question 40

Both boys and girls are similar in the age at which they acquire stages of throwing.

Question 41

A common problem in stage 1 kicking behavior is:

A) Generation of too much force
B) Limited backswing of the leg
C) Approaching too close to the ball
D) Too short a step before the ball
E) Not hopping after the ball

Question 42

The difference between a stage 3 and stage 4 kicking is:

A) Step and kick
B) Limited backswing of the leg
C) Segmented rotation
D) Ipsilateral step
E) Long last step (leap) and hop

Question 43

The drill of jumping over a line onto a PolySpot a good distance away and kicking a ball hard to encourage a long last step would be a good drill for what stage of kicking?

A) Stage 1
B) Stage 2
C) Stage 3
D) Stage 4
E) Stage 5

Question 44

Which is not a prerequisite to catching a ball?

A) Proximodistal development
B) Reaction time
C) Tracking
D) Fine motor control
E) Cephalocaudal law of development

Question 45

The shorter step in stage 3 positions the swing leg for angular momentum and generating the force to impact to the ball.

Question 46

A moving approach into the ball is a characteristic of a stage 3 kicker.

Question 47

Yoking is very common in a stage 3 punter.

Question 48

Identify the characteristic that develops last in the sequence that leads to proficient catching behavior.

A) Ability to track the ball with the eyes
B) Trapping the ball against the chest
C) Using the fingers to secure the ball
D) Changing the position of the body in order to retrieve the ball
E) Delayed reaction

Question 49

In which of the following skills will girls usually be more advanced than boys during early childhood?

A) Kicking and running
B) Catching and throwing
C) Catching and skipping
D) Running and jumping
E) Striking and kicking

Question 50

If a child is a stage 3 catcher, what environmental constraint would be best to select?

A) Large, soft, brightly colored ball
B) Tossing a ball softly with low speed
C) Small, light, brightly colored ball
D) Catching while moving
E) Heavy, dark colored ball

Question 51

Which is not a prerequisite to catching a ball?

A) Proximodistal development
B) Reaction time
C) Tracking
D) Fine motor control
E) Cephalocaudal law of development

Question 52

What are the three components of catching?

A) Foot, body, hand
B) Hand, arm, body
C) Hand, body, foot
D) Step, hand, body
E) Foot, arm, hand

Question 53

Which of the following is an example of an environmental variable in catching?

A) Size of ball
B) Dynamic balance
C) One-handed catch
D) Hand-eye coordination
E) Catching in a game

Question 54

A law of developmental direction influencing catching is the cephalocaudal law of development.

Question 55

Stage 3 of catching involves a scooping action.

Question 56

Most balls for young children are brightly colored as research shows that primary colored balls are easier to catch.

Question 57

In which stage of striking is there an ipsilateral step?

A) Stage 1
B) Stage 2
C) Stage 3
D) Stage 4
E) Stage 5

Question 58

Striking is a:

A) Reception skill
B) Projection skill
C) Phylogenetic skill
D) Reception and projection skill
E) Fine motor skill

Question 59

Bat width, length, and weight are examples of:

A) Individual constraints
B) Environmental constraints
C) Biological constraints
D) Task constraints
E) Environmental and task constraints

Question 60

A stage 1 of throwing and striking show a(n):

A) Contralateral step
B) Slingshot
C) Ipsilateral step
D) Chop
E) Horizontal swing

Question 61

If a child were a stage 1 striker, what would be the best drill for the child?

A) Standing sideways across a line and hit a beach ball off a tee with the hand
B) Standing sideways across a line and hit a beach ball off a tee with a long thin bat
C) Striking a tossed beach ball with a short fat bat
D) Striking a tossed whiffle ball with a long thin bat
E) Striking a tossed beach ball with the hand

Question 62

One of the most important prerequisites for striking is the proximodistal law of development and hand(bat)-eye coordination.

Question 63

Which is not a critical element of proficient rollers?

A) Starts front facing
B) Long ipsilateral step
C) Arm with ball swings behind back
D) Arm swings forward
E) Releases the ball close to the ground

Question 64

As the arm goes behind the back, the body should turn sideways before rolling the ball.

Question 65

Which is not a characteristic of an inefficient bouncing action?

A) Floppy arm
B) Hand slaps ball
C) Uses finger tips
D) Ball slowly gets lower and lower.
E) Loses control of the ball

Question 66

Early bouncers struggle to impart the appropriate force to the ball.