Deck 21: Game Skills

Question 1

Games are excellent activities for developing social skills.

Answer 1

True

Question 2

Children should NOT be allowed to modify games.

Answer 2

False

Question 3

Game situations offer many scenarios for teaching sportsmanship behavior.

Answer 3

True

Question 4

The number of rules does NOT affect the difficulty of the game.

Question 5

Most elementary schoolchildren are NOT able to concentrate on skill performance and strategy simultaneously.

Question 6

Games provide students with opportunities to experience success and accomplishment.

Question 7

Games that involve few children, allow some children to dominate, and offer little in the way of skill development should be eliminated from the physical education curriculum.

Question 8

Successful participation in games demands that youngsters have learned requisite skills in a practice setting.

Question 9

Games are an excellent means for teaching new motor skills.

Question 10

Developmental Level III children find it difficult (and uninteresting) to play a game that has many rules.

Question 11

Some social objectives that can be accomplished through games are learning interpersonal skills, understanding rules and limitations, and learning how to behave in a variety of competitive and cooperative situations.

Question 12

Many games help develop large-muscle groups and enhance the child's ability to run, dodge, start, and stop under control while sharing space with others.

Question 13

The greater the number of teammates and competitors, the less difficult the game becomes.

Question 14

It is inappropriate for students to modify games.

Question 15

Teachers do NOT have to analyze the skills students must practice before playing a game.

Question 16

Rules of a game can NOT be modified.

Question 17

Younger children need to receive immediate feedback.

Question 18

Children never become bored or tired, even in a long game.

Question 19

Students must understand how to analyze a game if they are to make modifications.

Question 20

The emphasis in game play should be competition rather than cooperation.

Question 21

Cooperation involves two or more children working together to achieve a common goal.

Question 22

Games that require competition before cooperation can be an outgrowth of an activity.

Question 23

Cooperation is characterized by opponents working against each other as each tries to reach a goal or reward.

Question 24

Balance between offense and defense must be achieved in order to help participants understand that both are important.

Question 25

Safety is a secondary consideration in game situations.

Question 26

Making sure students are successful during game play is NOT a responsibility of the teacher.

Question 27

Specialized sport skills are NOT required for games in Developmental Levels II and III.

Question 28

Introductory lead-up games are appropriate for Developmental Level II.

Question 29

Chase and tag games are less complex and demand less maneuvering in Developmental Level II.

Question 30

Games allow students an opportunity to display appropriate interactive skills such as:

A) leading and bossing others.
B) following and winning at all costs.
C) leading and following.
D) following and not making decisions.

Question 31

Cooperative skills necessary for reaching common goals include:

A) telling others what to do.
B) accepting individual differences.
C) using isolation skills.
D) veering away from the group decision.

Question 32

When teaching students to modify games, do NOT include which of the following?

A) knowledge of all rules and violations
B) vary the boundaries
C) increase the number of taggers
D) change the process of scoring

Question 33

Which of the following is NOT an effecting strategy for teaching games?

A) sit them in a game formation
B) use games that isolate one child
C) develop strategies so all children play the same amount of time
D) avoid using out-of-bounds rules

Question 34

In order to make drill practice more meaningful:

A) make sure children understand that the skill will be used in the game.
B) pre-test all students before playing.
C) have a student lead all drill practice.
D) don't play any games students have never seen.

Question 35

Addition Tag, Alaska Baseball, and Bird Catcher are all games associated with:

A) Developmental Level I.
B) Developmental Level II.
C) Developmental Level III.
D) Developmental Level IV.

Question 36

Appropriate games for Developmental Level I include all of the following EXCEPT:

A) individual games.
B) creative play.
C) tag games.
D) high-organization games.

Question 37

Appropriate games for Developmental Levels II and III include:

A) sport lead-up games and low-organization games.
B) sport lead-up games and high-organization games.
C) creative play and low-organization games.
D) creative play and high-organization games.

Question 38

Games at which level become more complex and organized?

A) Developmental Level I
B) Developmental Level II
C) Developmental Level III
D) Developmental Level IV

Question 39

At Developmental Level III, which of the following skills are important for successful play?

A) cooperation and debate
B) cooperation and strategy
C) debate and strategy
D) win at all costs

Question 40

How do games contribute to children's growth and development?

Question 41

What factors affect the worth of games?

Question 42

How can students and teachers make meaningful modifications?

Question 43

How can games be used as a vehicle for learning social skills?