Deck 19: Gymnastic Skills

Question 1

Gymnastic activities develop body management skills without the need for equipment and apparatus.

Answer 1

True

Question 2

Developing a positive attitude and overcoming personal limitations associated with gymnastic skills are more important than performing with perfect technique.

Answer 2

True

Question 3

Gymnastic activities can make a significant contribution to the goals of physical education in elementary school.

Answer 3

True

Question 4

Children feel pride and a sense of achievement when they master a stunt.

Question 5

Values emerge from a gymnastics program.

Question 6

Many stunts do little to develop the weak musculature of the arm-shoulder girdle.

Question 7

Positive learning experiences in gymnastic activities are dependent on progression.

Question 8

The demands of holding positions and executing stunts contribute to the development of strength and power in diverse parts of the body.

Question 9

In general, the upper developmental level activities place higher demands on strength, control, form, agility, balance, and flexibility.

Question 10

Some activities in Developmental Levels II and III may be too challenging for some students.

Question 11

Developmental Level II gymnastic activities consist primarily of imitative walks and movements.

Question 12

Developmental Level I gymnastics programs rely on simple stunts, with a gradual introduction of tumbling stunts.

Question 13

Normal introductory and fitness development activities usually supply sufficient warm-up for gymnastics lessons.

Question 14

Excessive demonstration of tumbling and stunt activities can actually impede a child's need to analyze and solve problems.

Question 15

A teacher has to decide if s/he is qualified to teach activities that require spotting.

Question 16

Students should NOT be forced to participate in tumbling and inverted balance activities.

Question 17

If a student needs to be spotted for a basic tumbling or balance activity this is okay.

Question 18

Students should NOT be able to choose to perform either a log roll or forward roll because of fear.

Question 19

Because of strength some children may never be able to do a forward or backward roll.

Question 20

It is appropriate to allow for different levels of success.

Question 21

The center of weight must be positioned over the center of support in balance stunts.

Question 22

The pike position is performed with the legs bent and the chin tucked to the chest.

Question 23

An arabesque is a position in which the body weight is supported on one leg while the other leg is lifted and bent at the knee.

Question 24

A back roller involves starting with the legs spread in a straddle position, bending forward at the hips, tucking the head, and placing the hands on the mat.

Question 25

The judo roll is a basic safety device used to prevent injury from tripping and falling.

Question 26

Pyramids provide an opportunity for creativity, since a variety of figures can be made.

Question 27

Stunts using only one performer or pair should be practiced as a preliminary to pyramid building with three or more students.

Question 28

Which of the following are NOT outcomes of gymnastics activities?

A) flexibility
B) speed
C) balance
D) body control

Question 29

A comprehensive lesson of gymnastic activities includes all of the following EXCEPT:

A) history of gymnastics.
B) partner and group stunts.
C) animal movements.
D) inverted balances.

Question 30

Log roll, forward roll, and three-point tip-up are tasks associated with:

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

Question 31

Social attributes that are developed through gymnastic-type activities include all of the following EXCEPT:

A) tolerance.
B) courtesy.
C) balance stunts.
D) perseverance.

Question 32

Which of the following is NOT a Developmental Level I gymnastics activity?

A) side roll
B) forward roll (straddle position)
C) cartwheel
D) three-point tip-up

Question 33

Standard tumbling activities include:

A) headsprings.
B) combinations.
C) rolls.
D) walk-overs

Question 34

Stunts such as the Frog Handstand, Half-Teeter-Totter, and Handstand are associated with:

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

Question 35

Bending forward at the hips and spreading the legs apart to the sides as far as possible describes the:

A) tuck position.
B) pike position.
C) straddle position.
D) front-support position.

Question 36

Students should be able to recognize and demonstrate basic gymnastic positions, including all of the following EXCEPT:

A) pike position.
B) lay-out position.
C) tuck position.
D) straddle position.

Question 37

The position where the body weight is supported on one leg while the other leg is lifted and bent at the knee is referred to as:

A) a lunge.
B) a releve.
C) an attitude.
D) an arabesque.

Question 38

Bending forward at the hips and keeping the legs straight describes the:

A) tuck position.
B) pike position.
C) straddle position.
D) front-support position.

Question 39

A position where both knees are bent, the arms are extended at right angles to the side, and the seat is tucked to maintain a flat abdominal wall is referred to as:

A) a releve.
B) a plie.
C) an attitude.
D) a lunge.

Question 40

A position where the weight is supported on one leg while the other leg is extended to the rear is referred to as:

A) a jump.
B) a chasse.
C) an arabesque.
D) a releve.

Question 41

Developmental Level 1's focus relies on:

Question 42

Identify three effective class management techniques that will keep children engaged during a gymnastics class.

Question 43

Identify three of the four mechanical principles that are basic to gymnastics techniques and their purpose.

Question 44

Identify the two purposes for spotting.