Deck 14: Movement Concepts and Themes

Question 1

Throwing, kicking, striking, and catching are examples of movement themes.

Answer 1

False

Question 2

Symmetry increases stability because of the counterbalance effect of the two body halves.

Answer 2

True

Question 3

Movement themes are designed to integrate movement concepts into actual activities on the floor.

Answer 3

True

Question 4

With Developmental Level I children, the focus should be on proper performance of skills rather than on understanding movement concepts.

Question 5

Movement theme concepts place greater emphasis on the process of moving rather than on the product of correctly performing a skill.

Question 6

Flight differs from transfer of body weight in that it is explosive and involves lifting the body weight from the floor or apparatus for an extended period of time.

Question 7

Direction defines the relationship of the body to the floor or apparatus.

Question 8

The concept of planes is usually restricted in elementary school to having students perform simple activities in a specified plane.

Question 9

The goals of moving in general space include sharing space with other children and moving through space without bumping anyone else.

Question 10

Personal space is space that can be reached from a fixed base.

Question 11

Force involves the pace of action, which can be slow, fast, or any degree in between.

Question 12

Sustained flow involves smoothly linking different movements or parts of a movement.

Question 13

Light, heavy, strong, weak, rough, and gentle are words associated with flow.

Question 14

A relationship is defined as the position of the performer to a piece of apparatus or to other performers.

Question 15

Asymmetrical movement involves unequally distributed weight.

Question 16

The building blocks for more sophisticated skills are fundamental skills.

Question 17

Lessons are designed to help students to understand and physically experience the classification of movement concepts.

Question 18

Space awareness defines how the body can move.

Question 19

Level defines the relationship of the body to the floor or apparatus.

Question 20

General space is space that can be reached from a fixed base.

Question 21

When students move over, under, around and through things it is an example of a relationship theme.

Question 22

Students should be encouraged to experiment and explore after a movement task has been defined.

Question 23

Contrasting terms provide a way to stimulate a variety of movement.

Question 24

Tasks can be presented in the form of a question that elicit and encourage variety.

Question 25

Students can work together to develop cooperative partner and small group skills.

Question 26

Movement themes focus on a movement quality around which children build patterns and sequences.

Question 27

Exploration of balance can be expanded through the application of body shape, level and time factors.

Question 28

"Hug yourself hard! Now, harder. Follow this with the body relaxed. Shake the hands." is an example of tension and relaxation.

Question 29

Movement concepts include all of the following EXCEPT:

A) qualities of movement.
B) relationships.
C) locomotor skills.
D) space awareness.

Question 30

Walking, leaping, and rolling are all examples of:

A) locomotor movements.
B) transfer of body weight.
C) nonlocomotor movements.
D) manipulatives.

Question 31

The many ways the body can perform, the shape it can make, and how it can be balanced can be categorized as:

A) manipulative skills.
B) body awareness.
C) transfer of learning.
D) directionality.

Question 32

Movement concepts are categorized into:

A) space awareness, body awareness, and social awareness.
B) body awareness, social awareness, and relationships.
C) space awareness, body awareness, and qualities of movement.
D) body awareness, qualities of movement, and forte.

Question 33

Greater emphasis for Developmental Level I children should be on:

A) correct performance of skills.
B) skill technique.
C) learning the vocabulary of movement.
D) learning the classification of movement concepts.

Question 34

Which of the following elements do NOT represent qualities of space?

A) pathways
B) planes
C) level
D) speed

Question 35

Which of the following is NOT an example of a quality of movement?

A) planes
B) force
C) flow
D) time

Question 36

The factor that establishes continuity of movement is:

A) flow.
B) force.
C) balance.
D) time.

Question 37

Examples of qualities of movement include:

A) time, force and flow.
B) time, force, and planes.
C) force, flow and dynamics.
D) force, general space, and relationships.

Question 38

One child does a movement and the partner copies is an example of:

A) time.
B) force.
C) flow.
D) relationship.

Question 39

Moving at a slow and quick pace is an example of:

A) time.
B) force.
C) flow.
D) relationship.

Question 40

Movement tasks should include all of the following EXCEPT:

A) what to do.
B) why to move.
C) how to move.
D) with whom to move.

Question 41

Walking, galloping, and running are examples of:

A) locomotor skills.
B) manipulative skills.
C) nonlocomotor skills.
D) symmetrical skills.

Question 42

Stretching, pushing, and pulling are examples of:

A) locomotor skills.
B) manipulative skills.
C) nonlocomotor skills.
D) symmetrical skills.

Question 43

Movement themes are used to:

A) create movement patterns.
B) create proficiency in games.
C) select content.
D) select integration ideas.

Question 44

Which is NOT a goal of space awareness themes?

A) share space with other children
B) changing direction at a low level
C) develop consideration for the safety of others
D) develop movement competence

Question 45

Identify the activities that best represent levels.

A) Travel around the room with your hands as high as possible.
B) Match the arm circle the partner makes.
C) Move with a small and delicate skip.
D) Show me a crooked shape.

Question 46

Which of the following represents a contrasting movement?

A) a fast movement followed by a jump
B) making oneself tall followed by becoming very short
C) a wide shape followed by a high level
D) a high level followed by becoming tall

Question 47

What are the movement concept categories and why are they important?

Question 48

Define what the term "qualities of movement" means.

Question 49

How should a movement task be defined so students know what to solve?

Question 50

Identify the four steps suggested for creating lessons that teach movement skills and concepts incorporating the problem-solving style.