Deck 12: Physical Fitness

Question 1

A high-level fitness performance should no longer be a primary objective for the majority of children in physical education classes.

Answer 1

True

Question 2

Moderate-intensity physical activity offers many health benefits to children.

Answer 2

True

Question 3

Health-related fitness is the right choice for people who want to perform at a high level, but is less acceptable to the majority of people because it requires training and exercising at high intensities.

Answer 3

False

Question 4

Physical activity is a process that involves accumulating a wide variety of movement.

Question 5

Teaching health-related fitness should NOT be a priority in physical education.

Question 6

The Fitnessgram uses percentile rankings.

Question 7

Body-composition is the proportion of body fat to bone size.

Question 8

Muscular strength is the ability to exert force over an extended period.

Question 9

Health-related fitness is characterized by moderate and regular physical activity.

Question 10

Aerobic capacity is often seen as the most important component of fitness.

Question 11

Research suggests that the fitness levels of today's youngsters have NOT degenerated.

Question 12

Health-related fitness covers components that are related to the genetic limitations that control physical performance.

Question 13

The ability to perform well on skill-related tests is strongly influenced by predetermined genetic skills.

Question 14

Skill-related fitness is influenced by genetic traits and abilities.

Question 15

Skill-related fitness components are NOT useful for performing motor tasks related to sport and athletics.

Question 16

Research indicates a high correlation between physical activity participation and fitness test scores.

Question 17

Physical activity is an important variable in fitness development for adults, but for children and youth, other factors are of equal or greater importance.

Question 18

Trainability differences are influenced by genetics.

Question 19

Student's physical maturation has no impact on fitness performance.

Question 20

It is accurate to say that children's fitness primarily reflects the amount of activity and exercise they perform regularly.

Question 21

If an award system is used to motivate children's activity, the system should be consistent and used over a long period of time.

Question 22

Fitness tests are designed to grade students on the status of their physical fitness.

Question 23

The personal-best testing approach appeals to all students..

Question 24

Caution is urged in using any fitness test for institutional evaluation since elementary school children show little response to fitness training..

Question 25

Attitudes have no impact on how students participate in activity.

Question 26

How fitness activities are taught determines how youngsters will feel about making fitness a part of their lifestyles.

Question 27

Physical education instruction should focus on teaching activity habits that carry over to out-of-school activities.

Question 28

Fitness games are excellent for cardiovascular endurance and create a high degree of motivation.

Question 29

The ability to exert force over an extended period is:

A) muscular strength.
B) muscular endurance.
C) muscular power.
D) agility.

Question 30

The ability to transfer energy explosively into force is:

A) speed.
B) muscular strength.
C) muscular endurance.
D) power.

Question 31

The ability of the body to perform movement in a short period of time is:

A) speed.
B) coordination.
C) agility.
D) power.

Question 32

Which of the following is NOT a factor that highly affects physical fitness test scores?

A) environment
B) nutrition
C) heredity
D) gender

Question 33

________ explains why some individuals benefit from regular physical activity more than others do.

A) Athleticism
B) Flexibility
C) Trainability
D) Maturation

Question 34

The major purpose of reporting BMI to parents is to:

A) demonstrate their poor health practices at home.
B) alert them to potential issues related to their child's weight.
C) provide a grade based on that score.
D) garner their support for more physical education.

Question 35

Which of the following make it unlikely for 5-8 year olds to perform push-ups and sit-ups?

A) short legs and small heads
B) short legs and large heads
C) lack of motivation
D) hatred for push-ups and sit-ups

Question 36

Creating positive attitudes toward physical activity includes all of the following EXCEPT:

A) stressing high performance and specialized skill-related goals.
B) modeling positive physical activity behaviors.
C) exposing youngsters to a variety of fitness activities.
D) giving students positive feedback about their effort.

Question 37

The amount of activity needed for good health is dictated by:

A) age and weight.
B) skill and desire.
C) intensity and duration.
D) time and accessibility.

Question 38

In-depth focus on high intensity activities for children:

A) are appropriate.
B) should be done for long periods of time.
C) performed under adult supervision.
D) discourage some children and burn them out.

Question 39

Which of the following is NOT a good suggestion for integrating fitness concepts into the physical education program?

A) provide basic explanation of rudimentary anatomy and kinesiology
B) develop an understanding of the how and why to perform fitness activities
C) "no pain, no gain"
D) use bulletin boards to explain components

Question 40

A year-long fitness program ensures all of the following EXCEPT:

A) a variety of experiences.
B) allows for progression.
C) a well-rounded program of instruction.
D) one method for developing fitness.

Question 41

In order to successfully implement fitness routines:

A) make fitness a daily part of each lesson.
B) never precede fitness with a warm-up activity.
C) cover only a select few fitness concepts.
D) teachers are never to be an active participant with the students.

Question 42

In order to avoid fatiguing students with aerobic activities:

A) alternate with muscular strength activities.
B) play music so they don't think about being tired.
C) alternate with stretching and flexibility activities.
D) tell them to work through being tired.

Question 43

The push-up and crab positions are excellent for developing:

A) upper body strength.
B) lower body strength.
C) flexibility.
D) agility.

Question 44

Animal movements are enjoyable for which developmental level of children?

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

Question 45

Which developmental level(s) emphasize(s) more structured exercises and routines?

A) Developmental Level I
B) Developmental Levels I and II
C) Developmental Levels II and III
D) Developmental Levels I and III

Question 46

Identify and define the two types of physical fitness.

Question 47

Why is it important for students to know the differences between the types of fitness?

Question 48

What should teachers know about performance recognition awards?

Question 49

How can teachers help create positive attitudes toward fitness?