Deck 22: Developmental Game Skills

Question 1

Cats and Mice and Charlie over the Water are

A) Developmental Level II games.
B) Developmental Level I games.
C) invasion games.
D) both manipulative games.
E) Developmental Level III games.

Answer 1

Developmental Level I games.

Question 2

Games for Developmental Level III are primarily

A) chanting games.
B) invasion games.
C) creative play.
D) sport lead-up games.
E) tag games.

Answer 2

sport lead-up games.

Question 3

Alaska Baseball and Club Guard are

A) baseball lead-up games.
B) Developmental Level II games.
C) both invasion games.
D) Developmental Level III games.
E) focused on kicking skills.

Answer 3

Developmental Level II games.

Question 4

Hill Dill and Forest Ranger

A) emphasize running skills.
B) are Developmental Level III games.
C) are invasion games.
D) are Developmental Level II games.
E) are manipulative games.

Question 5

Barker's Hoop-la

A) is a Developmental Level II game.
B) is a basketball lead-up game.
C) focuses on striking and kicking skills.
D) is a fielding game.
E) emphasizes continuous running.

Question 6

An invasion game

A) emphasizes rules and organization scheme.
B) involves the goal of moving an object through an opponent's territory in order to score, at the same time preventing the opposition from doing the same.
C) is found primarily at Developmental Level I.
D) emphasizes both fielding and striking skills.
E) is also called game of low organization.

Question 7

A tactical-skill-approach involves

A) an emphasis on isolated game skills.
B) an focus on explanation/demonstration.
C) modifying a game to allow both tactical and skill development.
D) adapting net/wall games for Developmental Level I.
E) primarily throwing and receiving skills.

Question 8

A buffer zone

A) marks a no-play zone between parallel areas of play.
B) marks the crease area in games with goals.
C) marks the batter's area in all striking games.
D) is the "no-go" zone under the basketball hoop.
E) is included in all net/wall scoring areas.

Question 9

Developmental Level I games

A) emphasize basic offensive strategy.
B) place minimal emphasis on team play.
C) focus on combining several locomotor or manipulative skills.
D) often include manipulative skills.
E) emphasize basic defensive strategy.

Question 10

The basic tactical concept of many invasion games is

A) moving the ball up the court or field as quickly as possible.
B) often called a rally offense.
C) pass to a teammate and move to an open space for a return pass.
D) called zone offense.
E) developing a rotation to make maximum use of all players.

Question 11

Club guard

A) is a Developmental Level III net/wall game.
B) is a Developmental Level I manipulative game.
C) is a softball lead-up game.
D) emphasizes moving the ball up the court as quickly as possible.
E) introduces offensive and defensive team tactics.

Question 12

Games using human targets (e.g. dodgeball) are

A) recommended for Developmental Level II and III.
B) very effective for introducing offensive tactics.
C) inappropriate for K-12 school physical education programs.
D) categorized as invasion games.
E) recommended for Developmental Level I.

Question 13

Fast Pass is

A) in the target game category.
B) very effective for introducing offensive tactics.
C) a volleyball lead-up game.
D) a tag game.
E) a Developmental Level I manipulative game.

Question 14

Crows and Cranes

A) is a Level I developmental game.
B) emphasizes quick passing and catching.
C) is a basketball lead-up game.
D) is in the invasion game category.
E) emphasizes running and dodging skills.

Question 15

Midnight Wolf

A) is a Level II developmental game.
B) is a net/wall lead-up game.
C) emphasizes running and dodging skills.
D) is a Level III developmental game.
E) emphasizes quick passing and catching.

Question 16

Which of the following is NOT a suggestion for modifying a game?

A) Vary the boundaries of the game.
B) Change the requirements necessary for scoring.
C) Increase the number of taggers or runners.
D) Change the formation in which the game is played.
E) Increase the level of competition.

Question 17

Cooperation

A) follows competition.
B) is characterized by opponents working against each other to reach a goal.
C) is unique to Level I developmental games.
D) is the basic prerequisite of team games.
E) increases the level of competition.

Question 18

Which of the following is NOT a suggestion for maximizing active involvement of all students in developmental games?

A) Avoid isolating one child (e.g. single tagger).
B) Increase the level of competition.
C) Play relatively short games.
D) Have a plan for rotating students in and out of games.
E) Use a trial period (no scoring) during the first stages learning the game.

Question 19

A safety zone

A) is the protective area where students wait to return to the game.
B) is also called a crease.
C) marks the area around the soccer goal.
D) marks a distance from the wall to allow students to decelerate safely.
E) is also called "time out."

Question 20

Using a trial period (no scoring) during the first stages of learning a game

A) is unique to Developmental I games.
B) is a recommended strategy for increasing the competition in a game.
C) provides the opportunity for the teacher to clarify rules.
D) increases the challenge.
E) is a characteristic of Developmental Level III games.

Question 21

Explain various ways in which games can be created or modified to (a) increase participation, (b) increase challenge, and (c) vary use of different motor skills.

Question 22

Provide examples of Developmental Level I games that help students learn starting, stopping, and dodging.

Question 23

Describe the characteristics of games at Developmental Level I. Provide examples of games from this level to demonstrate these characteristics.

Question 24

Describe the characteristics of games at Developmental Level II. Provide examples of games from this level to demonstrate these characteristics.

Question 25

Describe the characteristics of games at Developmental Level III. Provide examples of games from this level to demonstrate these characteristics.

Question 26

Define the term tactical awareness as related to game play.

Question 27

Cite Almond's (1986) classification system for games based on tactics, goals, and conditions.

Question 28

Briefly describe the major strategic concept that underlies invasion games.

Question 29

Briefly discuss the disadvantage of elimination games. Provide several adjustments that can be made to increase the potential for participation.

Question 30

Provide examples of Developmental Level III games that help students learn team play strategies and tactics.

Question 31

Match the following skills with the most appropriate game.

-Midnight Wolf

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 32

Match the following skills with the most appropriate game.

-Hill Dill

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 33

Match the following skills with the most appropriate game.

-Mix and Match

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 34

Match the following skills with the most appropriate game.

-Leader Ball

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 35

Match the following skills with the most appropriate game.

-Roly-Poly

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 36

Match the following skills with the most appropriate game.

-Freeze

A) running, dodging
B) fundamental locomotor patterns
C) aiming at a target
D) throwing and catching

Question 37

Describe the tactical-skill approach to teaching games. Provide examples of how you would use this approach to teach basic invasion games.

Question 38

Developmental Level I games require minimal tactics to be successful.

Question 39

Game situations offer many scenarios for practicing fair play.

Question 40

The basic tactical concept in most games is the give and go play.

Question 41

The number of rules affects the difficulty of the game.

Question 42

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

Question 43

Tactical awareness means knowing ways to gain advantage over opponents.

Question 44

Developmental games are designed to limit the number of skills needed for successful participation.

Question 45

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

Question 46

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