Question 1

Which of the following is a good way to insure on-task behavior?&#10;A) design tasks so that all students can be successful.&#10;B) all of the above.&#10;C) don't allow students who can't get along to work with each other.&#10;D) let students who don't want to participate sit out.

Accepted Answer

Designing tasks so that all students can be successful is a good way to insure on-task behavior because it gives students a sense of accomplishment and makes them more likely to want to participate.

Question 2

Which of the following experiences would not be consistent with the four criteria for a learning experience in physical education?&#10;A) A ninth grade game of Whiffle ball.&#10;B) A classroom fitness lesson with high school juniors.&#10;C) Tossing and catching with early elementary aged students.&#10;D) Four v. four soccer with seventh graders.

Accepted Answer

A ninth grade game of Whiffle ball may not meet the criteria for a learning experience if it lacks clear objectives, skill development, or assessment, making it more of a recreational activity than an educational one.

Question 3

Pre-lesson and post-lesson routines in instruction occur&#10;A) before and just after the lesson content.&#10;B) when the teacher plans and evaluates lessons.&#10;C) when students have finished working on a task.&#10;D) from the moment students begin class to the moment class ends.

Accepted Answer

Pre-lesson routines occur before the lesson content is introduced to prepare students for learning, and post-lesson routines happen just after the lesson content to wrap up and consolidate learning.

Question 4

An objective that asks students to understand why they should step forward on the opposite foot in throwing pattern is:&#10;A) a psychomotor objective.&#10;B) an affective objective.&#10;C) a combination of all of these.&#10;D) a cognitive objective.

Accepted Answer

This is a cognitive objective because it involves understanding the reasoning behind a specific action, which requires cognitive processing of information.

Question 5

Affective goals in physical education&#10;A) are highly related to developing a physically active lifestyle.&#10;B) can be taught directly.&#10;C) can be taught with the process of teaching the teacher selects.&#10;D) all of the above.

Accepted Answer

Affective goals in physical education encompass developing attitudes and values towards maintaining a physically active lifestyle. These goals can indeed be taught directly through explicit instruction and indirectly through the process and methods of teaching chosen by the educator. Thus, all the options provided are correct in the context of affective goals in physical education.

Question 6

A major problem in the design of physical education curriculums is&#10;A) lack of variety of activity.&#10;B) too much fitness.&#10;C) not enough sport activities.&#10;D) unrealistic goals.

Accepted Answer

Unrealistic goals can lead to student frustration and disengagement, making it a significant issue in curriculum design.

Question 7

Content development is related to&#10;A) the relationship between tasks in a lesson.&#10;B) the development of a positive attitude toward lesson content.&#10;C) the relationship of teacher feedback to lesson objectives.&#10;D) the ability of the teacher to maintain on-task behavior.

Accepted Answer

Content development involves organizing and structuring the tasks and activities within a lesson to ensure they are logically connected and build upon each other to achieve the lesson's objectives.

Question 8

Pre-lesson routines&#10;A) are not as elaborate in the secondary school.&#10;B) are not as elaborate in the elementary school.&#10;C) occur in the locker room.&#10;D) should not allow students to participate in activity before the actual lesson begins.

Accepted Answer

Pre-lesson routines are typically more elaborate in elementary schools to help younger students transition smoothly into the learning environment and prepare for the lesson.

Question 9

The most important instructional unit of analysis in physical education is&#10;A) teacher feedback and student response.&#10;B) the tasks teachers give students.&#10;C) the way teachers organize lessons.&#10;D) the teacher task and the student response to that task.

Accepted Answer

The most important instructional unit of analysis in physical education is the interaction between the teacher task and the student response to that task. This dynamic captures the essence of teaching and learning, focusing on how instructions are given and how effectively students engage with those instructions.

Question 10

Which of the following is not a management behavior?&#10;A) The teacher divides the class up into four groups.&#10;B) The teacher explains what the lesson content will be for the day.&#10;C) The teacher asks students to work more quietly.&#10;D) The teacher arranges the equipment in four piles throughout the gym.

Accepted Answer

Explaining the lesson content for the day is more related to instructional behavior rather than management behavior. Management behaviors are actions taken to organize, arrange, and maintain an environment conducive to efficient and effective activities, such as dividing the class, asking for quiet, or arranging equipment.

Question 11

The unique contribution of physical education to the education of the student is:&#10;A) none of these.&#10;B) cognitive outcomes.&#10;C) psychomotor outcomes.&#10;D) affective outcomes.

Accepted Answer

The answer of The unique contribution of physical education to...

Question 12

Which of the following behaviors is not a management behavior?&#10;A) The teacher lines students up for a skill practice.&#10;B) The teacher asks students to put their equipment in the right position to be put away.&#10;C) The teacher describes how to perform a skill.&#10;D) The teacher asks students for their attention.

Accepted Answer

The answer of Which of the following behaviors is not...

Question 13

Which of the following is a content behavior?&#10;A) The teacher asks students to hold their equipment while he is talking.&#10;B) The teacher asks students to sit next to a partner.&#10;C) The teacher checks attendance.&#10;D) The teacher describes how a skill is to be done.

Accepted Answer

The answer of Which of the following is a content...

Question 14

Assessment of student performance&#10;A) should take place throughout the lessons of a unit.&#10;B) can be done with peers.&#10;C) should occur at the end of a unit.&#10;D) all of the above.

Accepted Answer

The answer of Assessment of student performance&#10;A) should take place...

Question 15

Which of the following statements is true?&#10;A) Specific teaching behaviors cannot be evaluated.&#10;B) Teachers are free to teach the way they want depending on their personality.&#10;C) Good teaching cannot be evaluated.&#10;D) Teachers can perform teaching functions in many different ways.

Accepted Answer

The answer of Which of the following statements is true?&#10;A)...

Question 16

The national content standards&#10;A) include affective, cognitive, and psychomotor goals.&#10;B) include five major goals.&#10;C) describe what students should know and be able to do.&#10;D) all of these are true.

Accepted Answer

The answer of The national content standards&#10;A) include affective, cognitive,...

Question 17

An objective that asks students to work cooperatively with their partner is:&#10;A) a psychomotor objective.&#10;B) a combination of all of these.&#10;C) an affective objective.&#10;D) a cognitive objective.

Accepted Answer

The answer of An objective that asks students to work...

Deck 1: Teaching Physical Education: An Orientation