Question 1

Both Adventure Education and Sport Education curriculum models are applicable to teaching in inclusive settings because they are easily adapted to the needs of the students.

Accepted Answer

Both Adventure Education and Sport Education models prioritize individualized instruction and cooperative learning, making them easily adaptable to diverse student needs and abilities in inclusive settings.

Question 2

The goal of Adventure Education is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.

Accepted Answer

Adventure Education involves providing students with challenging activities or experiences that require critical and creative thinking, problem-solving, and decision-making. These activities are designed to help students develop new skills and competencies, build confidence, and enhance their personal growth and development.

Question 3

In Kolb's experiential learning cycle, students move through the following phases: a concrete experience; formal competitions, reflective observation, abstract conceptualization; active experimentation, and festivity.

Accepted Answer

The correct fourth phase in Kolb's experiential learning cycle is "abstract conceptualization," not "festivity."

Question 4

Adventure Education's trust activities involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background.

Accepted Answer

Adventure Education's trust activities should not be based on discriminatory factors such as race/ethnicity, gender, sexual orientation, or socioeconomic background. Trust should be based on an individual's behavior, attitude, and actions.

Question 5

The Risk-Sport model is an alternative to traditional physical education, but it is not applicable to teaching students with disabilities.

Accepted Answer

The Risk-Sport model can be adapted to include students with disabilities, ensuring that physical education is inclusive and accessible to all students. Modifications and accommodations can be made to meet diverse needs, promoting participation and engagement in physical activities.

Question 6

Sport Education aims to develop students into competent, literate, and enthusiastic sport participants and consumers.

Accepted Answer

Sport Education is a model of physical education that seeks to provide a more holistic approach to sports instruction. It aims to develop students' knowledge, skills, and attitudes towards sports, in order to make them more competent, literate, and enthusiastic participants and consumers of sports.

Question 7

In Adventure Education, the role of a facilitator is to create a situation in which participants can learn about themselves and others through experience by designing the experience in a safe and accepting setting.

Accepted Answer

This is the primary role of a facilitator in Adventure Education. They create a safe and accepting learning environment through experiential activities.

Question 8

Cooperative learning is an instructional approach whereby students work together in small, structured, diverse groups to accomplish assigned group tasks.

Accepted Answer

Cooperative learning involves students working together in small groups to achieve common goals or complete assigned tasks, while also promoting positive interdependence, individual accountability, and social skills development.

Question 9

Task teaching and self-instructional approaches promote individualized instruction for students with disabilities.

Accepted Answer

Task teaching and self-instructional approaches are both effective in providing individualized instruction for students with disabilities. Task teaching involves breaking down complex tasks into simpler steps, while self-instructional approaches use verbal cues to help students regulate their behavior and complete tasks independently. Both methods can be customized to meet the specific needs of individual students, making them valuable tools for promoting individualized instruction.

Question 10

Research on Sport Education confirms that the model is useful in facilitating student engagement within student-centered activities; and promoting personal and social responsibility, promoting cooperation, and establishing trusting relationships.

Accepted Answer

Research on Sport Education has consistently found that the model is beneficial in promoting student engagement and personal and social responsibility through student-centered activities, collaboration, and relationship-building.

Question 11

In this chapter, we discussed both Adventure Education and Sport Education curriculum models. Which statement is exclusive to Sport Education?
A) The model is applicable to teaching in inclusive settings because it is easily adapted to the needs of students.
B) Students become members of teams at the onset and stay affiliated with their respective teams for the duration of sport seasons.
C) The teacher serves as a facilitator and is therefore free to assist the students who may need more help being successful in the sport or activity for the day.
D) The teacher takes on the role of facilitator to student-centered learning.

Accepted Answer

The statement "Students become members of teams at the onset and stay affiliated with their respective teams for the duration of sport seasons" is exclusive to Sport Education and is not applicable to Adventure Education.

Question 12

Which statement is exclusive to the Adventure Education model?
A) The teacher serves as a facilitator to student-centered learning.
B) The model has six main features: seasons, affiliation, formal competition, culminating event, record keeping, and festivity.
C) Students have team affiliation as members of teams throughout sport seasons.
D) Its core features are small groups, engaging in mentally and/or physically challenging activities, frequent and intense interactions among group members during activities, a trained facilitator, and duration of 2 to 4 weeks.

Accepted Answer

Option D lists the unique features specific to the Adventure Education model that are not present in other models. Options A, B, and C are common features found in other educational and sports models.

Question 13

Which statement is exclusive to the Sport Education model?
A) The main goal is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.
B) This model is based on the experiential learning model and combines direct experience with an emphasis on reflection and analysis of the experience.
C) The model has six main features: seasons, affiliation, formal competition, culminating event, record keeping, and festivity.
D) Its core features are small groups, engaging in mentally and/or physically challenging activities, frequent and intense interactions among group members during activities, and a trained facilitator.

Accepted Answer

The statement "The model has six main features: seasons, affiliation, formal competition, culminating event, record keeping, and festivity" is exclusive to the Sport Education model. None of the other statements provides this specific information.

Question 14

In Kolb's experiential learning cycle, students move through which of the following four phases?
A) The cycle includes engaging in a concrete experience, reflective observation, abstract conceptualization, and active experimentation.
B) The cycle includes engaging in formal competitions, reflective observation, abstract conceptualization, and festivity.
C) The cycle includes engaging in daily practices, formal competition, a culminating event, and festivity.
D) The cycle includes engaging in positive interdependence, reflective observation, promotive interaction, and group processing.

Accepted Answer

Kolb's experiential learning cycle includes four phases: engaging in a concrete experience, reflective observation, abstract conceptualization, and active experimentation. This cycle emphasizes the importance of hands-on experiences, reflection on those experiences, drawing conclusions and developing theories, and then testing those theories through experimentation. Option B includes formal competitions and festivity, which are not part of Kolb's cycle. Option C includes daily practices and a culminating event, which are not part of Kolb's cycle. Option D includes positive interdependence, promotive interaction, and group processing, which are concepts related to cooperative learning, but not part of Kolb's cycle.

Question 15

Which of the following statements is false about Adventure Education's trust activities?
A) Trust activities are those in which students must rely on their partners to help them complete the activity successfully.
B) Trust activities involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background.
C) Trust activities may include tasks where students are blindfolded and are led throughout the gym by a partner or the trust lean where students tip backward into the arms of spotters.
D) Trust activities encourage and involve risk taking.

Accepted Answer

Adventure Education's trust activities do not involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background. Trust activities are designed to build trust and cooperation among students, not to perpetuate discriminatory attitudes or behaviors.

Question 16

Which statement is least representative of participation in the Risk-Sport model?
A) It is an alternative to traditional physical education.
B) It promotes personal growth, meaningful social interaction, and social change.
C) It is applicable to teaching students with disabilities.
D) It is a personalized, student-centered instructional approach that facilitates individualized, assessment-based instruction.

Accepted Answer

Option D does not reflect the key features of participation in the Risk-Sport model. The Risk-Sport model emphasizes participation, risk-taking, and critical thinking, and is not necessarily an alternative to traditional physical education. It also focuses on personal growth and social change, and is not exclusive to students without disabilities. Additionally, while the model is personalized and student-centered, it does not necessarily involve assessment-based instruction.

Question 17

Which list best represents facilitation approaches in which the educator focuses on his or her students and what they are doing and experiencing?
A) Mental preparation, exploration practice, and reflection facilitation.
B) Mental preparation, performance, and directive facilitation.
C) Starting, forming bonds, and adventure performing facilitation.
D) Non-directive, appreciative, activity, and adventure programming facilitation.

Accepted Answer

Non-directive, appreciative, activity, and adventure programming facilitation are all approaches that prioritize the student's experience and actions. Mental preparation and exploration practice (option A) and mental preparation and performance (option B) both focus more on the educator's role in preparing the student, while starting, forming bonds, and adventure performing (option C) describe a specific type of facilitation rather than a broader approach.

Question 18

Which of the following does not represent the Sport Education model?
A) Sport is carried out using a multi-activity approach in a two- to four-week period to allow for significant experience.
B) Players have affiliation as members of teams or clubs and remain in that team/club for the entire season.
C) Seasons are defined by formal competition, which is interspersed with teacher- and student-directed practice sessions.
D) Each season has a culminating event, which provides motivation and goals for the students to work on.

Accepted Answer

The Sport Education model does not use a multi-activity approach, but instead focuses on one specific sport or activity for a season.

Question 19

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with hearing and/or speech impairments?
A) Using modified equipment (e.g., "beeper" soccer balls) that can be tracked by the student.
B) Encouraging teams to develop hand signals to call plays on the field or court.
C) Using student translators, when available. Put matching bilingual students on the same team with non-English speakers.
D) Allowing for extra team points when everyone participates in a positive way (e.g., every five "good behavior points" earned by a team count as one more "win" for their season's record).

Accepted Answer

Encouraging teams to develop hand signals allows students with hearing and/or speech impairments to communicate effectively with their teammates during games, making it a useful modification strategy.

Question 20

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with sight impairments?
A) Using modified equipment (e.g., "beeper" soccer balls) that can be tracked by the student.
B) Encouraging teams to develop hand signals to call plays on the field or court.
C) Using student translators, when available. Put matching bilingual students on the same team with non-English speakers.
D) Allowing for extra team points when everyone participates in a positive way (e.g., every five "good behavior points" earned by a team count as one more "win" for their season's record).

Accepted Answer

Using modified equipment such as "beeper" soccer balls can be helpful in enabling a student with sight impairments to track the location of the ball during play. This modification can allow the student to fully participate and contribute to the team's success.

Quiz 5: Inclusive Curricular Models and Instructional Methodology

Both Adventure Education and Sport Education curriculum models are applicable to teaching in inclusive settings because they are easily adapted to the needs of the students.

The goal of Adventure Education is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.

In Kolb's experiential learning cycle, students move through the following phases: a concrete experience; formal competitions, reflective observation, abstract conceptualization; active experimentation, and festivity.

Adventure Education's trust activities involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background.

The Risk-Sport model is an alternative to traditional physical education, but it is not applicable to teaching students with disabilities.

Sport Education aims to develop students into competent, literate, and enthusiastic sport participants and consumers.

In Adventure Education, the role of a facilitator is to create a situation in which participants can learn about themselves and others through experience by designing the experience in a safe and accepting setting.

Cooperative learning is an instructional approach whereby students work together in small, structured, diverse groups to accomplish assigned group tasks.

Task teaching and self-instructional approaches promote individualized instruction for students with disabilities.

Research on Sport Education confirms that the model is useful in facilitating student engagement within student-centered activities; and promoting personal and social responsibility, promoting cooperation, and establishing trusting relationships.

In this chapter, we discussed both Adventure Education and Sport Education curriculum models. Which statement is exclusive to Sport Education?

Which statement is exclusive to the Adventure Education model?

Which statement is exclusive to the Sport Education model?

In Kolb's experiential learning cycle, students move through which of the following four phases?

Which of the following statements is false about Adventure Education's trust activities?

Which statement is least representative of participation in the Risk-Sport model?

Which list best represents facilitation approaches in which the educator focuses on his or her students and what they are doing and experiencing?

Which of the following does not represent the Sport Education model?

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with hearing and/or speech impairments?

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with sight impairments?