Question 1

The scope of the program defines the skills and activities to be covered on a year-to-year basis.

Accepted Answer

False

Question 2

Balance in a curriculum ensures that all objectives in the program receive adequate coverage.

Accepted Answer

Balance in a curriculum ensures that all learning objectives are adequately addressed, preventing any area from being neglected or disproportionately emphasized, thus providing a comprehensive education.

Question 3

The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity).

Accepted Answer

A well-designed curriculum ensures that there is a logical progression both vertically, meaning as students move up through different developmental or grade levels, and horizontally, meaning within each level or within each activity, to facilitate coherent learning experiences.

Question 4

Basic urges of children are affected by heredity or environmental influences.

Accepted Answer

Both heredity (genetic makeup) and environmental influences (such as culture, family, and personal experiences) play significant roles in shaping the basic urges and behaviors of children.

Question 5

Often the benefits of cooperation outweigh the gains from peer competition.

Accepted Answer

Cooperation can lead to shared resources, collective problem-solving, and synergistic outcomes, often resulting in greater benefits for all parties involved compared to the outcomes of individual competition, where resources and efforts are duplicated or counteracted.

Question 6

Changes in affective behaviors occur more quickly than do changes in psychomotor or cognitive behaviors.

Accepted Answer

The answer of Changes in affective behaviors occur more quickly...

Question 7

Fun or teacher enjoyment is the major criterion when selecting activities for the curriculum.

Accepted Answer

The major criteria for selecting activities for the curriculum include educational value, alignment with learning objectives, and appropriateness for students' age and skill levels, rather than primarily fun or teacher enjoyment.

Question 8

Children at Developmental Level II are noisy, egocentric, developing hand-eye coordination, wanting attention, and refining muscle coordination.

Accepted Answer

The answer of Children at Developmental Level II are noisy,...

Question 9

The cognitive domain develops feelings, attitudes, and values.

Accepted Answer

The cognitive domain involves mental skills and the acquisition of knowledge, whereas feelings, attitudes, and values are part of the affective domain.

Question 10

Physical educators who place the highest priority on subject matter mastery focus instruction and curricula on lifetime sport skills and nontraditional activities such as cooperative games.

Accepted Answer

Physical educators who prioritize subject matter mastery typically focus on developing fundamental motor skills and understanding of movement concepts, rather than exclusively on lifetime sport skills and nontraditional activities.

Question 11

The initial step in curriculum design is defining a philosophy of physical education.

Accepted Answer

The initial step in curriculum design often involves defining a philosophy or vision, including for physical education, as it guides the goals, content, and methods of the curriculum.

Question 12

Physical education must be largely an instructional program if it is to acquire a full partnership in the child's overall education.

Accepted Answer

Physical education, when designed as an instructional program, integrates physical skills development with knowledge and social skills, contributing significantly to a child's overall education by promoting physical health, teamwork, discipline, and cognitive development.

Question 13

The focus of the cognitive domain for physical education is knowing rules, health information, and safety procedures.

Accepted Answer

The cognitive domain in physical education encompasses understanding rules, health-related knowledge, and safety procedures, focusing on the mental processes of learning.

Question 14

The affective domain deals with feelings, attitudes, and values.

Accepted Answer

The affective domain involves learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. It is concerned with the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Question 15

An important step in creating a quality program is reviewing and monitoring the scope, sequence, and balance of the curriculum.

Accepted Answer

Reviewing and monitoring the scope, sequence, and balance of the curriculum ensures that the program covers all necessary topics in a logical order and with appropriate emphasis, contributing to its overall quality.

Question 16

Most curricula are put together by an individual teacher.

Accepted Answer

Curricula are typically developed by groups of educators, experts, and stakeholders at the district or state level, rather than by an individual teacher. Individual teachers may adapt or supplement it to meet the needs of their students.

Question 17

The support of school administrators has a significant impact on the curriculum.

Accepted Answer

School administrators play a crucial role in shaping, approving, and implementing the curriculum, thus their support significantly impacts its development and effectiveness.

Question 18

Long units of instruction are good for students who dislike the activity.

Accepted Answer

Long units of instruction can lead to decreased engagement and motivation, especially for students who already dislike the activity. Shorter, varied units are more effective in maintaining interest and participation.

Question 19

Placing activities in developmental levels offers activities that are appropriate for all youngsters.

Accepted Answer

Placing activities in developmental levels ensures that they are suitable for the varying abilities and needs of children at different stages of development.

Question 20

The urges of children represent broad traits that are typical of children regardless of age and are unaffected by developmental maturity.

Accepted Answer

The answer of The urges of children represent broad traits...

Quiz 4: Curriculum Development and Improving Instructional Effectiveness