Reference no: EM131965323
Chapter 3 - True and False // Multiple Choice
1. Trueor False. Physical activity is defined as almost any form of movement, since students with disabilities may not be able to demonstrate movement similar to typically developing peers.
2. Trueor False. A well-coordinated school health plan between the home and school can promote the likelihood of increased physical activity participation.
3. Trueor False. When given a choice, students may choose physical activities that are less likely to lead to those that last a lifespan, such as choosing team sports rather than individual sports.
4. Trueor False. Because students with disabilities have more leisure time compared to their peers, they should be excused from physical activity and concentrate on academic skills.
Multiple Choice
5. Which of the following is a major contributor to physical activity programs?
a. Federal and state governments
b. National organizations promoting physical activity and health programs
c. Public/private partnership for physical activity promotion
d. Schools and families
6. When it comes to beliefs about physical activity, some people from marginalized and/or economically disadvantaged groups believe that it is important, but they also believe:
a. Children should be allowed to participate in physical activity as long as it is free of charge.
b. It does really no good, and the children only play, laugh, and have fun.
c. Academics are more important than physical activity, and therefore they severely limit physical activity participation.
d. None of the above
7. Demonstrating culture competency in teaching physical activity suggests that physical education teachers should do which of the following?
a. Develop an understanding for the socioeconomic, ethnic, and cultural knowledge, skills, and dispositions for teaching a diverse group of students.
b. Participate in cultural awareness activities as part of their undergraduate matriculation in college.
c. Attend workshops and conferences on teaching students from diverse backgrounds.
d. Realize that they will have few encounters with students who are diverse.
Chapter 4 - True/False // Multiple Choice
8. Trueor False. The focus of motor development is on age-related changes in motor skills and the kinds of processes and factors that affect these changes.
9. Trueor False. Teachers who understand the typical process of motor development in children have a better understanding of how to adapt their instruction to the developmental needs of the students they serve compared to teachers who lack that understanding.
10. Trueor False. Developmentally appropriate practicesuggests that teachers need to understand the varied attributes of the learners in their classes.
Multiple Choice
11. Which statement is most accurate about a developmental sequence or stage in FMS development?
a. It refers to a predictable pattern of movement starting with a less efficient pattern of performance and leading to a more efficient pattern of movement.
b. Children without disabilities tend to experience an imbalanced pattern of development (e.g., physical, motor, coordination, perceptual).
c. The total body approachsuggests that only typically developing children progress through a series of steps toward more efficient patterns of motor skill performance.
d. Compared to peers without disabilities, children/youth with disabilities tend to exhibit unpredictable patterns of movement.
12. Which of the following statements best describes abstract reasoning as posited in Piaget's formal operations stage of cognitive development?
a. It refers to the ability to relate one or more parts of a situation to another part that allows a student to come up with a solution (this ability enhances strategic team play and allows students to anticipate other players' actions).
b. It refers tothe ability to consider ideas that are not based on tactical or prior experiences (e.g., in team sports a student can envision solutions to tactical team play without having experienced them).
c. It refers to the ability to systematically generate all possible solutions to a problem and consider their value.
d. It refers to the ability to situate an object or fact within a series (e.g., executing a gymnastic routine or an offensive play in football).
Chapter 5 - True or False // Multiple Choice
13. True or False. 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.
14. True or False. The goal of Adventure Education is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.
15. True or False. 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.
16. True or False. Sport Education aims to develop students into competent, literate, and enthusiastic sport participants and consumers.
Multiple Choice
17. 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.
18. 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.
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).
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).