MTTC Physical Education 2022|2023 Questions and Answers

MTTC Physical Education 2022|2023 Questions and Answers Physical education students who are learning a new motor skill benefit from observing the skill modeled by the teacher and students who are competent in the skill. In which of the following ways can the teacher optimize observational learning to promote students' development of a new motor skill? A) by providing students with generalized praise frequently during their initial attempts at performing the skill B) by explaining the spatial and sequential requirements of the skill using an internal rather than an external focus of attention C) by providing immediate opportunities for students to practice the skill after it is demonstrated D) by refraining from modeling the skill more than a few times in any one class period so that students develop their own technique C) by providing immediate opportunities for students to practice the skill after it is demonstrated Which of the following skills is typically acquired last during fundamental locomotor skill development in children? A) sliding B) skipping C) hopping D) galloping B) skipping Which of the following actions demonstrated by a student who is catching a foam ball most resembles an immature motor pattern? A) keeping the eyes on the ball during the ball's approach B) taking one step toward the thrower as the ball is thrown C) keeping the elbows tucked and cradling the ball against the body D) extending the arms and hands to meet the ball C) keeping the elbows tucked and cradling the ball against the body Which of the following statements accurately explains how children's growth and development typically influences their ability to improve motor performance? A) Improvements in motor performance are mostly due to the innate development of flexibility as children grow and mature. B) Improvements in motor performance result largely from practice and occur variably in individual children depending on experience, heredity, and learning opportunities. C) Improvements in motor performance are predictable and chronological; children of the same age usually exhibit the same level of motor performance. D) Improvements in motor performance are on pace with physical development; as children's bodies mature, their motor performance improves, regardless of other factors. B) Improvements in motor performance result largely from practice and occur variably in individual children depending on experience, heredity, and learning opportunities. During a rhythmic skills unit, a 12-year-old student who has been successfully executing a series of rolls and stunts begins to have difficulty performing the movement sequence. Which of the following possible explanations for this change should be considered first? A) The student may be over-practicing the movement sequence. B) The student may have not completed the final stage of gross motor development. C) The student may be experiencing a physical growth spurt. D) The student may no longer feel a sense of accomplishment performing the sequence. C) The student may be experiencing a physical growth spurt. An elementary physical education teacher is aware that students learning new motor skills often exhibit quick gains in skill proficiency, as well as inconsistent performance. During initial instruction, the teacher provides plenty of verbal guidance and uses various instructional strategies such as slow-motion drills, augmented feedback, and video analysis, to help students acquire new skills. This is a particularly useful approach because: A) the instruction is teacher directed rather than student centered and is therefore predictable and carefully sequenced. B) when students are in the cognitive stage of motor learning, it is essential that they get the information, guidance, and time needed to establish the fundamentals of movement. C) the design of instruction is carefully layered to ensure that students will systematically eliminate errors from their movement performance. D) when students are in the autonomous stage of motor learning, they benefit from multiple modes of remedial instruction designed to reinforce previous learning. B) when students are in the cognitive stage of motor learning, it is essential that they get the information, guidance, and time needed to establish the fundamentals of movement. Developing students' spatial awareness skills can be best promoted through locomotor and nonlocomotor activities that focus students' attention on: A) coordinating movements with various sounds or music within specified boundaries. B) moving isolated body parts or synchronizing body parts to move in response to verbal directions. C) the energy or effort with which their bodies move in relation to time, force, and flow. D) where their bodies move in terms of direction, levels, pathways, and extensions. D) where their bodies move in terms of direction, levels, pathways, and extensions. At an activity station in an elementary school physical education class, there are two thick mats, three low benches, two large foam blocks, and a low balance beam. Students pair up to complete the station activity. A challenge poster asks students, "How many different ways can you move over, under, around, or across the equipment?" This activity is most appropriate for promoting students' exploration of: A) awareness of direction and relationships with objects. B) recognition of free flow versus bound flow. C) awareness of force of movement and object-control skills. D) recognition of personal space versus general space. A) awareness of direction and relationships with objects. In an elementary school physical education class, the teacher challenges students to walk, jog, or run through a zigzag course marked by floor tape and cones. At the end of the course, poly spots mark a long S-curve course that students are challenged to travel along, using any movement pattern they wish. This activity is most likely designed to promote students' use of: A) nonlocomotor and dodging and fleeing skills while evading others. B) dynamic balance skills while traveling at different levels. C) locomotor and agility skills while traveling along different pathways. D) rhythmic skills to move in general space in a group setting. C) locomotor and agility skills while traveling along different pathways. In the context of motor learning, a distinguishing characteristic of a nonlocomotor skill is that it: A) is performed with only the upper body. B) involves no shifts in center of gravity. C) is performed only in personal space. D) involves no transfer of body weight. C) is performed only in personal space. Which of the following biomechanical strategies is likely to result in the most successful long jump? A) accelerating to near-maximum velocity in the run-up B) keeping the body at a high level during the last few steps of the run-up C) placing the takeoff foot just below the center of gravity at touchdown D) keeping the joints of the ankle, knee, and hip of the takeoff leg extended during flight A) accelerating to near-maximum velocity in the run-up Which of the following actions is an essential element of a successful underhand throw? A) turning the nonthrowing side of the body toward the target to begin the throw B) releasing the ball or object above the waist C) swinging the throwing arm back to at least waist level to begin the throw D) flexing the elbow of the throwing arm during the forward swing C) swinging the throwing arm back to at least waist level to begin the throw During a sports unit, the physical education teacher would like to promote skills such as passing and shooting in basketball. Following partner and small-group skills practice, which of the following instructional approaches is most likely to promote students' acquisition of these types of skills? A) having students practice the skills in different positions and under variable conditions in game-like situations B) allowing students to determine their own practice strategies and encouraging them to use self-pacing techniques C) making students aware of shared characteristics between the skills and other motor skills D) keeping practice settings and conditions as predictable as possible and emphasizing consistency in skill performance A) having students practice the skills in different positions and under variable conditions in game-like situations In volleyball, the forearm pass is typically used to: A) serve the ball. B) play a ball at chest height or higher. C) return the ball just over the net. D) receive a serve or spike. D) receive a serve or spike. Which of the following offensive tactics is generally most appropriate to emphasize to upper-elementary students in small-sided or lead-up soccer games? A) making long crosses toward the goal from the deep corners of the field B) advancing the ball to the near post, then crossing the ball to a teammate at the far post C) controlling and maintaining possession of the ball through a series of short passes D) drawing defenders, then passing backward to the keeper, who then kicks the ball up the sideline C) controlling and maintaining possession of the ball through a series of short passes In a game of badminton, which of the following strokes is most appropriate to use to return a shuttle that arrives low and with force directly in front of the body? A) underarm backhand stroke B) clear or lob stroke C) forehand drive stroke D) overhead forehand stroke A) underarm backhand stroke During a dance unit, small groups of physical education students will create and perform a brief dance. To best help students develop the knowledge and skills for creating and enjoying the dance performances, the teacher should familiarize them with: A) kinesiology principles related to dance movement. B) a brief overview of the history and evolution of modern dance. C) basic vocabulary and concepts related to dance movement and design. D) the distinctive characteristics of a variety of dance styles. C) basic vocabulary and concepts related to dance movement and design. During a physical education lesson on rhythmic movement, the teacher plays a few musical selections with different tempos. Which of the following types of activities would be most effective for promoting students' exploration of rhythm during this lesson? A) having students clap along to the different rhythms in the music B) asking students to perform balances and stretches in time to the cadence established by the music C) having students bounce playground balls in time to the rhythm evident in the music D) asking students to create their own style of marching or dancing in response to the music D) asking students to create their own style of marching or dancing in response to the music During an outdoor physical education activity, students practice throwing discs into disc golf baskets at various distances. Which of the following modifications to shorter-distance throws would best allow students to increase the distance of their throws? A) throwing the disc at a higher angle on release B) increasing the speed of the leg, torso, shoulder, arm, and wrist actions involved in the throw C) drawing the disc forward with the leading elbow along a curved instead of a straight, forward path D) using a tighter grip and keeping the muscles in the throwing arm and wrist tensed on release B) increasing the speed of the leg, torso, shoulder, arm, and wrist actions involved in the throw Which of the following is the primary reason for providing students with opportunities to participate in outdoor pursuits and cooperative and group activities in which they encounter both physical and psychological challenges? A) to develop students' self-confidence and trust in others as they confront risk in supportive, stimulating environments B) to foster students' ability to take responsibility for unsuccessful activity outcomes C) to promote students' analytical skills in comparing their abilities to peers' abilities in new activities D) to enhance students' skills in enforcing rules and requirements associated with physically demanding activities A) to develop students' self-confidence and trust in others as they confront risk in supportive, stimulating environments Including team sports in a middle school physical education curriculum is beneficial to students primarily because these types of activities: A) provide fitness training advantages that are superior to those gained through participation in individual and dual lifetime activities. B) focus on the learning of physical education concepts and techniques through familiar drills and skill sequences. C) offer meaningful opportunities to develop skills and qualities such as collaboration, loyalty, perseverance, and leadership. D) establish a basis for lifelong participation in team activities, regardless of individual variations or changes in fitness or skill attributes. C) offer meaningful opportunities to develop skills and qualities such as collaboration, loyalty, perseverance, and leadership.