Foundations of Teaching Health and Physical Education
Foundations of Teaching Health and Physical Education Name: __________________________
Examination I - Fall 2006 (135 pts.) Circle Section: 8:00 or 9:25
Record the responses to multiple choice and matching questions on the Scantron Sheet. Use pencil and make the marks dark. Try not to erase on the scantron sheet, you may want to record the answer directly on the exam booklet then transfer the response to the scantron sheet. Record the answers to the multiple choice and matching on the scantron sheet.
MULTIPLE CHOICE -Select the best response to each of the following questions or statements and record the answer in the space provided on the scantron. (1 pts. each)
1. “When the systems of the body are healthy and function efficiently so as to enable the fit person to engage in activities of daily
living, as well as recreational pursuits and leisure activities, without unreasonable fatigue.” is a definition for:
a. physical education
_____ b. health promotion
c. health-related fitness
d. motor (performance)-related fitness
2. A planned sequential curriculum that provides content and learning experiences in a variety of activities and basic movement and
sports describes:
a. health promotion
_____ b. sport education
c. physical education
d. movement fundamentals
3. A planned sequential curriculum designed to address the social, emotional, mental and physical dimension of health describes:
a. wellness
_____ b. health
c. health education
d. health-related fitness
4. Which of the following is a component of motor (performance)-related fitness?
a. strength
_____ b. power
c. endurance
d. flexibility
5. A person changes behavior/habits in order to take responsibility for his/her personal health describes:
a. health
_____ b. wellness
c. health promotion
d. physical education
6. “A person provides information to others to encourage healthful lifestyles/practices” is a description of:
a. physical education
_____ b. wellness
c. health
d. health promotion
7. Which of the following disciplines is not a part of the NJ Core Curriculum Project?
a. World languages
_____ b. Mathematics
c. Science
d. Industrial arts
e. Language arts
8. We have used a baseball diamond to represent the four components of curriculum. If second base represents specific examples of
content, which part of the NJ Core Curriculum Standards would be second base?
a. Content Standards
_____ b. Curriculum Frameworks
c. Cumulative Progress Indicators
d. Strands
9. Which of the following statements is most correct when defining learning.
a. learning is a relatively permanent change in behavior resulting from experience
____ b. learning is an easy process to assess (evaluate)
c. learning is observable, performance is not
d. a teacher is necessary for learning to occur
e. both a and d are part of the definition
10. Which of the following statement(s) would be used to define teaching?
a. Teaching is a one-dimensional process
_____ b. Teaching involves providing a positive learning experience
c. Teaching involves a skillful arrangement of the learning environment
d. Both b and c
e. Both a and b
11. Which of the following is a teacher function in the teaching/learning process?
a. planning
____ b. organizing and managing
c. evaluating
d. selecting and developing content
e. all of the above
12. When designing practices/learning experiences in health and physical education the teacher should consider:
a. the nature of the task/content to be learned
____ b. the characteristics of the learner
c. the time, materials, and equipment available
d. both b and c
e. all of the above
13. Which of the following is NOT a criterion for a learning experience as described in Chapter 4?
The learning experience....
a. must have the potential to improve motor skills
_____ b. must provide maximal activity or practice time
c. must be designed for one skill (developmental) level rather than meet the needs of all students
d. should try to incorporate the three domains of learning
14. Which of the following principles is/are important when designing a safe learning environment?
a. Ensure that the students are skilled enough to complete the skill
_____ b. Teach students how to work safely
c. Limit the number of students who can be active
d. Both a and b
e. Both b and c
15. You are teaching a unit in self defense in which there is person-to-person contact. What criterion for grouping for practice should
be your primary concern?
a. Interest
_____ b. Ethnicity
c. Body size
d. Social compatibility
16. After several classes of skill practice and lead-up games, you are now preparing to organize a class into groups of five players for
a basketball round robin tournament. Which of the following would be least important when grouping these students?
a. Social compatibility
_____ b. Gender
c. Size
d. Ethnicity
17. Which of the following statements describes the principles used by teachers in developing and/or maintaining class rules?
a. The rules should be developed by the teacher with no input from the students.
____ b. The number of rules usually ranges from 10 to 15.
c. The teacher must be consistent and fair in enforcing the rules
d. The rules should be stated positively
e. Both c and d are correct
18. Which of the following statements is/are true about developing and maintaining a positive learning environment?
a. Good management skills are an important part of being an effective teacher
_____ b. Student behavior must be taught just like any other skill or knowledge
c. Management goals need only be emphasized at the beginning of the school year
d. Both a and b
e. All of the above
19. Which of the following are included in the grade clusters for the NJ Core Curriculum Standards?
a. K-2, 3-4, 5-6, 7-8 and 9-12
_____ b. K-3, 4-5, 6-9, and 10-12
c. 1-3, 4-6, 7-9, and 10-12
d. 1-2, 3-5, 6-8, and 9-12
20. New Jersey Statutes and Regulations mandates all children have a minimum amount of health and physical education. This
mandate is:
a. 100 minutes per week
_____ b. 150 minutes per week
c. 100 hours per month
d. 150 hours per month
21. At the Putman Elementary School the students have 30 minutes a week with a physical education specialist. Which of the
following best describes an acceptable process this school can follow to satisfying the state mandate (minimum time).
a. the school can use recess as long as it is supervised by a teacher or teacher’s aid
_____ b. the school can use recess or substitute another “special” (music, art, etc.) to fulfill the time
c. the school can use recess to fulfill the state mandate if the majority of the students participate
d. the school can use recess if it is designed and supervised by the teacher
22. The AIDS Prevention Act primarily addresses what topic in family life education?
a. intravenous drug use
_____ b. abstinence from sexual activity
c. signs and symptoms of HIV/AIDS
d. types of contraceptives
23. Which of the following models for effective classroom management was NOT discussed in class?
a. Kounin’s Desist Episode
_____ b. Carter’s Assertive Discipline
c. Gordon’s Humanistic ‘I’ Message
d. Rink’s Assertive ‘I’ Message
24. Which of the eleven techniques in the Honor Level System recommends that the teacher avoid rewarding deviant behavior and
to anticipate misbehavior?
a. low-profile intervention
_____ b. environmental control
c. focusing
d. direct instruction
25. Which of the eleven techniques in the Honor Level System recommends that the teacher gain the attention of the class before
starting the lesson.
a. environmental control
_____ b. focusing
c. non-verbal cuing
d. positive discipline
26. Which of the eleven techniques in the Honor Level System states “No child has the right to interfere with learning of another
Child”?
a. assertive discipline
_____ b. assertive ‘I’ message
c. positive discipline
d. environmental control
27. Which of the following is NOT one of the three parts of the Humanistic ‘I’ Message described in the Honor Level System?
a. the student’s behavior
_____ b. the feelings the behavior generates in the student
c. the effect the behavior has on the teacher
d. the feelings the behavior generates in the teacher
28. The ability of a teacher to deal with more than one thing at a time without interrupting the flow of the lesson is:
a. Withitness
_____ b. Overlapping
c. Smoothness
d. Momentum
29. Which of the following is NOT a quality of a good verbal desist when used as part of a Desist Episode?
a. clarity
____ b. smoothness
c. intensity
d. focus
e. firmness
30. Which of the following phrases would be included in a definition of classroom management?
a. to increase student engagement
____ b. to decrease disruptive behavior
c. to improve student achievement
d. to enhance instructional time
e. all of the above
31. “A means to correct and promote positive growth of a student; giving students a sense of security to help them become a better
person” would be part of a definition for:
a. discipline
_____ b. management
c. reward
d. punishment
32. One category on the Dacuum Sheet (pink sheet) is “evaluate students in health and physical education”. Which of the following
would NOT fall into that category?
a. Design written tests
_____ b. Adapt instruction to meet individual needs
c. Assess students based on objectives
d. Administer standardized tests
e. Develop performance based assessments
33. One category on the Dacuum Sheet is “perform related professional responsibilities”. Which of the following would fall into that category?
I. Attend in-service programs
II. Attend professional conventions
III. Create bulletin boards
IV. Maintain discipline in the classroom
V. Work on school committees
VI. Motivate student participation
a. Items I, II, III
_____ b. Items I, II, IV, VI
c. Items I, II, III, V
d. Items II, III, V, VI
34. The most common teaching strategy that involves the teacher telling, showing and directing groups is:
a. Interactive teaching
_____ b. Peer teaching
c. Cooperative teaching
d. Cognitive teaching
e. Team teaching
35. The strategy which incorporates problem solving, divergent learning and guided discovery is:
a. Interactive teaching
_____ b. Peer teaching
c. Cooperative teaching
d. Cognitive teaching
e. Team teaching
36. The strategy in which the teacher transfers some responsibility for instruction to the student is:
a. Interactive teaching
_____ b. Peer teaching
c. Cooperative teaching
d. Cognitive teaching
e. Team teaching
37. Jig saw and pairs and checks are specific examples of what type of teaching strategy?
a. Interactive teaching
_____ b. Peer teaching
c. Cooperative teaching
d. Cognitive teaching
e. Team teaching
38. Establishing a learning environment in which more than one task can be practiced at a time describes:
a. Interactive teaching
_____ b. Self instruction
c. Cooperative teaching
d. Station teaching
e. Team teaching
39. Which of the following are characteristics of indirect instruction?
a. the interests and needs of the student receives more attention
_____ b. the content is presented more holistically
c. the retention of content increases
d. Both a and c
e. All of the above
40. Which of the following would be a component of direct instruction?
a. lecture
_____ b. cooperative learning
c. problem solving
d. divergent learning
e. none of the above
41. Which of the following teacher functions (Chapter 9) is related to selecting developmentally appropriate activities for students in
physical education?
a. Selection of Content
_____ b. Progression of Content
c. Provision for Feedback and Evaluation
d. Communication of Task
42. The teacher selects to use word puzzles and an outside assignment to teach scoring in tennis. This is which teacher function?
a. Selection of Content
_____ b. Progression of Content
c. Provision for Feedback and Evaluation
d. Communication of Task
43. Which of the following criterion(ia) must you satisfy in order to be admitted into the teacher certification program?
a. Passing scores on the PRAXIS I and PRAXIS II Examinations
______ b. Completion of all general education courses with C- or better grades
c. Completion of the Junior Practicum Experience in HPE
d. Overall GPA = 2.50
e. Both b and d
44. What grade point average do you need to have in your specialization and education courses to be enrolled in Clinical Practice
(Senior Professional Semster)?
a. 2.5
_____ b. 2.75
c. 3.0
d. 3.5
45. Which of the following is NOT identified as a ‘performance expectation for candidates’ in the Conceptual Framework for the
Learning Community in Action?
a. Demonstrates effective communication skills
_____ b. Advocates for diversity and equity
c. Advocates for unions and political organizations
d. Uses appropriate planning and instructional strategies
e. Demonstrates appropriate personal and professional dispositions
RECORD THE RESPONSES TO THESE MATCHING QUESTIONS ON THE SCANTRON SHEET
MATCHING - Listed below are four competencies important for becoming an effective teacher. Match one of these competencies with each of the ten specific descriptors/examples. You may use the letters more than once. Record your response on the scantron sheet. (1 pt. each)
A. Organizational/management competency
B. Instructional/teaching competency
C. Professional/administrative/non-teaching competency
D. Dealing with diversity competency
THE TEACHER.....
____ 46. ...provides feedback to the students as to their performance on a gymnastics routine.
____ 47. ...directs the after school intramural program
____ 48. ...provides for inclusion/special needs children in the classroom
____ 49. ...takes attendance at the beginning of the class.
____ 50. ...prepares a five day unit plan in western line dancing.
____ 51. ...determines the best way to set up the gymnasium for a gymnastics unit
____ 52. ...uses lecture and questioning to present a lesson on fire prevention.
____ 53. ...participates in a computer workshop to learn power point
____ 54. ...attends the NJEA Convention in Atlantic City
____ 55. ...attends a board meeting to discuss the implications of the NJ Core Standard on Health and Physical Education programs in the school district.
MATCHING - Select the domain that BEST matches the examples listed. Answers may be used more than once. Record your answers on the scantron. (1 pts. each)
A. PSYCHOMOTOR
B. COGNITIVE
C. AFFECTIVE
____ 56. completing the Cooper's Twelve Minute Run to assess cardiovascular fitness
____ 57. congratulating a classmate who performs well on a fitness test
____ 58. watching a professional tennis match to identify terminology used during play
____ 59. trust and cooperation are derived from a “trust fall” activity
____ 60. pointing to and naming the different muscles used in an exercise program
____ 61. shaking hands with opponents at end of game
____ 62. performing two different gymnastics movements
____ 63. warming-up prior to the activity
____ 64. completes a worksheet on sexuality in health class
____ 65. scoring in the 90th percentile on a badminton skill/performance test
MATCHING – Listed below are the ‘key link words’ for the comprehensive health and physical education standards. Match the standards (Columns B) with the corresponding strands (Column A). You may use the letters more than once. Record the response on the scantron sheet. (1 pt. each)
Column A
_____ 66. Dependency/Addiction and Treatment Column B
_____ 67. Achieving and Assessing Fitness
_____ 68. Character Development A. Wellness (2.1)
_____ 69. Decision Making B. Integrated Skills (2.2)
_____ 70. Growth and Development C. Drugs and Medicines (2.3)
_____ 71. Movement Concepts D. Human Relationships and Sexuality
_____ 72. Planning and Goal Setting E. Motor Skill Development (2.5) OR
_____ 73. Relationships Fitness (2.6)
_____ 74. Social and Emotional Health
_____ 75. Rules, Safety and Sportsmanship
Name ________________________________ Circle Section: 8:00 or 9:25
Completion - Answer the following questions directly on the exam booklet.
I. CURRICULUM STANDARDS
Listed below are the six Core Curriculum Standards for New Jersey followed by several progress indicators that match with the standards. Write the numbers of the indicators next to the standard to which they refer. Each Standards will only have two matching indicators. (12 pts.)
| |Standards |
|________ |All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle. |
|________ |All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle. |
|________ |All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that |
| |support a healthy, active lifestyle. |
|________ |All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these |
| |concepts to support a healthy, active lifestyle. |
|________ |All students will utilize safe, efficient and effective movement to develop and maintain a healthy, active lifestyle. |
|________ |All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, |
| |active lifestyle. |
| |Cumulative Progress Indicators |
|1. |Describe the effective use of communication skills, including refusal and negotiation. |
|2. |Explain how changes in direction and pathways can alter movement. |
|3. |Differentiate between healthy and unhealthy eating patterns. |
|4. |Investigate the health risks posed to nonsmokers and second hand/passive smoking. |
|5. |Describe how body systems respond to acute exercise (such as increase heart rate,…). |
|6. |Demonstrate the ability to function effectively in both leadership and supportive roles. |
|7. |Describe the signs and symptoms of pregnancy. |
|8. |Engage in moderate to vigorous physical activity that develops all components of fitness. |
|9. |Differentiate between communicable, acute and chronic diseases and health conditions. |
|10. |Describe how equilibrium, rotation, and range of motion impact performance. |
|11. |Discuss topics regarding sexual orientation. |
|12. |Discuss factors to consider when choosing an over-the-counter drug. |
II. Briefly describe each of the following teaching strategies and list one strength and one weakness of each. (6 pts.)
Team Teaching
Strength:
Weakness:
Peer Teaching
Strength:
Weakness:
III. Organizational Procedures (20 pts.)
Scenario: You are a teacher in Rowan Middle School preparing to use stations to introduce and/or review five skills used in the game of basketball. The five stations will include: (a) right and left hand dribbling around cones; (b) chest pass at a target against the wall; (c) shuttle run between two lines 20 feet apart; (d) foul shooting; and (e) jump roping. There are thirty students in the class and you are the only teacher.
Refer to this scenario when responding to the following questions.
1. Diagram the layout of the gymnasium for the stations. Name each station rather than using numbers. Take into account the order of the skills, rotation, and safety.
2. List three safety factors you would consider when teaching this lesson.
3. Describe two different methods you could use to organize the thirty students into smaller groups to perform the stations.
(You can not use counting off by five)
Scenario Question (cont.)
4. Describe two different methods you could use to signal the students to move among the different stations.
(You may not use a whistle as a signal.)
5. You have provided information about the skills performed at each station and assigned the students to stations to begin work. Since you are the only teacher you need to use different methods to communicate what the students are to do at each station.. to keep the students productive and to reduce confusion when you are at another station. Identify two such methods.
6. Write three behavioral objectives for this basketball lesson, one for each of the domains of learning. Make sure to include all four parts of objective (audience, behavior, condition, and degree).
Cognitive Domain
Psychomotor Domain
Affective Domain
IV. Classroom Management/discipline (8 pts.)
Develop a list of four rules which you would establish for students to provide clear expectations for appropriate behavior. These should be overarching (general) rules that could apply to the gymnasium and traditional classroom.
1.
2.
3.
4.
Not all student will conform to rules all of the time. You are a teacher in a high school setting who has taken the normal steps of asking a student to stop the behavior (time out, warnings, etc.) or used other simple verbal and nonverbal desists. This has not been successful, what are four more serious options you could use to manage the deviant behavior? List in the order of severity .
1.
2.
3.
4.
List five management techniques that you SHOULD NOT USE from the Management Techniques that Backfire sheet. (5 pts.)
1.
2.
3.
4.
5.
V. Desist Episode (8 pts.)
You will view one short vignette in which one or more deviant behaviors will occur. Complete the following information pertaining to this desist episode. (8 pts.)
causative incident(s):
deviant behavior(s)
desist technique(s)
desist success:
................
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