Question 1

Appropriate games for Developmental Levels II and III include:

Accepted Answer

A)  sport lead-up games and low-organization games. 
B)  sport lead-up games and high-organization games. 
C)  creative play and low-organization games. 
D)  creative play and high-organization games. 
A)  sport lead-up games and low-organization games. 
B)  sport lead-up games and high-organization games. 
C)  creative play and low-organization games. 
D)  creative play and high-organization games. A

Question 2

Making sure students are successful during game play is NOT a responsibility of the teacher.

Accepted Answer

A) True 
 B)False  False

Question 3

The number of rules does NOT affect the difficulty of the game.

Accepted Answer

A) True 
 B)False  False

Question 4

Rules of a game can NOT be modified.

Accepted Answer

A) True 
 B)False

Question 5

In order to make drill practice more meaningful:

Accepted Answer

A)  make sure children understand that the skill will be used in the game. 
B)  pre-test all students before playing. 
C)  have a student lead all drill practice. 
D)  don't play any games students have never seen. 
A)  make sure children understand that the skill will be used in the game. 
B)  pre-test all students before playing. 
C)  have a student lead all drill practice. 
D)  don't play any games students have never seen.

Question 6

Games that involve few children, allow some children to dominate, and offer little in the way of skill development should be eliminated from the physical education curriculum.

Accepted Answer

A) True 
 B)False

Question 7

Game situations offer many scenarios for teaching sportsmanship behavior.

Accepted Answer

A) True 
 B)False

Question 8

How can students and teachers make meaningful modifications?

Accepted Answer

Students and teachers must be able to an

Question 9

Children never become bored or tired, even in a long game.

Accepted Answer

A) True 
 B)False

Question 10

How can games be used as a vehicle for learning social skills?

Accepted Answer

Teachers can encourage student to call i

Question 11

Successful participation in games demands that youngsters have learned requisite skills in a practice setting.

Accepted Answer

A) True 
 B)False

Question 12

Cooperation involves two or more children working together to achieve a common goal.

Accepted Answer

A) True 
 B)False

Question 13

Which of the following is NOT an effecting strategy for teaching games?

Accepted Answer

A)  sit them in a game formation 
B)  use games that isolate one child 
C)  develop strategies so all children play the same amount of time 
D)  avoid using out-of-bounds rules 
A)  sit them in a game formation 
B)  use games that isolate one child 
C)  develop strategies so all children play the same amount of time 
D)  avoid using out-of-bounds rules

Question 14

When teaching students to modify games, do NOT include which of the following?

Accepted Answer

A)  knowledge of all rules and violations 
B)  vary the boundaries 
C)  increase the number of taggers 
D)  change the process of scoring 
A)  knowledge of all rules and violations 
B)  vary the boundaries 
C)  increase the number of taggers 
D)  change the process of scoring

Question 15

Cooperation is characterized by opponents working against each other as each tries to reach a goal or reward.

Accepted Answer

A) True 
 B)False

Question 16

Chase and tag games are less complex and demand less maneuvering in Developmental Level II.

Accepted Answer

A) True 
 B)False

Question 17

Some social objectives that can be accomplished through games are learning interpersonal skills, understanding rules and limitations, and learning how to behave in a variety of competitive and cooperative situations.

Accepted Answer

A) True 
 B)False

Question 18

Specialized sport skills are NOT required for games in Developmental Levels II and III.

Accepted Answer

A) True 
 B)False

Question 19

It is inappropriate for students to modify games.

Accepted Answer

A) True 
 B)False

Question 20

Appropriate games for Developmental Level I include all of the following EXCEPT:

Accepted Answer

A)  individual games. 
B)  creative play. 
C)  tag games. 
D)  high-organization games. 
A)  individual games. 
B)  creative play. 
C)  tag games. 
D)  high-organization games.

Exam 21: Game Skills

Appropriate games for Developmental Levels II and III include:

Making sure students are successful during game play is NOT a responsibility of the teacher.

The number of rules does NOT affect the difficulty of the game.

Rules of a game can NOT be modified.

In order to make drill practice more meaningful:

Games that involve few children, allow some children to dominate, and offer little in the way of skill development should be eliminated from the physical education curriculum.

Game situations offer many scenarios for teaching sportsmanship behavior.

How can students and teachers make meaningful modifications?

Children never become bored or tired, even in a long game.

How can games be used as a vehicle for learning social skills?

Successful participation in games demands that youngsters have learned requisite skills in a practice setting.

Cooperation involves two or more children working together to achieve a common goal.

Which of the following is NOT an effecting strategy for teaching games?

When teaching students to modify games, do NOT include which of the following?

Cooperation is characterized by opponents working against each other as each tries to reach a goal or reward.

Chase and tag games are less complex and demand less maneuvering in Developmental Level II.

Some social objectives that can be accomplished through games are learning interpersonal skills, understanding rules and limitations, and learning how to behave in a variety of competitive and cooperative situations.

Specialized sport skills are NOT required for games in Developmental Levels II and III.

It is inappropriate for students to modify games.

Appropriate games for Developmental Level I include all of the following EXCEPT:

Elementary School Physical Education

Understanding the Growth and Development of Children

Preparing a Quality Lesson

Curriculum Development and Improving Instructional Effectiveness

Management and Discipline

Children With Disabilities

Evaluation

Legal Liability, Supervision, and Safety

Facilities, Equipment, and Supplies

Integrating Academic Concepts in Physical Education

Promoting and Monitoring Physical Activity

Physical Fitness

Active and Healthy Schools

Movement Concepts and Themes

Fundamental Motor Skills and Introductory Activities

Manipulative Skills

Body Management Skills

Rhythmic Movement Skills

Gymnastic Skills

Cooperative Skills

Lifetime Activities

Basketball

Football

Hockey

Soccer

Softball

Track, Field, and Cross-Country Running

Volleyball

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