Exam 19: Gymnastic Skills

Positive learning experiences in gymnastic activities are dependent on progression.

Pyramids provide an opportunity for creativity, since a variety of figures can be made.

If a student needs to be spotted for a basic tumbling or balance activity this is okay.

Children feel pride and a sense of achievement when they master a stunt.

Social attributes that are developed through gymnastic-type activities include all of the following EXCEPT:

The pike position is performed with the legs bent and the chin tucked to the chest.

A position where the weight is supported on one leg while the other leg is extended to the rear is referred to as:

The center of weight must be positioned over the center of support in balance stunts.

Stunts using only one performer or pair should be practiced as a preliminary to pyramid building with three or more students.

Values emerge from a gymnastics program.

Which of the following are NOT outcomes of gymnastics activities?

Stunts such as the Frog Handstand, Half-Teeter-Totter, and Handstand are associated with:

Gymnastic activities develop body management skills without the need for equipment and apparatus.

Students should NOT be forced to participate in tumbling and inverted balance activities.

Identify the two purposes for spotting.

In general, the upper developmental level activities place higher demands on strength, control, form, agility, balance, and flexibility.

A comprehensive lesson of gymnastic activities includes all of the following EXCEPT:

Developing a positive attitude and overcoming personal limitations associated with gymnastic skills are more important than performing with perfect technique.

The position where the body weight is supported on one leg while the other leg is lifted and bent at the knee is referred to as:

Developmental Level I gymnastics programs rely on simple stunts, with a gradual introduction of tumbling stunts.