106 QUIZ QUESTIONS! Flashcards
Which of the following lab activities could be classified as a ‘game’?
A.
small group juggle (lab 1)
cross out
B.
bean bag toss (lab 2)
C.
chuck the chicken (lab 1)
D.
badminton rally at net/wall station (lab 2)
c. Chuck the chicken
In addition to serving as a warm-up activity, flag (scarf) tag also highlighted which concept that will be explored in future lectures?
A.
all of the answers are correct
B.
how constraints such as space influence the selection and execution of movement skills
C.
the importance of situated learning
D.
how to develop tactical awareness
D. how to develop tactical awareness,
B. how constraints such as space influence the selection and execution of movement skills
Which of your reading resources provides support for the proposition that there is an over-estimation of the number and types of motor skills that are fundamental, particularly in physical education and sport contexts?
A.
Meaningful movement behaviour involves more than the learning of fundamental movement skills (Pot et al., no date)
B.
What are fundamental motor skills and what is fundamental about them? (Newell, 2020)
C.
Play: The Basics (nifplay.org/what-is-play/the-basics)
D.
Fundamental movement skills: an important focus (Barnett et al., 2016)
b. What are fundamental motor skills and what is fundamental about them? (Newell, 2020)
This concept refers to the ingrained attitudes, practices, and bodily movements specific to sport (and physical activity) acquired through life experiences, which shape perceptions, behaviours, and interactions in sport contexts.
A.
physical literacy
B.
attrition
C.
sporting habitus
D.
fundamental motor skills
C. Sporting Habitus
If your game is ____ then the aim is to improve how things are done or to assess strengths or weaknesses, which can then be used to inform future programming or training.
A.
task oriented
B.
sport oriented
C.
process oriented
D.
outcome oriented
C. Process oriented
Successful skill instruction and development of physical literacy through education likely focuses on this, instead of isolated skill development:
A.
competitive game play
B.
overcoming obstacles (or challenges) to movement
C.
mature phase of skill development
D.
mastering fundament motor skills
cross out
Feedback
B. overcoming obstacles (or challenges) to movement
From your required readings, Pot et al. (no date) suggest that instead of focusing on a small number of skills and assessing whether humans can perform those movements, it is more useful and effective for movement instructors to focus teaching on:
A.
core developmental activities
B.
perceptual motor skills
C.
the fun of playing meaningful games
D.
the rules and regulations of games to ensure fair play
C. The fun of playing meaningful games
An icebreaker activity where you learn the names of other students and randomly find out more about their likes and dislikes would be classified as a(n):
A.
outcome oriented game
B.
sport game
C.
experiential learning game
D.
manipulative skill game
C. Experiential learning game
Based on lecture and readings, this term refers to how the surroundings of an individual (physical or social) can offer action possibilities:
In the context of a child, this may include toys or materials available, availability of space, or stimulation and nurturing that would increase development.
A.
fundamental movement
B.
affordances
C.
sporting habitus
D.
intentionality
B. Affordances
A simplification (or regression) for the game Live! introduced during the tennis lab (lab 3) involved:
Question 1Answer
a.
Reducing the size of the racquet.
cross out
b.
Switching from an “N” pattern with one ball in play, to diagonals with two balls in play.
c.
Reducing the number of players on the court.
d.
Switching from diagonals with two balls in play to an “N” pattern with one ball in play
e.
None of the answers are correct.
D. Switching from diagonals with two balls in play to an “N” pattern with one ball in play
An example of increasing uncertainty for your opponent as a strategic control factor would be:
a.
moving into open space to receive a pass
b.
performing a pre-game dance ritual to intimidate and confuse your opponent
c.
calling the ball to avoid a collision with your partner
d.
winding up for a hard spike and then executing a gentle drop shot
e.
none of the answers are correct
D. winding up for a hard spike and then executing a gentle drop shot
The game “LIVE!” in the tennis lab (lab #3) provided learners the opportunity to practice:
a.
reading the path of the ball (flight reception)
b.
move into position to prepare for the return from the opponent (recover)
c.
all of the answers are correct
d.
moving to cover the court (respond and react)
e.
thinking about how to build an attack with a partner to play a winning shot (read, respond, and react)
cross out
Feedback
c. all of the above
Which statement is true.
a.
Mini games are easy to administer and require no planning.
b.
Mini-games are useless when in comes to teaching movement patterns and movement skills.
c.
All of the answers are true.
d.
Mini games should provide the learner with multiple and different opportunities to practice skills and achieve the purpose of a particular session.
e.
If the mini games selected for a session are fun, they are guaranteed to be appropriate
D. Mini games should provide the learner with multiple and different opportunities to practice skills and achieve the purpose of a particular session.
Which of the following skills, most of which were performed in the game stations lab (lab 2), could be described as a “combination of manipulative skills”?
a.
Catching and running with the ball (rugby, football, etc.)
b.
Fielding and retrieving (kickball, baseball, etc.)
c.
Catch and throw (rugby, rhino ball, etc.)
d.
Trap and dribble (soccer)
e.
All of the answers are correct.
E. all of the answers are correct
Which strategic control factor is being manipulated to gain a tactical advantage when you purposefully make it difficult for your opponent to return the ball by placing it out of your opponent’s reach?
space
Which pedagogical principle (in net/wall games) is based upon the premise that there is a progression of solutions the learner must deal with that include how to move when you are hitting and when you are receiving?
tactical complexity
During the tennis lab (lab #3), the modification introduced that encouraged players to develop an “N” pattern to pass one ball around the court, using both cross-court and straight shots was intended to focus the learners’ attention on:
a.
Anticipating the return shot from their partner
b.
Moving to cover the court
c.
All of the above
d.
Getting into a rhythm of a rally and keeping it going for as long as possible
e.
Reading the path of the ball (flight reception)
c. all of the above
Which of the following is true about the warm-up activity in the tennis lab (lab 3)?
a.
The warm-up involved a competitive goal structure because competing against other individuals is effective for skill development.
b.
The warm-up involved an individual goal structure which affords an opportunity for the learner to practice striking sideways with an implement, a skill required throughout the session.
c.
The warm-up involved a competitive goal structure because whichever player hit the most returns was the winner.
d.
None of the answers are correct
e.
The warm-up involved a cooperative goal structure because playing with other individuals is dynamic and provides a better warm-up.
b. The warm-up involved an individual goal structure which affords an opportunity for the learner to practice striking sideways with an implement, a skill required throughout the session.
Flight reception:
a.
is one of the most important aspects of net/wall games.
b.
is not a common skill across net/wall games
c.
none of the answers are correct
cross out
d.
is learned intuitively, without the need for practice.
e.
should be introduced toward the end of a net/wall unit.
a.
is one of the most important aspects of net/wall games
The advantage of using mini games during our net/wall lab:
a.
is that games provide a more authentic learning experience than traditional ‘drills’.
b.
is that games provide opportunities for the learner to learn to read the bounce and move into position instead of maintaining a stationary position.
c.
all of the answers are correct
cross out
d.
is that games promote decision-making and create less teacher/coach dependence
e.
is that games randomize the flight path which is more effective to teach flight reception than a drill approach.
c. all of the answers are correct
Identify the skill described by the following explanation:
“This skill involves projecting an object (like a ball) by striking it underhand with a long handled implement”.
a.
side-arm strike
b.
underhand roll
c.
retaining
d.
none of the answers are correct
e.
trapping
d. none are correct
Why focus on flight reception when introducing net/wall games?
a.
Because focusing on flight reception forces learners to make appropriate tactical decisions within the game context.
b.
Because it is easier to teach flight reception compared to other technical skills
c.
Because the games played to develop flight reception are fun.
d.
Because being able to read, react, and respond to stimuli in the game environment is central to becoming a competent net/wall game player.
e.
All of the answers are correct.
d.
Because being able to read, react, and respond to stimuli in the game environment is central to becoming a competent net/wall game player.
The last activity in the spikeball lab (lab 4), competitive game-play to 7,11, or 15 points, can best be described as:
a.
an early game form because the game was simplified to represent the principles of play unifying net/wall games
b.
a full game of spikeball because players abided by all the rules of the game
c.
a modified spikeball game because the ball could bounce on the ground before hitting it
d.
a modified spikeball game because the final game did not adhere to the complete rules (scoring) of the game
e.
none of the answers are correct
d. a modified spikeball game
In this step of the TGfU model, learners develop a better understanding for how the rules, skills, and strategies of the game all influence each other.
a.
Game (modified game)
b.
Game performance
c.
Decision making
d.
None of the answers are correct
cross out
e.
Tactical awareness
d. none are correct, should be game appreciation.
