Free Printable PE Final

1.

What are pedometers and how can you use them in class

a)

is a tracker that tracks your steps as you walk, jump, or dance and they can be used as an accountability measure for their program and teaching kids to focus on daily physical activity

b)

the ability of the heart, blood vessels, and respiratory system to deliver oxygen efficiently for an extended time

c)

walking course with a set of clues

d)

a series of some 300 exercises, most of which are done with sand-filled bags and/or racquetballs, often while standing on a balance board.

2.

What activities can you do to promote walking?

a)

Treasure Hunt: course with a set of clues

b)

Red Light, Green Light: object of the game is to cross the finish line as quickly as possible.

c)

Interval Walk: circuit with stretching and strength activities

d)

Sharks And Minnows: object is for the minnows to get from one end of the yard to the other without being caught, aka tagged, by the shark

3.

the ability of the heart, blood vessels, and respiratory system to deliver oxygen efficiently for an extended time

a)

Muscular Strength

b)

Aerobic Capacity

c)

Cardiovascular Endurance

d)

Flexibility

4.

the proportion of body fat to lean body mass

a)

Aerobic Capacity

b)

Flexibility

c)

Muscular Strength and Endurance

d)

Body composition

5.

the range of movement through which a joint or sequence of joints can move

a)

Strength

b)

Flexibility

c)

Endurance

d)

Mobility

6.

the ability of muscles to exert forces

a)

Muscular Strength and Endurance

b)

Balance

c)

Flexbility

d)

Cardiovascular Fitness

7.

What special activities can you do to have a healthy school (parent involvement and community involvement)?

4 lines

8.

Locomotor skills (in order)

a)

walking, running, skipping, hopping, jumping, galloping, sliding, and leaping

b)

Walking,

Hopping, Jumping, Sliding, Running,

Leaping, Skipping, Galloping

c)

bending, turning, balancing,pushing,twisting

9.

Non-Locomotor skills (in order)

a)

walking, running, skipping, hopping, jumping, galloping, sliding, and leaping

b)

Walking,

Hopping, Jumping, Sliding, Running,

Leaping, Skipping, Galloping

c)

bending, turning, balancing,pushing,twisting

10.

Walking teaching points and cues

a)

• Head up, eyes forward

• Point toes straight ahead

• Nice, easy, relaxed arm swing

• Hold tummy in, chest up

• Push off from the floor with the toes

b)

• Swing your arms forward as fast as possible

• Bend your knees

• On your toes

• Land lightly with bent knees

11.

Jumping teaching points and cues

a)

• Head up, eyes forward

• Point toes straight ahead

• Nice, easy, relaxed arm swing

• Hold tummy in, chest up

• Push off from the floor with the toes

b)

• Swing your arms forward as fast as possible

• Bend your knees

• On your toes

• Land lightly with bent knees

12.

Hopping teaching pointsand cues

a)

• Keep one foot in front of the other

• Now lead with the other foot

b)

• Stay on your toes

• Use your arms for balance

• Reach for the sky when you hop

• Land lightly

c)

• Move sideways

• Do not bounce

• Blank your feet

d)

• Push off and reach

• Up and over, landing lightly

• Use your arms to help you gain height

13.

Sliding teaching points and cues

a)

• Keep one foot in front of the other

• Now lead with the other foot

b)

• Stay on your toes

• Use your arms for balance

• Reach for the sky when you hop

• Land lightly

c)

• Move sideways

• Do not bounce

• Blank your feet

d)

• Push off and reach

• Up and over, landing lightly

• Use your arms to help you gain height

14.

Galloping teaching points and cues

a)

• Keep one foot in front of the other

• Now lead with the other foot

• Make high gallops

b)

• Stay on your toes

• Use your arms for balance

• Reach for the sky when you hop

• Land lightly

c)

• Move sideways

• Do not bounce

• Blank your feet

d)

• Push off and reach

• Up and over, landing lightly

• Use your arms to help you gain height

15.

Leaping teaching points and cues

a)

• Keep one foot in front of the other

• Now lead with the other foot

• Make high gallops

b)

• Stay on your toes

• Use your arms for balance

• Reach for the sky when you hop

• Land lightly

c)

• Move sideways

• Do not bounce

• Blank your feet

d)

• Push off and reach

• Up and over, landing lightly

• Use your arms to help you gain height

16.

Skipping teaching points and cues

a)

• Keep one foot in front of the other

• Now lead with the other foot

• Make high gallops

b)

• Rock smoothly

• Rock in different directions

• Rock higher

• Sway until you almost lose your balance

c)

• Step-hop

• Swing your arms

• On your toes

d)

• Loosen up

• Swing fully

• Swing in Rhythm

17.

Bending teaching points and cues

a)

• Bend as far as possible

• Bend one part while holding others steady

b)

• Rock smoothly

• Rock in different directions

• Rock higher

• Sway until you almost lose your balance

c)

• Step-hop

• Swing your arms

• On your toes

d)

• Loosen up

• Swing fully

• Swing in Rhythm

18.

Rocking and Swaying teaching points and cues

a)

• Bend as far as possible

• Bend one part while holding others steady

b)

• Rock smoothly

• Rock in different directions

• Rock higher

• Sway until you almost lose your balance

c)

• Step-hop

• Swing your arms

• On your toes

d)

• Loosen up

• Swing fully

• Swing in Rhythm

19.

Swinging teaching points and cues

a)

• Bend as far as possible

• Bend one part while holding others steady

b)

• Rock smoothly

• Rock in different directions

• Rock higher

• Sway until you almost lose your balance

c)

• Step-hop

• Swing your arms

• On your toes

d)

• Loosen up

• Swing fully

• Swing in Rhythm

20.

Turning teaching points and cues

a)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

b)

• Keep your balance

• land loosely with knees relaxed

• Be precise in your movement

c)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

d)

• Twist as far as possible

• Twist the other way

• Hold the supporting parts firm

e)

• Get your body in line with the pull

• Widen your base of support

• Gather your body forces and pull steadily

21.

Pulling teaching points and cues

a)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

b)

• Keep your balance

• land loosely with knees relaxed

• Be precise in your movement

c)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

d)

• Twist as far as possible

• Twist the other way

• Hold the supporting parts firm

e)

• Get your body in line with the pull

• Widen your base of support

• Gather your body forces and pull steadily

22.

Pushing teaching points and cues

a)

• Keep your balance

• land loosely with knees relaxed

• Be precise in your movement

b)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

c)

• Twist as far as possible

• Twist the other way

• Hold the supporting parts firm

d)

• Get your body in line with the pull

• Widen your base of support

• Gather your body forces and pull steadily

23.

Stretching teaching points and cues

a)

• Stretch as far as possible

• Find other ways to stretch the body part

• Don’t jerk

b)

• Keep your balance

• land loosely with knees relaxed

• Be precise in your movement

c)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

d)

• Twist as far as possible

• Twist the other way

• Hold the supporting parts firm

e)

• Get your body in line with the pull

• Widen your base of support

• Gather your body forces and pull steadily

24.

Twisting teaching points and cues

a)

• Stretch as far as possible

• Find other ways to stretch the body part

• Don’t jerk

b)

• Keep your balance

• land loosely with knees relaxed

• Be precise in your movement

c)

• Broaden your foot base

• Use all your body forces

• Push steadily and evenly

d)

• Twist as far as possible

• Twist the other way

• Hold the supporting parts firm

e)

• Get your body in line with the pull

• Widen your base of support

• Gather your body forces and pull steadily

25.

What are manipulative skills?gross body movements in which force is imparted to or received from objects

a)

throwing, catching, kicking, trapping, striking, volleying, bouncing, and ball rolling

b)

Strength, Balance, Agility, Flexibility,

Coordination

c)

Bending,

Turning, Balancing, Pushing,

Twisting, Rocking, Stretching, Pulling

d)

Space Awareness, Direction,

Level, Pathways, Planes

26.

What is body management?

a)

the ability to have the ability to be fit

b)

the ability of important components of movements competency

c)

Ability to reads one body language

d)

ability to control one's emotions

27.

What are some body management examples

a)

Pulls up

b)

Movements along the side of the bench

c)

Basic tumbling stunts

d)

Partners sitting, facing each other

28.

Types of rhythmic activity

(a)

29.

Types of rhythmic activity

(a)

30.

Types of rhythmic activity

(a)

31.

If you don't feel confident in spotting in gymnastics, should you do it?

a)

Yes

b)

No

32.

What are lifetime activities?

a)

Activities that are done for a short period of time

b)

Activities that students can do on their own and can continue to do throughout their lives,

c)

Only done once in some ones life

d)

activities that students do for a long during the day

33.

Two positions in gymnastics

(a)

34.

One life time activity is

(a)

35.

One life time activity is

(a)

36.

Liability

a)

a responsibility to perform a duty to a

particular group

b)

an obligation to pay a debt

c)

an obligation to make good on a promise

d)

obligation to party with another person

37.

concerned with the teacher-student relationship and is a legal wrong that results in direct or indirect injury to another individual or to property

(a)

38.

the courts as conduct that falls

below a standard of care established to protect others from

unreasonable risk or harm.

(a)

39.

ability to foresee potentially harmful situations;

courts expect trained professionals

to predict and anticipate the danger

of a dangerous act or condition and to

take appropriate measures to prevent it from occurring

a)

Physical education

b)

galloping

c)

foreseeability

d)

Nonfeasance

40.

Misfeasance

a)

Occurs when a

teacher follows proper procedures

but does not perform according

to the required standard of conduct; based on performance of the

proper action, but not up to the

required standard. It is usually the

sub par performance of an act that

might have been otherwise lawfully done

b)

Feedback that is given nonverbally

c)

Act that occurs when

a teacher does something improper

by committing an act that is unlawful and wrongful, with no legal

basis (oft en referred to as an act of

commission )

d)

Involves practicing a motor skill in a quiet, relaxed environment—the experience involves thinking about the activity and its related sounds, color, and other sensations; used in combination with regular practice, not in place of it

41.

MALFEASANCE

a)

Occurs when a

teacher follows proper procedures

but does not perform according

to the required standard of conduct; based on performance of the

proper action, but not up to the

required standard. It is usually the

sub par performance of an act that

might have been otherwise lawfully done

b)

Feedback that is given nonverbally

c)

Act that occurs when

a teacher does something improper

by committing an act that is unlawful and wrongful, with no legal

basis (oft en referred to as an act of

commission )

d)

Involves practicing a motor skill in a quiet, relaxed environment—the experience involves thinking about the activity and its related sounds, color, and other sensations; used in combination with regular practice, not in place of it

42.

act of God

a)

Defense that places the

cause of injury on forces beyond

the control of the teacher or the

school; the defense is made that it

was impossible to predict an unsafe

condition, but through an act of

God, the injury occurred

b)

based on lack of action in carrying out a duty

c)

Improper behavior by the injured party that causes the accident; harm that resulted from the injured party’s contribution. Th is responsibility is directly related to the maturity, ability, and experience of the child

d)

Defense that attempts to prove that the accident

was not caused by the negligence

of the teacher

43.

NONFEASANCE

a)

Defense that places the

cause of injury on forces beyond

the control of the teacher or the

school; the defense is made that it

was impossible to predict an unsafe

condition, but through an act of

God, the injury occurred

b)

based on lack of action in carrying out a duty

c)

Improper behavior by the injured party that causes the accident; harm that resulted from the injured party’s contribution. Th is responsibility is directly related to the maturity, ability, and experience of the child

d)

Defense that attempts to prove that the accident

was not caused by the negligence

of the teacher

44.

contributory negligence

a)

Defense that places the

cause of injury on forces beyond

the control of the teacher or the

school; the defense is made that it

was impossible to predict an unsafe

condition, but through an act of

God, the injury occurred

b)

based on lack of action in carrying out a duty

c)

Improper behavior by the injured party that causes the accident; harm that resulted from the injured party’s contribution. Th is responsibility is directly related to the maturity, ability, and experience of the child

d)

Defense that attempts to prove that the accident

was not caused by the negligence

of the teacher

45.

PROXIMATE CAUSE

a)

Defense that places the

cause of injury on forces beyond

the control of the teacher or the

school; the defense is made that it

was impossible to predict an unsafe

condition, but through an act of

God, the injury occurred

b)

based on lack of action in carrying out a duty

c)

Improper behavior by the injured party that causes the accident; harm that resulted from the injured party’s contribution. Th is responsibility is directly related to the maturity, ability, and experience of the child

d)

Defense that attempts to prove that the accident

was not caused by the negligence

of the teacher

PE Final

Total questions: 45

Worksheet time: 30mins

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