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WorksheetsAPENS 2 Motor Behavior
Total questions: 78
Worksheet time: 39mins
To address the proprioceptive needs of a younger child with a disability, it would be appropriate for an adapted physical educator to engage the child in all of the following activities except:
Animal walks like a bear crawls
Resistance tasks like carrying or pushing weighted objects
Jumping activities like frog jumps
Body part identification
Augmented feedback, which is critical to learners with disabilities as they acquire motor skills, can provide all of the following except:
Reinforcement that will improve the chances that learners will repeat the motor performance
Task-intrinsic feedback that learners can use to improve their performance of the skill
Motivation that can influence the learners’ perception of their ability to perform the skill
Expedited learning as the feedback helps learners develop the skill more quickly
It is important that adapted physical educators recognize differing patterns of reflex behavior among individuals with disabilities such as:
Excessive postural reactions common in individuals with Down syndrome
Persistent infant reflexes common in individuals with emotional disorders
Overdeveloped equilibrium reactions in individuals with spinal cord injuries
Persistent infant reflexes common in individuals with cerebral palsy
When adjusting game-like situations to account for delayed response processing in learners with intellectual disabilities, adapted physical educators could:
Increase the court or field size
Increase the number of players
Use a slower moving object during game play
Limit the types of skills that can be used to manipulate the object (e.g., strike, pass, dribble, etc.)
Within a soccer unit, an adapted physical educator may attempt to limit the impact of stimulus overselectivity on learners with learning disabilities by:
Using “zone soccer” with the soccer field divided into multiple zones that have a limited size and number of players/students
Using “man-to-man” coverage in games with a reduced number of players/students
Increasing the number of students playing on the field at one time
Increasing the size and number of goals available on each field
When playing catch with a student with spatial difficulties, it is best to throw the ball:
To the student’s waist level, at the midline
To the student’s chest level, at the midline
To the student’s chest level, just to the right or left of the student
To the student’s chest level, to their throwing arm side
When teaching the overhand throw to a learner with traumatic brain injury, the adapted physical educator should do which of the following with his/her feedback to the learner:
Provide similar rates of positive feedback and corrective feedback to the learner regarding his/her skill performance
Provide ample positive feedback while minimizing corrective feedback that highlights errors in skill execution
Provide specific congruent feedback for the correct elements of the skill only
Focus on providing corrective feedback about errors in skill execution at a high frequency
When teaching a student with learning disabilities how to swing a bat at a pitched ball, the adapted physical educator provides feedback after the student has swung and either hit or missed hitting the ball. This is an example of:
The closed loop model
The logic model
Skinner’s model
The open loop model
When teaching a student with intellectual disability to putt a golf ball, it is important to emphasize slow controlled putts to maintain or improve accuracy. The adapted physical educator’s instruction and cues that emphasize the speed of the movement is based on which of the following?
Fitt’s Speed Law
Newell’s Ecological Theory
Schmidt’s Schema Theory
Adams’ Closed Loop Theory
When teaching the overhand throw to a learner with traumatic brain injury, the adapted physical educator should task analyze the skill and teach the skill by combining smaller elements of the throw into longer/full throwing sequences. The adapted physical educator does this to:
Provide sufficient time for motor learning to occur
Account for deficits in short and long-term memory
Minimize learning errors
Improve throwing accuracy
When teaching learners with intellectual disabilities, the adapted physical educator is mindful to provide variability in practice trials (e.g., changes the practice conditions) and work with each learner to help him/her understand his/her own performance errors. These pedagogical decisions are supported by:
Ecological Theory
The Knowledge of Results Principle
Adams’ Closed Loop Theory
Schmidt’s Schema Theory
Sensory integration is the process by which the brain:
Organizes information from the environment
Recognizes information by way of sight, sound, taste, and touch
Prepares specific groups of muscles to carry out coordinated movement
Collects movement errors while the movement is in progress
The foremost objective of sensory integration therapy is to:
Teach specific movements for future learning
Teach the cerebral hemispheres to work together
Enhance the brain's ability to learn
Re-pattern the brain to progress through development milestones
Spastic cerebral palsy tends to produce movements that are:
Explosive, jerky, and poorly coordinated
Twisting, slow, and writhing
Characterized by poor balance and lack of coordination
Slow and rhythmic
In working with a student who has spastic cerebral palsy, it is best to stress activities:
That encourage arm and leg flexion
That are asymmetrical, such as the side stroke in swimming
That provide proximal mobility and distal stability
That require frequent changes of position
A key feature of dynamic systems theory is control of movement by coordinative structures that consist of:
An abstract memory representation of the action to be performed
A memory trace that regulates speed, force, and direction of movement
An executive control operation that organizes motor programs
An organization of muscles and joints that function together for a specific purpose
Figure-ground discrimination and depth perception are important functions in assisting students in performing activities such as:
Object control
Tumbling
Balancing
Locomotion
A teacher who notices that a student has difficulty catching and striking may be observing a deficit in:
Refractive and/or orthoptic vision
Kinesthetic perception
Tactile perception
Proprioception
The following activity fails to strengthen visual abilities such as fixation, search, and pursuit:
Walking the length of a balance beam without falling
Hitting a balloon in the air ten consecutive times
Standing on a balance board while reading flash cards
Tapping a ball swinging on a string hung from a basketball net
The development of auditory discrimination and localization are most important when engaging in activities such as:
Tumbling
Bowling
Golf
Basketball
A student who consistently seems to confuse the meaning of words during instruction, has difficulty following a rhythm during a musical activity, and is unable to tell where a sound is coming from may be exhibiting a deficit in:
Auditory discrimination and localization
Visual discrimination and localization
Proprioceptive discrimination and localization
Tactile discrimination and localization
Some students with sensory integration disorders who have difficulty using their hands to interpret environmental stimuli are said to have:
Gnosis
Apraxia
Agnosia
Dyspraxia
An individual's ability to discriminate accurately from among various tactile stimuli and use the information profitably can be enhanced by activities such as:
Prone slide down an incline
Water play in search of objects
Trampoline activities
Jumping through hula hoops
An activity that might produce hyperresponsivity to tactile stimulation is:
Riding a tricycle
Partner stunts
Playing catch
Bouncing on a trampoline
An ecological assessment would suggest that both static and dynamic balance can be evaluated in a student with disabilities by
Comparing balance performance at three-month intervals with chronological-age peers
Having individuals maintain normal standing with their hands on hips, arms folded across their chests, and bending at the waist
Using standard tests such as standing on one foot with eyes open and then with eyes closed
Determining what action is necessary to carry out the functional requirements of the task
A student with balance problems related to deficits in vestibular functioning can benefit from participation in activities such as:
Hitting a swinging ball with a stick
Riding down an incline on a scooterboard
Playing tug-of-war
Playing blind-man’s bluff
The following task is best to screen for basic vestibular functioning:
Time how quickly child is able to gallop in and out of four cones (set 5 feet apart) and back
Count the number of claps when child is told to jump high and clap as many times as he/she can before landing
Time the number of seconds child is able to stand on one foot with eyes open and eyes closed
Observe how accurately child is able to imitate basic body positions
A nine-year-old boy who confuses directions when moving right and left and must look to see what others are doing first when playing “Simon Says” may be signaling a deficit in the system referred to as:
Auditory
Kinesthetic
Visual
Vestibular
A well-designed perceptual motor program can:
Improve social skills
Enhance cognitive function
Improve health-related fitness
Improve motor performances
If a 15-month-old child who is only now standing unassisted is compared to another child of the same age who is only now sitting alone, you could conclude that:
Both children are delayed
The second child is probably delayed
Both children are within an acceptable range of normal development
The first child is well within an acceptable range of normal development
If adapted physical educators were interested in documenting the normal sequence of postural control in infants with apparent developmental delays, they might use the:
Test of Motor Impairment
Test of Gross Motor Development-II
Basic Motor Ability Test
Bayley Scales of Infant Development
Neurological dysfunction may be suspected when:
There is a gap between a particular postural reflex and the onset of a corresponding voluntary movement
There is perseveration of a particular reflex after the age when it should have been inhibited
Reflexes retain their identity within a hierarchy of controlled behavior
A given reflex cannot be consistently elicited
Persistence of a reflex substantially beyond the time frame for its usual extinction may suggest:
Delayed maturation of the peripheral nervous system
Problems with neurotransmitters
A shortened period of inhibition
Delayed cortical maturation
The activity that will stimulate visual fixation needed for reaching, grasping, and releasing is:
Rolling with arms at side
Creeping forward while turning head from side to side
Reaching for objects held above the body at midline while supine
Looking up at ceiling while in a hands-on-knees position
Wrist cuffs with metal rings or wide hooks are used to facilitate participation in weight training activities by students with:
Weak or non-existent grasp
Poor balance
Paraplegia
Ataxic cerebral palsy
Appropriate modifications for independent two-hand catching by a student who has forearm crutches might include:
Allowing another student to catch the ball and hand it to the child with a disability
Permitting the child to perform a different skill
Having the child serve as a teacher’s aid during this activity
Changing the task to allow that child to “trap” the ball against his or her body
In order for students with disabilities to be able to learn complex sport skills, they must first have:
Knowledge of how the sport is played and some of the rules
Mastery of the fundamental skills that comprise the sport skill
The required level of physical fitness to support their participation
Proper equipment so they can engage in learning the sport safely
Intervention in teaching students with disabilities to perform a sport skill should occur:
At the first step to be learned when teaching a new skill
At the point at which the students can no longer learn by watching a demonstration
At the stage of development of the underlying fundamental skill or pattern
At the time individuals are preparing for Special Olympics or some other competition
A sport that does not use modified equipment or newly developed equipment to aid students with disabilities to perform at their highest level is:
Golf
Tennis
Bowling
Archery
The sport/activity that comes the closest to being played by the same rules and procedures for all individuals with or without disabilities is:
Archery
Softball
Basketball
Tennis
It is important to determine the level of intellectual development of students with disabilities when selecting activities that:
Have rules that can be made more or less complex
Have skills that can be taught using the whole-part-whole method
Have skills requiring moderate levels of physical fitness
Have simple motor skills
A student’s social development will play a major role in that person’s ability to successfully participate in:
Lifetime sport
Tennis and golf
Physical fitness testing
Group games and team sports
A student with delayed psychomotor development may have difficulty benefiting from learning tasks requiring:
Muscular strength
Eye-hand coordination
Range of motion
Visual acuity
The appropriate measure of learning, especially for students with disabilities, is how well the individual:
Improves as practice progresses
Performs a novel transfer task
Performs the task at the completion of practice
Uses the skill after practice is completed
As adapted physical educators move students with disabilities along the continuum from novice to more proficient performer, they should keep in mind that:
Task execution should remain constant
Relevant stimuli should be increased
Progressions must be based on a thorough understanding and analysis of the task
Nonrelevant stimuli should be increased
Students with disabilities should practice a task to:
Match the manner in which the skill is to be used
Achieve a flexible motor program
Avoid the effects of fatigue
Achieve the minimal criteria on the individualized education program
During the practice stage of skill acquisition with students with disabilities, the adapted physical educator must provide appropriate feedback, which means it must be:
Consistent with the learner’s performance and level of understanding
Congruent and simultaneously delivered
Complete and consistent with the learner’s performance
Based on appropriate task analysis and cues
When deciding on the amount of overlearning required to promote retention of a newly learned skill by a student with an intellectual disability, the adapted physical educator would be wise to program:
100% to 150% overlearning
50% to 75% overlearning
50% to 100% overlearning
25% to 50% overlearning
Appropriately varying the tasks to be performed by an individual with a disability:
Reduces demands on instructors, as students are at their own levels
Reduces boredom and increases focus on the task
Requires goal setting done cooperatively with the learner
Increases time on task and, thus, learning
If an instructor wants a student with an intellectual disability to learn to strike a pitched ball, the instructor should provide variable practice by:
Keeping the trajectory straight
Varying the size of the ball
Throwing the ball at different speeds
Providing a wider bat
If an instructor teaches the front crawl stroke to a student with asthma, the practice session should be structured so that intensive work intervals are:
Blocked
Distributed
Continuous
Massed
As the level of an intellectual disability becomes more severe, the practice schedule that is used less frequently is:
Blocked
Random
Whole-part
Progressive part
If a student with a bilateral, above-the-elbow amputation is expected to participate in a variety of games involving catching, the instructor should provide opportunities to practice catching balls:
Of different sizes
Thrown from different distances
Of different colors
In different environments
In order for a student with an intellectual disability to learn a new skill, the instructor may want to employ a practice schedule that is:
Random
Blocked
Variable
Distributed
A student with an intellectual disability who has learned to throw with a contralateral pattern in an instructional setting would demonstrate generalizability when performing the skill:
Using an underhand throw
In many different settings
Without requiring pre-cuing
Without the need for instruction
A student with an intellectual disability would demonstrate his/her highest level of performance when serving a beach volleyball if the instructor has used the principle of:
Generalizability
Overlearning
Transfer of training
Response compatibility
Students who are blind and who have acquired a closed motor skill are capable of monitoring their own performance in the task by using:
Augmented feedback
Knowledge of performance
Proprioceptive feedback
Intrinsic feedback
When a student who is blind is performing a closed skill, the information feedback that is most important during early acquisition trials is:
Internal feedback
Knowledge of performance
Knowledge of results
Intrinsic feedback
In order to provide extrinsic feedback to a student with a visual disability engaging in a throwing accuracy task, the instructor could structure the environment to:
Arrange for proprioceptive information
Use audio-goal locators
Use a ball with a bell inside
Arrange auditory discrimination cues
Instructions need to be less involved and shorter in duration for students who have a/an:
Hearing disability
Learning disability
Visual disability
Orthopedic disability
Permitting students to move so they may have a better view of the teacher is particularly necessary for those with:
Orthopedic problems
Autism
Hearing disabilities
Traumatic brain injuries
Using brightly colored balls during an eye-hand coordination activity may help a student with:
Learning disabilities
Traumatic brain injury
Deafness
Autism
For a student having problems tracking objects, the following procedure is appropriate:
Use a deflated ball
Use a beeper ball
Use an automatic ball machine
Use a larger ball
One reason that students with learning disabilities have difficulty acquiring skills in team sports such as basketball is that they:
Have vigilance detection problems
Have fractionated reaction time
Have trouble responding to multi-stimulus situations
Lack information-processing abilities
Repeated practice of a motor skill each day for a certain period of time will:
Enhance the learning attributes of students with perseveration learning disability
Cause negative transfer effects for persons with spasticity
Have a negative effect on skill acquisition for a student with balance problems
Help in retention of this skill for a person with a mild intellectual disability
Students with kinesthetic and proprioceptive deficits will:
Have a more accurate sense of hearing, which helps them remember how a task is executed
Be able to recognize objects placed in their hands better if their eyes are closed
Have difficulty remembering how the preparatory phase of a backhand stroke in tennis felt
Not be able to balance as well with their eyes opened as closed
An appropriate initial activity for a student with a coincident-anticipation deficit would be to use:
A tee to hit the ball
A ball-throwing machine for consistency
A smaller ball to help with concentration
An open batting stance to see the ball better
A student with figure-ground problems:
Should face a multi-colored background when playing catch to enhance interest in the ball
Should practice catching the ball while walking on a balance beam so the background will not be the primary focus
Should play with a ball that contrasts in color with the surrounding walls to facilitate tracking the ball
Should be presented with a complicated windup by a peer to help focus on the ball
The following may be said about a student with the presence of primitive reflexes:
The ATNR inhibits the execution of a Frisbee throw
The Moro reflex helps in balance tasks
The extensor thrust helps in bowling
The crossed extension reflex helps with the release of a softball bat
If a student with a disability is having difficulty executing a task, the adapted physical educator should:
Point at all errors in the execution of the tasks
Point out three major problems that should be eliminated
Use an alternate method of feedback, such as kinesthetic enhancement
Ignore the errors and let the person continue to practice the skill
Open loop approach to enhancing skill development may benefit students who have a:
Moderate intellectual disability but excellent flexibility
Visual impairment but fine kinesthetic sense
Hearing impairment and balance problems
Learning disability and become bored
In an open loop skill acquisition situation involving learning a rapid action, the adapted physical educator should avoid asking a student with an intellectual disability to:
Define the sensory qualities of the correct movement
Perform tasks involving more than three changes in direction per second
Attend to discrete aspects of the movement
Substitute accuracy for speed
While most students may benefit from augmented feedback, it is of paramount importance for individuals:
With diabetes
With an intellectual disability
Who are blind
Who are deaf
When teaching a batting skill, the adapted physical educator should:
Start with very slow ball velocities
Start with very fast velocities and taper back
Individualize the optimum velocity for the ball to be thrown
Start individuals with a batting tee
When deficits in short-term memory require combining smaller elements of a skill into longer sequences controlled by a single motor program, the final movement is a:
Generalized motor program
New motor program
Series of discrete motor programs
Continuous motor program
The adapted physical educator who uses passive motion and guided practice techniques should remember that overuse of these techniques can result in:
Distortion of kinesthetic input
Apraxia or motor planning deficit
Kinesthetic discrimination difficulties
Tactile defensiveness
When structuring tasks and activities for students with disabilities, the adapted physical educator should consider not only learning and performance of motor skills, but also the:
Qualities or traits that underlie skill performance
Processes associated with practice
Establishment of relatively permanent performance capability
Temporary practice effects that vanish with time
An adapted physical educator who has spent considerable time teaching a student with an intellectual disability to throw underhand would expect that when shifting to overhand throwing, the student would:
Require additional instruction
Be equally competent
Learn overhand throwing faster
Suffer because of the speed-versus-accuracy trade-off
