Physical Education Exam Practice Questions PDF

ON THE EXAM CH 1, 2, & 3 Chapter 1 ​ Be familiar with the roles and objectives of school PE ○​ Physical, cognitive, social, and emotional development ○​ Creativity, Confidence and competence in physical movement ○​ Be able to examine human movement ○​ Work...

ON THE EXAM CH 1, 2, & 3 Chapter 1 ​ Be familiar with the roles and objectives of school PE ○​ Physical, cognitive, social, and emotional development ○​ Creativity, Confidence and competence in physical movement ○​ Be able to examine human movement ○​ Work effectively individually and with others ○​ Develop application for and attitudes towards leading an active and healthy lifestyle ​ What is physical literacy? ○​ The ability, confidence, and desire to be physically active for life. ​ The Three Pillars and what makes them similar and different ○​ Physical Education ○​ Extracurricular Sport ○​ Community and Club Sport ​ Be familiar with the curriculum diamond ○​ (top)Developing expertise (grades 9-12), (middle)exploring possibilities (grades 6-8), (bottom) building a foundation (grades prek-5) Chapter 2 ​ CSPAP– a multi-component approach by which school districts and schools use all opportunities for students to be physically active, meet the nationally-recommended 60 minutes of physical activity each day, and develop the knowledge, skills, and confidence to be physically active for a lifetime ​ What is the goal of CSPAP? ○​ Quality PE ​ What are the components of CSPAP with example of each​ 1.​ Physical Education: Teaches skills for a healthy, active life. ​ Example: Basketball drills to improve fitness. 2.​ Physical Activity During School: Provides activity breaks throughout the day. ​ Example: Walking breaks during class. 3.​ Physical Activity Before and After School: Includes after-school sports and clubs. ​ Example: After-school soccer league. 4.​ Staff Involvement: Encourages staff to model healthy habits. ​ Example: Teachers join a fitness challenge.  5.​ Family and Community Involvement: Engages families and the community in physical activities. ​ Example: Family Fun Run event. ​ Why is PE at the center of CSPAP? ○​ it directly teaches physical activity, fitness, and helps develop lifelong healthy habits. It provides the foundation for all other components of CSPAP. ​ What are ways that we can support each component of CSPAP? ○​ ​ “Why would a PE teacher want to implement a CSPAP?”... you might be able to provide me with: ​ A reason why CSPAP helps PE teachers (ie PA levels and program recognition) ○​ CSPAP increases physical activity levels, promotes student health, and boosts the visibility of the PE program, gaining more school-wide support. ​ Importance of each component: ○​ Physical Education: Builds necessary skills for lifelong activity. ○​ Physical Activity During School: Keeps students active throughout the day, improving focus. ○​ Physical Activity Before and After School: Encourages activity outside class time. ○​ Staff Involvement: Teachers role-model active lifestyles. ○​ Family and Community Involvement: Reinforces active habits at home and in the community. ​ Chapter 3 ​ Difference between NCLB and ESSA in relation to PE ○​ NCLB - States receiving funding from the federal government are required to assess students annually on “core subjects” (i.e., Language Arts, Math) in selected grade levels ○​ ESSA - aims to shift the focus to a well- rounded education for students, which should include health and physical education. ​ Impact of NCLB on PE ○​ ​ Ecology is typically made up of... of multiple systems that interact with each other so that changes in one affect what happens in the others (may include administration, physical education teachers, other teachers, etc)  ​ Be familiar with: ○​ Accountability: standard we hold them to/consequences ​ Degree to which mandates/legislation include oversight mechanisms as well as built-in consequences for schools that are not following such rules ○​ Clarity/ambiguity: clear/not clear ​ Degree of explicitness and consistency in how policy/legislation is written ○​ Risk: ○​ Boundaries: Strong Clarity plus strong accountability= strong boundaries to have successful policy ​ Refers to how tightly or loosely the accountability for implementation is applied and how explicit or ambiguous the requirements are for its implementation ​ What makes the boundaries of policy/legislation tighter (i.e., less flexible)? ○​ Strong Accountability Measures + explicit and consistent policy = Strong Boundaries ​ Be able to explain how a lack of accountability, clarity/ambiguity, risk, and boundaries can affect educational policy. A possible question could be something like, “How could an unclear or ambiguous PE policy affect you as a PE teacher?” ○​ Lack of Accountability: No clear responsibility means less support and inconsistent expectations for your PE program. ○​ Clarity/Ambiguity: Without clear guidelines, it’s hard to know what to teach, how to assess students, or how to align with school goals. ○​ Risk: Misunderstanding the policy can lead to safety issues or inconsistent activity levels for students. ○​ Boundaries: Unclear roles can stretch you too thin and make it harder to collaborate with other staff. ​ What are the required number of PE minutes for California (1-6 & 7-12)? ○​ Elementary grades 1-6, minimum of 200 minutes each ten days. ○​ Secondary grades 7-12, minimum of 400 minutes each ten days. ​ Of all the factors that influence how children and youth learn and grow in schools, which factor is the most important? ○​ Teacher quality! Are the goals of interscholastic sports and PE different? ​ Interscholastic sports focus on competition, improving specific skills, and teamwork in sports.  ​ Physical Education (PE) focuses on overall fitness, teaching different types of exercise, and helping students stay healthy for life. ​ Sports are more about playing games and winning, while PE is about staying fit and learning about different ways to be active. Coach training vs pe teacher training ​ Coach training focuses on teaching specific sports, improving athletes' skills, and preparing them for competition(winning) (skills) (technique). ​ PE teacher training focuses on teaching a variety of physical activities, fitness, health, and how to promote overall well-being for all students, not just athletes. 5. You are no doubt aware of teachers who, intentionally or unintentionally, stereotype students. What are two examples of teachers stereotyping their students from your experiences? The first instance of a teacher stereotyping that stands out to me is from high school. On the very first day of class, my teacher made a remark that has stuck with me ever since. She claimed that students who sat in the front would succeed, while those in the back were the "slackers" who wouldn’t participate and would ultimately perform the worst in the class. This was clearly an intentional stereotype. I always chose to sit in the back, but not because I wanted to be out of the teacher's line of sight or to get distracted. Rather, I preferred sitting in the back because I didn’t like having people behind me. It made me feel more comfortable to have the wall behind me and some personal space without people peeking over my shoulder. I'm a private person, but that doesn’t mean I’m any less dedicated or hardworking than anyone else in the class. Interestingly, I had a friend who sat at the front, but only because she had trouble seeing from farther away. Ironically, she would often ask me for help with class work or assignments, which contradicted the idea that students sitting in the front were automatically the best performers. Looking back, I wonder if the teacher made that comment to challenge the students or if it was simply a way to put us down from the start. Either way, it made me feel insecure, and I started to worry that all teachers might view me as a slacker simply because of where I chose to sit. Another stereotype I recall came from a different teacher who frequently commented on how students involved in sports were less interested in academics. She implied that athletes weren’t as motivated or as intelligent as their non-athlete peers. While it’s true that some students might have only kept their grades up to stay eligible for sports, I knew many athletes who took their education just as seriously and strived to excel in both academics and athletics. The generalizations she made were unfair and didn’t reflect the true motivations or abilities of the students. Reflecting on these experiences, I’ve come to realize how harmful stereotypes can be, especially when they come from authority figures who are supposed to guide and support you. These stereotypes can plant seeds of doubt and lead to misunderstandings, preventing us from seeing the true potential in ourselves and others.