Test Bank For
Teaching Physical Education for Learning 2025 Release Judith E. Rink
Chapters 1-14 Answers are at the End of Each Chapter
Chapter 1
1) The unique contribution of physical education to the education of the student is:
A) psychomotor outcomes.
B) cognitive outcomes.
C) affective outcomes.
D) none of these.
2) An objective that asks students to understand why they should step forward on the opposite
foot in throwing pattern is:
A) an affective objective.
B) a cognitive objective.
C) a psychomotor objective.
D) a combination of all of these.
3) An objective that asks students to work cooperatively with their partner is:
A) an affective objective.
B) a cognitive objective.
C) a psychomotor objective.
D) a combination of all of these.
4) A major problem in the design of physical education curriculums is
A) not enough sport activities.
B) too much fitness.
C) unrealistic goals.
D) lack of variety of activity.
The most important instructional unit of analysis in physical education is
, E) teacher feedback and student response.
F) the way teachers organize lessons.
G) the teacher task and the student response to that task.
H) the tasks teachers give students.
5) Pre-lesson and post-lesson routines in instruction occur
A) when the teacher plans and evaluates lessons.
B) before and just after the lesson content.
C) when students have finished working on a task.
D) from the moment students begin class to the moment class ends.
6) Which of the following behaviors is not a management behavior?
A) The teacher asks students to put their equipment in the right position to be put away.
B) The teacher lines students up for a skill practice.
C) The teacher asks students for their attention.
D) The teacher describes how to perform a skill.
7) Content development is related to
A) the relationship between tasks in a lesson.
B) the development of a positive attitude toward lesson content.
C) the relationship of teacher feedback to lesson objectives.
D) the ability of the teacher to maintain on-task behavior.
8) Which of the following experiences would not be consistent with the four criteria for a
learning experience in physical education?
A) A ninth grade game of Whiffle ball.
B) Tossing and catching with early elementary aged students.
C) Four v. four soccer with seventh graders.
D) A classroom fitness lesson with high school juniors.
,9) Which of the following statements is true?
A) Teachers are free to teach the way they want depending on their personality.
B) Teachers can perform teaching functions in many different ways.
C) Good teaching cannot be evaluated.
D) Specific teaching behaviors cannot be evaluated.
10) Which of the following is not a management behavior?
A) The teacher explains what the lesson content will be for the day.
B) The teacher divides the class up into four groups.
C) The teacher asks students to work more quietly.
D) The teacher arranges the equipment in four piles throughout the gym.
11) The major goal of physical education programs is to
A) involve students in physical activity.
B) use physical activity to develop affective and cognitive goals.
C) develop a physically active lifestyle.
D) provide a fun experience for students.
12) What best characterizes a reflective teacher?
A) A teacher who plans lessons in great detail.
B) A teacher who attends a lot of professional meetings.
C) A teacher who organizes a class well.
D) A teacher who learns and grows from their experience.
13) The national content standards
A) describe what students should know and be able to do.
B) include affective, cognitive, and psychomotor goals.
C) include five major goals.
D) all of these are true.
Which of the following is a content behavior?
E) The teacher asks students to sit next to a partner.
F) The teacher describes how a skill is to be done.
G) The teacher asks students to hold their equipment while he is talking.
H) The teacher checks attendance.
, 14) Affective goals in physical education
A) can be taught directly.
B) can be taught with the process of teaching the teacher selects.
C) are highly related to developing a physically active lifestyle.
D) all of the above.
15) Pre-lesson routines
A) are not as elaborate in the secondary school.
B) occur in the locker room.
C) are not as elaborate in the elementary school.
D) should not allow students to participate in activity before the actual lesson begins.
16) Assessment of student performance
A) should take place throughout the lessons of a unit.
B) should occur at the end of a unit.
C) can be done with peers.
D) all of the above.
17) Which of the following is a good way to insure on-task behavior?
A) design tasks so that all students can be successful.
B) don't allow students who can't get along to work with each other.
C) let students who don't want to participate sit out.
D) all of the above.
18) Instructional objectives
A) describe the overall goals of a program.
B) describe what students should achieve in a lesson.
C) should always be psychomotor.
D) all of the above.
Teaching Physical Education for Learning 2025 Release Judith E. Rink
Chapters 1-14 Answers are at the End of Each Chapter
Chapter 1
1) The unique contribution of physical education to the education of the student is:
A) psychomotor outcomes.
B) cognitive outcomes.
C) affective outcomes.
D) none of these.
2) An objective that asks students to understand why they should step forward on the opposite
foot in throwing pattern is:
A) an affective objective.
B) a cognitive objective.
C) a psychomotor objective.
D) a combination of all of these.
3) An objective that asks students to work cooperatively with their partner is:
A) an affective objective.
B) a cognitive objective.
C) a psychomotor objective.
D) a combination of all of these.
4) A major problem in the design of physical education curriculums is
A) not enough sport activities.
B) too much fitness.
C) unrealistic goals.
D) lack of variety of activity.
The most important instructional unit of analysis in physical education is
, E) teacher feedback and student response.
F) the way teachers organize lessons.
G) the teacher task and the student response to that task.
H) the tasks teachers give students.
5) Pre-lesson and post-lesson routines in instruction occur
A) when the teacher plans and evaluates lessons.
B) before and just after the lesson content.
C) when students have finished working on a task.
D) from the moment students begin class to the moment class ends.
6) Which of the following behaviors is not a management behavior?
A) The teacher asks students to put their equipment in the right position to be put away.
B) The teacher lines students up for a skill practice.
C) The teacher asks students for their attention.
D) The teacher describes how to perform a skill.
7) Content development is related to
A) the relationship between tasks in a lesson.
B) the development of a positive attitude toward lesson content.
C) the relationship of teacher feedback to lesson objectives.
D) the ability of the teacher to maintain on-task behavior.
8) Which of the following experiences would not be consistent with the four criteria for a
learning experience in physical education?
A) A ninth grade game of Whiffle ball.
B) Tossing and catching with early elementary aged students.
C) Four v. four soccer with seventh graders.
D) A classroom fitness lesson with high school juniors.
,9) Which of the following statements is true?
A) Teachers are free to teach the way they want depending on their personality.
B) Teachers can perform teaching functions in many different ways.
C) Good teaching cannot be evaluated.
D) Specific teaching behaviors cannot be evaluated.
10) Which of the following is not a management behavior?
A) The teacher explains what the lesson content will be for the day.
B) The teacher divides the class up into four groups.
C) The teacher asks students to work more quietly.
D) The teacher arranges the equipment in four piles throughout the gym.
11) The major goal of physical education programs is to
A) involve students in physical activity.
B) use physical activity to develop affective and cognitive goals.
C) develop a physically active lifestyle.
D) provide a fun experience for students.
12) What best characterizes a reflective teacher?
A) A teacher who plans lessons in great detail.
B) A teacher who attends a lot of professional meetings.
C) A teacher who organizes a class well.
D) A teacher who learns and grows from their experience.
13) The national content standards
A) describe what students should know and be able to do.
B) include affective, cognitive, and psychomotor goals.
C) include five major goals.
D) all of these are true.
Which of the following is a content behavior?
E) The teacher asks students to sit next to a partner.
F) The teacher describes how a skill is to be done.
G) The teacher asks students to hold their equipment while he is talking.
H) The teacher checks attendance.
, 14) Affective goals in physical education
A) can be taught directly.
B) can be taught with the process of teaching the teacher selects.
C) are highly related to developing a physically active lifestyle.
D) all of the above.
15) Pre-lesson routines
A) are not as elaborate in the secondary school.
B) occur in the locker room.
C) are not as elaborate in the elementary school.
D) should not allow students to participate in activity before the actual lesson begins.
16) Assessment of student performance
A) should take place throughout the lessons of a unit.
B) should occur at the end of a unit.
C) can be done with peers.
D) all of the above.
17) Which of the following is a good way to insure on-task behavior?
A) design tasks so that all students can be successful.
B) don't allow students who can't get along to work with each other.
C) let students who don't want to participate sit out.
D) all of the above.
18) Instructional objectives
A) describe the overall goals of a program.
B) describe what students should achieve in a lesson.
C) should always be psychomotor.
D) all of the above.
