CSET: Physical Education Subtest 3
Exam Questions And Correct Answers.
Proprioception - Answer -Body awareness
-The sense of being aware of movement in different parts of the body
-Helps children maintain a sense of personal boundaries, develop patterns of movement through space,
understand the concept of shape, and sustain a sense of balance
Body awareness exercises - Answer -Shape
-Balance
-Quality
-Space
-Exploring
Body awareness exercises: Shape - Answer Instruction in concepts of how the body can form different
shapes
Examples:
-"Allow your body to form different shapes, wide or tall"
-"Stand like a pole"
Body awareness exercises: Balance - Answer Instruction in concepts of balance in the body
Examples:
-"Balance on one foot"
-"Balance on your hands while stretching your body"
-"Form a tripod with your body"
,Body awareness exercises: Quality - Answer Instruction in the concepts of speed, contrast, force and
relaxation
Examples:
-"How fast or how slow can you move?"
-"Tense one part of your body and then relax another part of your body"
Body awareness exercises: Space - Answer Instruction in concepts of sharing space with others
Examples:
-"Run in a zigzag fashion without bumping into others"
-"Point to a spot and see if you can run straight toward it, touch it, and run back without touching
someone else"
-"Do warm-up exercises one arm's length apart"
Body awareness exercises: Exploring - Answer Instruction in the concepts of moving over, under,
around, and through, and leading with certain body parts
Examples:
-"Make a bridge with a partner and then have a third person go under the bridge"
-"Lead with your head when walking"
Early grades - Answer -Teachers help students become aware of space, basic movement, effort, and
cooperative activities
-Students are expected to make smooth transitions between sequential locomotor skills
-Activities should be noncompetitive
Upper elementary and middle grades - Answer -The fundamental movement skills developed earlier
are applied as activity-specific motor skills in a wide variety of settings
-Classroom objectives are to increase competency in building motor control, motor skills, and movement
patterns already established and refined in earlier grades
, -Students are expected to demonstrate more complex skills combining locomotor and manipulation skills
(e.g. dribbling a basketball)
-Activities should be related to sports
Locomotor skills - Answer -Basic movement skills that are performed in different directions and at
different speeds
-Dynamic movements that propel the body upward, forward, or backward
-Foundation of gross motor coordination, involving large and small muscle movements
-Jumping
-Skipping
-Galloping
-Sliding
Locomotor skills: Jumping - Answer -Jumping creates activity-specific muscle strength and agility
-Jumping requires the body to leap with both feet and to land with both feet
---Arms can be used to create an upward momentum and then to create a downward motion that helps
balance the landing
---Knees bend at the landing to act as shock absorbers
---The order of impact is usually the balls of the feet followed by heels
---Ask children to "jump and touch the ceiling"
-Jumping incorporated into primary-grade activities helps children create patterns (e.g. jumping like a
kangaroo, a frog, and a rabbit)
-Jumping incorporated into upper-level grades can be used in combination with sports and athletic
activities (e.g. warm-up activities, gymnastics, basketball, etc.)
Locomotor skills: Skipping - Answer -Skipping is a series of step-hops completed with alternate feet
-Primary school children love to skip
---To help them learn to skip, have them take a small step and a small hop on the same foot and then ask
them to shift to the other foot
---Set a goal of smoothness and rhythm, rather than speed and distance
Exam Questions And Correct Answers.
Proprioception - Answer -Body awareness
-The sense of being aware of movement in different parts of the body
-Helps children maintain a sense of personal boundaries, develop patterns of movement through space,
understand the concept of shape, and sustain a sense of balance
Body awareness exercises - Answer -Shape
-Balance
-Quality
-Space
-Exploring
Body awareness exercises: Shape - Answer Instruction in concepts of how the body can form different
shapes
Examples:
-"Allow your body to form different shapes, wide or tall"
-"Stand like a pole"
Body awareness exercises: Balance - Answer Instruction in concepts of balance in the body
Examples:
-"Balance on one foot"
-"Balance on your hands while stretching your body"
-"Form a tripod with your body"
,Body awareness exercises: Quality - Answer Instruction in the concepts of speed, contrast, force and
relaxation
Examples:
-"How fast or how slow can you move?"
-"Tense one part of your body and then relax another part of your body"
Body awareness exercises: Space - Answer Instruction in concepts of sharing space with others
Examples:
-"Run in a zigzag fashion without bumping into others"
-"Point to a spot and see if you can run straight toward it, touch it, and run back without touching
someone else"
-"Do warm-up exercises one arm's length apart"
Body awareness exercises: Exploring - Answer Instruction in the concepts of moving over, under,
around, and through, and leading with certain body parts
Examples:
-"Make a bridge with a partner and then have a third person go under the bridge"
-"Lead with your head when walking"
Early grades - Answer -Teachers help students become aware of space, basic movement, effort, and
cooperative activities
-Students are expected to make smooth transitions between sequential locomotor skills
-Activities should be noncompetitive
Upper elementary and middle grades - Answer -The fundamental movement skills developed earlier
are applied as activity-specific motor skills in a wide variety of settings
-Classroom objectives are to increase competency in building motor control, motor skills, and movement
patterns already established and refined in earlier grades
, -Students are expected to demonstrate more complex skills combining locomotor and manipulation skills
(e.g. dribbling a basketball)
-Activities should be related to sports
Locomotor skills - Answer -Basic movement skills that are performed in different directions and at
different speeds
-Dynamic movements that propel the body upward, forward, or backward
-Foundation of gross motor coordination, involving large and small muscle movements
-Jumping
-Skipping
-Galloping
-Sliding
Locomotor skills: Jumping - Answer -Jumping creates activity-specific muscle strength and agility
-Jumping requires the body to leap with both feet and to land with both feet
---Arms can be used to create an upward momentum and then to create a downward motion that helps
balance the landing
---Knees bend at the landing to act as shock absorbers
---The order of impact is usually the balls of the feet followed by heels
---Ask children to "jump and touch the ceiling"
-Jumping incorporated into primary-grade activities helps children create patterns (e.g. jumping like a
kangaroo, a frog, and a rabbit)
-Jumping incorporated into upper-level grades can be used in combination with sports and athletic
activities (e.g. warm-up activities, gymnastics, basketball, etc.)
Locomotor skills: Skipping - Answer -Skipping is a series of step-hops completed with alternate feet
-Primary school children love to skip
---To help them learn to skip, have them take a small step and a small hop on the same foot and then ask
them to shift to the other foot
---Set a goal of smoothness and rhythm, rather than speed and distance
