Field 213: Physical Education

Sample Multiple-Choice Questions

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Each multiple-choice question has four answer choices. Read each question and its answer
choices carefully and choose the ONE best answer.

During the test you should try to answer all questions. Even if you are unsure of an answer, it is
better to guess than not to answer a question at all. You will NOT be penalized for choosing an
incorrect response.

Objective 0001
Understand principles and critical elements of motor development and motor learning.

1. Evidence-based educational research suggests that children who may be reluctant to display
underdeveloped motor skills may repeatedly opt out of group physical activities requiring motor
competence, which creates a proficiency barrier to their participation in complex movement
activities. According to research, when this type of behavior persists in childhood, it tends to
result in:

1. a progression of learned helplessness affecting all academic areas.

2. an increased risk of becoming overweight or obese.

3. a reduced receptiveness to social and emotional learning approaches.

4. a limited ability to learn tactical strategies for games.

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Objective 0002
Understand movement concepts, movement patterns, and biomechanical principles.

2. Unlike the biomechanics involved in swinging a baseball bat, the biomechanics involved in
swinging a golf club or a field hockey stick include:

1. a sidearm striking motion in a horizontal plane.

2. little or no rotation of the hips and shoulders.

3. an underhand striking motion in a vertical plane.

4. a side-to-target orientation with striking elbow up to start.

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Objective 0003
Understand principles and activities for developing students' locomotor, nonlocomotor, object
control, rhythmic, creative movement, and dance skills.

3. Which of the following techniques would be most effective in helping a student increase the
height of a vertical jump?

1. kicking the legs while in the air

2. swinging the arms overhead while in the air

 3. tucking the legs quickly after takeoff

4. extending the legs more quickly during takeoff

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Objective 0003
Understand principles and activities for developing students' locomotor, nonlocomotor, object
control, rhythmic, creative movement, and dance skills.

4. Use the photograph1link to footnote number 1 below to answer the question that follows.

In this photograph, a young female elementary school-age student poses in a static position on
the floor of a dance or exercise room. The student is dressed in shorts, T-shirt, socks, and
sneakers. The student is in a pose similar to the "crab" position, with the body lifted up, stomach
facing up, knees flexed at about a 90-degree angle, and both feet are flat on the floor supporting
the raised body. The student's right arm is extended down with the hand (closest to the camera)
palm-down on the floor. In contrast to a crab position in which both hands are on the floor, the
student's left arm is extended up and behind the student's head, and the fingers of the hand are
extended. In this crab-with-one-arm-extended pose, the student's upper torso and head are
angled toward the camera, and the student is looking at the camera.

In this activity, the student is performing:

1. a two-part balance that promotes knee and shoulder flexibility.

2. an agility exercise that promotes awareness of pathways.

3. a three-part balance that promotes upper body and core strength.

4. a ballistic stretching exercise that promotes awareness of direction.

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Objective 0004
Understand techniques, skill progressions, activities, organizational strategies, basic rules,
etiquette, equipment, and safety practices for individual, dual, and team sports.

5. Which of the following sequences of instructional cues is most appropriate for teaching the
underhand throw to kindergarten physical education students?

1. Eyes forward
Face target
Point and throw
Step through

2. Face target
Make a T
Wrist back
Snap and step through

3. Ready position
Arm back
Step and throw
Follow through

4. Side to target
Rock back
Step/throw/point
Follow through

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Objective 0005
Understand techniques, skill progressions, organizational strategies, basic rules, etiquette,
equipment, and safety practices for lifelong sports, recreational activities, outdoor pursuits,
and cooperative and group activities.

6. The primary rationale for including activities such as kayaking, indoor rock wall traversing, and
ropes challenge courses in a physical education curriculum is that the activities are particularly
effective for helping students:

1. become aware of the importance of the proper use of safety equipment.

2. experience authentic physically demanding activities.

3. show respect for Leave No Trace principles as they enjoy spending time outdoors.

4. develop self-confidence as they challenge their own perceptions of competency.

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Objective 0006
Understand physiology concepts related to physical activity and health, and principles and
components of health-related fitness.

7. An elementary school physical education teacher asks students to pair up and walk around
the school athletic field. The teacher challenges the students to increase their speed just until it
is difficult for them to talk to their partner without becoming breathless. This kind of activity
would be most effective in developing student awareness of which of the following fitness
principles?
 1. frequency

2. intensity

3. time

4. type

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Objective 0006
Understand physiology concepts related to physical activity and health, and principles and
components of health-related fitness.

8. In comparison to an individual who is sedentary, an individual who is physically active is likely

to experience which of the following muscular system adaptations?

1. a reduced need to maintain the oxidative capacity of muscles

2. a cessation in the need to store glycogen in muscle fibers for later energy needs

3. an increase in the formation of lactic acid surrounding muscle tissues

4. an enhanced ability to use fat as energy for muscle actions

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Objective 0007
Understand principles and activities for developing and maintaining healthy levels of
cardiorespiratory endurance.

9. Which of the following statements accurately explains why an individual's resting heart rate
decreases in response to a program of regular aerobic activity?

1. Stroke volume increases because the heart contracts more strongly.

2. Oxygen demand decreases because body weight decreases.

3. Cardiac output increases because cardiac neural conduction improves.

4. Oxygen debt is cleared more rapidly because of increased vascularity.

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Objective 0008
Understand principles and activities for developing and maintaining muscular strength and
endurance and joint flexibility.

10. Use the photograph2link to footnote number 2 below to answer the question that follows.
In this photograph, a group of six elementary school-age students stand in a spread-out
formation in a physical education setting, facing the camera. The students, dressed in T-shirts
and shorts, are performing the same static stretch: an overhead-arms side stretch, or standing
overhead-reach side bend. The students stand with their weight evenly distributed between
both feet. Their arms are extended overhead, and their heads are between their arms. The
students' hands are clasped above their heads; two of the six students' clasped hands are palms-
up with intertwined fingers. In this position, all of the students are bending laterally from the
waist, thereby stretching their upper bodies to their right (camera left).

The students in this physical education class are demonstrating an exercise designed to improve
the flexibility of the triceps and which other muscle groups in particular?

1. pectoralis major and minor

2. deltoid, latissimus dorsi, and trapezius

3. psoas minor (iliacus) and psoas major

4. rhomboid, erector spinae, and rectus abdominis

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Objective 0009
Understand principles of nutrition and activities for developing and maintaining healthy levels
of body composition.

11. In a middle school physical education class, students will be analyzing their eating and
physical activity patterns, evaluating their fitness needs, and developing an individualized
wellness plan. Which of the following introductory activities would be most useful to carry out
with students prior to the project?

1. demonstrating and describing how to use various methods of calculating body

composition, including the use of body mass index tables

2. suggesting that students use commercial computerized dietary analysis software to help
identify average daily caloric intakes, expenditures, and general eating patterns
 3. guiding students through a review of Web sites associated with popular fitness plans to
compare and contrast nutritional and physical activity strategies for improving fitness
and weight management

4. familiarizing students with widely accepted recommendations related to nutrition and

physical activity for their age group and tools and resources they can use to estimate
and track caloric intake and expenditure

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Objective 0010
Understand how students learn and develop physically, cognitively, socially, and emotionally.

12. Which of the following statements accurately describes how children's progress in motor
skill development is influenced by growth and developmental factors?

1. Progress in motor skill development and performance is most closely related to greater
mechanical efficiency in respiration and circulation as the lungs and heart mature.

2. Motor skill development follows predictable patterns, but individual variations in motor
skills occur and are influenced by heredity, living environments, and physical activity
opportunities.

3. Like physical growth, progress in motor skill development is largely related to

chronological age; children of the same age tend to perform most motor skills with the
same level of competence.

4. Progress in motor skill development proceeds on pace with physical development; as

children grow and physically mature, their motor skill performance improves regardless
of environments, opportunities, and other influences.

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Objective 0011
Understand the role of physical activity in the development of positive personal and social
attitudes and behaviors.

13. During an outdoor activity, elementary school students use a parachute to make "tidal
waves." Students stand in a circle and grip the parachute with both hands, then manipulate it to
make a dome. The physical education teacher pushes the parachute clockwise. The student to
the teacher's left pushes the parachute clockwise, then the next student pushes it clockwise,
and so on, until a wave or bubble under the parachute begins to circulate. Which of the
following outcomes is likely to be the most significant benefit of involving students in this type
of activity?

1. promoting rhythmic movement and teamwork skills such as cooperation and mutual
support

2. fostering leadership abilities such as goal setting and negotiating

3. providing students with initial practice in using a variety of complex gross-motor skills in
a group setting

4. encouraging students to explore self-space and general space and distinguish between
the two

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Objective 0012
Understand the role of physical education in the development of critical-thinking, goal-setting,
problem-solving, decision-making, and conflict-resolution skills.

14. Middle school physical education students have completed personal fitness assessments and
know which health-related fitness component they should work on improving. The teacher asks
each student to write down an individual fitness goal and three possible ways to reach the goal.
The primary benefit of this activity, as opposed to setting goals for the entire class, is that it:

1. allows students the opportunity to focus on an area of personal strength.

2. minimizes student resistance to participation in efforts to improve fitness.

3. gives students greater responsibility for their own learning and fitness.

4. maintains the privacy of each student in developing and pursuing fitness goals.

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Objective 0013
Understand principles and methods of instructional management and motivation in physical
education settings.

15. A student trips over a piece of equipment during physical education class and lacerates a
forearm, causing moderate bleeding. After putting on gloves, which of the following steps
should the teacher take first in this situation?

1. treating the student for shock and having someone call 911 9 1 1

2. applying a splint to stabilize the arm and calling for the school nurse

3. applying a clean bandage and direct pressure to the wound while the student elevates
the arm

4. pressing firmly on the arterial pressure point on the student's upper arm while the
student lies flat

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Objective 0014
Understand physical education curriculum development and evaluation of physical education
programs.

16. Which of the following concepts is central to the Whole School, Whole Community, Whole
Child (WSCC) approach in the fields of health and physical education?

1. the belief that students can reason and make decisions using health- and fitness-related
concepts to make decisions only when they acquire the prerequisite functional health
knowledge and life skills

2. an emphasis on the connections between students' health and well-being and

educational achievement, and an integrated ecological system that supports these
connections in students' daily lives

3. the theory that social and emotional learning is the basis for skills-based health
education and that health- and fitness-related learning occurs primarily through
opportunities to watch and imitate others
 4. the premise that students will achieve optimal health- and fitness-related behavior
change only when they successfully overcome perceived barriers to health and fitness
within themselves

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Objective 0015
Understand how to plan, develop, and implement developmentally appropriate instructional
strategies in the physical education program.

17. A physical education teacher works with a population of students in grades 4–6 whose
learning styles vary widely. The teacher would like to incorporate principles of universal design
for learning (UDL). Which of the following approaches best illustrates an appropriate use of
these principles for teaching elementary students?

1. planning instructional activities that offer students choices and variety in equipment,
flexible grouping strategies, and multiple ways to demonstrate knowledge and skills

2. using physical education standards that are one grade above the target grade level as
the basis for instructional planning to ensure that all the students experience success

3. involving students in theme-based units that integrate physical education with other
subject areas such as art, history, physical science, music, and mathematics

4. addressing visual and auditory modalities of learning in instruction so that instruction is

streamlined as students grow accustomed to the two forms of presentation

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Objective 0016
Understand the use of formative and summative assessment strategies to evaluate students'
learning and progress in the physical education program.

18. At the end of a secondary volleyball unit, a physical education teacher plans to administer a
written quiz to seventh-grade students. The instructions and questions from the quiz are shown
below.

 Describe or draw a volleyball court with player positions indicated.

 Explain the following volleyball skills: serve, set, pass, spike, block, and dig.

 How do you execute these skills? When or why would you use them?

This quiz would be most appropriately used to evaluate students':

1. potential ability to transfer the tactical skills from volleyball to other net/wall sports.

2. understanding of volleyball at the application and analysis level of cognitive complexity.

3. intrinsic enjoyment of the volleyball unit and degree of interest in repeating such a unit.

4. psychomotor readiness to transfer volleyball game skills to interscholastic or

extracurricular play.

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Objective 0017
Understand legal, professional, and ethical issues and responsibilities in physical education.
19. Which of the following guidelines would be most appropriately used in a middle school
physical education program to help protect teachers against potential charges of negligence or
liability that could arise if a student was injured in class?

1. allowing students to choose physical education activities through a class consensus

process 30 percent of the time as long as activities are reasonable to conduct in the
available physical space

2. planning and selecting physical education activities based on teachers' areas of

familiarity and individual expertise in order to ensure the safety of students and the
efficient functioning of the physical education environment

3. introducing students to a wide variety of complex motor skills in game-like settings and
encouraging students to hone in on one or two dual or team sports in which to
specialize

4. planning, selecting, and implementing physical education activities according to a

documented progression of motor skill development and readiness and developmental
levels of students

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Objective 0018
Understand principles and procedures for effective advocacy, communication, and
collaboration in the physical education program.

20. As the start of the school year nears, a new physical education teacher notes that a middle
school global games unit will include the southeast Asian game sepak takraw and the Canadian
game kin-ball. The teacher is unfamiliar with both games. Which of the following strategies is
likely to be most appropriate for the teacher to use prior to teaching the global games unit?

1. researching the objectives, rules, and modified versions of the games, and reaching out
to colleagues who may have taught or become familiar with the games

2. planning to assign researching the games to students at the beginning of the year in
order to spark their interest in the games prior to the global games unit

3. researching information on international competitions involving the two games and

incorporating the information into an introductory lecture on global games

4. planning to use the first class of the global games unit to discuss the games with
students and identify students who are familiar with the games or who would make
good peer teachers

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Acknowledgments
1
footnote number 1 Africa Studio. Cute African American girl in dance studio. Credit Line: Africa
Studio. Shutterstock. Copyright Notice: © Africa Studio.
2
footnote number 2 Wavebreak Media Ltd. Happy students stretching out together at
elementary school. Credit Line: Wavebreak Media Ltd. 123rf.com. Copyright Notice: ©
Wavebreak Media Ltd.

Copyright © 2020 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evaluation Systems, Pearson, 300 Venture Way, Hadley, MA 01035
Physical Education (PE) - Frequently Asked Questions

General Questions

1. Why do we include PE in the school curriculum?

PE is an essential learning experience. It is an important part of whole person

development and "educates students through physical activities". PE helps students

pursue an active and healthy lifestyle, develops generic skills, and nurtures positive

values and attitudes. It educates students to be responsible citizens and contributing

members of the society.

2. Will PE be undermined in the new senior secondary curriculum?

No.

PE (i.e. “Other Learning Experience – Physical Development”) accounts for at least 5%

of the lesson time in the new senior secondary curriculum. Furthermore, students may

elect to study for PE(HKDSE) to develop a good foundation for further studies and

career advancement.

3. What are the differences between PE and sport?

PE helps students develop related skills, knowledge and attitudes for leading and

enjoying an active and healthy lifestyle; as well as confidence and competence through

facing challenges in a wide range of activities. The six strands in the PE curriculum

are: Motor and Sports Skills, Health and Fitness, Sport-related Values and Attitudes,

Knowledge and Practice of Safety, Knowledge of Movement, Aesthetic Sensitivity.

Sport refers to an institutionalised game. Through sport participation, students can

understand and develop many core values such as national identity, perseverance,

commitment, responsibility, respect to others, love and care, integrity, collaboration,

solidarity, fair play, etc. Sport is an important medium for the implementation of PE.

Curriculum Framework

1. Do the six strands of PE share equal weight in the learning and teaching of PE

activity?

The six strands are inextricably intertwined. However, teachers must bear in mind the
three overriding principles (i.e. Physical activity is central; acquisition of physical skills

is major; and enhancing student physical fitness is vitally important) and appropriately

schedule progress of study, design learning and teaching approaches, and use lesson

time. Teachers should, through fitting in the learning of physical skills as far as

possible, grasp opportunities to introduce related concepts and theories, or conduct

enquiry activities.

2. How does the teaching of generic skills as well as values and attitudes take

place in PE lessons?

Physically active is the central aim of PE. The development of generic skills and

positive attitudes, such as communication skills, critical thinking skills, creativity skills,

collaboration skills, responsibility, respect for others, commitment, perseverance etc.,

is embedded in the learning and teaching of different activities. The time for briefing

and debriefing of activities are good opportunities in infusing these qualities.

3. Does the PE assessment focus only on summative assessment?

Both formative and summative assessments are important as they serve different

functions. In fact, assessment is an integral part of learning and teaching. It aims to

enhance student learning.

Curriculum Implementation

1. Are co-curricular physical activities to train school teams and for trophies only?

Co-curricular physical activity is an extension of PE lesson. It aims to provide

opportunities for students to refine their skills, enjoy physical activities, and develop

potentials.

2. How to enrich students’ learning experience in PE?

 Expose students to a diversity of physical activities through PE lessons. This

enables them to recognise and develop their potentials and interests;

 Through interest groups and school team trainings, enable students to receive

systematic and professional training in selected sports outside regular classroom

and participate in inter-schools sports competitions;

 Refer students with exceptional sporting potentials or performance to related

organisations where they would receive further professional training and be

prepared to become elite athletes; and

 Utilise community resources such as the free-use scheme and concession rates

of the sports facilities of Leisure and Cultural Services Department for the

learning and teaching of PE.

Support measures

1. What are the support measures for PE teachers?

Below are some examples:

 Develop learning and teaching resources such as “An Introductory Guide to

Fundamental Movement”, “Physical Education Learning Outcome Framework”,

etc;

 Organise professional development programmes such as “Summer School for PE

Teachers”, “Induction Programme for New PE teachers and New PE Panel

Heads”, “Seminar for Curriculum Leaders”, etc; and

 Through web page of the PE Key Learning Area, disseminates subject specific

information.

2. How to create space for PE teachers?

To create space for PE teachers, schools should wisely use various sources such as

Capacity Enhancement Grant, Quality Education Fund and School Sports Programme,

etc, to acquire teaching resources and professional support.