Deck 4: Curriculum Development and Improving Instructional Effectiveness

Question 1

The scope of the program defines the skills and activities to be covered on a year-to-year basis.

Answer 1

False

Question 2

Balance in a curriculum ensures that all objectives in the program receive adequate coverage.

Answer 2

True

Question 3

The curriculum should reflect progression vertically (between developmental levels) and horizontally (within each level and within each activity).

Answer 3

True

Question 4

Basic urges of children are affected by heredity or environmental influences.

Question 5

Often the benefits of cooperation outweigh the gains from peer competition.

Question 6

Changes in affective behaviors occur more quickly than do changes in psychomotor or cognitive behaviors.

Question 7

Fun or teacher enjoyment is the major criterion when selecting activities for the curriculum.

Question 8

Children at Developmental Level II are noisy, egocentric, developing hand-eye coordination, wanting attention, and refining muscle coordination.

Question 9

The cognitive domain develops feelings, attitudes, and values.

Question 10

Physical educators who place the highest priority on subject matter mastery focus instruction and curricula on lifetime sport skills and nontraditional activities such as cooperative games.

Question 11

The initial step in curriculum design is defining a philosophy of physical education.

Question 12

Physical education must be largely an instructional program if it is to acquire a full partnership in the child's overall education.

Question 13

The focus of the cognitive domain for physical education is knowing rules, health information, and safety procedures.

Question 14

The affective domain deals with feelings, attitudes, and values.

Question 15

An important step in creating a quality program is reviewing and monitoring the scope, sequence, and balance of the curriculum.

Question 16

Most curricula are put together by an individual teacher.

Question 17

The support of school administrators has a significant impact on the curriculum.

Question 18

Long units of instruction are good for students who dislike the activity.

Question 19

Placing activities in developmental levels offers activities that are appropriate for all youngsters.

Question 20

The urges of children represent broad traits that are typical of children regardless of age and are unaffected by developmental maturity.

Question 21

There are seven levels in psychomotor taxonomy and progresses according to developmental levels of learners.

Question 22

Scheduling all Developmental Level II children within a particular block of time is recommended.

Question 23

Parents have no influence on the activity interests and habits of their children.

Question 24

Having one piece of equipment per child is necessary to learn at an optimum rate.

Question 25

The physical education curriculum helps youngsters develop lifelong physical activity habits.

Question 26

The elementary school years are a time of experimentation with movement possibilities.

Question 27

The primary focus of the curriculum is promoting physical fitness and applying motor skills.

Question 28

The Physical Education Curriculum Analysis Tool (PECAT) evaluates the curriculum and provides lesson plans.

Question 29

Which of the following instruments evaluates physical education programs?

A) Physical Education Teacher Assessment Instrument
B) System for Observing Fitness Instruction Time
C) Physical Education Program Analysis Tool
D) Physical Education Curriculum Analysis Tool

Question 30

Which of the following is NOT an advantage of weekly unit plans?

A) One comprehensive plan is good for a week.
B) Less orientation instruction is needed after the first day.
C) They decrease the confusion of too many lessons.
D) The progression and learning sequences are manageable.

Question 31

Rhythmic activities can be used to:

A) emphasize the natural rhythm in all physical activity.
B) teach children how to count musical beats.
C) perform dances.
D) achieve higher levels of coordination.

Question 32

A child-centered physical education curriculum supports:

A) children's natural urges.
B) children's competitive sports performance.
C) teachers' interest levels.
D) teachers' academic freedom.

Question 33

Content standards determine all of the following EXCEPT:

A) what students should know and be able to do.
B) student grades.
C) the direction of the program.
D) the criteria used to select activities.

Question 34

Behavioral objectives contain all of the following key characteristics EXCEPT:

A) A desired behavior that is observable.
B) A behavior that is measurable.
C) A rubric for determining grades.
D) A criterion for success that can be measured.

Question 35

All of the following are important factors to consider for scheduling EXCEPT:

A) length of time scheduled for physical education classes.
B) number of days per week.
C) impact of scheduling on curriculum development.
D) physical education teacher's coaching responsibilities and timeframe.

Question 36

Which of the following is NOT part of a balanced curriculum?

A) fundamental skills
B) offensive and defensive strategies
C) sports skills
D) rhythms and dance

Question 37

A balance of activities from lifetime activities, team sports, rhythmic activities, personal fitness, recreational activities and low organized games can be arranged to make a:

A) personal curriculum.
B) multi-activity curriculum.
C) movement education curriculum.
D) sport education curriculum.

Question 38

The ordering of the program that clearly defines the skills and learning experiences to be implemented on a year-to-year basis refers to:

A) scope.
B) sequence.
C) balance.
D) value orientations.

Question 39

Scope of the curriculum refers to:

A) the yearly content.
B) vertical articulation.
C) developmental levels.
D) allotting a percentage of time to program areas.

Question 40

The majority of activities for Developmental Level I children focus on:

A) cooperative activities.
B) specialized skills and sport activities.
C) apparatus, stunts, and tumbling.
D) movement concepts through theme development.

Question 41

Which is NOT a basic urge of children?

A) the urge to cooperate
B) the urge for creative satisfaction
C) the urge for rhythmic expression
D) the urge to be inactive

Question 42

Knowledge, comprehension, application, and analysis are areas included in the:

A) affective domain.
B) psychomotor domain.
C) cognitive domain.
D) conceptual framework.

Question 43

The initial step in curriculum design is to:

A) define goals.
B) define objectives.
C) organize a curriculum committee.
D) define a philosophy of physical education.

Question 44

Which environmental factor does NOT affect curriculum development?

A) administrators
B) the community
C) facilities and equipment
D) the teacher's interest

Question 45

The emphasis of Developmental Level II is:

A) fitness routines and activities.
B) fundamental and manipulative motor skills.
C) sport skills.
D) muscle strength.

Question 46

Planning for articulation of program material throughout elementary, middle, and secondary school programs is:

A) yearly continuity.
B) scope or horizontal articulation.
C) sequence or vertical articulation.
D) balance.

Question 47

What does balance in curriculum planning mean?

A) Offering depth in many sport-related skills.
B) Offering a broad scope of programs.
C) Offering basic skills before complex skills.
D) Including offerings from many different categories of interests.

Question 48

Explaining rules and regulations of a game as well as strategies to succeed is related to which domain?

A) psychomotor
B) cognitive
C) affective
D) neuromuscular

Question 49

Which developmental level activities place more emphasis on specialized skills and sport activities?

A) Developmental Level I
B) Developmental Level II
C) Developmental Level III
D) Developmental Level IV

Question 50

Why is it important to define a philosophy when designing a quality physical education curriculum?

Question 51

What areas should be considered when developing child-centered activities for a physical education curriculum?

Question 52

Why should physical education teachers know and understand the common urges among children?

Question 53

Define scope and sequence of the curriculum.