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Descriptive Statements:
- Demonstrate knowledge of how to promote understanding of fundamental movement concepts related to body awareness, spatial awareness, force, direction, time, level, pathway, energy, and speed.
- Recognize biomechanical principles related to motion, stability and balance, center of gravity, force production and absorption, buoyancy, rotation, torque, speed, accuracy, acceleration, equilibrium, and velocity.
- Apply knowledge of biomechanical principles in the context of various movement activities and individual body mechanics for safe and efficient movement.
- Identify characteristics and critical elements of locomotor skills.
- Identify characteristics and critical elements of nonlocomotor skills.
- Identify characteristics and critical elements of object control/manipulative skills.
- Demonstrate knowledge of principles and activities for developing locomotor, nonlocomotor, and object control/manipulative skills and for using these skills in combination.
Sample Item:
During a soccer unit, a physical education teacher provides cues to promote students' efficiency in skill execution. For example, for passes, the teacher reminds students to place their nonkicking foot alongside the ball with toes pointed at the target to help create velocity in the kicking foot and improve accuracy. To increase the distance of throw-ins, the teacher tells students to bring the ball back behind their heads with elbows bent, and then flex their trunk and extend their arms forcefully and directly overhead on the release. This approach is most closely aligned with which of the following national standards for physical education?
- Achieves and maintains a health-enhancing level of physical fitness.
- Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
- Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to apply knowledge of movement concepts and biomechanical principles in the context of movement activities. In this scenario, the physical education teacher demonstrates how to integrate Standard 2 of the National Standards for Physical Education, "Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities," into an instructional activity. By pointing out how to use body mechanics to improve velocity and accuracy in passing and distance in throw-ins in soccer, the teacher illustrates for students how knowledge of biomechanical concepts and movement principles can be used to develop efficiency in skill execution.
Descriptive Statements:
- Demonstrate knowledge of rules, activities, skills, strategies, etiquette, types and uses of equipment, organizational strategies, and safety practices for sports and recreational activities.
- Identify critical elements, techniques, and proper form for executing a variety of movements in fundamental and complex sports skills.
- Distinguish between sports and recreational activities appropriate for various purposes and developmental levels.
- Identify strategies for helping individuals overcome barriers to participation in sports and recreational activities and for modifying activities to promote maximum participation and inclusion.
- Recognize the benefits of lifelong participation in sports and recreational activities.
Sample Item:
In a game of volleyball, a "bump" or forearm pass is the most appropriate technique to use to:
- spike the ball over the net.
- play a ball that arrives low and with force.
- receive a ball off of the net.
- return a ball that arrives at chest height or higher.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to identify techniques for executing complex sport skills. In volleyball, a forearm pass, or "bump," is recommended for playing a ball that arrives with force below chest level and is often used to receive serves and spikes. In the forearm pass, a player extends the arms in front of the body and joins hands, keeping hands and wrists together. The elbows rotate in so that the widest portion of each forearm faces upward. The elbows are locked on contact and the ball is contacted between the wrists and elbows.
Descriptive Statements:
- Recognize elements of rhythm; types of rhythmic movement activities; and skills and strategies for integrating locomotor patterns, nonlocomotor skills, and transitions into rhythmic movement.
- Recognize principles, techniques, elements, sequences, activities, organizational strategies, safety practices, and types of music for promoting development of creative movement and dance skills.
- Demonstrate knowledge of principles, techniques, skills, activities, organizational strategies, safety practices, and equipment for promoting development of stunts, tumbling, and educational gymnastics skills.
- Apply knowledge of rules, techniques, skills, activities, types and uses of equipment, safety practices, and organizational strategies for cooperative games and group challenges.
- Demonstrate knowledge of principles, techniques, skills, activities, organizational strategies, safety practices, and equipment for adventure activities.
- Recognize the benefits of participation in rhythmic and dance activities; stunts, tumbling, and educational gymnastics; and cooperative, group, and adventure activities.
- Identify strategies for helping individuals overcome barriers to participation in dance; educational gymnastics; and cooperative, group, and adventure activities and for modifying activities to promote maximum participation and inclusion.
Sample Item:
Parachute play contributes to the development of skills important for dance by encouraging students to focus on:
- visual clues for recognizing a rhythm.
- shaping movement to mirror shapes created by others.
- the ways in which movement can express an idea.
- coordinating movement timing with the movement of others.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to recognize activities that promote development of rhythmic movement and dance skills. In parachute play, students manipulate a nylon parachute as a group, lifting and lowering it to make ripples and domes, and moving clockwise and counterclockwise in a circle while keeping it inflated. These activities, especially when accompanied by counting or a musical cadence, promote students' ability to move in unison and to coordinate the timing and flow of their movements with the movements of others. These skills are transferable to many forms of dance, including line and social dance, which require participants to move to a rhythm in a synchronized way with others.
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