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0090 Physical Education
Take the TAAG 14-item Sample Quiz.
The Physical Education test is designed for examinees who plan to teach physical education at
any grade level from kindergarten through grade 12.
| Test Name |
Physical Education |
| Test Code |
0090 |
| Number of Questions |
150 |
| Time |
2 hours |
| Format |
Multiple-choice questions |
|
Content Categories
|
Approximate Number of Questions
|
Approximate Percentage of Examination
|
| I. |
The Art of Human Movement
|
38 |
25 % |
| II. |
The Science of Human Movement
|
37 |
25 % |
| III. |
The Role of Physical Education As a Profession
|
15 |
10 % |
| IV. |
The Role of Physical Education Within the Total School Curriculum
|
15 |
10 % |
| V. |
Planning the Teaching/Learning Process
|
15 |
10 % |
| VI. |
Implementing the Teaching/Learning Process
|
15 |
10 % |
| VII. |
Evaluating the Teaching/Learning Process
|
15 |
10 % |
|
The 150 multiple-choice questions cover knowledge of human movement, physical education as a
profession, the role of physical education within the school curriculum, and implementing and
evaluating the teaching/learning process.
Generally, 70 percent of the questions measure knowledge and comprehension of basic concepts
and principles, and 30 percent measure higher-order thinking skills, such as application and
evaluation.
I. The Art of Human Movement
 | Fundamental motor skills/movement elements: fundamental skills approach versus movement
education; the goals of movement education; human movement content, such as dance, gymnastics,
and games; the movement elements of time, space, and force
|
| Games and sports: rules, strategies, and components of such common team sports as
softball, basketball, and volleyball; components of individual and dual activities, such as
aquatics, archery, badminton, golf, gymnastics, and tennis; the mechanical analysis of
specific common skills and movements, such as hitting and throwing; ball skills of imparting
spin, speed, force, and direction
|
| Outdoor leisure pursuits: recreational sports activities, wilderness sports/adventure
education, risk and liability
|
| Dance: basic skill components for folk, modern, square, and social dancing; instructional
and organizational techniques; goals of dance instruction
|
| Exercise and physical fitness: components of fitness, such as cardiovascular, muscular,
body composition, flexibility; evaluation of fitness; exercise prescription and fitness
programs, such as circuit training and weight training; nutrition and fitness; AAHPERD fitness
tests; health-related versus skill-related fitness; sports medicine and athletic training |
II. The Science of Human Movement
| Exercise physiology: history and terminology of exercise physiology; short- and long-term
effects of training; roles of the cardiovascular, respiratory, muscular, and nervous systems
in exercise; application of physiological principles to teaching and coaching
|
| Human anatomy: names, formation, and structure of muscles and bones; primary actions of
muscle groups; nervous system organization
|
| Mechanics of human movement: basic principles of movement, such as summation of forces and
center of gravity; methods of analyzing movement; analysis of basic movement patterns, such as
the overhand throw; application of mechanical principles to teaching and coaching
|
| History: development of physical education and sports in the United States, historical
background of contemporary programs, physical education in other countries
|
| Sociology: sports and other social institutions, sports and social class, sport and race,
sport and mobility, sport subcultures, cultural influences on participation in sport
|
| Psychology: motivation and arousal; personality factors, such as anxiety, that influence
performance; social factors, such as modeling, that influence performance; social interaction
concepts, such as aggression and group cohesion, as well as applications to teaching and
coaching
|
| Philosophy: nature of human movement philosophy; history of philosophy; application of
current philosophies to curriculum, teaching, and coaching
|
| Development: patterns of neural, physiological, psychological, perceptual, and cognitive
development across the life span; variables influencing motor development; influence of motor
development on performance; application of motor development concepts to teaching and learning
|
| Motor learning: classical and current theories of motor learning; variables, such as
feedback and mental practice, that affect learning and performance; effects of individual
differences, such as perception and attention, on learning and performance; application of
motor learning concepts to teaching and learning |
III. The Role of Physical Education As a Profession
| Social, political, economic, and educational forces on physical education: implications of
societal trends, such as changes in family structure; implications of political trends, such
as affirmative action, Title IX, and the Individuals with Disabilities Education Act; economic
forces, such as educational spending cuts
|
| Effects of physical education programs on individuals and society: improved quality of
life, opportunities for self-expression and self-realization; societal benefits, such as a
healthier population
|
| Philosophies of well-known physical educators both past and present: education through the
physical, the discipline movement, "play" education, movement analysis/movement education,
health-related fitness
|
| Philosophical implications of physical education programs: goals, scope, and program
components
|
| Sociological/psychological dynamics of physical education programs: development of
self-control, self-responsibility, self-esteem, sportsmanship, cooperation, commitment,
competition, and accountability
|
| Professional organizations: purposes of organizations; types, such as AAHPERD, ACSM,
SSDHPER, and PCPFS; research contributions |
IV. The Role of Physical Education Within the Total School Curriculum
| Physical education programs considered in the context of the total educational system:
aims of education; school organization; school personnel; taxonomies of educational
objectives; goals of physical education; organization of physical education programs; physical
education personnel; interrelationship of physical education, intramurals, and athletics;
extending physical education into the community
|
| Curriculum concepts and models: goals, general objectives, specific objectives; the
traditional multi-activity program model, the concept-based model, the social-developmental
model; mainstreaming
|
| Program organization: organizing, administering, and managing programs, such as
departmental routines, attendance, locker-room supervision, safety, dress, budgeting,
staffing, and reporting
|
V. Planning the Teaching/Learning Process
| Preplanning considerations: objectives, class time and size, facilities and equipment
|
| Elements in a unit plan: needs assessments, task analysis, learning activities
|
| Lesson planning: pre-instructional activities, such as warm-up, presenting the
information, student participation, evaluation
|
| Planning for students with special needs: hearing/visual impairment, mental retardation,
neurological/muscular disorders
|
| Discipline/developing cooperative behavior: school and department policies, effective
class discipline strategies
|
| Safety precautions and liability considerations
|
VI. Implementing the Teaching/Learning Process
| Teaching skills and strategies: devoting a large percentage of time to content, minimizing
waiting time, keeping students on task, setting realistic goals, holding students accountable
|
| Teaching models and styles: command, practice, reciprocal, guided discovery, direct
instruction, task, inquiry
|
| Teaching special students
|
VII. Evaluating the Teaching/Learning Process
| Evaluation relative to objectives |
| |
| Types of evaluation: norm- and criterion-referenced instruments, formative and summative
evaluation
|
| Descriptive statistics: measures of central tendency and variability, standard scores,
norms, correlation
|
| Test characteristics: validity, reliability
|
| Types and uses of tests: sports skills, fitness, knowledge
|
| Grading procedures and criteria
|
| Using a computer |
From:
Tests at a Glance - 0090
Physical Education
Download the Acrobat Reader file
The
information is presented here with their permission.
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