Motor Develop Study Guide

Motor Development Study Guide

“An exaggerated form” and “a natural extension of the basic skill of walking” are definitions for
1. Hopping
2. Skipping
3. Running
4. Jumping
5. Galloping
ANS: C
The elementary stage of catching is characterized by all of the following except
1. Arms relaxed at sides while awaiting ball
2. Arms and hands attempt to secure ball by holding it against the chest
3. Ball caught with hands, without making contact with body
4. Fingers extended as hands attempt to grasp ball
5. C and D
ANS: C
The appropriate developmental sequence for the leg action component in running form is
1. The swing thigh moves forward with acceleration causing 90 degrees of maximal flexion in the knee
2. The run is flat-footed, with minimal flight.
3. Foot contact is with the heel or the ball of the foot.
1. I, II, III
2. II, I, III
3. III, II, I
4. III, I, II
5. II, III, I
ANS: B
The appropriate developmental sequence for the arm action component of the running form is
1. Spinal rotation continues to be the prime mover of the arms.
2. Spinal rotation swings the arms bilaterally to counterbalance rotation of the pelvis and swing leg.
3. The humerus begins to drive forward and back in the sagittal plane, independent of spinal rotation.
4. The arms do not participate in the running action.
1. IV, II, I, III
2. I, II, III, IV
3. II, IV, I, III
4. IV, III, II, I
5. IV, I, III, II
ANS: A
According to research on gender differences in motor skill performance, the one skill in which girls outperform boys is
1. Running
2. Walking
3. Hopping
4. Rolling
5. Striking
ANS: C
The appropriate developmental sequence for the leg action component of the standing long jump is
1. Step 1: two-footed takeoff, full extension; Step 2: fall and catch; Step 3: two-footed takeoff, Partial extension
2. Step 1: fall and catch; Step 2: two-footed takeoff, partial extension; Step 3: two-footed takeoff, full extension
3. Step 1: two-footed takeoff, partial extension; Step 2: two-footed takeoff, full extension; Step 3: fall and catch
4. Step 1: fall and catch; Step 2: two-footed takeoff, full extension; Step 3: two-footed takeoff, partial extension
ANS: B
For the flight and landing phase of the standing long jump, the appropriate developmental sequence for the arm action component is
1. Step 1: arms winging; Step 2: arms abducted, lateral rotation; Step 3: arms abducted, medial rotation; Step 4: arms overhead
2. Step 1: arms overhead; Step 2: arms abducted, medial rotation; Step 3: arms abducted, lateral rotation; Step 4: arms winging
3. Step 1: arms abducted, medial rotation; Step 2: arms winging; Step 3: arms overhead; Step 4: arms abducted, lateral rotation
4. Step 1: arms abducted, lateral rotation; Step 2: arms abducted, medial rotation; Step 3: arms overhead; Step 4: arms winging
ANS: A
The first of the combined fundamental movement skills to emerge after the single motor patters have been established is
1. The slide
2. The skip
3. The canter
4. The schottische
5. The gallop
ANS: E
The combined locomotor pattern that consists of a forward step followed by a leap onto the trailing foot is
1. The slide
2. The race-walk
3. The skip
4. The schottische
5. The gallop
ANS: E
The slide is the same as a gallon EXCEPT
1. Leg stride is shorter in the gallop
2. Leg stride is longer in the gallop
3. The slide is performed in a sideways direction
4. The gallop is performed in a sideways direction
ANS: C
The most difficult motor pattern for children to attain is
1. The gallop
2. The skip
3. The slide
4. The hop
5. The jump
ANS: B
Motor patterns in which girls generally outperform boys include
1. Running
2. Leaping
3. Jumping
4. Skipping
ANS: D
The leg action component for the skip that follows the appropriate developmental sequence
1. One-footed skip/two-footed skip; flat-footed landing/two-footed skip; ball-of-the-foot landing
2. One-footed skip/two-footed skip; ball-of-the-foot landing/two-footed skip; flat-footed landing
3. Two-footed skip; flat-footed landing/one-footed skip/two-footed skip; ball-of-the-foot landing
4. Two-footed skip; ball-of-the-foot landing/two-footed skip; flat-footed landing/one-footed skip
ANS: A
The arm action component for the skip follows which of the following appropriate developmental sequences?
1. Opposition/semi-opposition/bilateral assist
2. Bilateral assist/semi-opposition/opposition
3. Opposition/bilateral assist/semi-opposition
4. Semi-opposition/opposition/bilateral assist
ANS: B
According to recent vertical jump data collected by Isaac(1998), children of all ages jumped higher when this type of vertical jump was employed
1. Noncountermovement
2. Countermovement
3. 3-step running start
4. 6-step running start
ANS: A
Which of these combination movement skills is (are) characterized by an uneven rhythmical pattern?
1. Gallop
2. Slide
3. Skip
4. A and B
5. A, B, and C
ANS: E
Object-control skills include all of the following EXCEPT
1. Throwing
2. Skipping
3. Two-handed catching
4. Striking with a bat
5. Punting a ball
ANS: B
Of the fundamental movements, the most complex is the
1. Kick
2. Catch with one hand
3. Catch with two hands
4. Punt
5. Throw
ANS: E
The most advanced stage of arm action the throw is
1. No preparatory backswing
2. A circular arm action in which the arm moves down and back
3. Bringing the object up beside the head by upward humerus flexion
4. A circular overhead preparatory movement with the elbow extended
5. A lateral swing backward
ANS: B
According to the developmental sequence for the throw, the appropriate sequence for the forearm action component is
1. Forearm lag, no forearm lag, delayed forearm lag
2. Delayed forearm lag, no forearm lag, forearm lag
3. Delayed forearm lag, forearm lag, no forearm lag
4. No forearm lag, forearm lag, delayed forearm lay
5. No forearm lag, delayed forearm lag, forearm lag
ANS: D
According to the development sequence for the throw, the appropriate sequence for the foot action is
1. Homolateral step/contralateral, short step/contralateral, long step/no step
2. Contralateral, short step/contralateral, long step/no step/homolateral step
3. No step/homolateral step/contralateral, short step/contralateral, long step
4. No step/contralateral, short step/contralateral, long step/homolateral step
5. Homolateral step/no step/contralateral, long step/contralateral short step
ANS: C
The motor skill that exhibits the greatest gender differences for children is the
1. Throw
2. Strike
3. Kick
4. Punt
5. Catch
ANS: A
The environmental factor most associated with throwing performance is
1. Amount of time teachers throw to students
2. Presence of an adult male in the home
3. Presence of an adult female in the home
4. Number of sisters in the home
5. Whether the child attended nursery school or stayed home
ANS: B
Which of the following sociocultural factors is negatively correlated with throwing performance:
1. Amount of time teachers throw to students
2. Caloric input of the child
3. Amount of time spent watching television
4. Attendance in summer sport programs
5. Attendance in youth sport swimming programs
ANS: C
The mature catcher
1. Gives with the catch
2. Adjusts the entire body to control the projectile with only the hands
3. Hugs or traps the ball against the body
4. A and B
5. A, B, and C
ANS: D
Negative reactions to the tossed ball include all of the following EXCEPT
1. Turning the head away from the ball
2. Tracking the ball
3. Leaning backward
4. Closing the eyes
ANS: B
The appropriate developmental sequence for the hand component of catching is
1. Palms of hands face upward/palms of hands face each other/ palms of hands are adjusted to flight and size of oncoming object
2. Palms of hands face each other/palms of hands face upward/ palms of hands are adjusted to flight and size of oncoming object
3. Palms of hands face upward/palms of hands are adjusted to flight and size of oncoming object/palms of hands face each other
4. Palms of hands face each other/palms of hands are adjusted to flight and size of oncoming object/palms of hands face upward
ANS: A
Factors that influence catching performance include all of the following EXCEPT
1. Ball size
2. Ball and background color
3. Vision and viewing time
4. Leg length
5. Ball velocity
ANS: D
The child’s initial attempt at striking an object with either a bare hand or an implement is very similar to the
1. Catching pattern of young children
2. Kicking pattern of young children
3. Overarm throwing pattern of young children
4. Skipping pattern of young children
ANS: C
During the mature stage of kicking, a child will
1. Hold trunk in an erect position
2. Exhibit leg action centered mainly at the knee
3. Hold arms outward for stability
4. Bend support leg slightly when the ball contacts foot
ANS: D
A characteristic of the experienced as opposed to inexperienced ball dribbler is
1. Holding the fingers of the striking hand close together
2. Quickly retracting the arm, with little extension of the elbow
3. Pushing the ball toward the floor so that the elbow is nearly fully extended
4. Striking the ball in an inconsistent manner
5. Slapping at the ball
ANS: C
The appropriate developmental sequence for the punt for the leg action component is
1. Child may take several steps, but the last is actually a leap onto the support foot
2. No step or one short step is taken
3. Several steps may be taken; the last step onto the support leg is a long stride
1. I, II, III
2. II, III, I
3. III, I, II
4. III, II, I
5. II, I, III
ANS: B
The most popular interscholastic sport for boys in the United States is
1. Tennis
2. Golf
3. Baseball
4. Wrestling
5. Football
ANS: E
The most popular interscholastic sport for girls in the United States is
1. Tennis
2. Basketball
3. Swimming
4. Soccer
ANS: B
The reason children most often cite for wanting to participate in organized youth sports is to
1. Win
2. Obtain a trophy
3. Make his or her parents proud
4. Have fun
ANS: D
Individuals choose to participate in an activity such as sports because they
1. Experience success at performance attempts, which motivates them to continue performance
2. Experience success if they win an extrinsic award
3. Are motivated to become collegiate athletes
4. Attach meaning to their friends’ choices for extracurricular participation and, therefore, follow the crowd
ANS: A
When surveyed, both boys and girls reply with the same response regarding a change they would make in their youth sport program before reentering. This change would be
1. Better officiating
2. Less interference from parents
3. Making practices more fun
4. Choosing better teams
5. Having a better tournament schedule
ANS: C
The most cited reason children provide for discontinuing a sport is
1. It takes too much time
2. Coach plays favorites
3. There is an overemphasis on winning
4. They lost interest
5. There is too much pressure (worry)
ANS: D
Which of the following factor(s) contribute(s) to football injuries
1. Age of participant
2. Weight of participant
3. Previous playing experience of participant
4. A and B
ANS: D
The most common injuries in youth football occur to the
1. Quarterback
2. Receiver
3. Defensive back
4. Center
5. Offensive lineman
ANS: A
The most common injury in soccer occurs to which part of the body?
1. Head
2. Thigh
3. Torso
4. Ankle
5. Neck
ANS: B
As a result of the overuse injury “little league elbow,” all of the following rule changes have occurred in youth baseball EXCEPT
1. T-ball was incorporated
2. The pitcher is not allowed to throw a curve ball
3. The number of innings per week that an individual can pitch is limited
4. Girls cannot compete
ANS: D
Ways to reduce competitive stress in sport include all of the following EXCEPT
1. Obtaining more trophies and distributing them earlier in the season
2. Changing something about the sport so that success will occur more frequently
3. Instilling self-confidence through skill training
4. The outcome of the contest should be placed in perspective
5. The coach can help set realistic goals for all players
ANS: A
The primary reason provided for coaching youth sport leagues is
1. To get university credit
2. To gain experience prior to student teaching
3. To win the playoffs
4. That the coach’s child is in the league
ANS: D
Young children between 8 and 9 years of age tend to use which of the following sources of information to estimate their physical competence?
1. Game outcome
2. Parental feedback
3. Peer evaluation
4. A and B
5. A, B, and C
ANS: D
Approximately what percentage of volunteer coaches lack the necessary formal preparation to coach?
1. 30
2. 60
3. 65
4. 90
5. 95
ANS: D
It has been estimated from one large-scale study that for every female coach there are about how many male coaches?
1. 2
2. 4
3. 6
4. 8
5. 10
ANS: E
Of the following organizational categories, which one contains the highest number of youth participants?
1. Agency-sponsored sports
2. Club sports
3. Recreational sports programs
4. Intramural sports
5. Interscholastic sports
ANS: A
The specialized movement skill of performing a lay-up in basketball utilizes which of the following fundamental movement skills:
1. kicking
2. leaping
3. catching
4. skipping
5. galloping
ANS: B
Surveys on activity trends among older adults indicate that approximately ____ of adult populations are aerobically active.
1. 80%
2. 50%
3. 30%
4. 10%
ANS: D
The most common drop-off in movement activity participation occurs
1. At age 50
2. At age 35
3. Immediately following high school
4. Immediately following junior high school
5. At age 21
ANS: C
An example of developmentally appropriate equipment is
1. A basketball that is slightly smaller to enable a less mature performer more success
2. A merry-go-round
3. Swings
4. A skateboard
ANS: A
According to research, allowing young children to use smaller or lighter basketballs results in
1. Reduced shooting accuracy
2. No greater shooting accuracy
3. Greater shooting accuracy
4. Inconclusive findings
ANS: C
8 - and 9-year-old children are ___ to make a basket when the basket is lowered 2 feet.
1. No more likely
2. Twice as likely
3. Five times more likely
4. Ten times more likely
ANS: C
To help ensure that you have developmentally appropriate equipment
1. Group together similar equipment with similar functions but different sizes
2. Use adjustable equipment
3. Use single pieces of equipment that are designed to accommodate varying ability levels
4. Be certain all children have access to equipment
5. A, B, and C
ANS: E
We can expect to see improved performance scores in most fundamental movement tasks from year to year because of:
1. increases in physical fitness
2. increases in motor fitness ability
3. learning and practice factors
4. a and c
5. b and c
ANS: E
Girls tend to be taller and weigh more than boys during:
1. infancy
2. early childhood
3. preadolescence
4. late adolescence
5. childhood
ANS: C
The period of early childhood is characterized by:
1. rapid growth
2. several growth spurts
3. slow steady growth
4. extreme variability among children
5. changes in somatotype
ANS: C
For the young child play serves to:
1. enhance cognitive structures
2. develop cognitive structures
3. all of the above
4. none of the above
ANS: C
In terms of fine and gross motor control:
1. fine motor control precedes gross motor control
2. gross motor control precedes fine motor control
3. both proceed at the same developmental rate
4. both are superior in males during the early childhood period
ANS: B
Growth in terms of height and weight gains during later childhood is:
1. rapid and erratic
2. slow and steady
3. surpassed only by the late adolescent period in terms of velocity
4. is equal for males and females
ANS: B
Differences in the growth patterns for male and female height and weight during later childhood (6-10 yrs):
1. are dramatic
2. are minimal
3. favor boys at all ages
4. favor girls at all ages
ANS: B
Because of the very nature of boys' and girls' physiques during the later childhood years (6-10 years):
1. they should not be grouped together for most sports
2. they could be grouped together for most sports
3. girls will not be successful when competing with boys
4. none of the above are true
ANS: B
A typical characteristic of the initial stage of several fundamental locomotor movements is:
1. the inability of the individual to become airborne
2. the inability to keep the eyes open throughout the task
3. little interest in trying the activity
4. arm opposition
ANS: A
Which of the following is(are) characteristic of the initial stage?
1. improper sequence
2. exaggerated movement
3. inhibited movement
4. all of the above
5. a and b only
ANS: D
The cognitively and physically intact individual who is at the elementary stage:
1. will progress on to the mature stage as a function of maturation
2. probably will fail to attain the mature stage
3. really doesn't require a physical education program because these abilities will develop naturally
4. generally needs a variety of environmental influences to progress on to the mature stage
ANS: D
The performance of manipulative tasks requires the sophisticated use of __________ thereby causing them to often lag behind locomotor tasks in terms of their rate of development:
1. footwork
2. visual perceptual abilities
3. auditory perceptual abilities
4. olfactory perceptual abilities
5. all of the above
ANS: B
When viewing fundamental movement abilities, which of the following categories of movement should we expect to see develop somewhat later than the other two by virtue of their unique requirements?
1. locomotor abilities
2. stability abilities
3. manipulative abilities
4. none of the above
ANS: C
Stage theory would have us believe that progress from one stage to the next is a smooth and even process. In actuality there are often:
1. differences among children
2. differences between patterns
3. differences within patterns
4. all of the above
5. a and b only
ANS: D
Which phase is observable in the elementary stage of running?
1. arm swing phase
2. take off phase
3. flight phase
4. landing phase
5. stride length
ANS: C
At the specialized movement phase of development greater emphasis is placed on:
1. accuracy of movement
2. force production in movement
3. control of movement
4. precision of movement
5. all of the above
ANS: E
After the mature stage in the fundamental movement phase has been attained:
1. little change occurs in terms of mechanics during the specialized movement phase
2. little change occurs in terms of precision of movement during the specialized movement phase
3. little change occurs in terms of movement control during the specialized movement phase
4. little change occurs in terms of accuracy during the specialized movement phase
5. all of the above
ANS:
We can expect to see improved performance scores in most fundamental movement tasks from year to year because of:
1. increases in physical fitness
2. increases in motor fitness
3. learning and practice factors
4. a and c
5. b and c
ANS: A
Balance, flexibility, and axillary movement are to stability movement patterns as propulsive and absorptive movements are to:
1. locomotive movement patterns
2. manipulative movement patterns
3. rudimentary movement patterns
4. none of the above
ANS: B
Which of the following are valid approaches for studying movement pattern development for children?
1. segmental analysis approach
2. developmental section approach
3. total body configuration approach
4. both a and c
ANS: D
The typical sequence of emergence of fundamental skills in the child are:
1. walking, running, galloping, jumping
2. walking, skipping, running, hopping
3. walking, running, hopping, skipping
4. running, jumping, skipping, hopping
ANS: C
Which of the following are responsible for developmental differences in fundamental movement abilities of children?
1. between-child differences
2. between-pattern differences
3. within-pattern differences
4. all of the above
ANS: D
The underhand catch is used when:
1. catching a ball that is tossed underhand
2. catching a ball above the head
3. catching a ball below the waist
4. catching a ball below the shoulder
5. throwing a ball for distance
ANS: C
The cognitively and physically "normal" child progresses from one stage of development to another in a typically set order. The sequence is influenced mainly by __________ .
1. muscle strength and balance
2. maturation and the environment
3. heredity and encouragement
4. balance and agility
ANS: B
Difficulties in the developmental sequence of axial movements include:
1. segmented combination of movements
2. inadequate or exaggerated base of support
3. inability to perform at different levels
4. all of the above
5. both a and c
ANS: E
The most basic aspect of learning to move effectively and efficiently is:
1. coordination
2. locomotion
3. manipulation
4. stability
ANS: D
Movements of the trunk or limbs that orient the body while it remains in a stationary position are called:
1. locomotion
2. postures
3. axial movements
4. propulsive movements
5. none of the above
ANS: C
Differences in fundamental movement patterns include:
1. among child differences
2. between pattern differences
3. within pattern differences
4. environmental and heredity factors
5. all of the above
ANS:
All of the following are axial movements except:
1. reaching
2. swinging
3. stretching
4. striking
5. twisting
ANS: D
If a child is at the initial stage of throwing, but at the mature stage of walking, the difference is said to be a:
1. between-child difference
2. between-pattern difference
3. within-child difference
4. within-pattern difference
ANS: B
The movements of running and leaping are similar. Which of the following represents a difference between these two movements?
1. a leap has a longer loss of contact with surface
2. a leap has a greater elevation
3. a leap covers a greater distance
4. a leap requires a greater force
5. all of the above are differences
ANS: E
Which of the following is an example of an absorptive manipulative movement?
1. throwing
2. kicking
3. trapping
4. striking
5. rolling
ANS: C
Although not all movements can fit into a 3-stage progression, fundamental movements may be categorized into the following 3 stages:
1. initial, elementary, mature
2. early, middle, late
3. transitional, application, lifelong utilization
4. reflexive, rudimentary, specialized
ANS: A
The basic elements of a movement pattern should be:
1. different for each individual
2. the same for all
3. different depending on the movement
4. none of the above
ANS: B
The __________ stage is characterized by improvements in coordination and performance.
1. initial stage
2. elementary stage
3. mature stage
4. none of the above
5. all of the above
ANS: B
Which of the following characteristics is a part of the elementary stage of the fundamental movement phase?
1. the integration of all the component movements into a well-coordinated, purposeful act
2. many of the components of refined pattern, such as the preparatory action and follow-through are missing
3. more components of the mature pattern are integrated into the movement, although they are performed incorrectly
4. the movement resembles the motor pattern of a skilled adult (in terms of control and movement), but it is lacking in terms of movement performance as measured quantitatively
ANS: E
Which of the following statements in regard to physical capabilities of children is(are) false?
1. activity levels offer a good guide of childhood flexibility
2. endurance levels of boys and girls prior to puberty are similar
3. endurance levels of children often exceed those of adults when adjusted for body weight
4. early maturers are stronger than later maturers, but this offers no advantage in youth sport activities
5. all of the above
ANS: D
The force production factors in speed, agility, and power begin to assume greater importance after the child has gained mastery over his or her:
1. fundamental movement abilities
2. rudimentary movement abilities
3. reflexive movement abilities
4. specialized movement abilities
ANS: A
In comparison with adults, a child's maximum aerobic capacity:
1. has no direct relationship
2. is lower
3. is similar when corrected for body weight
4. is higher
ANS: C
What should be used in conjunction with age when grouping children for sports?
1. height
2. weight
3. ability
4. both a and b
5. both b and c
ANS: D
The problem with giving physical fitness tests in children is(are):
1. being able to sufficiently motivate the youngster for maximal performance
2. accurately determining whether a maximum effort has been achieved
3. overcoming the fears of anxious parents
4. all of the above
5. only b and c
ANS: D
Some problems encountered in long term studies of the effects of training in children are:
1. because of the wide variety of children's bodies, training effects vary in each child
2. difficulty in getting children's cooperation over long periods of time
3. getting children to participate in uncomfortable, high intensity training
4. both b and c
5. a, b, and c
ANS: D
Aerobic training programs for children:
1. report positive responses to training when frequency, intensity, and duration are carefully monitored
2. develop necessary movement skills for participation in lifetime fitness
3. produce positive health benefits
4. all of the above
5. b and c
ANS: D
With proper instruction and encouragement children are capable of improving:
1. aerobic conditioning
2. strength
3. endurance
4. flexibility
5. all of the above
ANS: E
Find the incorrect statement below:
1. a sedentary child will not develop the same degree of aerobic fitness as his or her fit counterpart
2. boys are always stronger than girls factoring in body weight corrections
3. endurance levels for children tend to be higher than adults
4. the normal daily routine of Northern American children tends to limit physical activity
ANS: B
Why is it difficult to obtain accurate information from young children about their physical fitness levels?
1. It is difficult to motivate the children.
2. It is difficult to determine if maximal effort has been achieved
3. It is difficult to overcome the fears of parents.
4. a and b
5. all of the above
ANS: E
If corrected for body weight, children can achieve similar, or exceeding values compared to adults in which of the following:
1. VO2 max values
2. endurance levels
3. muscular strength
4. a and b
5. none of the above
ANS: D
The parent/teacher/coach needs to recognize that motor development is a process that:
1. moves from general to specific
2. builds skill upon skill
3. progresses from simple to complex
4. all of the above
ANS: D
Visual perception includes which of the following?
1. depth perception
2. figure-ground perception
3. visual tracking
4. all of the above
5. a and b only
ANS: D
The ability to separate an object from its surroundings is:
1. visual acuity
2. figure-ground perception
3. depth perception
4. visual motor coordination
ANS: B
A child does not show the characteristics of adult motor perceptual abilities because:
1. the child's eye has not developed all the structures present in the adult eye
2. the child's eye has developed all the structures, but they are not physically mature yet
3. the child's eye is of adult size and weight, but the child hasn't developed all of its perceptual abilities
4. both a and c
ANS: C
Figure-ground perception is defined as:
1. the ability to distinguish detail in static and dynamic settings
2. the ability to separate an object from its surroundings
3. the ability to judge distance relative to oneself
4. the ability to integrate use of eyes and hands in terms of object tracking and interruption
ANS: B
Dynamic visual acuity is the ability to distinguish ________ in ________.
1. size/moving objects
2. size/stationary objects
3. detail/moving objects
4. detail/stationary objects
ANS: C
A tennis player needs especially good __________ to return a tennis serve.
1. static visual acuity
2. object permanence
3. rhythm
4. dynamic visual acuity
ANS: D
Girls generally do not achieve the capacity for physical work that boys achieve, because of:
1. smaller hearts
2. less blood volume
3. lower hemoglobin levels
4. less available O2
5. all of the above
ANS: E
Girls tend to be taller and weigh more than boys during:
1. infancy
2. early childhood
3. preadolescence
4. late adolescence
5. childhood
ANS: C
Certain key events that occur during adolescence include:
1. a growth spurt
2. the onset of puberty
3. sexual maturation
4. b and c
5. all of the above
ANS: E
Males generally experience their adolescent growth spurt around the age range of:
1. 9-13 years
2. 9-15 years
3. 11-15 years
4. 12-18 years
5. 13-17 years
ANS: C
Females experience their adolescent growth spurts around the age range of:
1. 7-12 years
2. 9-13 years
3. 10-17 years
4. 11-15 years
5. 13-17 years
ANS: B
Progression from one stage to another within the specialized movement phase is dependent upon:
1. neuromuscular factors
2. cognitive factors
3. affective factors
4. all of the above
5. a and b only
ANS: D
A specialized movement skill is:
1. the same as a fundamental movement pattern
2. a fundamental movement pattern adapted for the specific requirements of a sport, recreational and/or daily living
3. little influenced by practice
4. age dependent
ANS: B
The "transitional stage" within the specialized movement phase is important because:
1. most fundamental movements are learned here
2. it is too late to develop specialized after this period of time
3. it is a period between fundamental movements and higher level movement skills
4. skill and proficiency are at a high level
ANS: C
Specialized movement skills:
1. are unrelated to fundamental movement skills
2. are maturationally based
3. are little influenced by practice
4. are a combination and elaboration of fundamental movement skills
5. should be mastered as early as possible in the life of the child in order to insure chances for success in competitive sport
ANS: D
Failure to develop mature patterns of movement during childhood will:
1. be of little consequence
2. be impossible to make up later on
3. result in a "proficiency barrier"
4. all of the above
ANS: C
Many adolescents lag in movement capabilities resulting from:
1. insufficient neurological development
2. limited opportunities for regular practice
3. poor or absent instruction
4. b and c
5. all of the above
ANS: D
During the specialized movement skill phase it is important to remember:
1. all fundamental movement skills must be performed at the mature level before any success can be experienced at the specialized movement skill phase
2. if all fundamental movement skills are performed immaturely, specialized movement skills can still be performed at a high level
3. if all rudimentary movements are performed immaturely, specialized movement skills can still be performed at a high level
4. that the specialized movement skill phase immediately follows the rudimentary movement phase and comes before the fundamental movement phase
5. a person is not required to be at the mature stage in all fundamental movements before advancing to the specialized movement skill phase
ANS: E
Specialized movement skills are mature fundamental movements that have been adapted to the specific requirements of:
1. sport participation
2. recreational activities
3. daily living tasks
4. a and b
5. all of the above
ANS: E
The correct sequence of stages within the specialized movement skill phase is:
1. transition, application, lifelong utilization
2. transition, lifelong utilization, application
3. application, lifelong utilization, transition
4. application, transition, lifelong utilization
5. lifelong utilization, application, transition
ANS: A
The transition stage represents all but which of the following?
1. the first attempt to refine mature movement patterns
2. the first attempt to combine mature movement patterns
3. children are attracted to several different types of sports
4. this is the "getting the idea" stage
5. individuals become more aware of personal physical assets and limitations and accordingly, focus on certain types of sports
ANS: E
The application stage represents all but which of the following?
1. individuals become more aware of personal physical assets and limitations and accordingly, focus on certain types of sports
2. the first attempt to refine mature movement patterns
3. emphasis is on improving proficiency
4. practice is the key to developing higher degrees of skill
5. more complex skills are refined and used
ANS: B
In deciding whether to change an individual's movement skill technique, it is important to consider all but which of the following ...
1. Is there sufficient time to make the change?
2. Does the individual want to make the change?
3. Does the individual know that performance may regress prior to improvement?
4. a and b
5. all of the above
ANS: E
Which of the following statements does not hold true when teaching movement skills to a group of individuals?
1. people tend to learn at the same rate
2. strengths in some areas can compensate for deficiencies in other areas
3. each person's potential for performance excellence is unique
4. responses to winning and losing vary among individuals
5. former sport-related experiences vary among individuals
ANS: A
Which of the following represent externally paced skills:
1. leading a fast break in basketball
2. putting in golf
3. shooting an arrow in target archery
4. b and c
5. all of the above
ANS: A
Which of the following represents an internally paced skill?
1. playing at the net in tennis
2. bowling
3. reaching for a jar on the top shelf of a cabinet
4. b and c
5. all of the above
ANS: D
The "beginning level" of learning a new movement skill is characterized by all but which of the following:
1. close attention is paid to the details of the task
2. performance is poor
3. poorly coordinated, jerky movements have gradually disappeared
4. the early onset of fatigue is due more to the mental requirements of the task rather than the task itself
5. performer is unable to screen out the relevant from the irrelevant information
ANS: C
The "intermediate level" of learning a new movement skill is characterized by all but which of the following:
1. performer comprehends the general idea of the skill
2. conscious attention to the skill details diminishes
3. individual gains a "feel" for the skill as kinesthetic sensitivity increases
4. practice should emphasize skill refinement and maximize feedback
5. the mental image of the skill is highly developed and little attention is paid to the cognitive aspects of the task
ANS: E
The "advanced level" of learning a new movement skill is characterized by all but which of the following:
1. performer is able to screen irrelevant information
2. performer is often bothered by distractions
3. practice involves refining and fine-tuning the skill
4. timing and anticipation of movements are excellent
5. the actions appear automatic
ANS: B
In basketball the locomotor skill of sliding serves as a foundation for the specialized movement skill of:
1. a chest pass
2. pivoting
3. guarding a person who is dribbling
4. rebounding
5. feinting with the ball
ANS: C
In football the manipulative skill of kicking serves as a foundation for the specialized movement skill of:
1. punting
2. blocking
3. tackling
4. centering
5. dodging a tackle
ANS: A
In softball/baseball the manipulative skill of striking serves as a foundation for the specialized movement skill of:
1. overhand throw for accuracy
2. overhand throw for distance
3. fielding a fly ball
4. base running
5. bunting
ANS: E
In soccer the stability skill area of axial movements serves as foundation for the specialized movement skill of:
1. instep kick
2. sole trap
3. outside of foot kick
4. inside of foot kick
5. dodging opponent
ANS: E
The specialized movement skill of fielding a ground ball in softball/baseball is likely to utilize all but which of the following fundamental movement skills:
1. catching
2. sliding
3. kicking
4. bending
5. running
ANS: C

FUNDAMENTAL MOTOR SKILLS

A = the phrase that represents movement from the Initial Stage.
B = the phrase that represents movement from the Elementary Stage.
C = the phrase that represents movement from the Mature Stage.

RUNNING
__B___ limited, but observable flight path
__A___ leg swing short and limited
__C___ arm swing fluid and in opposition to the legs
__A___ arm swing short and stiff HORIZONTAL JUMP
__C___ body weight moves forward on landing
__A___ arms do not start the jumping motion
__B___ arms are carried at side to maintain balance
__C___ during flight, the arms are carried high KICKING
__B___ takes 1 or 2 steps toward the ball
__A___ little leg back swing and kicks "at" the ball
THROWING
__A___ arm dominates, throws from elbow only
__B___ forward step in opposition to the throwing arm
__A___ ball held behind the head
__A___ feet remain stationary
__B___ trunk rotates markedly during the throw CATCHING
__B___ contact made with hands, but traps the ball with the arms
__A___ holds arms out stiffly in front of body, palms up
__C___ arms give with ball at contact
OTHER FUNDAMENTAL MOTOR SKILLS
__A___ Sliding - arrhythmic pattern
__A___ Hopping - arms held stiff and limited to one or two hops
__B___ Galloping - rhythmic, yet choppy and stiff movement
__B___ Hopping - arms and legs used to generate force
__A___ Skipping - occasional double hop and a deliberate step-hop pattern
__C___ Skipping - arms swing freely in opposition to the legs
__C___ Galloping - arms not needed for balance, available for other tasks
Which of the following is the more mature softball throw for right handed youngsters?
1. Facing the target, stepping ahead on the left foot
2. Left shoulder toward the target, stepping ahead on the right foot
3. Facing the target, stepping ahead on the right foot
4. Left shoulder toward the target, stepping ahead on the left foot
ANS: D
Place the following right handed throwing motions in order from the least developmentally mature to the most developmentally mature.
1. Facing the target, weight transfers from right foot in back to left foot in front
2. Left shoulder toward the target, stepping ahead on the right foot
3. Facing the target, stepping ahead on the right foot
4. Left shoulder toward the target, stepping ahead on the left foot
1. II, III, I, IV
2. III, I, II, IV
3. II, I, III, IV
4. III, II, I, IV
ANS: D
Which of the following represents the least developmentally mature motor skill performance?
1. In hopping, the arms and legs are used to generate force
2. In skipping, there is an occasional double hop and a deliberate step hop
3. In skipping, the arms swing freely in opposition to the legs
4. In galloping, the arms are not needed for balance, but are available for other tasks
ANS: A
Which of the following represents the least developmentally mature motor skill performance?
1. In sliding, an arhythmical pattern
2. In galloping, rhythmical, yet choppy and stiff movements
3. Taking 1 or 2 steps toward the ball when kicking
4. Holding the ball behind the head during the wind-up for a throw
ANS: A
Which represents the most mature level of fundamental motor skill performance?
1. Rotating the trunk markedly when throwing
2. Throwing predominately with the arm, throwing from the elbow only
3. Hopping with arms held stiffly at the side
4. Hopping successfully only once or twice in a row
ANS: A

Place the following fundamental motor skill performances in order from the least developmentally mature to the most developmentally mature form.
In running:
1. Limited but observable flight path
2. Leg swing is short and limited, arm swing short and stiff
3. Arm swing in fluid opposition to the legs
1. I, II, III
2. II, III, I
3. III, II, I
4. II, I, III
ANS: D
In catching:
1. Contact is made with the hands, but ball is trapped against body with the arms
2. Holds arms out stiffly in front of the body with the palms up
3. Arms reach for ball, and give with ball at contact
1. I, II, III
2. II, III, I
3. III, II, I
4. II, I, III
ANS: D
In the horizontal jump:
1. Body weight moves forward on landing
2. Arms do not start the jumping motion
3. The arms are carried at the side during flight to maintain balance
1. I, II, III
2. II, III, I
3. III, II, I
4. II, I, III
ANS: B

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Last changed: January 18, 2008