Physical Education: Content Knowledge

Transcription

1 The Praxis Study Companion Physical Education: Content Knowledge

2 Welcome to the Praxis Study Companion Welcome to The Praxis Study Companion Prepare to Show What You Know You have been working to acquire the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxis test. Using The Praxis Series Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time. The Study Companion contains practical information and helpful tools, including: An overview of the Praxis tests Specific information on the Praxis test you are taking A template study plan Study topics Practice questions and explanations of correct answers Test-taking tips and strategies Frequently asked questions Links to more detailed information So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day. Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you. Your teaching career begins with preparation. Good luck! Know What to Expect Which tests should I take? Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for the teaching area you wish to pursue. Before you register for a test, confirm your state or agency s testing requirements at How are the Praxis tests given? Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see page 36). The Praxis Study Companion 2

3 Welcome to the Praxis Study Companion What should I expect when taking the test on computer? When taking the test on computer, you can expect to be asked to provide proper identification at the test center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time begins. Watch the What to Expect on Test Day video to see what the experience is like. Where and when are the Praxis tests offered? You can select the test center that is most convenient for you. The Praxis tests are administered through an international network of test centers, which includes Prometric Testing Centers, some universities, and other locations throughout the world. Testing schedules may differ, so see the Praxis Web site for more detailed test registration information at www. ets.org/praxis/register. The Praxis Study Companion 3

4 Table of Contents Table of Contents The Praxis Study Companion guides you through the steps to success 1. Learn About Your Test...5 Learn about the specific test you will be taking 2. Familiarize Yourself with Test Questions...9 Become comfortable with the types of questions you ll find on the Praxis tests 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient 5. Develop Your Study Plan Develop a personalized study plan and schedule 6. Review Study Topics Detailed study topics with questions for discussion 7. Review Smart Tips for Success Follow test-taking tips developed by experts 8. Check on Testing Accommodations See if you qualify for accommodations that may make it easier to take the Praxis test 9. Do Your Best on Test Day Get ready for test day so you will be calm and confident 10. Understand Your Scores Understand how tests are scored and how to interpret your test scores Appendix: Other Questions You May Have The Praxis Study Companion 4

5 Step 1: Learn About Your Test 1. Learn About Your Test Learn about the specific test you will be taking Physical Education: Content Knowledge (5091) Test Name Test Code 5091 Time Number of Questions 120 Format Test Delivery Test at a Glance Physical Education: Content Knowledge 2 hours Selected-response questions Computer delivered Approximate Approximate Content Categories Number of Percentage of Questions Examination III IV II I I. Content Knowledge and Student Growth 36 30% and Development II. Management, Motivation, and 30 25% Communication III. Planning, Instruction, and Student 30 25% Assessment IV. Collaboration, Reflection, and Technology 24 20% About This Test The content knowledge test in Physical Education is designed to measure the professional knowledge of prospective teachers of physical education in elementary through senior high schools. Examinees typically have completed, or are about to complete, a bachelor s degree program in physical education, exercise science, or similar program of study. The test assesses whether an examinee has the knowledge and competencies necessary for a beginning teacher of physical education. The content of the test is based largely on the teacher preparation standards created by the National Association for Sport and Physical Education (NASPE), a subsidiary of the Society of Health and Physical Educators (SHAPE America) formally the American Alliance of Health, Physical Education, Recreation and Dance (AAHPERD). The 120 selected-response questions cover knowledge of fitness, kinesiology, exercise physiology, fundamental movements, and sports that comprise the content of physical education classes; knowledge of areas in the natural and social sciences that provide the foundation for teaching these activities; and knowledge of crucial topics in health and safety. Knowledge of these subject areas enables teachers to understand the nature and purpose of the activities in the physical education curriculum, to evaluate and interpret the physical characteristics and performances of students in physical education classes, and to make decisions about the ongoing conduct of physical education classes and the needs of students in those classes. Questions will test knowledge of essential facts, including the meaning of terms and placement of content elements in proper categories, understanding of relationships between and among areas of content, and the ability to apply concepts appropriately. This test may contain some questions that will not count toward your score. The Praxis Study Companion 5

6 Step 1: Learn About Your Test Test Specifications Test specifications in this chapter describe the knowledge and skills measured by the test. Study topics to help you prepare to answer test questions can be found in 6. Review Study Topics on page 27. I. Content Knowledge and Student Growth and Development A. Core Concepts 1. Terminology, principles, concepts, and applications of the basic sciences as related to motor skills and movement activities (e.g., anatomy and physiology, exercise physiology, biomechanics and kinesiology, motor development and motor learning) 2. Principles of biomechanics and kinesiology as they relate to motor skills and movement patterns (e.g., summation of forces, center of gravity, force/speed relations, torque) 3. Movement concepts (e.g., body awareness, spatial awareness, effort, relationship) 4. Exercise physiology (e.g., components of healthrelated fitness; components of skill-related fitness; fitness guidelines, such as frequency, intensity, time/duration, type/mode; principles of exercise, such as specificity, overload, progression; roles of body systems in exercise; short- and long-term effects of physical training; nutrition as related to exercise; fitness; metabolic response to exercise) 5. Anatomy and physiology (e.g., skeletal, muscular, nervous, circulatory, and respiratory systems) 6. Current and historical trends, issues, and developments in physical education (e.g., laws, teaching methods, theories, concepts, techniques) 7. Understanding of the rules, strategies, skills, techniques, and concepts associated with a variety of movement activities and games across the age and grade spectra; emphasis predominantly on softball, soccer, swimming, tennis, track and field, and volleyball, with questions based possibly on other sports and activities commonly used in physical education settings 8. Liability and legal considerations pertaining to the use of equipment, class organization, supervision, and program selection 9. Effects of substance abuse on student performance, health, and behavior B. Student Growth and Development 1. Sequential and developmentally appropriate learning and practice opportunities based on growth and motor development stages, individual characteristics and individual needs of students, learning environment, and task 2. Monitoring of individual performance and group performance in order to design safe instruction that meets students developmental needs in the psychomotor, cognitive, and affective domains 3. Developmental readiness to learn and refine motor skills and movement patterns (e.g., biological, psychological, sociological, experiential, environmental) 4. Perception in motor development 5. Appropriate and effective instruction related to students cultures and ethnicities, personal values, family structures, home environments, and community values 6. Use of appropriate professional support services and resources to meet students needs The Praxis Study Companion 6

7 Step 1: Learn About Your Test II. Management, Motivation, and Communication A. Management and Motivation 1. Principles of classroom management practices that create effective learning experiences in physical education settings 2. Psychological and social factors that affect individual learning and group learning, participation, cooperation, and performance in physical education settings 3. Organization, allocation, and management of resources to provide active and equitable learning experiences (e.g., time, space, equipment, activities, teacher attention, students) 4. Motivation of students to participate in physical activity both in school and outside of school 5. Promotion of positive relationships, encouragement of responsible personal and social behaviors among students, and establishment of a productive learning environment 6. Development and use of an effective behavior management plan B. Communication 1. Effective verbal and nonverbal communication skills in a variety of physical activity settings 2. Specific appropriate instructional feedback in skill acquisition, student learning, and motivation 3. Communication of classroom management and instructional information in a variety of ways (e.g., verbally and nonverbally and via bulletin boards, music, task cards, posters, technology) 4. Communication in ways that show respect and consideration for students, colleagues, and parents III. Planning, Instruction, and Student Assessment A. Planning and Instruction 1. Teaching of skillful movement, physical activity, and fitness via pedagogy, sociology, psychology, anatomy and physiology, exercise physiology, biomechanics and kinesiology, motor development and motor learning 2. Sequencing of motor skill activities and use of movement concepts and effective strategies to improve learning in physical education activities and to improve skill development 3. Provision of feedback to enhance skill development 4. Activities designed to improve health-related and skill-related fitness 5. Current issues, trends, and laws affecting the choice of appropriate physical education activities 6. Identification, development, and implementation of appropriate program and instructional goals and objectives 7. Development of unit and lesson plans based on local, state, and national standards, program goals, instructional goals, and students needs 8. Appropriate instructional strategies to facilitate learning in the physical activity setting based on selected content, students needs, safety concerns, facilities and equipment, and instructional models 9. Use of teaching resources and curriculum materials to design learning experiences 10. Explanations, demonstrations, and appropriate instructional cues and prompts to link physical activity concepts to learning experiences and to facilitate motor skill performance 11. General and specific safety and injury prevention guidelines for planning of movement and fitness activities (e.g., first aid, cardiopulmonary resuscitation) B. Student Assessment 1. Assessment of student skill performance and fitness via a variety of tools (e.g., observations, data, charts, graphs, rating scales) 2. Gathering of data and assessment of student learning in the cognitive and affective domains by a variety of techniques (e.g., written assessments, rating scales, observations) The Praxis Study Companion 7

8 Step 1: Learn About Your Test 3. Understanding of fitness assessments such as President s Challenge and Fitnessgram 4. Types of assessments and assessment methods (e.g., formative, summative, authentic, portfolio, standardized, rubric, criterion referenced, norm referenced) 5. Validity, reliability, bias, and ways of interpreting assessment results 6. Appropriate assessment techniques to assess and improve students understanding and performance, provide feedback, communicate students progress, guide students personal goal setting, and guide curricular and instructional decisions 7. Involvement of students in self-assessment and peer assessment 8. Appropriate assessment of individuals with disabilities 9. Referral procedures under the Individuals with Disabilities Education Act and Section 504 of the Vocational Rehabilitation Act IV. Collaboration, Reflection, and Technology A. Collaboration 1. Current educational issues that cross subject matter boundaries 2. Integration of knowledge and skills from multiple subject areas in physical education 3. Establishment of productive relationships to support student growth and well-being with school colleagues and administrators, parents and guardians, community members, and organizations 4. Promotion of a variety of opportunities for physical activity in the school and the community B. Reflection 1. Use of the reflective cycle to facilitate change in teacher performance, student learning, and instructional goals and decisions (e.g., planning, teaching, assessment, reflection) 2. Use of available resources to develop and grow as a reflective professional (e.g., students, colleagues, literature, professional organization memberships, professional development opportunities) C. Technology 1. Design, development, and implementation of student learning activities that integrate information technology 2. Use of technologies to communicate, instruct, assess, keep records, network, locate resources, present information, and enhance professional development The Praxis Study Companion 8

9 Step 2: Familiarize Yourself with Test Questions 2. Familiarize Yourself with Test Questions Become comfortable with the types of questions you ll find on the Praxis tests The Praxis Series assessments include a variety of question types: constructed response (for which you write a response of your own); selected response, for which you select one or more answers from a list of choices or make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don t spend time during the test figuring out how to answer them. Understanding Computer-Delivered Questions Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. For most questions, you respond by clicking an oval to select a single answer from a list of options. However, interactive question types may also ask you to respond by: Clicking more than one oval to select answers from a list of options. Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer. Some questions may have more than one place to enter a response. Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list. Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by clicking on a sentence (or sentences) within the reading passage. Dragging and dropping answer choices into targets on the screen. You may be asked to select answers from a list of options and drag your answers to the appropriate location in a table, paragraph of text or graphic. Selecting options from a drop-down menu. You may be asked to choose answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question you will get clear instructions. Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing Demonstration on the Praxis Web site to learn how a computer-delivered test works and see examples of some types of questions you may encounter. The Praxis Study Companion 9

10 Step 2: Familiarize Yourself with Test Questions Understanding Selected-Response Questions Many selected-response questions begin with the phrase which of the following. Take a look at this example: Which of the following is a flavor made from beans? (A) Strawberry (B) Cherry (C) Vanilla (D) Mint How would you answer this question? All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans. Try following these steps to select the correct answer. 1) Limit your answer to the choices given. You may know that chocolate and coffee are also flavors made from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices given ( which of the following ). 2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only possible answer. 3) Verify your answer. You can substitute vanilla for the phrase which of the following and turn the question into this statement: Vanilla is a flavor made from beans. This will help you be sure that your answer is correct. If you re still uncertain, try substituting the other choices to see if they make sense. You may want to use this technique as you answer selected-response questions on the practice tests. Try a more challenging example The vanilla bean question is pretty straightforward, but you ll find that more challenging questions have a similar structure. For example: Entries in outlines are generally arranged according to which of the following relationships of ideas? (A) Literal and inferential (B) Concrete and abstract (C) Linear and recursive (D) Main and subordinate You ll notice that this example also contains the phrase which of the following. This phrase helps you determine that your answer will be a relationship of ideas from the choices provided. You are supposed to find the choice that describes how entries, or ideas, in outlines are related. Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way: How are outlines usually organized? Since the ideas in outlines usually appear as main ideas and subordinate ideas, the answer is (D). The Praxis Study Companion 10

11 Step 2: Familiarize Yourself with Test Questions QUICK TIP: Don t be intimidated by words you may not understand. It might be easy to be thrown by words like recursive or inferential. Read carefully to understand the question and look for an answer that fits. An outline is something you are probably familiar with and expect to teach to your students. So slow down, and use what you know. Watch out for selected-response questions containing NOT, LEAST, and EXCEPT This type of question asks you to select the choice that does not fit. You must be very careful because it is easy to forget that you are selecting the negative. This question type is used in situations in which there are several good solutions or ways to approach something, but also a clearly wrong way. How to approach questions about graphs, tables, or reading passages When answering questions about graphs, tables, or reading passages, provide only the information that the questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first, noting places you think are important, and then answer the questions. Again, the important thing is to be sure you answer the questions as they refer to the material presented. So read the questions carefully. How to approach unfamiliar formats New question formats are developed from time to time to find new ways of assessing knowledge. Tests may include audio and video components, such as a movie clip or animation, instead of a map or reading passage. Other tests may allow you to zoom in on details in a graphic or picture. Tests may also include interactive questions. These questions take advantage of technology to assess knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. QUICK TIP: Don t make the questions more difficult than they are. Don t read for hidden meanings or tricks. There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of your knowledge. Understanding Constructed-Response Questions Constructed-response questions require you to demonstrate your knowledge in a subject area by creating your own response to particular topics. Essays and short-answer questions are types of constructed-response questions. For example, an essay question might present you with a topic and ask you to discuss the extent to which you agree or disagree with the opinion stated. You must support your position with specific reasons and examples from your own experience, observations, or reading. Take a look at a few sample essay topics: Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models. We are constantly bombarded by advertisements on television and radio, in newspapers and magazines, on highway signs, and the sides of buses. They have become too pervasive. It s time to put limits on advertising. Advances in computer technology have made the classroom unnecessary, since students and teachers are able to communicate with one another from computer terminals at home or at work. The Praxis Study Companion 11

12 Step 2: Familiarize Yourself with Test Questions Keep these things in mind when you respond to a constructed-response question 1) Answer the question accurately. Analyze what each part of the question is asking you to do. If the question asks you to describe or discuss, you should provide more than just a list. 2) Answer the question completely. If a question asks you to do three distinct things in your response, you should cover all three things for the best score. Otherwise, no matter how well you write, you will not be awarded full credit. 3) Answer the question that is asked. Do not change the question or challenge the basis of the question. You will receive no credit or a low score if you answer another question or if you state, for example, that there is no possible answer. 4) Give a thorough and detailed response. You must demonstrate that you have a thorough understanding of the subject matter. However, your response should be straightforward and not filled with unnecessary information. 5) Reread your response. Check that you have written what you thought you wrote. Be sure not to leave sentences unfinished or omit clarifying information. QUICK TIP: You may find that it helps to take notes on scratch paper so that you don t miss any details. Then you ll be sure to have all the information you need to answer the question. For tests that have constructed-response questions, more detailed information can be found on page 5. The Praxis Study Companion 12

13 Step 3: Practice with Sample Test Questions 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers Sample Test Questions This test is available via computer delivery. The following sample question provides a preview of an actual screen used in a computer-delivered test. For the purposes of this Study Companion, the sample questions are shown as they would appear in a paper-delivered test. The Praxis Study Companion 13

14 Step 3: Practice with Sample Test Questions The sample questions that follow illustrate the kinds of questions on the test. They are not, however, representative of the entire scope of the test in either content or difficulty. Answers with explanations follow the questions. Directions: Each of the questions or statements below is followed by four suggested answers or completions. Select the one that is best in each case. 1. Yoga practice is most beneficial to which of the following populations? (A) People with asthma (B) Women who are pregnant (C) Men with arthritis (D) People with chronic low-back pain 2. Which of the following is a problem most characteristic of the primitive stage of forward rolling? (A) Keeping the chin tucked (B) Keeping the knees and hips flexed (C) Losing the curl (D) Using the hands to cushion the head contact 3. All of the following are characteristics of a correct mature form for striking a ball with a racquet EXCEPT (A) taking a forward step with the foot opposite to the striking arm (B) coiling and rotating the body forward as the racquet is swung (C) putting weight on the back foot and then shifting to the front foot as the racquet is swung (D) stopping the racquet at the point of contact with the ball 4. When dribbling a soccer ball in a restricted space, the player should attempt to do all of the following EXCEPT (A) keep the ball close to the feet (B) stay in a slightly crouched position (C) use body feints and changes of speed (D) use only the dominant foot for better control 5. It is reputed that Milo of Greece lifted a newborn bull onto his shoulders each day until the bull became fully mature. Milo followed what two principles of modern muscle strength and endurance conditioning? (A) Progression and overload (B) Variable resistance and overload (C) Frequency and progression (D) Intensity and retention 6. In which of the following lists is each physiological factor linearly (proportionately) related to oxygen consumption? (A) Cardiac output, diastolic blood pressure, heart rate (B) Cardiac output, heart rate, work rate (C) Core temperature, red blood cell count, work rate (D) Minute ventilation, red blood cell count, respiration rate 7. In the late 1800s, the greatest influence on the direction of physical education came from individuals with a background in which of the following? (A) Medicine (B) Professional sport (C) Intercollegiate sport (D) The military 8. According to most sport sociologists, a sport is primarily described as what kind of activity? (A) Idealized (B) Institutionalized (C) Masculinized (D) Professionalized The Praxis Study Companion 14

15 Step 3: Practice with Sample Test Questions 9. Angular motion is represented by which of the following? I. The knees of a cyclist II. III. The legs of a runner The arms of a swimmer (A) I only (B) III only (C) I and II only (D) I, II, and III 10. The correct racing posture of a swimmer, a cyclist, or a downhill skier minimizes the effect of (A) lift (B) propulsion (C) turbulence (D) gravity 11. Which of the following practice alternatives would best promote motor learning and safety for potentially injurious sports such as pole vaulting and downhill skiing? (A) Whole (B) Part (C) Progressive-part (D) Distributed 12. All of the following are direct physiological outcomes of warm-down (cool-down) activities following vigorous physical activity EXCEPT (A) preventing blood from pooling in the legs (B) increasing the rate of lactic acid removal from the blood and skeletal muscle (C) promoting the reduction of cholesterol in the blood (D) reducing the risk of cardiac irregularities 13. Which of the following is NOT an example of static balance? (A) Standing in place on a balance beam (B) Maintaining a handstand position (C) Skipping across a gymnasium (D) Placing three body parts within a hula hoop for five seconds 14. Which of the following is the best example of a target game? (A) Basketball (B) Lacrosse (C) Bocce (D) Badminton 15. In teaching a closed skill, a teacher initially should provide which of the following? (A) A stable environment with varying rates of skill performance (B) A stable environment with a stable rate of skill performance (C) A varying environment with varying rates of skill performance (D) A varying environment with a stable rate of skill performance 16. Which of the following would be LEAST appropriate to include in a manual of safety procedures for a physical education program? (A) Teachers must personally inspect playing fields before soccer classes. (B) Teachers must clearly mark appropriate traffic patterns around the throwing area in javelin classes. (C) Students must read and sign a copy of the rules for archery classes. (D) Students must exercise at or below 50 percent of their maximal heart rate during aerobic fitness activities. 17. During a physical education unit that focuses on the development of health-related fitness, a teacher asks students to keep a journal about their individual responses to three different types of cardiovascular activities such as heart rate, perceived rate of exertion, and motivation and write a journal entry on how they personally felt about each activity. This journaling is an example of (A) criterion-referenced grading (B) differentiated instruction (C) identification and recall of information (D) standards-based instruction The Praxis Study Companion 15

16 Step 3: Practice with Sample Test Questions 18. Learning about sport rules, traditions, history, and etiquette falls under which of the following domains of learning? (A) Affective (B) Cognitive (C) Psychomotor (D) Associative 19. Which of the following technology applications would best support a wrestler s learning a new takedown technique? (A) Reading about the proper technique and procedure on the Internet (B) Recording the wrestler s performance and having the wrestler view it on a video screen (C) Viewing a series of pictures of proper execution on a video screen (D) Exchanging messages with other wrestlers about their experience of learning the technique 20. The National Association for Sport and Physical Education (NASPE) is an important resource for beginning physical educators because (A) it provides liability insurance for physical educators in case of a problem (B) its Web site contains all the lesson plans a physical education teacher needs (C) its mission is to enhance knowledge, improve practice, and disseminate current information (D) it is a key resource for health education teachers 21. The best choice of available fitness tests for a teacher to use to assess students with disabilities is the (A) Brockport Physical Fitness Test (BPFT) (B) Fitnessgram (C) President s Challenge (D) Activitygram 22. Which of the following sets of tasks would be the best for a physical education teacher to complete and adhere to in the beginning of the school year in an effort to establish good classroom management? (A) Establishing rules and reviewing them with students, creating a record-keeping system, and teaching students a predetermined signal to stop activity (B) Posting rules on the wall, not smiling until November, and learning students names (C) Learning students names, teaching the class how to do warm-ups, and playing a fun game (D) Having an open gym period, posting rules on the wall, and creating a recordkeeping system 23. Which of the following would be the most appropriate way for a teacher to assess the skills of students during a basketball skills unit? (A) Using standardized instruments on basketball skills at the end of the unit (B) Using district-devised assessments of skills at the end of the unit (C) Developing a rubric to assess learners as they move through the unit (D) Counting the number of baskets made in a class game 24. Which of the following best expresses the percentage of maximum heart rate that should characterize students exercise for healthrelated fitness in physical education class? (A) 25 40% of maximum heart rate (B) 40 60% of maximum heart rate (C) 60 85% of maximum heart rate (D) % of maximum heart rate The Praxis Study Companion 16

17 Step 3: Practice with Sample Test Questions 25. According to research, which of the following is true about students who are learning a new motor skill in a physical education setting? (A) There is no significant relationship between the speed at which students learn the skill and the level of success at which they will perform the skill once it is learned. (B) Students who are slow to learn the new skill will be more successful at performing the skill once is it learned than students who were quick to learn the new skill. (C) Students who are quick to learn the new skill will be more successful at performing the skill once it is learned than students who were slow to learn the new skill. (D) The teacher s attitude towards the students motor abilities will not impact the students learning of the new skill. 26. Which of the following is a phase of the stretch shortening cycle (SSC)? (A) Isometric (B) Latent (C) Eccentric (D) Preparatory 27. Which of the following describes the best way a teacher can achieve inclusion in a physical education class? (A) Incorporating a large number of competitive games into lesson plans (B) Expecting the majority of students to conform to the higher achievers of the class (C) Having students play games and participate in activities using predetermined, traditional rules (D) Providing various opportunities for students to use their individual strengths in activities 28. Which of the following best describes the learning style of students brainstorming in small groups to choreograph a dance? (A) Divergent (B) Convergent (C) Accommodative (D) Assimilative 29. A student who is skipping in a zigzag pattern is demonstrating an understanding of which of the following movement concepts? (A) Effort (B) Space awareness (C) Relationships (D) Body awareness 30. Which of the following best describes the stance held by the Society of Physical Educators (SHAPE America), formerly the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), with regard to using human targets during physical education activities? (A) It is recommended, because it teaches dodging and fleeing techniques. (B) It should never be taught, because it can result in negative experiences for students. (C) Dodgeball is the only activity of this type that is not recommended. (D) Activities of this type are acceptable as long as they are only played occasionally. The Praxis Study Companion 17

18 Step 3: Practice with Sample Test Questions Answers to Sample Questions 1. The correct answer is (D). A recent study of people with chronic low-back pain found that participants who practiced yoga had significantly less disability, pain, and depression after six months. 2. (A), (B), and (D) are all characteristic of intermediate or advanced levels of performing the forward roll. (C) is characteristic of early or primitive stages of performing the forward roll and is the correct answer. 3. (A), (B), and (C) are all generally accepted as essential elements of mature striking form. Following through with the swing is also an essential element, and thus (D) is the correct answer. 4. Although most players, even at fairly advanced levels, will have better control with the dominant foot than with the nondominant foot, it is still essential that practice in dribbling at every level emphasize use of both feet. (D) is the correct answer. 5. (A) is the correct answer because progression and overload are the terms used in discussions of fitness that refer to adjusting the amount of exercise to a person s present capacity (overload) and gradually increasing the amount of exercise over time to improve the level of fitness (progression). 6. (B) is the correct answer because it is the only option that does not include at least one item that does not increase in a linear fashion as oxygen consumption increases. 7. The primary role in the development of physical education in the nineteenth century was played by physicians interested in anthropometric measurement and other medically related subjects. (A) is the correct answer. 8. The best answer is (B). A sport is described by most sociologists as an institutionalized activity. An activity becomes a sport after undergoing a process through which behaviors and organization become standardized over time. As a sport, the activity takes on fundamental characteristics, such as official rule enforcement, equipment regulations, and formalized skills.. 9. The definition of angular motion clearly covers all three of the movements listed; therefore, (D) is the correct answer. 10. All three activities require that their participants maintain a compact arrangement of the body so that it can move smoothly through the medium (air or water) that is involved. (C) is the correct answer, because the failure to observe this compact bodily arrangement would hinder movement by creating turbulence. 11. (C) describes a method of practice that involves working on specific elements of a skill in isolation. Because this method allows those elements of a skill that present the greatest risk of injury to be mastered under controlled conditions before the skill is attempted whole and under real conditions, (C) is the correct answer. 12. This question is based on a standard textbook discussion of the rationale for warm-down following vigorous physical activity, which clearly establishes (A), (B), and (D) as real effects of proper warm-down procedures. (C) is not such an effect and is thus the correct answer. 13. The correct answer is (C). Static balance means to hold the position in place. A student who is skipping across a gymnasium is using movement to propel themselves from one place to another. All of the other choices have the person holding the position in place. 14. The correct answer is (C). Bocce is a game that is truly a target game. Basketball and lacrosse both involve shooting the ball at a target or goal, but because of the nature of offensive and defensive play they are considered invasion games. Badminton is a net/wall game in the same class as tennis, volleyball, racquetball, and handball. 15. The correct answer is (B). A closed skill is one in which the environment remains stable and predictable, and the performer knows what to do and when to do it. (B) allows the performer to practice the skill at a stable rate, moving to varying rates as mastery is attained. Closed skills are habitual and follow set patterns from beginning to end. (C) and (D) are incorrect because they call for a varying environment. 16. The correct answer is (D). The least appropriate among the choices would be to have students exercise at or below 50 percent of maximal heart rate. The way to maintain or increase fitness is to exercise in the target heart zone. Students in physical education classes should be exercising in this way. Safety procedures for a physical education program would include inspection of facilities, marking areas for safety, and having students read and know rules for activities. The Praxis Study Companion 18

19 Step 3: Practice with Sample Test Questions 17. The correct answer is (B). Differentiated instruction allows students to access information using different avenues. It addresses the multiple learning styles that students have. In physical education, a writing assignment would integrate writing skills into the lessons instead of only using physical ability and effort to assess students. In this activity there is no set criterion to compare to, there is no recall of information, and this activity, as is, would not be characterized as standards-based. 18. The correct answer is (B). The cognitive domain deals with the acquisition of knowledge and the development of intellectual skills. Affective deals with people s feelings, psychomotor deals with physical manipulations, and associative is not a domain within Bloom s taxonomy. 19. The correct answer is (B). By using a video camera, students are able to check their technique against a properly executed technique, detect the differences, and make corrections. 20. The correct answer is (C). NASPE is an association of the Society of Health and Physical Educators (SHAPE America), formally the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD). NASPE s mission is to enhance knowledge; improve professional practice; and increase support for high quality physical education, sport, and physical activity programs through research, the development of standards, and the dissemination of information. 21. The correct answer is (A). The Brockport Physical Fitness Test (BPFT) is a criterion-referenced, healthrelated test of physical fitness appropriate for students with disabilities. The BPFT is customized to meet the needs of all students with varying abilities. 22. The correct answer is (A). All three items in (A) are critical when implementing a classroom management plan. All of the other different strategies listed in (B), (C), and (D) are either not critical or have nothing to do with classroom management. 23. The correct answer is (C). The teacher should devise a rubric of critical skills to be learned in the unit, and assess students as they move through the unit. Neither (A) nor (B) mentions the use of a rubric and assigning a grade based on the number of baskets made in a game is not a best practice in physical education. 24. The correct answer is (C). Training at a level between about 60 percent and 85 percent of maximal heart rate increases the benefit of the exercise and decreases the chances of developing cardiac diseases if the exercise is done on a regular basis. 25. The correct answer is (A). The ability of individuals to learn, experience, and refine motors skills greatly affects their ability to perform any physical activity. Learning a new motor skill is a dynamic and continuous process without distinct and definite stages. 26. The correct answer is (C). The stretch-shortening cycle (SSC) contains an eccentric phase or lengthening of the muscle followed by an immediate shortening of that same muscle (concentric phase). 27. The correct answer is (D). Inclusion is best achieved by encouraging cooperation, communication, and an exchange of ideas to create levels of play, instead of a high standard/excellence in play. 28. The correct answer is (A). Divergent learners typically work best when brainstorming with a small group, are creative, and can see multiple perspectives. 29. The correct answer is (B). The zigzag pattern is demonstrated under the pathway category in space awareness within the movement concept framework. 30. The correct answer is (B). According to the Society of Health and Physical Educators (SHAPE America), formerly the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), the use of human targets is not acceptable in physical education class and can deter students from interest in physical education class which carries over to interest in physical activity as a whole. The Praxis Study Companion 19

20 Step 4: Determine Your Strategy for Success 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient Effective Praxis test preparation doesn t just happen. You ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day. 1) Learn what the test covers. You may have heard that there are several different versions of the same test. It s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge. You ll find specific information on the test you re taking on page 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit testprep for information on other Praxis tests. 2) Assess how well you know the content. Research shows that test takers tend to overestimate their preparedness this is why some test takers assume they did well and then find out they did not pass. The Praxis tests are demanding enough to require serious review of likely content, and the longer you ve been away from the content, the more preparation you will most likely need. If it has been longer than a few months since you ve studied your content area, make a concerted effort to prepare. 3) Collect study materials. Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider the following reference sources as you plan your study: Did you take a course in which the content area was covered? If yes, do you still have your books or your notes? Does your local library have a high school-level textbook in this area? Does your college library have a good introductory college-level textbook in this area? Practice materials are available for purchase for many Praxis tests at Test preparation materials include sample questions and answers with explanations. 4) Plan and organize your time. You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips: Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be found at Work backward from that date to figure out how much time you will need for review. Set a realistic schedule and stick to it. The Praxis Study Companion 20

21 Step 4: Determine Your Strategy for Success 5) Practice explaining the key concepts. Praxis tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know. 6) Understand how questions will be scored. Scoring information can be found on page 39. 7) Develop a study plan. A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 25 to organize your efforts. And most important get started! Would a Study Group Work for You? Using this guide as part of a study group People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to one another, everyone builds self-confidence. If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size. Here are some ways to use this guide as part of a study group: Plan the group s study program. Parts of the study plan template, beginning on page 25, can help to structure your group s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ( Dates I will study the content ), you can create an overall schedule for your group s study program. Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions, beginning on page 13. Prepare your presentation for the group. When it s your to turn present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions. The Praxis Study Companion 21