Physical Education (Grades K–12)

Subtest 1 Sample Items

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Description For Questions 1 and 2

Question 1

1. Which of the following elements of this movement pattern represents a mature aspect of kicking?

1. There is adequate knee extension in the kicking leg.
2. There is adequate follow-through in the kicking leg.
3. The arms are in the correct position for kicking.
4. The kicking leg is sufficiently flexed in the precontact stage.

Answer to question 1

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Correct Response: B. (Objective 0001) The fourth position in the diagram illustrates adequate follow-through in the kicking leg, which is an essential element of mature kicking form. Proper kicking technique involves planting the non-kicking foot beside the ball, swinging the dominant kicking leg forward and contacting the ball, and then following through by allowing momentum to carry the kicking foot in the direction of the target while extending the opposite arm forward for balance. Correct Response: B. (Objective 0001) The fourth position in the diagram illustrates adequate follow-through in the kicking leg, which is an essential element of mature kicking form. Proper kicking technique involves planting the non-kicking foot beside the ball, swinging the dominant kicking leg forward and contacting the ball, and then following through by allowing momentum to carry the kicking foot in the direction of the target while extending the opposite arm forward for balance.

Question 2

2. Which of the following statements best summarizes the immature nature of the student's kicking form?

1. The follow-through is exaggerated and the knee of the supporting leg is flexed too much.
2. The support foot is placed to the side and slightly behind the ball.
3. There is minimal backswing and limited flexion of the hip of the kicking leg.
4. There is a forward swing of the arm opposite the kicking leg.

Answer to question 2

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Correct Response: C. (Objective 0002) The immature nature of the student's kicking form is evidenced by the inadequate bending of the knee of the kicking leg during the backswing shown in the second position in the diagram. In addition to illustrating minimal backswing of the kicking leg, the diagram also shows limited flexion of the hip and knee of the kicking leg. By increasing the flexion of the hip and knee to bring the kicking leg back further, the student could generate more momentum, and hence more power, in kicking. Correct Response: C. (Objective 0002) The immature nature of the student's kicking form is evidenced by the inadequate bending of the knee of the kicking leg during the backswing shown in the second position in the diagram. In addition to illustrating minimal backswing of the kicking leg, the diagram also shows limited flexion of the hip and knee of the kicking leg. By increasing the flexion of the hip and knee to bring the kicking leg back further, the student could generate more momentum, and hence more power, in kicking.

Question 3

3. An elementary school student who is unable to perform movements that involve crossing the midline of the body, such as batting a ball or executing a backhand disc throw, is most likely experiencing difficulty with which of the following perceptual components?

1. spatial relations
2. depth perception
3. form constancy
4. field of vision

Answer to question 3

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Correct Response: A. (Objective 0001) In motor development and learning, the ability to perceive spatial relations is essential for comprehending the relationship of an object in space to another object or to a person. Crossing the midline of the body with an object such as a bat or a flying disc is a spatial relations phenomenon and can only be carried out successfully when this perceptual ability is developed. Correct Response: A. (Objective 0001) In motor development and learning, the ability to perceive spatial relations is essential for comprehending the relationship of an object in space to another object or to a person. Crossing the midline of the body with an object such as a bat or a flying disc is a spatial relations phenomenon and can only be carried out successfully when this perceptual ability is developed.

Question 4

4. In a physical education class for kindergartners, the teacher notices that one student does not fully swing his arms while walking and running. The teacher wants to determine whether the student would benefit from direct instruction and practice or an evaluation for a possible motor delay or limitation. Which of the following strategies would be most appropriate for the teacher to use first in investigating this issue?

1. referring the student for a special education assessment that includes a motor skill evaluation by an occupational therapist or orientation and mobility specialist
2. contacting the student's parents/guardians and suggesting that they consult the student's pediatrician about the student's gross-motor development
3. asking the student to wear hook-and-loop fasteners with bells on his wrists during walking and running activities and inviting him to make "music" with his arms
4. observing the student in an activity in which students are each given two streamers and asked to make circles and other movements with the streamers

Answer to question 4

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Correct Response: D. (Objective 0001) Providing streamers and asking the students to form circles and other movement patterns with the streamers will require the students to use large arm movements, including the type of arm movement that characterizes the locomotor patterns of walking and running. Students must swing their arms to manipulate the streamers. This strategy would not call attention to or single out the student but would allow the teacher to observe the student in a natural setting, performing the activity with peers. If the student can manipulate the streamers with his arms, the teacher can then provide direct instruction to the student with prompts and cues related to moving the arms in opposition to leg movements while walking and running, followed by feedback and reinforcement. Correct Response: D. (Objective 0001) Providing streamers and asking the students to form circles and other movement patterns with the streamers will require the students to use large arm movements, including the type of arm movement that characterizes the locomotor patterns of walking and running. Students must swing their arms to manipulate the streamers. This strategy would not call attention to or single out the student but would allow the teacher to observe the student in a natural setting, performing the activity with peers. If the student can manipulate the streamers with his arms, the teacher can then provide direct instruction to the student with prompts and cues related to moving the arms in opposition to leg movements while walking and running, followed by feedback and reinforcement.

Question 5

5. According to motor development and motor learning theory, children typically develop increased control over gross- and fine-motor movements and begin to refine skills such as running, jumping, throwing, and catching during which phase of movement development?

1. the reflexive movement phase
2. the rudimentary movement phase
3. the fundamental movement phase
4. the specialized movement phase

Answer to question 5

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Correct Response: C. (Objective 0001) The fundamental movement phase occurs during the years ranging from ages two to three to ages six and seven. During this phase, children gain increased control over their large- and small-muscle movements and become involved in developing and refining locomotor, nonlocomotor, and object control/manipulative skills. Children in the fundamental movement phase first learn skills in isolation and then develop the ability to combine newly learned skills with previously learned skills in coordinated, integrated movement. Correct Response: C. (Objective 0001) The fundamental movement phase occurs during the years ranging from ages two to three to ages six and seven. During this phase, children gain increased control over their large- and small-muscle movements and become involved in developing and refining locomotor, nonlocomotor, and object control/manipulative skills. Children in the fundamental movement phase first learn skills in isolation and then develop the ability to combine newly learned skills with previously learned skills in coordinated, integrated movement.

Question 6

6. A child's ability to perform the same gross-motor skills that his or her peers currently perform is most directly related to which of the following factors?

1. the child's gender
2. the child's level of physical fitness
3. the child's body type
4. the child's hand preference

Answer to question 6

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Correct Response: B. (Objective 0001) A child's ability to perform gross-motor skills such as running, leaping, skipping, and jumping at approximately the same time as age peers is directly related to physical fitness. A physically fit child will gladly keep moving and develop motor skills in a typical progression and will engage in movement activities such as walking, hopping, dancing, and climbing and swinging on playground equipment. Research suggests that a child with a low fitness level is likely to feel physically awkward and uncoordinated and will therefore tend to avoid movement, which will result in a lag in motor development in comparison to peers. Correct Response: B. (Objective 0001) A child's ability to perform gross-motor skills such as running, leaping, skipping, and jumping at approximately the same time as age peers is directly related to physical fitness. A physically fit child will gladly keep moving and develop motor skills in a typical progression and will engage in movement activities such as walking, hopping, dancing, and climbing and swinging on playground equipment. Research suggests that a child with a low fitness level is likely to feel physically awkward and uncoordinated and will therefore tend to avoid movement, which will result in a lag in motor development in comparison to peers.

Question 7

7. The proximodistal sequence of growth in children, in which motor control develops from the trunk and midline outward to the extremities, is best illustrated by which of the following progressions?

1. Children learn to run before they learn to skip.
2. Children can sit before they can walk.
3. Children learn to throw before they learn to write.
4. Children can hit a ball off a tee before they can hit a ball hanging from a string.

Answer to question 7

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Correct Response: C. (Objective 0001) According to the principle of proximodistal development, physical and motor development proceeds from the midline or the center of the body outward. In young children, muscular control and coordination occurs in the trunk region and shoulders before it occurs in the arms, wrists, hands, and fingers. Likewise, a child's arms develop before their hands, and the hands and feet develop before the fingers and toes. Furthermore, large-muscle control develops before small-muscle control. Hence, children learn to throw before they learn to write. Correct Response: C. (Objective 0001) According to the principle of proximodistal development, physical and motor development proceeds from the midline or the center of the body outward. In young children, muscular control and coordination occurs in the trunk region and shoulders before it occurs in the arms, wrists, hands, and fingers. Likewise, a child's arms develop before their hands, and the hands and feet develop before the fingers and toes. Furthermore, large-muscle control develops before small-muscle control. Hence, children learn to throw before they learn to write.

Question 8

8. Which of the following locomotor skills is performed using a step-hop pattern in an uneven rhythm?

1. sliding
2. leaping
3. skipping
4. jumping

Answer to question 8

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Correct Response: C. (Objective 0002) The locomotor skill of skipping involves moving forward and consists of a step and a hop on the same foot with alternating feet (e.g., step-hop on the right foot, step-hop on the left foot, step-hop on the right foot, etc.). Skipping employs an asymmetrical gait or uneven rhythm. Correct Response: C. (Objective 0002) The locomotor skill of skipping involves moving forward and consists of a step and a hop on the same foot with alternating feet (e.g., step-hop on the right foot, step-hop on the left foot, step-hop on the right foot, etc.). Skipping employs an asymmetrical gait or uneven rhythm.

Question 9

9. In a physical education activity, students form pairs. Using any type of movement, one student in each pair tries to "lose" or elude his or her partner, who attempts to keep within arm's length at all times. After 30 seconds, the teacher calls for a switch and the students in each pair exchange roles. This activity is most likely designed to promote students':

1. use of marking/guarding and dodging skills.
2. awareness of self-space versus general space.
3. use of balance in nonlocomotor activities.
4. awareness of the importance of flow in movement.

Answer to question 9

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Correct Response: A. (Objective 0002) The game described requires agility skills—quick changes in direction—and a variety of locomotor and nonlocomotor skills, such as running, sliding, and pivoting. In attempting to "lose" or elude their partners, students develop the strategic skill of dodging. The students who attempt to stay within arm's length of their partners develop "shadowing" skills, also known as marking or guarding, which are useful in sports that require player-to-player defense. Both of these types of tactical skills—the offensive skill of dodging and the defensive skill of marking/guarding—are useful in sports such as basketball, lacrosse, hockey, flag football, and Ultimate Frisbee. Correct Response: A. (Objective 0002) The game described requires agility skills—quick changes in direction—and a variety of locomotor and nonlocomotor skills, such as running, sliding, and pivoting. In attempting to "lose" or elude their partners, students develop the strategic skill of dodging. The students who attempt to stay within arm's length of their partners develop "shadowing" skills, also known as marking or guarding, which are useful in sports that require player-to-player defense. Both of these types of tactical skills—the offensive skill of dodging and the defensive skill of marking/guarding—are useful in sports such as basketball, lacrosse, hockey, flag football, and Ultimate Frisbee.

Question 10

10. Which of the following object control patterns is typically the most difficult to master because of the visual skill needed to track the incoming object, the anticipatory timing needed to strike the object, and the kinesthetic knowledge of how much force to apply to the object?

1. dribbling
2. throwing
3. kicking
4. volleying

Answer to question 10

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Correct Response: D. (Objective 0002) Volleying is striking an object while it is in the air. A variety of body parts can be used to volley an object, such as the hands in volleyball; the feet or head in soccer; and the feet, legs, or shoulders in Hacky Sack. To volley successfully, a player must consider several critical factors as a ball or other object approaches and make adjustments accordingly. The player must visually track the incoming object, whose path tends to vary each time, and develop good timing to strike the object successfully. Once tracking and timing skills are developed, the next challenge is deciding how much force to expend upon the object in order to send it to its intended target. This balance of timing, technique, force, and accuracy is often difficult to master. Correct Response: D. (Objective 0002) Volleying is striking an object while it is in the air. A variety of body parts can be used to volley an object, such as the hands in volleyball; the feet or head in soccer; and the feet, legs, or shoulders in Hacky Sack. To volley successfully, a player must consider several critical factors as a ball or other object approaches and make adjustments accordingly. The player must visually track the incoming object, whose path tends to vary each time, and develop good timing to strike the object successfully. Once tracking and timing skills are developed, the next challenge is deciding how much force to expend upon the object in order to send it to its intended target. This balance of timing, technique, force, and accuracy is often difficult to master.

Question 11

11. A key reason for engaging students in nonlocomotor movement such as rocking, balancing, swaying, and twisting is to promote students':

1. understanding of the boundaries of general space.
2. use of varying levels of effort to move or propel objects.
3. ability to maintain body control while playing, stopping, and starting.
4. strength and flexibility in the muscles used to perform fine-motor skills.

Answer to question 11

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Correct Response: C. (Objective 0002) Nonlocomotor movement is axial movement, or movements done in personal space while in contact with the ground; examples include pushing, pulling, bending, stretching, twisting, turning, swinging, swaying, rising, and falling. Nonlocomotor movement skills create a foundation for developing safety skills, as they form the basis of competent movement. These skills promote development of the stability and body control necessary to perform movements safely and efficiently while moving, balancing, playing, stopping, starting, and dodging. Correct Response: C. (Objective 0002) Nonlocomotor movement is axial movement, or movements done in personal space while in contact with the ground; examples include pushing, pulling, bending, stretching, twisting, turning, swinging, swaying, rising, and falling. Nonlocomotor movement skills create a foundation for developing safety skills, as they form the basis of competent movement. These skills promote development of the stability and body control necessary to perform movements safely and efficiently while moving, balancing, playing, stopping, starting, and dodging.

Question 12

12. In a physical education class, students are practicing two-footed jumps from low boxes and benches onto mats. Which of the following teacher cues would best help the students land safely and correctly?

1. "Keep your head down and land with flat feet."
2. "Bend your knees and bring your heels all the way down."
3. "On landing, take two steps in any direction to maintain balance."
4. "Keep your arms relaxed and down during the jump."

Answer to question 12

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Correct Response: B. (Objective 0003) Bending the knees on landing a jump is critical for student safety. The force of a landing can be further increased when children jump down from a height, so a flexed-knee, two-footed landing onto a mat is essential for safety, stability, and force absorption. Bringing the heels all the way down when landing will increase stability and promote further absorption of force. Correct Response: B. (Objective 0003) Bending the knees on landing a jump is critical for student safety. The force of a landing can be further increased when children jump down from a height, so a flexed-knee, two-footed landing onto a mat is essential for safety, stability, and force absorption. Bringing the heels all the way down when landing will increase stability and promote further absorption of force.

Question 13

13. An ice skater who is transitioning into a spin spreads her arms out and then brings her arms and one leg in close to her body to increase the rotational speed of the spin. This technique of bringing the limbs in to create velocity in the spin is an illustration of:

1. the conservation of angular momentum.
2. an increase in the moment of inertia.
3. a rise in net torque acting on a body.
4. a decrease in friction.

Answer to question 13

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Correct Response: A. (Objective 0003) To initiate a spin, a skater spreads out the arms and/or legs to maximize the moment of inertia, and then pulls in the limbs to decrease the moment of inertia and create more angular velocity. When the moment of inertia is changed, angular velocity must also change so that angular momentum remains constant while spinning. The skater's angular momentum remains constant according to the law of conservation of angular momentum. Correct Response: A. (Objective 0003) To initiate a spin, a skater spreads out the arms and/or legs to maximize the moment of inertia, and then pulls in the limbs to decrease the moment of inertia and create more angular velocity. When the moment of inertia is changed, angular velocity must also change so that angular momentum remains constant while spinning. The skater's angular momentum remains constant according to the law of conservation of angular momentum.

Question 14

14. In a creative movement activity, students are practicing walking across a balance beam placed on the floor. Which of the following teacher suggestions would best help students maintain their balance as they cross the beam?

1. "Narrow your base of support by using smaller steps."
2. "Lower your center of gravity by lowering your hips and bending your knees."
3. "Increase your stability by keeping your arms close to your body."
4. "Distribute your weight so that you place more weight on your back foot than your front foot."

Answer to question 14

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Correct Response: B. (Objective 0003) A lowered center of gravity promotes stability and better balance, which can be accomplished by lowering the hips and bending the knees. During a dynamic balance task, the center of gravity is constantly shifting, and a physical education teacher should emphasize that a lower center of gravity is more stable than a higher one and that students should try to keep their center of gravity (typically the pelvic region) over a stable base of support (the feet). Correct Response: B. (Objective 0003) A lowered center of gravity promotes stability and better balance, which can be accomplished by lowering the hips and bending the knees. During a dynamic balance task, the center of gravity is constantly shifting, and a physical education teacher should emphasize that a lower center of gravity is more stable than a higher one and that students should try to keep their center of gravity (typically the pelvic region) over a stable base of support (the feet).

Question 15

15. In a creative movement activity, first-grade students move and travel in a variety of ways. For example, the teacher asks students to run like a fox or walk like an opossum, and move as if they were marching into a strong wind, wading through water, or floating like snowflakes. These challenges are most likely intended to promote students' exploration of which of the following movement concepts?

1. self-space versus general space
2. effort, speed, and force
3. percussive versus sustained movement
4. straight, curved, and zigzag pathways

Answer to question 15

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Correct Response: B. (Objective 0003) The challenges described are intended to promote students' exploration of the movement concepts of effort (how the body moves), time (fast, medium, or slow), and force (light, moderate, or strong). Students are asked to apply different degrees of these movement concepts as directed by the teacher. Correct Response: B. (Objective 0003) The challenges described are intended to promote students' exploration of the movement concepts of effort (how the body moves), time (fast, medium, or slow), and force (light, moderate, or strong). Students are asked to apply different degrees of these movement concepts as directed by the teacher.

Question 16

16. To improve the distance of her kicks, a high school soccer player plans to increase the radius of her hip joint, the axis of rotation, to make her kicking foot move faster than the rest of her leg when contacting the ball. Which of the following techniques would be most effective for the student to use in attaining this biomechanical goal?

1. increasing the speed of the approach to the kick
2. applying downward force with the arms on the kick
3. planting the nonkicking foot more firmly just prior to the kick
4. extending the kicking leg purposefully on the kick

Answer to question 16

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Correct Response: D. (Objective 0003) Students benefit from applying biomechanical principles to individual body mechanics in order to enhance movement efficiency. When a soccer player extends the kicking leg purposefully and increases the radius from the hip, which is the axis of rotation, the movement of the upper leg decreases while the movement of the foot accelerates. This technique allows the foot to reach peak velocity upon contact with the ball. Correct Response: D. (Objective 0003) Students benefit from applying biomechanical principles to individual body mechanics in order to enhance movement efficiency. When a soccer player extends the kicking leg purposefully and increases the radius from the hip, which is the axis of rotation, the movement of the upper leg decreases while the movement of the foot accelerates. This technique allows the foot to reach peak velocity upon contact with the ball.

Question 17

17. A physical education teacher is reviewing motor development milestones for five- and six-year-olds in order to ensure that the first-grade students in the class are making good progress. The teacher should be most concerned about a six-year-old child who has difficulty with which of the following skills?

1. foot dribbling a soccer ball with control
2. hopping on the preferred foot a few times in a row
3. catching a tennis ball with one hand
4. hitting a self-bounced ball with a paddle or racket

Answer to question 17

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Correct Response: B. (Objective 0004) In the typical sequence of childhood physical growth, and more specifically gross-motor development, children tend to begin hopping around age two. Two- and three-year-olds can usually hop a few times in succession, and most five- and six-year-olds can hop skillfully. Correct Response: B. (Objective 0004) In the typical sequence of childhood physical growth, and more specifically gross-motor development, children tend to begin hopping around age two. Two- and three-year-olds can usually hop a few times in succession, and most five- and six-year-olds can hop skillfully.

Question 18

18. In relation to physical fitness, children generally experience which of the following conditions during rapid growth spurts?

1. They tend to tire easily and have difficulty sustaining their usual intensity of activity.
2. They tend to become more coordinated and make significant gains in flexibility.
3. Their lung capacity increases as they develop the ability to breathe more slowly and deeply than adults.
4. Their anaerobic fitness levels become more efficient than their aerobic fitness levels as new pathways are created.

Answer to question 18

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Correct Response: A. (Objective 0004) During growth spurts, much of a child's energy is used for growing. During these periods, children become fatigued more easily and may not be able to keep up their usual volume or intensity of physical activity or training. Correct Response: A. (Objective 0004) During growth spurts, much of a child's energy is used for growing. During these periods, children become fatigued more easily and may not be able to keep up their usual volume or intensity of physical activity or training.

Question 19

19. During which stage of cognitive development do children typically develop the ability to think logically, which enables them to understand the importance of habits such as good nutrition, adequate rest, and regular physical activity for a healthy lifestyle?

1. sensorimotor stage
2. preoperational stage
3. concrete operational stage
4. formal operational stage

Answer to question 19

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Correct Response: C. (Objective 0004) According to Piaget's stages of cognitive development, the concrete operational stage begins around age 7 and continues until approximately age 11. During this time, children gain a better understanding of mental operations and can apply logical thought to concrete events and problems. They develop the ability to use inductive logic, which involves connecting a specific experience with a general principle, and to better understand cause-and-effect relationships. Because of these abilities, children are able to comprehend the benefits of health-enhancing habits such as eating nutritious meals, getting adequate rest and sleep, and maintaining a physically active lifestyle. Correct Response: C. (Objective 0004) According to Piaget's stages of cognitive development, the concrete operational stage begins around age 7 and continues until approximately age 11. During this time, children gain a better understanding of mental operations and can apply logical thought to concrete events and problems. They develop the ability to use inductive logic, which involves connecting a specific experience with a general principle, and to better understand cause-and-effect relationships. Because of these abilities, children are able to comprehend the benefits of health-enhancing habits such as eating nutritious meals, getting adequate rest and sleep, and maintaining a physically active lifestyle.

Question 20

20. A teacher engages children in activities such as pretending to drive cars while traveling around a large open space, passing a ball while standing back-to-back with a partner, and playing Simon Says and musical circle games. These activities prepare children for tracking moving objects, dressing and putting on shoes, and beginning to read and write, primarily because they provide practice in which of the following motor skills?

1. crossing the body's midline (i.e., using both sides of the body together)
2. centering body mass over one leg in order to balance on one body part
3. developing mixed dominance (i.e., the ability to use both sides of the body equally well)
4. shifting the center of gravity by transferring weight from one foot to the other

Answer to question 20

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Correct Response: A. (Objective 0004) The bilateral action called crossing the midline involves using both sides of the body together. It is a cross-lateral skill that either requires movement involving the left arm and right leg (or the right arm and left leg) at the same time, or the ability to move one hand or foot into the space of the other hand or foot. Crossing the midline helps build important neural pathways and is a significant prerequisite skill for other skills such as reading, writing, riding a bicycle, and completing self-care and dressing tasks. Correct Response: A. (Objective 0004) The bilateral action called crossing the midline involves using both sides of the body together. It is a cross-lateral skill that either requires movement involving the left arm and right leg (or the right arm and left leg) at the same time, or the ability to move one hand or foot into the space of the other hand or foot. Crossing the midline helps build important neural pathways and is a significant prerequisite skill for other skills such as reading, writing, riding a bicycle, and completing self-care and dressing tasks.

Question 21

21. Which of the following motor skills is a key prerequisite skill underlying the golf swing, the slap shot in hockey, and the softball batting swing?

1. the forehand strike
2. the overhand throw
3. the two-hand sidearm strike
4. the underhand throw

Answer to question 21

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Correct Response: C. (Objective 0005) The two-hand sidearm strike is one of the fundamental motor skills upon which later motor learning is dependent. The presence of the two-hand sidearm strike is easily detected in the patterns used in the sport-specific skills of the golf swing, the hockey strike, and the batting swing. Once students have mastered the components of the two-hand sidearm strike with an implement such as a lightweight club, stick, or bat, they can transfer this skill-based knowledge to more complex skills that involve similar motor principles (e.g., side to target, sequential hip to shoulder rotation during the strike, follow through with implement). Correct Response: C. (Objective 0005) The two-hand sidearm strike is one of the fundamental motor skills upon which later motor learning is dependent. The presence of the two-hand sidearm strike is easily detected in the patterns used in the sport-specific skills of the golf swing, the hockey strike, and the batting swing. Once students have mastered the components of the two-hand sidearm strike with an implement such as a lightweight club, stick, or bat, they can transfer this skill-based knowledge to more complex skills that involve similar motor principles (e.g., side to target, sequential hip to shoulder rotation during the strike, follow through with implement).

Question 22

22. The illustrations below show the sequence of movements a student demonstrates when a ball is thrown underhand to the student. Stage 1 shows the student's preparatory position, and stages 2, 3, and 4 show the student's form and technique as the ball approaches from a height and is caught.

In stage one, both hands are raised in front of his face as he waits for the ball to reach him. In stage two, the ball is approaching overhead, and the student lifts his hands a bit to prepare for impact. In stage three, the student catches the ball close to his face. In stage four, the student brings the ball down a bit and holds it at about neck level.

Which of the following adjustments would best improve the student's catching technique?

1. In Stage 1, the student should lean forward.
2. In Stage 2, the student should extend his hands up to meet the ball.
3. In Stage 3, the student should catch the ball at about waist level to absorb its force.
4. In Stage 4, the student should bend his knees more to increase stability.

Answer to question 22

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Correct Response: B. (Objective 0005) When catching a ball that is approaching from a height, a student should move his or her hands up to meet the ball, then bend the elbows and bring the ball toward the body to absorb the force of the ball. In the Stage 2 illustration, the student's arms and hands are not extended sufficiently. Correct Response: B. (Objective 0005) When catching a ball that is approaching from a height, a student should move his or her hands up to meet the ball, then bend the elbows and bring the ball toward the body to absorb the force of the ball. In the Stage 2 illustration, the student's arms and hands are not extended sufficiently.

Question 23

23. During a volleyball unit, a physical education teacher introduces students to the underhand and overhand serves and the overhand pass. The teacher then has students practice drills in which they try to set the ball to themselves 20 consecutive times and then set the ball off a wall 20 consecutive times. According to the typical progression of volleyball skills, which of the following skills should the students practice next?

1. setting to partners
2. hitting over the net to the backcourt
3. blocking the ball in small-sided games
4. using the forearm bump in small-sided games

Answer to question 23

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Correct Response: A. (Objective 0005) In the usual skills progression for volleyball skills, setting to partners immediately follows setting to self and precedes hitting over the net. Through practice with partners, students apply the skills previously learned and experiment with adjusting force, aim, and technique to reach a target, in this case, their partners. Correct Response: A. (Objective 0005) In the usual skills progression for volleyball skills, setting to partners immediately follows setting to self and precedes hitting over the net. Through practice with partners, students apply the skills previously learned and experiment with adjusting force, aim, and technique to reach a target, in this case, their partners.

Question 24

24. Which of the following statements describes a critical element of a mature basketball dribble?

1. The ball is consistently bounced in front of the dominant foot.
2. The ball is pushed with the fingertips rather than with the palm of the hand.
3. The ball is consistently bounced to the level of the elbows.
4. The ball is pushed with motion from the elbow rather than the shoulder.

Answer to question 24

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0005) When dribbling a basketball, correct form involves using the fingertips, or pads of the fingers, to push the ball toward the floor. The thumb should be out, the fingers should be spread wide, and a yo-yo or waving action should be used to develop force and control of the ball. The ball should contact all five finger pads when dribbling; the palm of the hand should not be used. Correct Response: B. (Objective 0005) When dribbling a basketball, correct form involves using the fingertips, or pads of the fingers, to push the ball toward the floor. The thumb should be out, the fingers should be spread wide, and a yo-yo or waving action should be used to develop force and control of the ball. The ball should contact all five finger pads when dribbling; the palm of the hand should not be used.

Question 25

25. In a beginning lacrosse unit, students prepare for passing and catching. For catching, the teacher shows students how to place their dominant hand near the head of the lacrosse stick and their other hand near the base of the stick. Which of the following additional catching techniques should be emphasized to students?

1. keeping the elbows straight out with the stick held diagonally across the body and stepping toward the ball to catch it while inhaling
2. gripping the stick tightly and rotating the wrist of the hand holding the base of the stick gently back and forth at a steady pace
3. holding the stick upright slightly in front of the body and over the dominant shoulder and using soft hands so the stick gives
4. swinging the stick to snag the ball out of the air with the pocket and using the dominant wrist and forearm to snap the pocket back on the catch

Answer to question 25

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0005) In lacrosse, the non-dominant hand grips at the bottom of the stick, primarily serving as a guide, while the dominant hand, called the push hand, is positioned at the top of the stick for maximum control of the head. With elbows bent, the player holds the stick parallel to the body, with the head of the stick positioned to the side of the helmet and above the shoulder, creating a target area known as the box. As the ball is caught, the player lets the lacrosse stick head give, or drop back, as it receives the pass. Correct Response: C. (Objective 0005) In lacrosse, the non-dominant hand grips at the bottom of the stick, primarily serving as a guide, while the dominant hand, called the push hand, is positioned at the top of the stick for maximum control of the head. With elbows bent, the player holds the stick parallel to the body, with the head of the stick positioned to the side of the helmet and above the shoulder, creating a target area known as the box. As the ball is caught, the player lets the lacrosse stick head give, or drop back, as it receives the pass.

Question 26

26. In a middle school physical education badminton unit, which of the following practices should students use to best ensure safety during doubles badminton?

1. making sure serves are hit so that the racket contacts the shuttle at waist level or higher
2. remaining in the backcourt to shadow one's partner in the forecourt during attack mode
3. avoiding hitting shots high and deep to the intersection of the opponent's back boundary line
4. monitoring the position of one's partner and calling "mine" or "yours" for in-between shots

Answer to question 26

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0005) In doubles badminton play, key safety strategies involve teamwork and cooperation with a partner. Delegating responsibility for zones of the court and sticking to them as much as possible enhances safety. Paying attention to a partner's position is also important; an injury could occur if the player covering the front court looks back for his or her partner just as the partner hits a power shot. Players need to maintain awareness of where their partners are and call out "mine" or "yours" for any shuttles that both players are moving toward or for those hit between them in order to avoid being accidentally struck by a racket. Correct Response: D. (Objective 0005) In doubles badminton play, key safety strategies involve teamwork and cooperation with a partner. Delegating responsibility for zones of the court and sticking to them as much as possible enhances safety. Paying attention to a partner's position is also important; an injury could occur if the player covering the front court looks back for his or her partner just as the partner hits a power shot. Players need to maintain awareness of where their partners are and call out "mine" or "yours" for any shuttles that both players are moving toward or for those hit between them in order to avoid being accidentally struck by a racket.

Question 27

27. Which of the following actions best describes the herringbone movement in cross-country skiing?

1. alternately pushing off and kicking with one leg and gliding with the other
2. widening the ski tips to form a "V" and planting the inside edge hard
3. turning the ski tips so they are pointing toward each other and putting weight on the inside edges
4. stepping with the skis into a turn with the knees bent and weight forward

Answer to question 27

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0006) The herringbone movement in cross-country skiing is used to climb hills and involves widening the ski tips to form a "V" and firmly planting the inside edge of the skis into the snow with each step. In the herringbone, the tails of the skis are together and the tips are apart. A narrow "V" formation can be used for moderate hills while a wider "V" is needed for steep hills. Placing pressure on the inside edge of the ski through the ball of the foot allows the ski to edge into the snow and provides a firm platform from which the skier can push off of one ski and onto the other. The skier should keep body mass over the skis, plant poles behind the skis, and use short steps to step over the tail of the opposite ski. Correct Response: B. (Objective 0006) The herringbone movement in cross-country skiing is used to climb hills and involves widening the ski tips to form a "V" and firmly planting the inside edge of the skis into the snow with each step. In the herringbone, the tails of the skis are together and the tips are apart. A narrow "V" formation can be used for moderate hills while a wider "V" is needed for steep hills. Placing pressure on the inside edge of the ski through the ball of the foot allows the ski to edge into the snow and provides a firm platform from which the skier can push off of one ski and onto the other. The skier should keep body mass over the skis, plant poles behind the skis, and use short steps to step over the tail of the opposite ski.

Question 28

28. During an aquatics lesson, students practice the crawl in an indoor pool. The instructor provides students with the following cues.

1. Keep your hands firm and straight. Enter your hand into the water in line with your shoulder.
2. Push one arm underwater and press the water down the center of your body as the other arm recovers over the water.
3. Do not rock from side to side
4. Turn your head to one side with your chin up a little and inhale quickly; turn your head back into the water and exhale.
5. Kick all the way from the hips, breaking the surface with just your heels.

The primary purpose of this cue set is to help students:

1. focus on all parts of their body so that they receive feedback from muscles and tendons.
2. obtain a shorter recovery time for the legs so that kicking action, and thus power, increases.
3. sustain greater buoyancy by keeping the body at a high level in the water.
4. maintain a streamlined form that reduces drag and resistance in the water.

Answer to question 28

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0006) Friction due to the flow of water over the body of a swimmer causes drag, otherwise known as resistance, and slows a swimmer down. When a swimmer's body shape is streamlined, water flows more smoothly over it and drag is reduced. The cues and prompts are designed to enhance the efficiency of the students' swimming form by making their body shape sleek, thereby reducing water resistance. Correct Response: D. (Objective 0006) Friction due to the flow of water over the body of a swimmer causes drag, otherwise known as resistance, and slows a swimmer down. When a swimmer's body shape is streamlined, water flows more smoothly over it and drag is reduced. The cues and prompts are designed to enhance the efficiency of the students' swimming form by making their body shape sleek, thereby reducing water resistance.

Description For Questions 29 and 30

Question 29

29. Several students have difficulty tossing the discs smoothly and accurately using the basic backhand throw. Their throws are wobbly and off target. Which of the following suggestions would most likely help these students throw more accurately?

1. increasing the angle of the arm sweep across the midline of the body on the throw
2. pointing the index finger of the throwing hand at the hoop when releasing the disc
3. using a heavier disc so that the release is slower and more controlled
4. beginning the throw in a ready position with belly button facing the target

Answer to question 29

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0006) In the backhand grip, the hand is held palm up and the disc rests in the hand. The thumb is on top and the index finger is along the side with the remaining fingers curled under the edge of the disc. Pointing the index finger directly at the target during the release and maintaining that position during the follow through increases the accuracy of the throw and the stability of the disc's flight. Correct Response: B. (Objective 0006) In the backhand grip, the hand is held palm up and the disc rests in the hand. The thumb is on top and the index finger is along the side with the remaining fingers curled under the edge of the disc. Pointing the index finger directly at the target during the release and maintaining that position during the follow through increases the accuracy of the throw and the stability of the disc's flight.

Question 30

30. This activity is likely to be particularly effective in promoting students' social skills because it naturally prompts students to:

1. engage in friendly competition with the other teams.
2. take on roles that will contribute most to their team's success.
3. provide encouragement and support to their teammates.
4. accept their teammates' strengths and limitations without comment.

Answer to question 30

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0008) This type of activity, in which small-sided teams strive to attain a common objective, is especially effective in fostering verbal encouragement, peer coaching, and mutual support between team members. The activity takes advantage of the socially collaborative nature of students in the upper elementary grades and promotes positive interpersonal interactions. Correct Response: C. (Objective 0008) This type of activity, in which small-sided teams strive to attain a common objective, is especially effective in fostering verbal encouragement, peer coaching, and mutual support between team members. The activity takes advantage of the socially collaborative nature of students in the upper elementary grades and promotes positive interpersonal interactions.

Question 31

31. When teaching students a specific target sport (e.g., bowling, disc golf, archery, bocce), which of the following strategies should be encouraged so that students learn to generalize the strategy and apply it to multiple target sports?

1. using visualization or mental imagery to plan the most effective pathway
2. developing a comfortable ready position suitable for all target activities
3. releasing an object with a flick of the wrist to propel it as quickly as possible
4. applying spin to an object while propelling it toward the target

Answer to question 31

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. (Objective 0006) Using visualization or mental imagery to "see" the most effective pathway in which an object should travel to reach a target is a skill that is applicable to virtually any target sport. Students can improve aim and accuracy by using imagery techniques, such as visualizing an object's path or trajectory through space to the target, to mentally rehearse the performance of motor tasks. Correct Response: A. (Objective 0006) Using visualization or mental imagery to "see" the most effective pathway in which an object should travel to reach a target is a skill that is applicable to virtually any target sport. Students can improve aim and accuracy by using imagery techniques, such as visualizing an object's path or trajectory through space to the target, to mentally rehearse the performance of motor tasks.

Question 32

32. A modern dance performance is more likely than a classical ballet performance to be distinguished by which of the following elements?

1. improvisation and deliberate use of gravity
2. light, airy movements and flexed knees
3. symbolic and stylized movement techniques
4. still upper body and intricate footwork

Answer to question 32

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. (Objective 0007) Modern dance emerged in the early 1900s, in part as a reaction to more technical, formal dance forms such as classical ballet. Although the two styles share similarities, modern dance is considered to be more about the freedom of movement and improvisation, while ballet is more rooted in elegant, specific steps and a "strong but light" technique. In modern dance, improvisation, or the spontaneous creation of movement, may involve different processes, such as a choreographer improvising movement and then teaching it to dancers, or coming up with new movements with dancers during rehearsal. Modern dancers also tend to use gravity and body weight purposefully to enhance movement. Correct Response: A. (Objective 0007) Modern dance emerged in the early 1900s, in part as a reaction to more technical, formal dance forms such as classical ballet. Although the two styles share similarities, modern dance is considered to be more about the freedom of movement and improvisation, while ballet is more rooted in elegant, specific steps and a "strong but light" technique. In modern dance, improvisation, or the spontaneous creation of movement, may involve different processes, such as a choreographer improvising movement and then teaching it to dancers, or coming up with new movements with dancers during rehearsal. Modern dancers also tend to use gravity and body weight purposefully to enhance movement.

Question 33

33. During a line dance activity, the teacher asks students to arrange themselves in personal space. The teacher introduces a line dance sequence by demonstrating it while describing the steps in the sequence, and then demonstrating the sequence a second time to music. The teacher then asks students to try the sequence themselves as the teacher demonstrates it a third time. Which of the following additions to this lesson would be most effective for enhancing students' opportunity to learn the dance sequence?

1. describing for students the body shapes, levels, and pathways needed for the movements in the line dance
2. developing a set of verbal cues for each change of direction and using the cues to prompt students through performance of the sequence
3. breaking down the sequence into steps and guiding students in practicing each step before they practice putting the steps together into the sequence
4. dividing the class into small groups and assigning the most experienced dancer in each group to lead other members of the group in practicing the sequence to music

Answer to question 33

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0007) Breaking down a dance sequence into its component steps or parts and guiding students through each individual step, transition, and change of direction is more likely to promote students' ability to duplicate and recall the dance movements, as well as get used to the timing and pace needed for the dance sequence. Practicing in this way helps students retain both the specific steps and the entire sequence in the psychomotor and cognitive domains. Correct Response: C. (Objective 0007) Breaking down a dance sequence into its component steps or parts and guiding students through each individual step, transition, and change of direction is more likely to promote students' ability to duplicate and recall the dance movements, as well as get used to the timing and pace needed for the dance sequence. Practicing in this way helps students retain both the specific steps and the entire sequence in the psychomotor and cognitive domains.

Question 34

34. Which of the following movement activities would most likely provide students with feelings of satisfaction derived from working with others to achieve a common goal?

1. running in and completing a marathon
2. participating in line dancing
3. hiking in the woods with friends
4. playing on a volleyball team

Answer to question 34

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) Playing on a volleyball team would most likely provide students with feelings of satisfaction derived from working with others to achieve a common goal. Team games and activities promote skills in the areas of collaboration, communication, citizenship, self-discipline, and fair play. They provide students with positive benefits such as feeling a sense of belonging and purpose, and commitment and loyalty to others. Because everyone is working toward a common goal in team sports and activities, students learn how individual performance influences a team, both in leadership roles and in supporting roles. Such common-goal teamwork activities often lead to a specific feeling of satisfaction derived from the cooperative nature of the endeavor. Correct Response: D. (Objective 0008) Playing on a volleyball team would most likely provide students with feelings of satisfaction derived from working with others to achieve a common goal. Team games and activities promote skills in the areas of collaboration, communication, citizenship, self-discipline, and fair play. They provide students with positive benefits such as feeling a sense of belonging and purpose, and commitment and loyalty to others. Because everyone is working toward a common goal in team sports and activities, students learn how individual performance influences a team, both in leadership roles and in supporting roles. Such common-goal teamwork activities often lead to a specific feeling of satisfaction derived from the cooperative nature of the endeavor.

Question 35

35. Which of the following types of activities would be most appropriate to use with elementary students to promote their awareness of rhythmic movements and patterns?

1. partner work with Lummi sticks
2. group double Dutch jump roping
3. individual striking activities with paddles and balls
4. partner catching and throwing activities with beanbags

Answer to question 35

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. (Objective 0007) Lummi sticks are wooden wands generally considered to be named for the Lummi Native Americans of northeast Washington. Lummi sticks are synonymous with rhythm sticks. Most Lummi stick activities for elementary students involve partner work—each student sits cross-legged, facing a partner, and holds a stick in each hand. Routines are usually based on sets of six movements set to music or a chant; one-count movements include vertical taps (tap both sticks upright on the floor), partner stick taps, end taps (tilt the sticks forward or sideways and tap the ends on the floor), taps together, cross taps (cross hands and tap the upper ends to the floor), and others. Correct Response: A. (Objective 0007) Lummi sticks are wooden wands generally considered to be named for the Lummi Native Americans of northeast Washington. Lummi sticks are synonymous with rhythm sticks. Most Lummi stick activities for elementary students involve partner work—each student sits cross-legged, facing a partner, and holds a stick in each hand. Routines are usually based on sets of six movements set to music or a chant; one-count movements include vertical taps (tap both sticks upright on the floor), partner stick taps, end taps (tilt the sticks forward or sideways and tap the ends on the floor), taps together, cross taps (cross hands and tap the upper ends to the floor), and others.

Question 36

36. A physical education teacher shows students a new dance sequence by demonstrating the steps below while she verbally describes them. The teacher also encourages students to practice the steps along with her.

Take it to the right.

1. Step to the right with your right foot.
2. Step across the right foot with your left foot.
3. Step to the side with your right foot.
4. Tap your left foot against your right foot.

Then take it to the left.

5. Step to the side with your left foot.
6. Step across the left foot with your right foot.
7. Step to the side with your left foot.
8. Tap your right foot against your left foot.

Which of the following basic dance formations does this dance sequence describe?

1. jazz square
2. step-tap
3. scuff and stomp
4. grapevine

Answer to question 36

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0007) The grapevine step is used in many types of dances, including the Polka, the Hustle, and the Electric Slide. In these dances, the grapevine is an eight-count figure, often split into two side step sequences that go in opposite directions and mirror each other. This formation is often called "grapevine to the right" and "grapevine to the left." Correct Response: D. (Objective 0007) The grapevine step is used in many types of dances, including the Polka, the Hustle, and the Electric Slide. In these dances, the grapevine is an eight-count figure, often split into two side step sequences that go in opposite directions and mirror each other. This formation is often called "grapevine to the right" and "grapevine to the left."

Question 37

37. A physical education teacher's goal is to increase first-grade students' awareness of rhythm. The teacher begins by playing music and asking students to respond to the music by clapping, marching, or bouncing balls while standing or sitting. To best promote students' rhythmic awareness, the teacher should ask students to clap, march, or bounce in response to:

1. the loudness or softness of the music.
2. the background notes that create harmony.
3. the rising and falling action of the melody.
4. the tempo or beats in the music.

Answer to question 37

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0007) In rhythmic movement activities, students are often encouraged to recognize macrobeats in songs or musical excerpts and demonstrate rhythmic awareness by clapping, drumming, stomping, marching, or bouncing a ball in response to the beat or tempo of the music. Tempo is typically defined as the pace or speed at which music is played. Written music is divided into small groups of beats called measures or bars. The tempos of musical pieces can vary in amounts of beats per minute. The lower the number of beats per minute, the slower the tempo, and conversely, the higher the number of beats per minute, the faster the tempo. Correct Response: D. (Objective 0007) In rhythmic movement activities, students are often encouraged to recognize macrobeats in songs or musical excerpts and demonstrate rhythmic awareness by clapping, drumming, stomping, marching, or bouncing a ball in response to the beat or tempo of the music. Tempo is typically defined as the pace or speed at which music is played. Written music is divided into small groups of beats called measures or bars. The tempos of musical pieces can vary in amounts of beats per minute. The lower the number of beats per minute, the slower the tempo, and conversely, the higher the number of beats per minute, the faster the tempo.

Question 38

38. Professional research studies have consistently produced evidence that elementary students who participate in physical activity during the school day tend to exhibit which of the following characteristics in relation to peers who do not?

1. more mature interpersonal and social communication skills
2. greater empathy toward peers with cultural or linguistic differences
3. more highly developed sensory awareness skills
4. enhanced concentration skills and more on-task behavior

Answer to question 38

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) According to several studies involving elementary students, regular physical activity breaks during the school day have been shown to improve cognitive performance and promote on-task classroom behavior. In one large study, researchers compared concentration test scores after fourth-grade students completed either a classroom lesson or a 15-minute physical activity session. The students exhibited significantly better concentration scores after completing the physical activity. Evidence supporting the association between physical activity and enhanced academic performance is strengthened by related research that shows correlations between higher levels of physical fitness and improved school performance among children and adolescents. Correct Response: D. (Objective 0008) According to several studies involving elementary students, regular physical activity breaks during the school day have been shown to improve cognitive performance and promote on-task classroom behavior. In one large study, researchers compared concentration test scores after fourth-grade students completed either a classroom lesson or a 15-minute physical activity session. The students exhibited significantly better concentration scores after completing the physical activity. Evidence supporting the association between physical activity and enhanced academic performance is strengthened by related research that shows correlations between higher levels of physical fitness and improved school performance among children and adolescents.

Question 39

39. The teacher notices that several students who are highly skilled at disc throwing and catching seem bored. Which of the following strategies would be most effective in providing additional challenge to these students while maintaining the safety of all students?

1. suggesting to the students that they merge with neighboring teams and attempt to throw their discs at angles into their neighboring team's hoop targets
2. opening up the distances between the thrower and the hoop and the hoop and the catcher when these students take turns as throwers and catchers
3. allowing the students to leave their teams and make long-distance throws to one another at one end of the gym, and reforming teams for the remaining students
4. encouraging the students to experiment with throwing and catching using techniques such as forehand and overhand throws and one-hand and sandwich catches

Answer to question 39

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) Students who are highly skilled at disc throws are likely to become bored, which could lead to off-task behavior. Challenging these students to experiment with different throws and catches is an appropriate modification to this activity designed to sustain their interest in the activity while maintaining the safety of other students. Correct Response: D. (Objective 0008) Students who are highly skilled at disc throws are likely to become bored, which could lead to off-task behavior. Challenging these students to experiment with different throws and catches is an appropriate modification to this activity designed to sustain their interest in the activity while maintaining the safety of other students.

Question 40

40. Participation in adventure activities such as ropes courses, kayaking, orienteering, and indoor rock wall climbing is often effective in helping to improve the self-esteem and confidence of middle school students. One primary reason for this outcome is that these types of activities prompt students to:

1. garner support by pairing up with partners who have similar fitness levels.
2. take pride in demonstrating new physical skills in front of peers and trusted adults.
3. attempt to set personal best records each time they participate.
4. confront new challenges and take risks in supportive environments.

Answer to question 40

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) Adventure activities, especially ones that may not be familiar to students such as kayaking, orienteering, and high ropes courses, typically offer exciting challenges and risks within supervised settings. Such activities often allow participants to go beyond their perceived limits and come away with both a clearer understanding of their actual capabilities and a greater willingness to tackle new challenges in their lives. Whether achieving individual goals (such as completing a kayaking activity or high ropes course) or attaining shared group goals (such as successfully finding a destination using a map and a compass), students build confidence, enhance their self-esteem, and develop respect both for themselves and for others. Correct Response: D. (Objective 0008) Adventure activities, especially ones that may not be familiar to students such as kayaking, orienteering, and high ropes courses, typically offer exciting challenges and risks within supervised settings. Such activities often allow participants to go beyond their perceived limits and come away with both a clearer understanding of their actual capabilities and a greater willingness to tackle new challenges in their lives. Whether achieving individual goals (such as completing a kayaking activity or high ropes course) or attaining shared group goals (such as successfully finding a destination using a map and a compass), students build confidence, enhance their self-esteem, and develop respect both for themselves and for others.