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CSET Practice Test Physical Education

On July 25, 2008 @ 6:38 am In CSET Multiple Subject | No Comments

If you are studying for the CSET Multiple Subjects test subtest III Physical Education, you will find this CSET

practice test helpful.

Read the information in the blue box then answer the question below. The answer key is at the end of this article.

Phases (stages) of Motor Development

The development of a child's motor behavior is a

sequential process. This development starts with simple

reflexes to the learning of postural movements, to

locomotor responses, and finally, fine manipulative

movements. Four phases of development are usually

identified.

Phase 1 - Development of basic locomotor skills

A. Running B. Jumping C. Hopping D. Skipping

Phase 2 - Development of manipulative skills

A. Throwing B. Catching C. Ball movement D. Equipment

manipulation

Phase 3 - Development of striking skills

A. With body parts B. With bats C. With paddles and

racquets

Phase 4 - Development of specialized skills

A. Soccer skills B. Softball skills C. Basketball Skills

CSET Practice Test

1. Of the four phases of motor development, what phase is “striking skills” ?

A. 4

B. 3

C. 2

D. 1

Hop

Legs: 1. Support leg bends on landing then straightens to

push off. 2. Push off and land on ball of the foot. 3.

Nonsupport leg bent and swings in rhythm with the support

leg.

Head and Trunk: 4. Head stable, eyes focused forward.

Arms: 5. Arms bent and swing forward as support leg pushes

off.

Equipment - A flat, open area approximately 15 metres

long.

Observation position - To the support leg side, halfway

along.

Instruction - "Hop from one end to the other."

Vertical Jump

Preparation: 1. Eyes focused forward or upward throughout

the jump. 2. Crouch with knees bent and arms behind the

body.

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Propulsion: 3. Forceful forward and upward swing of the

arms. 4. Legs straighten in the air.

Landing: 5. Land on balls of the feet and bend knees to

absorb landing. 6. Controlled landing with no more than

one step in any direction.

Observation position - To the side.

Instruction - "Jump as high as you can."

Skip

Legs: 1. Shows a rhythmical step-hop. 2. Land on ball of

the foot. 3. Knee of support leg bends to prepare for

hop.

Head and Trunk: 4. Head and trunk stable, eyes focused

forward.

Arms: 5. Arms relaxed and swing in opposition to legs.

Equipment - A flat, open area approximately 15 metres

long.

Observation position - To the side, halfway along.

Instruction - "Skip from one end to the other."

Kick

Preparation: 1. Eyes focused on the ball throughout the

kick. 2. Forward and sideward swing of arm opposite

kicking leg. 3. Nonkicking foot placed beside the ball.

4. Bend knee of kicking leg at least 90 degrees during

the backswing.

Propulsion: 5. Contact ball with top of the foot (a

"shoelace" kick).

Follow Through: 6. Kicking leg follows through high

towards the target area.

Equipment - Large, soft ball.

Observation position - To the kicking leg side.

Instruction - "Run up to the ball and kick it as far as

you can."

Throw

Preparation: 1. Eyes focused on the target area through-

out the throw. 2. Stands side-on to target area. 3.

Throwing arm moves in a down-ward and backward arc.

Propulsion: 4. Step towards the target area with foot

opposite throwing arm. 5. Hips then shoulders rotate

forward.

Follow Through: 6. Throwing arm follows through down and

across the body.

Equipment - A beanbag or small ball.

Observation position - To the throwing arm side.

Instruction - "Throw the object as far as you can."

(Students may take a 2-3 step run-up.)

Catch

Preparation: 1. Eyes are focused on the object throughout

the catch. 2. Feet move to place the body in line with

the object. 3. Hands move to meet the object.

Reception: 4. Hands and fingers relaxed and slightly

cupped to catch the object. 5. Catch and control the

object with hands only (well-timed closure). 6. Elbows

bend to absorb the force of the object.


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Equipment - Small, soft object (e.g., beanbag [yr. 1];

tennis ball [yr 3]).

Observation position - To the side, and slightly towards

the front (45 degree angle).

Instruction - "Catch the object with two hands."

2. In teaching landing on the vertical jump activity, it’s important to:

A. show a rhythmical step-hop.

B. land on balls of the feet and bend knees to absorb landing.

C. have head stable, eyes focused forward.

D. straighten legs in the air.

"Our Schools are entrusted with the task of education and

preparing your people to live healthy, productive lives.

We must be careful that in our quest for high standards

and student performance in selected subject areas, we do

not neglect other critical disciplines that impact

learning. The goal of education must be to educate the

whole child - physically, mentally, and socially. We must

therefore work together to increase efforts to improve the

availability and quality of physical education at all

grade levels throughout California."

Delaine Eastin State Superintendent of Public Instruction

Fit, Healthy, and Ready to Learn: A School Health Policy

Guide. Publication recently released by the National

Association of State Boards of Education (NASBE) defines

terms commonly associated with physical education and

physical activity:

"Physical Education" refers to a planned, sequential

program of curricula and instruction that helps students

develop the knowledge, attitudes, motor skills, self-

management skills, and confidence needed to adopt and

maintain physically active lifestyles.

"Regular physical activity" refers to participation in

moderate to vigorous physical activity for at least 30

minutes per day on most, if not all, days of the week.

"Moderate physical activities" refers to activities that

are equivalent in intensity to brisk walking.

"Vigorous physical activity" refers to exertion that makes

a person sweat and breathe hard, such as basketball,

soccer, running swimming laps, fast bicycling, fast

dancing, and similar aerobic activities.

"Recess" refers to regularly scheduled periods within the

school day for unstructured physical activity and play.

"Intramurals" refers to physical activity programs that

provide opportunities for all students to participate in

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sport, fitness, and recreational activities within their

own school.

"Extracurricular activities" refers to school-sponsored

voluntary programs that supplement regular education and

contribute to the educational objectives of the school.

"Interscholastic athletics" refers to organized individual

and team sports that involve more than one school.

"Health-related physical fitness" refers to

cardiorespiratory endurance, muscular strength and

endurance, flexibility, and body composition.

"Skill-related physical fitness" refers to balance,

agility, power, reaction time, speed, and coordination.

3. Skill-related physical fitness refers to:

A. cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

B. balance, agility, power, reaction time, speed, and coordination.

C. organized individual and team sports that involve more than one school.

D. programs that provide opportunities for all students to participate in sport, fitness, and recreational activities

within their own school.

PERSONAL AND SOCIAL INTERACTIONS

Students will demonstrate responsible personal and social

behaviors in physical activity settings. Students will be

able to:

ELEMENTARY GRADES Pre-K-3

-Identify the rules of a given activity. -Demonstrate

cooperative skills (following rules, taking turns, sharing

equipment, etc.) while participating in physical

activities. -Use equipment appropriately and responsibly -

Describe rules and behaviors that contribute to productive

participation in physical activity -Assess their own

performance problems without blaming others.

ELEMENTARY GRADES 4-5

-Demonstrate appropriate communication skills in a variety

of physical activities and describe how these skills can

enhance group/team cooperation and effort. -Follow

activity-specific rules, procedures, and etiquette. -

Demonstrate safety principles in physical activity

settings. -Participate cooperatively with partners to

improve skill performance during practice. -Assess their

own performance problems without blaming others. -Describe

ways in which respect for individual similarities and

differences among people is demonstrated in physical

activity settings. -Recognize the influence of peer

pressure on individuals during physical activities.

EXAMPLES Select a goal from options, provided by the

teacher (e.g., walk a certain distance, jump rope a number

of minutes), that requires the group to work together to

achieve the goal. Comment on individual as well as group

progress towards the goal. Create a class mural entitled

"Favorite Activities in Physical Education".

MIDDLE GRADES 6-8

-Describe ways in which respect for individual

similarities and differences among people is demonstrated

in physical activity settings. -Participate safely and

cooperatively with others to achieve group goals in

competitive and cooperative physical activities and

settings. -Recognize the influence of peer pressure on

individuals during physical activities. -Solve problems

which occur in physical activities by analyzing causes and

potential solutions. -Identify behaviors that are

supportive and inclusive in physical activity. -

Demonstrate appropriate etiquette, ways of interacting,

care of equipment, and safety in the setting of an


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activity. -Apply a decision-making process to the safety

of themselves and others in activity settings.

EXAMPLES Exclusionary behavior during physical activity

can be very subtle. Students are asked to observe activity

during a physical education class or on the playground and

record instances of perceived exclusionary behavior. For

example, the methods used to choose teams, differences in

ability level, and gender or cultural/ethnic differences,

can lead to exclusionary behaviors. In addition, students

are asked to suggest strategies for maximizing inclusion.

Choose two famous athletes, one who is generally admired

for positive behavior and one who is known generally for

negative behavior. Compare and contrast the image

portrayed by each athlete and comment on the effect the

images have on their own behavior or behavior of others

their age.

4. What is not a basic rule of social etiquette in physical education?

A. following the rules of a given activity

B. taking turns and sharing equipment

C. Use equipment appropriately and responsibly

D. blaming performance problems on others

AEROBIC TRAINING

Energy is derived aerobically when oxygen is utilized to

metabolize substrates obtained from food, and deliver

energy to the working muscles.

A sports event, or activity that will build

cardiorespiratory endurance, is termed aerobic when the

majority of the energy in the athlete is derived

aerobically (aerobic training is without oxygen debt).

Aerobic training should be activities that are performed

continuously for a minimum of 15 to 20 minutes at a level

of 70% to 90% of maximal heart rate; no less than three

times a week.

Athletes requiring a higher level of aerobic fitness

(endurance) will train four to six days a week. Examples

of large muscle group activities include; walking, jogging

running non-sprint cycling, swimming, and cross-country

skiing.

The critical feature of aerobic activity is continuous

activity. And, specificity of training (SAID) dictates

that the training should closely resemble the activity, or

event: Runners should run, swimmers swim, for example.

Thus, to improve cardiovascular endurance, the athlete

should train aerobically.

Athletes involved in activities with a low aerobic

component, such as football, power events in track, sprint

events in running, swimming, and cycling, may see a

decrease in power and strength with excessive aerobic

training. These athletes should limit their aerobic

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training to the early preparation of off-season training

and then engage in a minimal amount of aerobic training to

maintain good general fitness.

5. Energy is derived _________ when oxygen is utilized to metabolize substrates obtained from food, and deliver

energy to the working muscles.

A. aerobically

B. anaerobically

C. flexible

D. strength and conditioning

By Letitia Hart GRADE LEVEL:4-6/middle school APPROXIMATE

TIME: 45 - 75 min

Creative Body Movement

TOPIC Straight, round and arched back shapes and how to

use them in dance

GOALS Body awareness, movement communication and response,

and motor efficiency is enhanced through exploration using

the three back shapes at different levels using axial and

locomotor movements. Aesthetic appreciation in enhanced

through audience feedback.

OBJECTIVES At the end of this lesson, students will

perform a brief dance movement and will demonstrate the

use of the three postures correctly, safely, and

creatively. Students observe group dances and are asked to

recall interesting shapes and tell why those shapes stood

out as interesting. The audience is asked to point out

contrasts in the group work, both planned and unplanned.

RATIONALE Dance is an internationally accepted art form

that also meets the requirements for physical education.

The purpose of this dance lesson is to help students to

use different postures in their dances in order to add

variety to their creations. Other foci are; giving

students an appreciation for their backs and how to take

care of them, working as partners and in a group to create

movements using different postures, and practice freezing

movement on command.

STRATEGIES Direct instruction, guided discovery, and group

process

VOCABULARY dancer's space–the area used by the dancer

without accidentally touching other dancers locomotor - a

dance movement that progresses across the dance area axial

- a dance movement that remains fixed in one part of the

dance area tailor sit -stright-backed sitting position

with knees bent and feet close against thighs butterfly

stretch - stretching the inner thigh muscles in the tailor

sitting position, with soles of feet together, by slowly

bringing the knees toward the floor straddle position -

seated position with straight legs extended out so as to

stretch the inner thighs, preferably with toes alternately

pointed and flexed improvisation - free-form or unplanned

movement, often with a given set of parameters, such as

round back, beginning, freeze, steps arched back, ending,

contrast,level, straight back,posture, stretch, shape

INTRODUCTION While sitting in a circle, tell students they

will begin with warm-up movements and that they should pay

careful attention to what their backs are doing during

these warm-ups. Ask students to be prepared to tell what

they think the lesson will be about at the end of the

warm-up.

WARM-UPS Tailor sit, focusing on a straight back. Look L,

R, L, R, then down and up. Round the back and attempt to

touch the floor with the nose, then sit up straight.

Straddle position, arch the back, sticking tummy out,

shoulders back, and chin up. Feel stretch in inner thighs.

Lean forward with hands on floor, straighten back and

reach forward. Sit back up and turn L, round back-nose to

knee. Repeat to R. Butterfly position, soles of feet


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together, straight back, and stretch knees to floor.

Discuss sit-ups and the importance of strong abdominal

muscles to protect the back from injury. Do 10 or more

bent-knee sit-ups. Roll onto tummies, push up slowly with

hands and try to touch head with toes, arched back.

PROCEDURES Ask what back shapes were stressed during warm-

ups. Discuss objects in nature with similar shapes as

round, straight, and arched back. (Examples: round

back=older people, straight back=praying mantis, arched

back=sway-backed horse) Ask why our backs are so

important. Generate discussion that centers on the value

of good posture for health, strength, and appearance.

Explain goal of exploring ways to use different back

shapes to add variety to dance movements.

EXPLORATION Dancers move into dance space and freeze in a

shape at the count of three. Report any shapes that make

obvious use of any of the three postures. Have dancers

remain within their space, say: How many round-backed

shapes can you show me without leaving your dance space?

This is called axial movement when you keep one body part

planted on the floor and move the rest. Look for good

variety and have dancers freeze several times. Report: I

see round backed shapes on the floor/at medium/at high

level. Can you keep your round-back shapes as you take

little steps around the room? This is called locomotor

movement when you move across the floor.

I see high/low level shapes moving slowly/quickly across

the floor, etc. Call freeze and report interesting shapes

and locomotor movements. Ask dancers to move about in slow

motion using arched-back shapes. Report for levels and

interesting shapes. Ask students: Do you notice that

arched-back shapes are not as comfortable as the other

shapes? Be careful when you arch your back. (Be sensitive

to the discomfort of arched-back shapes when freezing

students) Explore all three back shapes in this manner. As

dancers move about during exploration, suggest that they

find a partner to move with. Ask if they can hold a shape

and walk, step, crawl, or skip together. Report for

interesting ensembles. Have pairs move about within their

space, (Axial pairs - one body part stays planted on the

floor and another body part stays connected to partner) as

they use the same back shape in different movements.

Report for variety. Ask student pairs to combine with

other pairs and create freeze shapes involving touching

and the same back shape. Repeat several times and report

interesting shapes utilizing the three back shapes.

CREATION Divide students into even-numbered groups of four

or more. Tell students they will make a dance with their

partners or as a group and perform it for the rest of the

class. The dance will have: A planned beginning using

arched-back shapes. Then axial, paired movement-

improvisation A middle individual dance that involves

improvisational locomotor movement using the straight-back

shape A paired, axial movement-improvisation during the

final third of the dance using the round-back shape,

finishing with a planned, round-back ending shape

Give groups 5-10 minutes to create beginning and ending

shapes and work out their improvisations (students should

be aware of each other during dance, even in

improvisational movement). Circulate and offer advice.

CLOSURE Each group will perform its dance to music (I

would choose something ethereal). Changes from beginning

to middle to end should be signaled with a gong or bell.

The rest of the class will watch the dance and be prepared

for questions at the end.

Did you see the three back shapes? Which ones were most

interesting and why? How did the different postures add

contrast to the dances? What parts were danced together

and what parts were improvised? Dancers must respond to

questions as well. What part of your dance was easiest and

hardest? What would you change and why?

EVALUATION Did dancers demonstrate body awareness,

movement communication and response, and motor efficiency?


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Was there adequate exploration using the three back

shapes, different levels, axial and locomotor movements?

Did dancers demonstrate the use of the three postures

correctly, safely, and creatively? Did students observing

group dances recall interesting shapes and tell why those

shapes stood out as interesting? Were observers able to

point out contrasts in the group work, both planned and

unplanned? Was criticism constructive?

EXTENSION Groups could be asked to rework their beginning

and ending shapes, or collaborate more on the

improvisational portions of the dance, then perform their

revised version at a later time. A cultural focus could be

added by exploring the postures used in different cultural

dance forms, then using the music from those cultures in

performance of the dances. Literary Arts can easily be

incorporated by having dancers make journal entries

describing their creative process.

6. Movement across the floor is an example of what type of motion:

A. nonlocomotor

B. locomotor

C. object manipulation

D. static balancing

Object Manipulation

By the age of 3 years, most children will have developed

the full range of hand grips and manipulation skills,

which are then only developed further with age, by

increasing in speed and combinations of complexity.

Many disabled children will be delayed in the acquisition

of these skills; as well as being limited by the range of

hand movements they are able to perform effectively.

In order for the child to use his hands precisely, he

requires good shoulder and upper arm strength and

stability to hold and position his hands, both close to

and away from his body and at different height levels.

In order to grip an object with precision the hand muscles

need to be sufficiently developed for the palm and fingers

to move around the object and to sustain and adjust the

grip as necessary. Children with abnormal tone,

neurological conditions and learning difficulties will

experience difficulties with this type of precision task.

Scissor skills can be difficult for children to learn,

particularly opening the blades ready for cutting. Using

scissors with spring assisted opening blades or with

linked/loop handles may help initially.

Children's scissors should have rounded tips to the blades

and be made of quality stainless steel and preferably be

able to be used equally effectively by both left and right

handed children.

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Children with limited/no use of one hand may be able to do

some cutting with table top scissors with flat handles to

push down on to produce a cutting action.

7. A child using scissors is an example of what type of motion?

A. nonlocomotor

B. locomotor

C. manipulation

D. spatial awareness

Principles of Development

1. Development proceeds from the head downward. This is

called the cephalocaudle principle. This principle

describes the direction of growth and development.

According to this principle, the child gains control of

the head first, then the arms, and then the legs. Infants

develop control of the head and face movements within the

first two months after birth. In the next few months, they

are able to lift themselves up by using their arms. By 6

to 12 months of age, infants start to gain leg control and

may be able to crawl, stand, or walk. Coordination of arms

always precedes coordination of legs.

2. Development proceeds from the center of the body

outward. This is the principle of proximodistal

development that also describes the direction of

development. This means that the spinal cord develops

before outer parts of the body. The child's arms develop

before the hands and the hands and feet develop before the

fingers and toes. Finger and toe muscles (used in fine

motor dexterity) are the last to develop in physical

development.

3. Development depends on maturation and learning.

Maturation refers to the sequential characteristic of

biological growth and development. The biological changes

occur in sequential order and give children new abilities.

Changes in the brain and nervous system account largely

for maturation. These changes in the brain and nervous

system help children to improve in thinking (cognitive)

and motor (physical) skills. Also, children must mature to

a certain point before they can progress to new skills

(Readiness). For example, a four-month-old cannot use

language because the infant's brain has not matured enough

to allow the child to talk. By two years old, the brain

has developed further and with help from others, the child

will have the capacity to say and understand words. Also,

a child can't write or draw until he has developed the

motor control to hold a pencil or crayon. Maturational

patterns are innate, that is, genetically programmed. The

child's environment and the learning that occurs as a

result of the child's experiences largely determine

whether the child will reach optimal development. A

stimulating environment and varied experiences allow a

child to develop to his or her potential.

4. Development proceeds from the simple (concrete) to the

more complex. Children use their cognitive and language

skills to reason and solve problems. For example, learning

relationships between things (how things are similar), or

classification, is an important ability in cognitive

development. The cognitive process of learning how an

apple and orange are alike begins with the most simplistic

or concrete thought of describing the two. Seeing no

relationship, a preschool child will describe the objects

according to some property of the object, such as color.

Such a response would be, "An apple is red (or green) and

an orange is orange." The first level of thinking about

how objects are alike is to give a description or

functional relationship (both concrete thoughts) between

the two objects. "An apple and orange are round" and "An

apple and orange are alike because you eat them" are

typical responses of three, four and five year olds. As

children develop further in cognitive skills, they are


9 of 21 3/12/2009 1:43 PM

able to understand a higher and more complex relationship

between objects and things; that is, that an apple and

orange exist in a class called fruit. The child

cognitively is then capable of classification.

5. Growth and development is a continuous process. As a

child develops, he or she adds to the skills already

acquired and the new skills become the basis for further

achievement and mastery of skills. Most children follow a

similar pattern. Also, one stage of development lays the

foundation for the next stage of development. For example,

in motor development, there is a predictable sequence of

developments that occur before walking. The infant lifts

and turns the head before he or she can turn over. Infants

can move their limbs (arms and legs) before grasping an

object. Mastery of climbing stairs involves increasing

skills from holding on to walking alone. By the age of

four, most children can walk up and down stairs with

alternating feet. As in maturation, in order for children

to write or draw, they must have developed the manual

(hand) control to hold a pencil and crayon.

6. Growth and development proceed from the general to

specific. In motor development, the infant will be able to

grasp an object with the whole hand before using only the

thumb and forefinger. The infant's first motor movements

are very generalized, undirected, and reflexive, waving

arms or kicking before being able to reach or creep toward

an object. Growth occurs from large muscle movements to

more refined (smaller) muscle movements.

7. There are individual rates of growth and development.

Each child is different and the rates at which individual

children grow is different. Although the patterns and

sequences for growth and development are usually the same

for all children, the rates at which individual children

reach developmental stages will be different.

Understanding this fact of individual differences in rates

of development should cause us to be careful about using

and relying on age and stage characteristics to describe

or label children. There is a range of ages for any

developmental task to take place. This dismisses the

notion of the "average child". Some children will walk at

ten months while others walk a few months older at

eighteen months of age. Some children are more active

while others are more passive. This does not mean that the

passive child will be less intelligent as an adult. There

is no validity to comparing one child's progress with or

against another child. Rates of development also are not

uniform within an individual child. For example, a child's

intellectual development may progress faster than his

emotional or social development.

An understanding of the principles of development helps us

to plan appropriate activities and stimulating and

enriching experiences for children, and provides a basis

for understanding how to encourage and support young

children's learning.

8. The cephalocaudle principle of development states that:


10 of 21 3/12/2009 1:43 PM

A. Development proceeds from the center of the body outward.

B. Development proceeds from the simple (concrete) to the more complex.

C. Development proceeds from the head downward.

D. Development depends on maturation and learning.

Benefits of Flexibility Training By Chad Tackett,

president of GHF

Flexibility is a joint's ability to move through a full

range of motion. Flexibility training (stretching) helps

balance muscle groups that might be overused during

exercise or physical activity or as a result of bad

posture. It's important to clearly understand the many

benefits that result from a good flexibility program.

Improved Physical Performance and Decreased Risk of Injury

First, a safe and effective flexibility training program

increases physical performance. A flexible joint has the

ability to move through a greater range of motion and

requires less energy to do so, while greatly decreasing

your risk of injury. Most professionals agree that

stretching decreases resistance in tissue structures; you

are, therefore, less likely to become injured by exceeding

tissue extensibility (maximum range of tissues) during

activity.

Reduced Muscle Soreness and Improved Posture Recent

studies show that slow, static stretching helps reduce

muscle soreness after exercise. Static stretching involves

a slow, gradual and controlled elongation of the muscle

through the full range of motion and held for 15-30

seconds in the furthest comfortable position (without

pain). Stretching also improves muscular balance and

posture. Many people's soft-tissue structures has adapted

poorly to either the effects of gravity or poor postural

habits. Stretching can help realign soft tissue

structures, thus reducing the effort it takes to achieve

and maintain good posture in the activities of daily

living.

Reduced Risk of Low Back Pain A key benefit, and one I

wish more people would realize, is that stretching reduces

the risk of low back pain. Stretching promotes muscular

relaxation. A muscle in constant contraction requires more

energy to accomplish activities. Flexibility in the

hamstrings, hip flexors, quadriceps, and other muscles

attaching to the pelvis reduces stress to the low back.

Stretching causes muscular relaxation, which encourages

healthy nutrition directly to muscles; the resulting

reduction in accumulated toxins reduces the potential for

muscle shortening or tightening and thus reduces fatigue.

Increased Blood and Nutrients to Tissues Another great

benefit is that stretching increases blood supply and

nutrients to joint structures. Stretching increases tissue

temperature, which in turn increases circulation and

nutrient transport. This allows greater elasticity of

surrounding tissues and increases performance. Stretching

also increases joint synovial fluid, which is a

lubricating fluid that promotes the transport of more

nutrients to the joints' atricular cartilage. This allows

a greater range of motion and reduces joint degeneration.

Improved Muscle Coordination Another little-known benefit

is increased neuromuscular coordination. Studies show that

nerve-impulse velocity (the time it takes an impulse to

travel to the brain and back) is improved with stretching.

This helps opposing muscle groups work in a more

synergistic, coordinated fashion.

Enhanced Enjoyment of Physical Activities Flexibility

training also means enhanced enjoyment, and a fitness

program should be fun if you want to stick with it. Not

only does stretching decrease muscle soreness and increase

performance, it also helps relax both mind and body and

brings a heightened sense of well-being and personal

gratification during exercise.


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As you can see, flexibility training is one of the key

components of a balanced fitness program and should be a

part of your exercise routine. Without flexibility

training, you are missing an important part of overall

health. Flexibility training provides many important

benefits that cannot be achieved by any other exercise or

activity. Good luck: I hope you enjoy all the wonderful

benefits of an effective flexibility training program.

9. ___________ training helps balance muscle groups that might be overused during exercise or physical activity

or as a result of bad posture.

A. Anaerobic

B. Aerobic

C. Flexibility

D. Manipulation

Biomechanics of the Kick/Punt

The punt kick is a simple kick that can be divided into

three simple phases. The first phase is the swing back

phase, the second phase is the kick, and the third is the

follow through. Each step is important in its own right to

maintain the proper form for the kick. Many of the muscles

that are used are the same throughout the movement, but

the function and contraction of the muscle differs from

phase to phase. By breaking up the movement into different

sections the movements become more definite and distinct.

The swing back phase marks the preparatory or the pre-

stretch motion of the kick. In the swing back phase the

hip muscles contract and cause extension at the hip joint.

The gluteus maximus is the most active extensor muscle in

the movement, with little to no help from the biceps

femoris (Young 3). Both of these muscles are

concentrically contracting to produce this movement.

Studies have also shown that the iliopsoas muscle is

active throughout the range of motion of the kick (Dorge).

Although the iliopsoas muscle primarily works to flex the

hip, the muscle is active in the extension movement as the

antagonist to the gluteus maximus. The iliopsoas

eccentrically contracts to slow down the extension of the

hip. While the hip is extending, the knee is flexing and

the ankle is dorsiflexed. Knee flexion is primarily caused

by the hamstring muscles, more specifically, the

semitendonosis, which is most active at the initiation of

movement (young 3). Knee flexion actually begins

simultaneously when the hip begins extension (Young 3).

The knee stays flexed for about 50% of the movement, where

as the hip only stays extended 40% of the time ( Young 3).

Tibialis Anterior is the primary dorsiflexor in the

movement. The ankle stays dorsiflexed for 50% of the

entire kicking movement (Young 3). Although the position

of the ankle is not incredibly important in this phase, it

plays a small but crucial role in the generation of force

at the knee joint. The knee cannot produce maximum force

when the knee is in a plantar flexed position because of

the shortened position of the gastrocnemius (Croce). When

the ankle is dorsiflexed, the knee is allowed to produce

the maximum force at the joint, which will eventually be

The hip stops extending when it is just below the

horizontal, this point marks the beginning of the second

phase, the kick. The next two phases are very short in

time span, but they are fast and create a lot of power,

which is then transferred to the ball. Flexion of the hip,

extension of the knee and plantar flexion at the ankle are

the movements that define this phase of the kick. Hip

flexion is caused by the primary hip flexors, the

iliopsoas muscle. When the hip stops extending just below

the horizontal, the iliopsoas changes from an eccentric

contraction to a concentric contraction, thus pulling the

hip into a flexed position. Just after the hip begins to

flex, the knee begins extension (Young 3). The primary

knee extensors are the quadriceps muscles. All of the

quadriceps contract forcefully throughout the range of


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motion (Eloranta). However, the vastus lateralis becomes

the most active towards the end of the motion (Young 3).

The increased activation of the vastus lateralis was

probably due the increased effort of the muscle group to

keep the leg from inward rotation. At the same time the

knee begins extension, the ankle begins plantar flexion.

The primary plantar flexor is the peroneus longus muscle.

Plantar flexion positions the foot so the dorsal surface

is facing out ready to kick the ball.

When the ball is struck the phase shifts from the kicking

phase to the follow through. Most of the follow through is

just an extension of the kicking motion. The hip is still

flexing and the knee is still flexing. The only changes

occur in the contractions of the muscles and the return to

dorsiflexion at the ankle. Again, the primary dorsiflexor

at the ankle is the tibilalis anterior muscle. The

contraction is concentric, but it is not as forceful as

contractions made in the preparatory and kicking phases.

The biggest change in muscle contraction comes from the

hamstring muscles. The peak EMG of the hamstrings is not

when the knee is flexing, but rather when the ball is

struck and the knee is extending (Wahrenberg). The

contraction that is taking place is an eccentric

contraction, and its purpose is to prevent the knee from

hyper-extending under such large forces. The forces that

are put on the patellar tendon under such circumstances

can reach 5200 N (Wahrenberg). The hamstrings are

antagonistic to the quadriceps and they help to disperse

some of the force put on the joint. The purpose of the

follow through motion is to create a smooth movement and

easy end the forceful contractions of all the muscles

involved in the kick. Thus, while the quadriceps,

hamstrings, hip flexors and tibilais anterior continue to

contract, the contractions are not forceful and they tend

to end gradually and smoothly.

The last part of the movement to be analyzed is the role

of the stationary leg. The stationary leg serves to

balance the body and support its weight while the other

leg is performing the kick. The position of the stationary

leg is very important to the success of a kick, and

changes in its position can greatly effect the kicking leg

will have on the ball (Beraud). The muscles involved in

keeping the leg stationary are the tibilais anterior, the

hamstrings, the iliopsoas and the quadriceps. All of these

muscles perform isometric contractions to keep the leg in

a position that has the ankle slightly dorsiflexed, the

hip in a slight posterior tilt and the knee slightly bent.

This position keeps the body stable yet ready to move if

the situation calls for quick movement.

10. The motion of a kick can be divided into how many phases?

A. 2

B. 3

C. 4

D. 5


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Benefits of Fitness on Children

As a result of increasing physical exertion on a regular

basis, children like adults, also reap the benefits of an

increased level of wellness. The research shows that they

are simply not getting an adequate amount of exercise.

American children are generally in an activity and fitness

deficit. Gallahue (1982) and Seefeldt (1980) believe that

children in a full time daycare setting do not engage in

adequate physical activity on a daily basis. Gilliam

(1981) reported that although children were physically

active during the day, less than 2% of the time was spent

by children in activities of high enough intensity to

promote cardiovascular health, whereas, 80% of the time

was spent in low intensity activities. Research has shown

that most children do not receive enough fitness-enhancing

activity during play experiences to develop an adequate

level of fitness or motor skill development (Gilliam 1981;

Miller 1978). Coronary heart disease and risk factors such

as obesity, hypertension, and elevated serum cholesterol

have been identified in children as young as 2 years of

age (Rose 1973).

According to Brink (1995), 64% of K-12 American students

do not participate in a daily physical education program.

He further states that physical exercise is still one of

the best ways to stimulate the brain and learning. The

benefits of physical activity on a child's health are well

documented. Children engaged in daily physical education

show superior motor fitness, academic performance and

attitude toward school as compared to their counterparts

who do not participate in daily physical education (1996

Pollatschek and Hagen). Children who are active and

physically fit have fewer cardiovascular risk factors than

less active children; they encounter lower rates of

coronary heart disease (Ross and Pate 1987), lower blood

pressure( Fraser, Phillips and Harris, 1983) and lower

body fat (Sailis, Buono, Roby, Micale, and Nelson, 1993).

Active adolescents tend to feel less lonely, shy and

hopeless than do their physically inactive peers (Page,

1994). Physical activity was used as a treatment for

hyperactive behavior by Mcgimsby and Favell (1988) who

showed that increased exercise was an efficient means for

reducing rates of aggression and hyperactivity in 8 of 10

mentally retarded subjects. Table A and Figure One, taken

from an earlier study by Allen (1979), illustrate the

effects of exercise on behavior/stress and anxiety. Norris

(1992 p.64) found that in an adolescent population aerobic

training does appear to provide some benefits with regard

to psychological stress and well being but only if the

program is of sufficient intensity.

The implications of research investigating the

psychological effects of exercise are readily apparent.

Exercise has the potential to act positively on both the

physical and mental health of the patient. Leith and

Taylor (1990) found that 56 of 81 studies (70%) reported

significant improvements on the psychological constructs

under consideration as a result of participation in an

exercise program. They also recommended that future

research carefully document prescribed changes in fitness

levels, define the exact nature of physical activity and

clearly report the frequency and duration of the exercise.

These have all been considered and accounted for in our

methods.

ADHD subject interventions for the most part, have been

limited to either modifications in behavior or

psychosomatic drugs. Intense aerobics have not been tried

as a possible behavioral strategy to curb unwanted

behavior and improve student attention levels. These

factors, combined with the simple relationship between

exercise and body chemistry, pave the way for the

possibilities of improving student attention and

hyperactivity problems by exposing them to frequent and

intense aerobic activity.

Alternative Intervention Peptide molecules (endorphins)

are the messengers of our emotional system. At the


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cellular level, peptides synthesized within one cell

attach to receptors on the outside of another, promoting

either an increase or decrease in cellular actions.

Endorphins are categorized as a peptide molecule and have

an affect on student behavior in the classroom (Sylvester

1994). Endorphins are also classified as opiates, which

mediate emotions after a painful experience because they

have the ability to reduce pain and increase euphoria.

Endorphin levels can be elevated by exercise and by

positive social contact-hugging, music, a friend's

supportive comments (Levinthal, 1988). These issues will

be taken into consideration in our intervention

techniques. Endorphins have also been implicated in the

regulation of the female menstrual cycle, as well as in

influencing the response of numerous other hormones,

including GH, ACTH, prolactin, catecholamines and

cortisol.

Like the action of psychostimulant drugs, it is at the

cellular level where endorphins act on the

neurotransmitters, which have a causal effect on electro-

cellular actions. If this occurs in large populations of

cells, a change or influence can occur in our emotional

states. "Cell division and protein synthesis are two such

changes; both are heavily involved in the emotion-charged

body changes during adolescence" (Moyers 1992).

Endorphic action on neurotransmitters and hypothalamus-

ACTH (a catecholamine) and endorphin containing cells are found

in the anteromedial region of the anterior lobe, at the

posterior boundary. The richest site of endorphins in the

body is the pituitary. The endorphin and ACTH-synthesizing

neurons of the hypothalamus also project to other regions

of the brain. This would increase the possibility that

endorphins may also act on the caudate nucleus.

Physiologic actions for these hormones include:(1)morphine

like analgesic properties, (2) euphoria and other

behavioral effects, positive or negative, (3)

neurotransmission and other neuromodulating functions. The

endorphins may play a positive role in memory, learning,

response to stress, reproduction, pain transmission and

regulation of appetite, temperature and

respiration(Harrisons, 1994 p.448)

Previous studies that have utilized graded maximal

exercise tests to examine the beta endorphic response to

exercise have generally reported elevated beta endorphin

levels following exercise (Goldfarb, 1986). Goldfarb

studied the endorphic response to exercise and found an

approximate twofold increase above resting levels. This

agrees with other studies such as the one done by Donevan

(1986) (See Figure 2). Greater physical exertion resulted

in greater endorphic response with the largest increase

around 80% of illustrated in the graphic results from

maximal oxygen uptake (VO2 max) respiration (Donevan,

1986).

It is well documented in both Exercise and Physiology

literature that chemical changes occur in the body after

it is exposed to exercise. The degree of chemical change

is dependent on the intensity, duration and frequency of

the aerobic activity. Children as a whole are deficient in

their overall levels of fitness in America. Therefore, it

is reasonable to project that a regular aerobic

intervention at 75% of maximum respiration would indeed be

an increase over the child's daily activity schedule.

This change in physical activity has the potential to

change daily behavior. If children, who are exhibiting

the early symptoms of inattention and hyperactivity can be

exposed to a high incidence of frequent aerobics on a

regular basis, then the affects of muscle exhaustion and

increased body chemistry changes may combine to curb

unwanted disruptive behavior. Specific to the subjects

proposed for research in this study, I could find no

research detailing the effect of aerobic intervention on

ADHD children.

Source: From Plasma B-endorphin Immunoreactivity During

Graded Cycle Ergometry. Donevan, R.H., Andrew, G.M., 1986.

Medicine and Science in Sports and Exercise. 19,3,p.231.


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11. In benefits of exercise for children, all the following are true except:

A. stimulates the brain and learning

B. superior motor fitness, academic performance and attitude toward school

C. curb psychological problems

D. lower body fat

Tips for Exercising with Diabetes

Keep Your Sugars Up Regular exercise makes insulin work

better, thereby lowering your blood glucose. However, that

can pose a significant health risk to people with

diabetes. As you exercise, you use up blood glucose, which

can lead to hypoglycemia, or low blood sugar. People who

take insulin and/or oral diabetes pills are particularly

susceptible to hypoglycemia.

Frequent testing before, during, and after your workout

will help you see the positive effect exercise has on your

blood glucose levels and will keep you motivated. Also,

your tests will give you information on how to adjust

insulin or food intake to complement your workout. Discuss

these changes to your diabetes management plan with your

doctor or diabetes educator.

Avoiding Hypoglycemia Here are some tips for keeping your

blood glucose levels up during exercise:

Check your blood glucose before beginning exercise. If it

is less than 100 mg/dL, eat at least 15 grams of

carbohydrates before exercising. If your exercise session

is longer than an hour, test to see if you need a snack.

Test within one hour after exercise to see how your

medicine and food choices worked. Test for delayed

hypoglycemia several hours after a long exercise session.

Following are warning signs of hypoglycemia. If you have a

workout partner, alert them to be on the lookout for these

signs, which may indicate you need assistance:

Slurred speech Tingling of lips Rapid heart beat Weakness

Nervousness/Tremors Headache Sweating (cool)

Confusion/disorientation Hunger Coma

Another Danger Although less common, exercise can lead to

hyperglycemia, or high blood sugar. People with Type 1

diabetes should avoid exercise if they have blood glucose

levels greater than 250 mg/dL or ketones in their urine.

If the body senses a lack of insulin, it compensates with

increased glucose production, causing hyperglycemia.

Safety First Below are some tips to help you have a safe,

productive workout.

Always wear a medical ID bracelet or necklace. Get

appropriate equipment and supplies. Good shoe fit and

support are very important.

Always carry treatment for low blood glucose when

exercising. Make sure your workout partner can identify

signs of hypoglycemia.

12. Regular exercise makes insulin work better, thereby lowering your blood glucose. However,


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that can pose a significant health risk to people with diabetes. As you exercise, you use up blood glucose, which

can lead to:

A. hyperglycemia

B. hypoglycemia

C. asthma

D. improved performance

Biomechanics of Pitching/Throwing

The Six Phases of Pitching To make the biomechanics easier

to understand, the pitching motion can be divided into six

phases: windup, stride, arm cocking, arm acceleration, arm

deceleration, and follow-through.

1 - The windup phase begins when the pitcher stepped back

with his front foot and positions his back foot against

the rubber. The windup phase ends when the front leg is at

its maximum height and the two hands begin to separate. 2

- During the stride phase, a pitcher moves his front foot

toward home plate as the two arms swing down and apart

from each other. The stride phase ends when the front foot

touches the mound. 3 - During the arm cocking phase, the

pelvis and then upper trunk rotate to face home plate as

the throwing arm externally rotates at the shoulder. The

arm cocking phase ends when the shoulder reaches its

maximum external rotation. 4 - The arm acceleration phase

was from the instant of maximum shoulder external rotation

until ball release. 5 - From ball release until the arm

stops internally rotating is defined as the arm

deceleration. 6 - Follow-through begins with maximum

shoulder internal rotation and ends when the pitcher

regains a balanced position.

The greatest kinetic and kinematic values occurred during

the arm cocking, acceleration, and deceleration phases,

implying that these are the phases where overuse injuries

are likely to happen.

13. How many phases can the throwing/pitching motion be divided into?

A. 3

B. 4

C. 5

D. 6

Tips for Exercising with Asthma

1. Ask your physician to help you establish a personalized

fitness program. You may also benefit from working with a

physical therapist or other medical professional skilled

in rehabilitative therapies. 2. Discuss using medicine

before exercising with your physician. 3. Always carry

your bronchodilator, the medication your physician

prescribed in case of a sudden asthma attack. 4. Take


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extra time (at least 20 minutes) to warm up slowly before

and after exercising. Some people with exercise-induced

asthma find this helps to avoid asthma symptoms without

the need for extra medications. 5. Do not push yourself

when your peak flow readings are lower than usual or you

have not been feeling well. Learn to listen to your body

and stop working out if it starts sending signs that you

have had enough exercise for one day. 6. Do not exercise

outdoors on days with high pollen counts or ozone levels.

Select allergen-free indoor places carefully. Basements

and/or gyms may be dusty and moldy. 7. On cold days, use a

scarf or mask over your mouth and nose to help warm cold

air before it is breathed into raw airways. 8. Take baby

steps to reach fitness goals. Park your car in a space at

the far end of the parking lot when shopping. Use the

stairs instead of the elevator for short trips.

The goal for people with asthma is to build up strength in

their heart and lungs without triggering their asthma. New

and improved medications, thorough warm-up and cool-down

periods and a physician monitored fitness program will

help any person with asthma achieve a more healthy,

physically fit and functioning body.

For more information contact Allergy and Asthma Network at

1-800-878-4403.

14. When exercising with asthma it is important to take at least __ minutes to warm up slowly before and after

exercising.

A. 2

B. 10

C. 15

D. 20

BIOMECHANICS OF HUMAN MOVEMENT

1. Biomechanics is the science concerned with the

interrelationship of the biologic properties of the

skeletal, articular, and neuromuscular systems and of the

laws and principles of mechanics.

2. Biomechanics is concerned with both internal and

external factors that affect movement of one's body,

as well as the movement of implements or other equipment

used in exercise, sport, or other physical activity.

Applications of biomechanics are seen in medicine,

industry and the military, as well as in physical

education and athletics.

3. Bones of the skeletal system that articulate at a joint

serve as anatomic levers effecting movement upon

application of force generated by skeletal muscle

contraction.

4. Primary functions of skeletal muscle are affected by

number, arrangement, length, and type of fibers. Some

muscles are more powerful, while others permit greater

endurance or range of movement.

5. Even relatively simple movements, e.g., walking,

involve the action of numerous muscles in one or more of

several roles to produce an efficient effort.

6. The somatic nervous system is involved with reception

(afferent) and conduction (efferent) of neural impulses

and ultimately, with the activity of skeletal muscle.

7. The basic functional structure of the neuromuscular

system is the motor unit, which consists of a single motor

nerve cell, together with its nerve fiber and the group of

muscle fibers supplied by its branches. The strength of

muscle contraction is dependent on how many motor units

are activated by the central nervous system.

8. Dynamics is the aspect of mechanics in which motion of


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an object is brought about by unbalanced forces. There are

two branches of dynamics: (a) kinematics, which deals with

descriptive analysis of motion without consideration of

forces causing motion; and (b) kinetics, which deals with

the interrelationship of forces causing motion.

9. Kinematics includes the measurement of displacement,

velocity, speed and acceleration in both linear and rotary

(angular) motion about an axis.

10. Newton's three laws of motion addressing the concepts

of inertia, acceleration, and action-reaction,provide an

integrative understanding of forces affecting objects in

motion, and are the cornerstone of kinetics.

11. Forces that modify motion include gravity, friction,

momentum, impulse, and impact.

12. Statics is that aspect of mechanics, in which forces

acting on an object are in equilibrium. Center of gravity

and stability are concepts basic to static balance.

13. Torque, moment of inertia, angular velocity, and

angular momentum provide analogues of Newton's three laws

applicable to rotary motion. The work accomplished in

rotary motion is dependent on the mechanical advantage of

the lever system(s) employed.

14. In human physical performance, movements of one's

body, as well as those of objects kicked, thrown, or

caught, take place in a fluid environment, and are subject

to the net propulsive force of drag and lift.

15. An increasingly wide variety of mechanical and

electrical devices are being utilized to measure specific

skeletal and neuromuscular interactions with mechanical

factors affecting human movement.

16. The development of high-speed computers has provided

the most important impetus for advances in biomechanics

research. Some of this research has been successfully

applied to effect improvements in performance and

prevention of exercise and sports related injuries.

17. Principles of biomechanics are also applicable to

movement entailed in daily living activities and many

occupational tasks which, if employed properly, lead to

reduced incidence of strain and injury, more efficient

movement, and less fatigue.

15. The basic functional structure of the neuromuscular system is the:

A. nerve fiber

B. joint

C. motor unit

D. skeletal muscle

ANAEROBIC TRAINING

Anaerobic training is shorter than aerobic training in

duration (less than two minutes), in which oxygen is not a

limiting factor in performance, and requires energy from

anaerobic sources. These energy sources involve the

utilization of phosphagen and lactic acid by the athlete's

body; and enables them to perform brief, near maximal

muscular activity (<2 min). Events, or activity that lasts

up to 30 seconds in length, rely almost exclusively on the

phosphagen system.

Activity that lasts from 30 seconds to 2 minutes, begin to

rely on lactic acid (again, any activity beyond two

minutes becomes aerobic training). These energy systems

are effectively developed using an interval training

system. It is important note that although one energy

system may be predominate for a given activity, all

systems are in use to some degree during anaerobic, or

interval training.


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Interval training uses, as named, intervals that can

consist of running, swimming, calisthenic exercises, or

resistance training. Work intervals, which also include

rest intervals, vary depending on the athletes mode of

training, or need (need analysis). For example; work

intervals of less than 30 seconds (phosphagen system), are

typically performed with rest intervals of approximately

three times this duration.

This type of training does not allow for full recovery

between bouts of work and is often done during the middle,

to later part of the athlete's preseason training period.

As the competition phase approaches, preseason interval

training consists of longer rest intervals to accommodate

the near-maximal intensity. Exercising involving the

lactic acid energy source generally has an exercise-to-

rest ratio of 1:2 (one second of activity, to two seconds

of rest).

Full recovery is not achieved, but as athletes perform

more of this type of training, they will be better able to

tolerate and utilize increased concentrations of lactic

acid. Most athletes involved in strength and power

activities, such as football, baseball, basketball,

volleyball, running events under 800 m, and swimming

events under 100 m, utilize both of the anaerobic energy

sources to supply the majority of required energy.

Interval training should comprise the bulk of their

metabolic training. Each stage in an athlete's training

requires modification of the various modes and methods of

training according to the goals set by the athlete, skill

coach, and conditioning specialist. The basic programs

design is to meet the critical needs of the athlete.

Modification of the program, or some variation in these

guidelines may be appropriate for different age groups and

fitness levels.

The most important principle of conditioning (sequencing)

may be listening to your body. The successful athlete has

an optimal blend of training modes and methods. The

successful athlete has an optimal blend of training modes

and methods. And just as with any other type of fitness,

the intensity and duration of training must be increased

gradually over time in a logical progression that allows

the athlete to peak for the most important competitions.

To understand what an athlete's program will consist of, a

needs analysis should be a priority. A needs analysis is

when the professional (strength coach, skills coach,

parent, head coach, assistant coach, advisor, et al)

analyzes the fitness needs of both the activity and the

individual athlete involved in the sport. To develop a

needs analysis first analyze the physiological and

biomechanical requirements of each sport.

A physiological analysis will allow you to devise a

program that addresses the aspects of strength, muscular

endurance, flexibility, cardiorespriatory endurance,

power, and speed required for success in the sport. A

biomechanical analysis will allow you to choose training

activities that develop the athlete in the manner most

specific to the sport and also to determine the areas of

critical stress in the sport. Strength and weaknesses in

each athlete need to be assessed by the chosen

professional. As stated, different sports require various

levels of fitness and all athletes should be tested, or

analyzed for strength, flexibility, endurance, power and

speed. Also needed by a medical professional, is an injury

profile on each participating athlete to determine

specific needs with regard to injury prevention, or

adaptation.

16. __________ training involves the utilization of phosphagen and lactic acid by the athlete’s body; and enables

them to perform brief, near maximal muscular activity (<2 min).

A. Anaerobic


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B. Aerobic

C. Flexibility

D. Fitness

Screen shot of a Physical Education CSET practice test

Answer Key

1. B, 2. B, 3. B, 4. D, 5. A, 6. B, 7. C, 8. C, 9. C, 10. B, 11. C, 12. B, 13. D, 14. D, 15. C, 16. A

By Elaine Kim

http://www.ACEtheCSET.com

Article printed from acethecset.com: http://www.acethecset.com/blog1

URL to article: http://www.acethecset.com/blog1/cset-practice-test-physical-education/

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