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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
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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:
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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 bio- mechanics
research. Some of this research has been successfully
applied to effect improvements in perfor- mance 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 effi- cient
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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