Chapter 16 Relationships Test Bank

Student name:__________

1) A ______________ shape is a shape in which each side of the body looks different from the other side.

2) When teaching about relationships, we first focus on relationships with objects before focusing on relationships with _____________.

3) _______________ relationships occur when two or more children relate to two or more children.

4) Traveling over, under, around, and through benches and hoops in a variety of ways represent relationships with _____________.

5) Initial lessons on relationships should focus on __________________ body parts and their relationship to one another.

6) The relationship component is:

A) where the body moves
B) how the body moves
C) who or what the body moves with or without
D) when the body moves

7) When teaching relationships with children we should begin with:

A) self-relationships/identification of body parts
B) moving in relation to objects
C) moving in relation to other people
D) how fast or slow we move

8) The purpose of the relationship concept is to:

A) have learners be able to demonstrate only one way to do each task
B) have learners be able to develop a functional understanding of each relationship concept through their movements
C) give meaning to the interaction between individuals and their environment
D) have learners be able to develop a functional understanding of each relationship concept through their movements and give meaning to the interaction between individuals and their environment

9) The three main movement categories of the relationship component are:

A) location; directions; levels
B) time; force; flow
C) of body parts; with objects and/or people; with people
D) over/under; on/off; near/far

10) Which of the following best identifies what learners are focusing on in the task described by the teacher below?

"Stand alongside a partner. Partner one should make a shape, and partner two should try to copy it exactly. Try to make the shapes look so alike that you look like twins."

A) traveling and matching
B) mirroring
C) matching
D) balancing

11) When teaching the relationship concepts, begin the typical relationships for children with:

A) the self relationship
B) the 'you' relationship
C) the 'we' relationship
D) the 'group' relationship

12) Which of the following is not a component of movement concept?

A) relationship of body parts
B) relationships with objects
C) relationships with people
D) balancing

13) Pointing the elbow to the sky is an example of which of the following teaching concepts?

A) relationship of space to time
B) relationship of body parts
C) relationship to the environment
D) relationship with objects

14) A symmetrical shape is which of the following examples?

A) your body cut below the waist
B) your body cut alike on both sides
C) your arms and head pointed at an angle
D) arms and legs twisted

15) The concepts relating to 'on and off' or "over and under" refer to which concept?

A) relationship with body parts
B) relationships with objects
C) relationship with people
D) effort

16) Interplay, referring to soccer players working as a unit is an example of which concept?

A) relationship with body parts
B) relationship with the environment
C) relationship with rules
D) relationships with objects/and or people

17) The term 'relationship' with regards to children enrolled in Physical Education:

A) is unknown
B) known
C) reinforced on a daily basis
D) needs limited attention

18) Effective ways of teaching the concept of relationships with body parts include:

A) leaping
B) moving obstacles
C) finding partners
D) balancing while using different body parts

19) The following relationship occurs when all students move simultaneously, with no intent to watch another.

A) alone in a mass
B) solo
C) partners
D) groups

20) When children begin to work with others in collaborative and competitive situations involving a manipulative skill, what is the result?

A) skills improve
B) skills deteriorate
C) skills stay the same
D) skills become difficult

21) Describe the difference between symmetrical and nonsymmetrical shapes. Identify a physical activity or sport where each shape might be used.

22) Describe why relationships with objects should be taught before teaching relationships with people.

23) Explain why solo performances and intergroup experiences should be voluntary, not required.