Complete Test Bank Kicking And Punting Chapter 23

Student name:__________

1) Children at the utilization level of kicking are able to kick for both distance and _________.

2) An important observation point in the mature punting pattern makes contact with the ball at a 45 degree angle with the foot ___________.

3) Teaching kicking skills are best taught outdoors. If a teacher must teach indoors he or she should slightly ___________ the balls to enhance control.

4) Many of the learning experiences in the precontrol level are designed to elicit _______ so as to help develop the mature kicking pattern.

5) Children are ready for small sided game play in the ___________ GLSP.

6) The skill of kicking requires all of the following EXCEPT

A) accuracy.
B) body control.
C) force.
D) eye-hand coordination.

7) At the precontrol level of kicking, children are ready to explore all of the following experiences except

A) make contact with a stationary ball.
B) approach a stationary ball and kick it.
C) kick to a partner.
D) walk through general space and tap/dribble the ball.

8) Important observation points for kicking a ball in the air include all except

A) contact the ball below the center of the ball.
B) make contact with the toes.
C) trunk inclined slightly backward for the kick.
D) non-kicking foot is placed alongside the ball.

9) The cue "behind the ball," which encourages children to make contact with the ball directly behind center, is important for

A) kicking along the ground.
B) kicking in the air.
C) rapping.
D) dribbling.

10) When practicing the skill of punting, opportunities to punt different types of balls, to increase distance on the punt, and to improve accuracy are all appropriate activities for children at the

A) precontrol level of skill development.
B) control level of skill development.
C) utilization level of skill development.
D) proficiency level of skill development.

11) When kicking at a target, children should focus on the

A) The ball until it leaves the foot.
B) The target throughout the kick.
C) The ball throughout the kick.
D) The target until the ball leaves the foot.

12) When first learning to dribbling the ball the part of the foot that makes contact is the

A) Inside of the foot.
B) Outside of the foot.
C) Instep or top of the foot.
D) The toes.

13) The National Standard grade-level outcome includes kicking and punting at a mature level in

A) 4 ^th grade.
B) 2 ^nd grade.
C) Kindergarten.
D) 5 ^th grade.

14) When a child can play "keep-away" with others, this skill is considered at what level?

A) precontrol
B) control
C) utilization
D) proficiency

15) When using the cue "shoelaces", this means:

A) place the non-kicking foot downward towards the floor when kicking
B) place the non-kicking foot beside the ball
C) contact the ball directly behind the center of gravity forward at a low level
D) contact the ball with the top of your foot—not your toes

16) Dribbling, kicking, and punting require visual focus and ___________________.

A) concentration
B) power
C) leg strength
D) internal vision

17) A teacher should be familiar with the critical elements for all of the following reasons except

A) To know what they are observing in the skill.
B) To provide quality instruction.
C) To see if the students know the critical elements.
D) To accurately demonstrate the skill.

18) Experiences designed for combining and applying skills in unpredictable situations of increasing complexity occur in the

A) Precontrol level.
B) Control level.
C) Utilization level.
D) Proficiency level.

19) The two skills in kicking that are of most importance for game play include

A) Kicking or passing at angles and kicking or passing to open space.
B) Kicking for distance and kicking for accuracy.
C) Kicking to a partner and punting to a partner.
D) Kicking low and kicking high.

20) Prior to punting footballs or rugby balls in the control level learning experiences children should be able to consistently

A) punt with a running approach.
B) punt making contact with a lightweight round balls.
C) punt with accuracy.
D) punt for distance.

21) Explain why the authors recommend the use of one cue at time during instruction.

22) Explain why it is ideal for the cue to be the last thing a teacher says before sending the students to practice.

23) What are two ways that teachers can eliminate confusion about which ball belongs to which child in distance kicking tasks?