Exam Prep Throwing And Catching Chapter 24

Student name:__________

1) Throwing is a basic movement pattern designed to ______ an object away from the body.

2) Children should be given opportunities to practice the throwing and catching in separate practice situations before they can become successful in __________ the two skills.

3) Children who are at the precontrol level of catching are typically at the ____________ level of throwing.

4) Beanbags are an inexpensive object for children to practice throwing. However, they have a tendency to grab a corner and sling them. One solution is to have children ______ the beanbag in their hand.

5) Throwing and catching are used in a multitude of games. The use of the __________ Games approach allows teachers to help students conceptualize transfer of one skill to another.

6) All but which of the following is part of the basic throwing pattern for all three throwing patterns (overhand, underhand, and sidearm)?

A) the preparatory phase
B) the execution
C) the follow-through
D) grasping the object with two hands

7) Children who can consistently catch a variety of objects with one or both hands and who can perform smooth throwing actions in a variety of static situations are ready for activities 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.

8) Activities such as catching from a skilled thrower, tossing to self and catching, and throwing at a large target are all activities appropriate 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.

9) Critical elements to remember when observing a child catching include all below EXCEPT

A) eyes on the ball or object throughout the catch.
B) step forward on the opposite foot as catch is made.
C) elbows extended as the catch is made.
D) catch with hands only.

10) Critical elements for the overhand throw include all below EXCEPT

A) hip and spine rotate creating side to target.
B) arm back and extended.
C) step with the opposite foot.
D) the hand leads the throw followed by the elbow.

11) Throwing and catching are considered:

A) opposite in movement focus
B) require the same movement focus
C) the least important of the manipulative skills
D) skills that children have great success in combining

12) Which of the following are throwing styles?

A) sideways
B) underhand
C) overarm
D) toss

13) Catching includes:

A) receiving and controlling an object by the body or its part
B) trapping an object
C) reacting to an object by the body or its part
D) deflecting an object

14) When a child can play "keep-away" with a ball, the skill level is considered at:

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

15) When a child can move one step in any direction to catch an object, the skill level is considered:

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

16) When using cues such as "eyes on the ball" or "reach" to catch a ball, the level that is appropriate is:

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

17) Throwing and catching a variety of objects while traveling rapidly and suddenly changing directions to avoid a defender demonstrates skill at what generic level of skill proficiency?

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

18) To enhance the development of the mature throwing pattern, a teacher should include learning experiences that allow for throwing

A) For force and distance.
B) For force and accuracy.
C) For distance and accuracy.
D) With speed and distance.

19) The National Standard grade-level outcome includes throwing at a mature level in grade

A) 2
B) 3
C) 4
D) 5

20) The National Standard grade-level outcome includes catching a soft object from a self-toss before it bounces in grade

A) K
B) 1
C) 2
D) 3

21) Explain why children at the control level might regress to inefficient throwing patterns when the focus is on accuracy.

22) How do the authors suggest you determine a child's generic level of skill proficiency in throwing? How about in catching?

23) What is meant by throwing in a dynamic context compared to in a static context? Provide an example task for each.