Volleying And Dribbling Test Bank Graham Ch.25

Student name:__________

1) Flat-bottomed shuttlecocks that originated in Taiwan are called _______________.

2) In the critical elements for the overhead volley, the ball should contact the fingerpads and the wrist needs to stay __________.

3) If the cue is the last thing a teacher repeats before sending the students to practice, the learner will likely be more ___________ focused.

4) One key to tasks involving offense and defense is to clearly define the ___________.

5) The proficient dribbler is equally skilled with each _______.

6) The authors define volleying as

A) A skill used mainly in the game of volleyball.
B) Striking or giving impetus to an object using a variety of body parts.
C) Striking a ball before it bounces.
D) Keeping the ball going back and forth in tennis or volleyball.

7) Cues for volleying at the control level include all of the following except

A) crab fingers.
B) fingerpads.
C) bend and extend.
D) quick feet.

8) Using the spiral progression, which of the four volleying activities listed below are the most complex?

A) volleying a ball continuously to a partner.
B) volleying a ball at different levels.
C) volleying a balloon.
D) volleying a ball continuously with different body parts.

9) A volley can be which of the following?

A) striking an object with any body part
B) striking an object with hands only
C) striking an object with feet only
D) striking an object with arms only

10) When children are volleying a ball using the overhand pattern, their skill level is at:

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

11) A cue that calls for "quick feet" when performing an underhand volley would assist a student to:

A) Have an arm extension towards the ball
B) Maintain a foot extension to strike the ball
C) Move to be in a position to volley the ball
D) Be in ready position and moving feet

12) According to the National Standards & Grade-level Outcomes, volleying underhand is first applied in games such as two square or four square in grade

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

13) The skill of dribbling with hands is used in which of the following sports?

A) soccer
B) football
C) basketball
D) rugby

14) The authors define dribbling as

A) A way for an individual to progress the ball in basketball.
B) Pushing the ball in a downward direction.
C) Striking the ball upward with the hands.
D) Striking or bouncing the a ball downward and generally with the hands.

15) Dribbling at different levels, dribbling and switching hands, dribbling while traveling and looking up, and dribbling with the body in different positions are all dribbling skills that might be exhibited by a child 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.

16) A focus on the critical elements of dribbling starts with what generic level of skill proficiency

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

17) Important critical elements for dribbling in self-space include all of the following EXCEPT

A) contact on top of the ball.
B) contact with fingertips.
C) knees bent.
D) opposite foot forward.

18) According to the National Standards and Grade-level Outcomes, a mature pattern of dribbling in self-space should occur in grade

A) 1
B) 2
C) 3
D) 4

19) What cue is used to help children learn to keep their body and their opposite arm between the ball and the defender?

A) Ball, body, shield defense.
B) Head up and looking.
C) Hustle to get away.
D) Use Fakes and dodge.

20) Which of the following is an example of a dynamic and unpredictable dribbling task?

A) dribbling and walking
B) dribbling around stationary obstacles
C) dribbling in different pathways
D) playing dribble tag

21) Why are children at the precontrol level of volleying not ready to direct the flight of a ball when contact is made? What objects are best for children to explore volleying at the precontrol level?

22) When are students at the control and utilization levels ready for the teacher to change the focus of the cue?

23) How would you explain to children the difference between the skill of dribbling in self-space compared to traveling forward in general space?