CSET Practice Test Physical Education

"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
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.

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
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.