Dwnload Full Promoting Physical Activity and Health in The Classroom 1st Edition Pangrazi Test Bank PDF
Dwnload Full Promoting Physical Activity and Health in The Classroom 1st Edition Pangrazi Test Bank PDF
Dwnload Full Promoting Physical Activity and Health in The Classroom 1st Edition Pangrazi Test Bank PDF
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Chapter 3
1) When preparing the space for physical activity, all of the following should be considered EXCEPT
A) predetermining size of the instructional space.
B) planning for the appropriate amount and type of equipment.
C) distributing equipment effectively.
D) using standard-sized equipment and apparatus.
Answer: D
Diff: 1
Page Ref: 58-60
Skill: Factual
2) Which of the following factors should be taken into consideration when determining instructional
space needs?
A) Skills being taught, teacher's ability to manage, and availability of space
B) Skills being taught, teacher's ability to manage, and amount of instruction needed
C) Skills being taught, amount of instruction needed, and amount of equipment available
D) Teacher's ability to manage, amount of instruction needed, and amount of equipment available
Answer: B
Diff: 1
Page Ref: 58-59
Skill: Factual
3) All of the following are ideas for delineating the instructional space EXCEPT
A) telling the students not to run past an imaginary line.
B) setting a cone at each corner.
C) using chalk lines on pavement.
D) designating natural boundaries such as trees or fences on the school grounds.
Answer: A
Diff: 1
Page Ref: 58-59
Skill: Factual
1
Copyright © 2009 Pearson Education Inc
Answer: A
Diff: 3
Page Ref: 59-60
Skill: Applied
Answer: B
Diff: 2
Page Ref: 60
Skill: Conceptual
6) ________ are all aspects of promoting a safe environment for physical activity.
A) Practicing safety rules, properly supervising, and making sure there is enough equipment
B) Practicing safety rules, properly supervising, and providing appropriate instruction
C) Practicing safety rules, providing adequate instruction, and making students do push-ups for
inappropriate behavior
D) Practicing safety rules, providing adequate instruction, and making sure there is enough equipment
Answer: B
Diff: 1
Page Ref: 61-66
Skill: Factual
7) With regard to safety rules for physical activity, what should teachers do to ensure that students
understand?
A) Have students create rules.
B) Wait until a student breaks the rule and use him or her as an example.
C) Create the rules and share them with students.
D) Write down rules, communicate them to students, and allow students to practice.
Answer: D
Diff: 1
Page Ref: 61
Skill: Factual
2
Copyright © 2009 Pearson Education Inc
8) The National Program for Playground Safety found that the average ratio of supervisors to students on
the playground was ________.
A) 1:25
B) 1:50
C) 1:100
D) 1:200
Answer: B
Diff: 1
Page Ref: 62
Skill: Factual
9) Which of the following is NOT a recommendation to ensure that adequate supervision of physical
activity occurs?
A) The supervisor must stand in the center of the class.
B) The supervisor must be able to see and hear all students.
C) Supervision procedures must be preplanned and incorporated into daily lessons.
D) The supervisor must have an adequate replacement before leaving the students.
Answer: A
Diff: 1
Page Ref: 61-63
Skill: Factual
Answer: A
Diff: 2
Page Ref: 64
Skill: Conceptual
11) Which of the following is NOT a consequence of using physical activity as punishment?
A) Students may associate physical activity with misbehavior.
B) Students may associate physical activity with accomplishment.
C) Students may associate physical activity with shame.
D) Students may become injured or ill as a result.
Answer: B
Diff: 1
Page Ref: 65-66
3
Copyright © 2009 Pearson Education Inc
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POPE JOAN.
a. d. 855.
ADVENTURES OF HEMING.
Harold Hardrade, king of Norway (1047-1066), went one day to visit
Aslak, a rich peasant of the isle of Torg, which forms part of the
group of the islands of Heligoland, and made acquaintance with
Heming, son of the opulent islander. Aslak, who distrusted his guest,
sought to get rid of him as soon as possible; he came therefore at
the end of the second day to tell Harold that his vessel was ready to
sail. But the king replied, that he intended to pass yet another day on
the island. He then betook himself to the forest, there to contend for
the honour of victory in shooting with the crossbow. Although Harold
was a skilful archer, he could not equal his rival. Irritated, and
desirous to avenge this affront, the king ordered Heming, under pain
of death, to hit with his arrow a nut placed upon the head of his
brother Biörn. At first Heming refused to obey so barbarous an order;
but, yielding at length to the entreaties of his brother, he begged the
king to place himself by the side of Biörn, in order to ascertain the
result of the trial. But Harold made Odd Ofeigsön take that place,
and he himself remained close to Heming. The latter, having made
the sign of the cross and invoked the vengeance of heaven upon the
oppressor, drew his bow and shot the nut placed on the head of
Biörn.
The saga relates that the tyranny of Harold excited the islanders to
revolt, and that Heming, having taken refuge in England, was
present in the English army at the battle of Standfordbridge in 1066.
The Norwegian king, at the first shock of the two armies, was struck
by an arrow that pierced his throat.
ADVENTURES OF EGIL.
If from Scandinavia we pass into Iceland, we there find the legend of
the apple transmitted to us by the Vilkina-Saga, in the 14th century.
Once upon a time, Egil, the brother of Veland the smith, came to the
court of king Nidung. Egil excelled in the art of handling the bow and
the crossbow. His address excited admiration throughout the
country. The king Nidung gave Egil a good reception, and put his
skill more than once to the proof. After having exhausted all the
resources of his imagination, he took it into his head to have an
apple placed upon the head of the son of Egil. “From where thou
standest,” said he to the archer, “thou must shoot down this apple.”
Egil took an arrow from his quiver, tried its point, and laid it by his
side. He then took a second arrow, rested it on the string of his bow,
took aim, and struck the apple in such a manner that the arrow and
the apple both fell to the ground. This trial of skill still lives in the
memory of the people. King Nidung then asked Egil why he had
taken two arrows, since he had been ordered to hit the apple at one
trial. “Sire,” replied Egil, “I will tell you the truth, whatever may be the
consequence. This arrow was destined for you, if I had wounded my
son.” The king admired the frankness of this reply, and was not
offended by it, acknowledging the cruelty of the order he had given.
All the spectators agreed that it was the speech of a worthy and
brave man.
ADVENTURE OF WILLIAM OF
CLOUDESLY.
The large forests of England were for many years formidable to the
Normans. They were inhabited by the last remnants of the Saxon
armies, who still disputing the conquest, persisted in leading a life
opposed to the laws of the invader. Every where driven out, pursued,
hunted like wild beasts, they here, favoured by the shelter of the
forests, had been able to maintain themselves in force, under a sort
of military organisation.
Among the chief outlaws, Adam Bel, Clym of the Clough, and
William of Cloudesly, were not the least celebrated. Bound together
by the same destiny, they had taken an oath of fraternity, as was
customary in the 12th century. Adam and Clym were not married, but
William had a wife and three children, whom he had left at Carlisle.
One day he resolved to visit them. He set off in spite of the counsels
of his companions, and arrived at night in the city: but being
recognised by an old woman, he was denounced to the magistrate,
his house was surrounded, he was made prisoner, and a gallows
was erected in the market-place on which to hang him. A young
swine-herd informed Adam and Clym of the fate of their brother in
arms. The sentence was about to be executed, when the two friends
of the condemned man appeared in the market-place, and a
sanguinary combat ensued, which terminated in the delivery of the
prisoner. The three outlaws, however, worn out at length with their
wandering life, decided upon making their submission. They arrived
in London with the eldest son of William of Cloudesly, entered the
king’s palace without uttering a word to any one, proceeded into the
hall, and, kneeling on one knee, raised their hands and said. “Sire,
deign to pardon us.” “What are your names?” demanded the king.
“Adam Bel, Clym of the Clough, and William of Cloudesly.” “Ah, you
are then those brigands of whom I have heard? I swear to God, you
shall all three be hung!” They were immediately arrested by the
king’s order; but the queen, moved by the unhappy fate of these
three men who had voluntarily surrendered themselves, interceded
for them and obtained their pardon, but on condition that they should
be victorious in a shooting match with the king’s archers.
Two branches of a hazel tree were fixed in the ground in a field at a
distance of twenty times twenty paces. None of the king’s men at
arms could hit this mark. “I will try,” said William, and he bent his bow
and took so true an aim that the arrow split the branch. “Thou art the
best archer that I have seen in the whole course of my life,” said the
astonished king. “To please my sovereign lord,” said William, “I
would do something still more surprising. I have a son of the age of
seven years: I love this son with an extreme tenderness: I will attach
him to a post in the presence of every one, I will place an apple upon
his head, and at the distance of a hundred and twenty paces I will
pierce the apple without wounding the child.” “I take thee at thy
word,” said the king; “but if thou failest, thou shalt be hung.” “What I
have promised,” said William, “I will perform.” He fixed a stake in the
ground, fastened his son to it, and, having made him turn away his
head, placed the apple upon it. After taking these precautions,
William went to a distance of a hundred and twenty paces, bent his
bow, besought all present to keep strict silence, and let fly the arrow,
which pierced the apple without touching the child. “God preserve
me from ever serving as an aim to thee!” exclaimed the king. The
skilful archer, his brethren in arms, and his wife and children, were
conducted to the court, where the king and queen loaded them with
favours.
This trial of skill of William of Cloudesly still dwells in the memory of
the people. Several English poets make mention of the fact, and the
old English ballad has furnished Sir Walter Scott with many
particulars of the scene of the archery meeting in Ivanhoe.
Let us here conclude, only making the remark, that at the end of the
Recherches critiques sur l’histoire de Guillaume Tell, by J. J. Hisely,
this author has quoted the documents, so called authentic, which the
supporters of this story have published; and he has also made
mention of the chapel built on the Lake of Lucerne, to the memory it
is said, of William Tell.
Hisely also shows that none of these alleged proofs stand the test of
strict examination, and that some of the documents are even
forgeries.