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Descriptive Statements:
- Demonstrate knowledge of stages and characteristics of physical, cognitive, social, and emotional development during infancy, childhood, adolescence, and adulthood.
- Recognize factors that influence physical, cognitive, social, and emotional growth and development.
- Analyze significant developmental and gender-specific issues during childhood and adolescence.
- Analyze the influence of peers, family, media, society, and culture on personal growth and development and health and fitness practices.
- Demonstrate knowledge of major physical development milestones and changes and their impact on motor development and a physically active lifestyle.
- Analyze how physical activity patterns are likely to change throughout the life span, implications of these changes, and strategies to address these changes.
- Demonstrate knowledge of components of wellness and principles and techniques for maintaining wellness throughout the life span.
Sample Item:
Which stage of development is typically characterized by slow and steady physical growth, refinement of fundamental motor skills, and the ability to think in concrete operational terms?
- the early childhood years (ages 2 to 6)
- the middle childhood years (ages 6 to 11)
- the early adolescent years (ages 11 to 15)
- the later adolescent years (ages 15 to 18)
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to demonstrate knowledge of stages and characteristics of human growth and development. The middle childhood stage of physical development is characterized by slow, steady growth and improvement and refinement of motor skills. Cognitively, children are said to be in the concrete operational stage, which Piaget defined as the capacity to engage in mental operations or internalized actions that fit into a logical system. Children carry out these mental operations in the presence of the concrete objects and events being thought about.
Descriptive Statements:
- Demonstrate knowledge of the general organization and components of the skeletal, muscular, circulatory, respiratory, nervous, and digestive systems.
- Distinguish between functions, actions, and physiological processes of the major body systems.
- Recognize the interactions between body systems in producing movement and ways in which energy systems are utilized during physical activity.
- Identify physiological changes and adaptations that result from regular physical activity.
- Analyze factors that affect physical fitness and performance and strategies for addressing these factors.
- Recognize potential health risks associated with inactivity and low levels of physical fitness and the relationship between physical activity and the prevention of illness and disease.
Sample Item:
At the onset of puberty, the hypothalamus signals the pituitary gland to release growth hormone and stimulate the production of thyroxine. The increase in these two substances, which causes gains in body size and skeletal growth, results primarily from the interaction of which two body systems?
- the muscular system and the skeletal system
- the circulatory system and the integumentary system
- the nervous system and the endocrine system
- the respiratory system and the reproductive system
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to distinguish between functions, actions, and physiological processes of body systems. The brain, part of the central nervous system, houses the hypothalamus, which regulates the endocrine system, including the thyroid and pituitary glands. When thyroxine levels are low, the hypothalamus secretes a releasing hormone that stimulates the pituitary to secrete thyroid stimulating hormone (TSH), which in turn causes the thyroid to secrete thyroxine. Thyroxine stimulates metabolic rate and influences protein production, which affects the growth rate of children. The anterior lobe of the pituitary secretes somatotropin or growth hormone (GH), which stimulates bone and muscle growth.
Descriptive Statements:
- Recognize typical sequences and characteristics of motor development during infancy, childhood, adolescence, and adulthood.
- Demonstrate knowledge of components of perceptual-motor development (e.g., visual, auditory, tactile, and kinesthetic discrimination) and how they relate to motor skill acquisition and performance.
- Apply knowledge of theories, concepts, and typical progressions of motor learning.
- Analyze factors that influence motor development, motor learning, and motor control.
- Recognize motor learning principles related to readiness, practice, retention, observational learning, feedback, transfer, and motor-task analysis as they relate to skill acquisition and performance.
- Recognize principles and techniques for modifying activities, sports, and games to promote motor learning and control and the use and integration of particular motor behaviors, patterns, and skills.
Sample Item:
In the context of motor learning, the concept of readiness refers to the:
- combination of maturation and experience that allows an individual to learn and acquire a new motor skill.
- ability of an individual to alter motor behaviors in order to adjust to changing demands in a learning environment.
- capacity of human biology, as in neural and bone development, to reorganize and respond to a motor challenge or injury.
- interplay of environmental factors that results in favorable or ideal conditions in which to learn a new motor skill.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to recognize concepts and principles of motor learning. The concept of readiness relates to factors that affect an individual's ability to acquire a motor skill. Readiness is primarily determined by the biological maturity of the learner (the learner's level of physical growth and motor development) and the learner's experience (the way in which practice conditions and the motor learning environment affect how the skill is learned). According to motor learning principles, when a motor learning activity is appropriate for the physical, cognitive, and emotional development of students and environmental conditions are favorable, learners will gain proficiency in new motor skills.
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