Practical Questions
INTRODUCTION TO MOTOR DEVELOPMENT (Unit 1)
1. Define the following terms:
1.1 Motor development
1.2 Motor learning
1.3 Motor control
1.4 Physical growth
1.5 Physical or physiological maturation
1.6 Aging
1.7 A constraint
1.8 Individual constraints
1.9 Structural constraints
1.10 Functional constraints
1.11 Environmental constraints
1.12 Longitudinal research study
1.13 Cross sectional research study
1.14 Mixed longitudinal, or sequential, research study
PHYSICAL GROWTH, MATURATION, and AGING (Changing Individual Constraints across the Life
Span) Unit 2
1. List the 2 factors that can influence normal embryonic and fetal growth.
(2)
2. Embryonic development starts and ends at which weeks?
(2)
3. Where are genes located?
(1)
4. How many pairs of chromosomes do humans have in all their cells?
(1)
5. Discuss the formation of sex cells.
(5)
6. How many pairs of genes are there in each human chromosome that helps bring
variety to
humans and that’s why each human being is unique?
(1)
7. By what does the fertilised egg or zygote divides into two, four, and eight and
so on
cells?
(1)
8. As the cells continue to increase they also differentiate to form specific tissues
and
organs. This process occurs in a predictable time line. List in weeks, the
time line for
the development of the following:
(2)
8.1 The limbs are roughly formed and the heart beat begins at (8.1) weeks.
8.2 Eyes, ears, nose, mouth, fingers and toes are formed at approximately (8.2) weeks.
9. List and explain the two ways growth of organs and tissue happens.
(4)
10. List and explain the two directions growth of organs and tissue happens in.
(4)
11. How does the fetus get nourishment?
(2)
12. Poor nourishment due to e.g. poor socio-economic status of the woman may
lead to low
birth weight in infant(s), what are the increased risks in the weeks
after birth?
(3)
13. Explain the different between dominant disorders and recessive disorders.
(4)
14. Discuss genetic causes of abnormal prenatal development.
(8)
15. Discuss external causes of abnormal prenatal development.
(3)
16. List 4 examples of teratogens that cause abnormal development in a fetus upon
exposure.
(4)
17. The growth pattern is predictable and consistent but not linear. Explain overall
growth in
humans, by focusing on height and weight.
(4)
18. Discuss gender differences in early childhood.
(6)
19. Full in the missing words:
On average girls reach peak height velocity during the adolescent growth spurt at (19.1)
to (19.2)
years. Boys reach peak height velocity at (19.3) to (19.4) years. Boy’s velocity is
faster than that of
girls (9cm/year). Growth in height tapers off at approximately (19.5)
years for girls & (19.6) years for
boys. Notable increase in height ending around (19.7)
years for girls & (19.8) years for boys. Males
have 2 more years of growth than females amounting to (19.9) to (19.10) cm of height.
(10)
20.
21.
22.
23.
24.
25.
26.
27.
28.
Explain how weight changes according to different stages of a human’s life.
(4)
Discuss how external forces will have an effect on weight.
(3)
Discuss relative growth.
Discuss the gender differences according to relative growth of the body.
Discuss physiological maturation and what should educators consider?
(10)
List the assessment of physiological maturation.
Explain the stages in the correct order for the development of pubic hair for males. (8)
Explain the stages in the correct order for the development of pubic hair for females. (8)
Discuss growth in adulthood and how aging affects the body.
(4)
EARLY MOTOR DEVELOPMENT (UNIT 3)
1. List the two general categories that newborn movements have been catergorised
(6)
(4)
(5)
into.
(2)
(4)
(2)
2.
3.
4.
Define the deference’s between spontaneous movement and infantile reflexes.
List the 2 deferent spontaneous movements.
With supine kicking and walking, which body parts moved supportively with each
5.
6.
7.
With a regards to supine kicking, list the 4 phases of the kicks.
(4)
List the 3 types of infantile reflexes.
(3)
Reflexes seen during infancy can be categorised into 3 types of movements,
they are also used in survival, list and explain these movements.
(6)
Discuss reflexes as diagnostic tools.
(3)
Write down which letter corresponds with which number?
(12)
Average age (months)
Motor Milestone
0.8
A
Walks alone
2
B
Sits in chair, grasps dangling object
4
C
Stands holding furniture
5
D
Creeps, walks when led
6
E
Sits with support
7
F
Stands alone
8
G
Chin up
9
H
Sits on lap, Grasps object
10
I
Stands with help
12
J
Chest up
14
K
Sits alone
15
L
Pulls to stand
8.
9.
9.2.1
9.2.2
9.2.3
9.2.4
9.2.5
9.2.6
9.2.7
9.2.8
9.2.9
9.2.10
9.2.11
9.2.12
other?
(3)
A SYSTEMS APPROACH TO UNDERSTAND MOTOR SKILL PERFORMANCE (UNIT 4)
1. Discuss the systems approach.
(6)
2. Explain how a soccer team could be a smaller system.
(4)
3. List the two major systems that proposed to help with the understanding of motor skill performance.
(2)
4. We can define the performer in sport or exercise activity as a collection of 5 smaller
systems.
The 5 interact to process information needed to support motor skill
performance. List and
discuss the 5 smaller systems.
(15)
5. List the 5 factors that skilful movement depends upon.
(5)
6. How do constraints and affordances work in relation to motor learning?
(4)
THE PROCESS OF SENSATION - VISION AND VISUAL PERCEPTION
(UNIT 5)
1. List the 3 things the visual system is made up of.
2. Name the protective cavities that each eye is set into.
(1)
3. Name the nerve that each eye has that leads to the cortex.
(1)
4. What keeps the eyes moist and provide for further protection?
(2)
5. How many muscles get used to rotate the eye within its socket?
6. List and explain the structure of the eye.
(16)
7. Explain how the stimulation of the photoreceptors occurs.
(3)
8. Define the retina.
(2)
9. List the two kinds of receptor cells in the eye.
10. What are the deference’s between rods and cones?
(4)
11. Name the area with a high concentration of cones at the back of the eye.
(1)
12. Explain how vision works.
(12)
13. List the visual skills.
14. List and explain the visual skills.
15. What is the deference between static visual acuity and dynamic visual acuity?
(4)
(3)
(1)
(2)
(11)
(22)
THE PROCESS OF SENSATION - HEARING AND AUDITORY PERCEPTION AUDITORY SKILLS
AND ABILITIES (UNIT 6)
1. Explain the different between inter-aural time difference and inter-aural intensity.
(4)
2. List and explain the 5 auditory skills.
(10)
3. A critical source for information about balance comes from receptors in your inner ear.
Name these
receptors.
(1)
4. Sense of balance is a result of the information from which 3 factors? (3)
5. List the two critical balance skills.
(2)
6. Explain the deference between static and dynamic balance. (2)
7. Explain static balance. (3)
8. Explain dynamic balance.
(2)
9. A good sense of dynamic balance is associated with being able to move in a variety of
ways
without losing control and falling. List 3 deferent movements. (3)
THE PROCESS OF FORMING A PERCEPTION (UNIT 7)
1. Discuss perception.
(4)
2. The outcome of that final processing is your “understanding” of the situation, which is also known as what?
(2)
3. Discuss cognitive skills needed to form perceptions.
(3)
4. What happens when observe or participate in a movement situation? (4)
5. Where does your memory of your past perceptual experiences get stored?
(2)
6. Define a perceptual trace.
(2)
7. How do you understand a new situation? (2)
8. On what does the quality of the perceptual traces in your memory depends upon?
(3)
9. The ability to make inferences relies on your ability to reason. List the 4 factors that
reasoning
includes.(4)
10. Define a concept.
(2)
11. The ability to form concepts/idea is crucial to learning. Explain what would have happen if you could not
have form concepts.
(4)
12. What will happen if a situation is new to you?
(3)
13. List and explain the 3 general patterns of information processing that have been identified, that helps the
brain forms a perception. (6)
14. When the brain forms perceptions it involves the activation of certain neurons and
neuron
combinations in the association areas of the cortex. Where are stimuli from
each of the following
sent in the brain?
(6)
14.1 Stimuli gathered by the eyes.
14.2 Stimuli gathered by the ears.
14.3 Sensations of touch.
THE PROCESS OF PLANNING ACTIONS (UNIT 8)
1. What does goal/objective also gets referred to?
(1)
2. Discuss skills. (6)
3. Name the person that invented the schema theory. (1)
4. Your ability to achieve your intention is dependent upon, which 3 factors?
(3)
5. List the 9 advantages of positive mental skills.
(9)
6. You base your judgments about what options you have in a specific movement situation on, which 3 factors?
(3)
7. When matching perceptions to past experiences results in automatic associations, it is also known as what?
(1)
8. What is the advantage of a habit? (2)
9. What is the disadvantage of a habit?
(1)
10. Give a practical example of a disadvantage of a habit in sport.
(2)
11. Define generalised motor programme. (3)
12. List the 4 factors that the generalised motor programme contains a record of. (4)
13. When a recall schema is applied to a generalised motor programme what are the
parameters that are
put on the programme?
(4)
14. List how the brain supports the process of planning actions.
(4)
PRODUCING ACTIONS LEARNING MOTOR SKILLS – TIME FACTORS THAT INFLUENCE
PRODUCING ACTIONS (UNIT 9)
1. The brain strives to become efficient and effective in perceiving movement situations
and
producing actions. Three timing factors have an influence on information processing. List the three timing
factors.
(3)
2. List the variables that affect the timing of movement performance.
(3)
3. Reaction time can be broken down into 4 sub–sections, list and explain these
sub–
sections.
(8)
4. Define movement time. (2)
5. Complete the equation: Your reaction time + your movement time =?.
(1)
6. Define internal timing. (2)
7. Define external timing. (2)
8. External timing can be broken down into 3 4 sub–sections, list and explain these
sub–
sections. (6)
9. What does PRP stand for?
(1)
10. What does ISI stand for?
(1)
11. Discuss delays in responding to stimulus, and give a practical sport example. (10)
12. Discuss delays in producing actions.
(7)
13. List and explain the two types of anticipation.
(4)
14. What is the advantage and disadvantage of anticipation? (2)
DEVELOPING PERSONAL RESOURCES FOR LEARNERS – PROPRIOCEPTORS AND THE
KINESTHETIC SENSE (UNIT 10)
1. Name the specialized receptors that provide your central nervous system with critical information for balance
and body awareness.
(1)
2. Where do you find proprioceptors?
(3)
3. Explain how the muscle spindles works, within the muscle.
(9)
4. Explain how the Golgi tendon organ works, within the tendon.
(7)
5. Define a synapse.
(2)
6. Define and discuss body awareness.
(4)
7. Define and discuss spatial awareness.
(4)
8. Give a practical sport example of body awareness.
(3)
9. Give a practical sport example of spatial awareness.
(3)
10. Give a practical sport example where you combine body awareness and spatial awareness to give you a
sense of where all your body parts are and how you are using the space around you.
(3)
HELPING LEARNERS IMPROVE CONTENT OF THEIR MEMORY (UNIT 11)
1. Why does children have limited motor memory?
(2)
2. List the two recommendations when working with children.
(2)
3. What is meant with practice the fundamental skills? (3)
4. Fundamental skills could be broken down in to deferent sections: locomotor skills,
manipulative
skills and stability skills. Provide 4 examples of each. (12)
5. Within stability skills, there are 2 sub–sections. List and give 3 examples of each
sub–section.
(8)
6. What would fundamental skills help provide a child with? (2)
7. Discuss why you should avoid early specialization with children.
(5)
8. List the two recommendations when working with adolescents.
(2)
9. Discuss how you will encourage participation in a variety of activities.
(2)
10. What would you do, if an adolescent wants to specialize? (2)
11. Discuss how the skill development at the intermediate and advanced levels requires knowledgeable
teachers/coaches. (3)
12. Why could it be hard to teach an adult a new skill?
(2)
13. List and explain the three recommendations/guidelines when working with adult.
(6)
HELPING LEARNERS (UNIT 12)
1. Why is it important for your cognitive understanding of a movement situation to contribute to your
skillfulness?
(3)
2. List 4 activities that could contribute to the expansion of a learner’s cognitive understanding of a sport, dance
or exercise form. (4)
3. Give 2 practical sport related examples, why physical and motor fitness are important. (2)
4. List and explain the physical fitness variables that are needed for safe and productive participation in physical
activities.
(8)
5. List and explain the motor fitness variables that are needed for safe and productive participation in physical
activities.
(8)
6. List the physical and motor fitness variables that are needed for safe and productive participation in physical
activities.
(8)
7. Define sport psychology.
(2)
8. Within psychological and social skills, there are3 sub–sections. List the 3 sub–sections. (3)
9. List the 5 specific coaching guidelines that have been found to be particularly effective in promoting
performer self-confidence in sport settings. (5)
10. How would you enhance motivation of performing?
(2)
11. List 2 ways how performers can gain control over their own learning if they learn to set personal goals. (2)
12. Why is goal setting important? (2)
13. List the 6 “rewards” that is used as a way to provide learners with motivational feedback.
(6)
14. List the 6 “punishments” that is used as feedback, when a learner has broken the rules.
(6)