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Test II SubareasSubareaApprox. Percentageof TestI. Basic Sciences of Physical Education20%II. Motor Learning and Motor Development15%III. Sports, Activities, and Fitness30%IV. Instructional Principles and Professionalism in PhysicalEducation35%Test II ObjectivesSubarea I: Basic Sciences of Physical EducationObjective 1: Understands how the applied sciences are related to physical educationThe beginning Health and Physical Education teacher:A. Understands biomechanics and kinesiologyB. Understands exercise physiology and fitnessObjective 2: Understands the principles of anatomy and physiology as related to physicaleducationThe beginning Health and Physical Education teacher:A. Understands anatomy and physiologyB. Understands the components of flexibilityC. Knows the major muscle groupsNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion10

Subarea II: Motor Learning and Motor DevelopmentObjective 1: Understands the principles of motor learningThe beginning Health and Physical Education teacher:A. Understands principles, stages, sequences, and characteristics of motor developmentand learningB. Understands factors influencing motor development and learningC. Understands motor-learning conceptsD. Knows instructional prompts and cues for providing motor performance feedbackE. Understands skill themes and ways to promote movement conceptsObjective 2: Understands the principles of motor developmentThe beginning Health and Physical Education teacher:A. Knows how to apply movement conceptsB. Understands movement principles and their applicationC. Knows critical elements of movement patternsD. Understands how to combine locomotor, nonlocomotor, and manipulative skillsand patternsE. Knows how to select developmentally appropriate techniques, skills, sequences,equipment, and materials for complex rhythmic, aerobic, and dance activitiesSubarea III: Sports, Activities, and FitnessObjective 1: Understands the principles of individual, dual, team, and lifetime sports or activitiesThe beginning Health and Physical Education teacher:A. Knows the skills, rules, strategies, sequences, and performance assessment techniquesfor individual, dual, team, and lifetime sports, dance, and other activitiesB. Understands critical elements essential to competent performance in individual, dual,and lifetime sportsC. Understands critical elements essential to competent performance in team sportsD. Understands critical elements of outdoor, adventure, and cooperative activitiesE. Understands critical elements essential to competent performance in creative movementand danceNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion11

Objective 2: Understands fitness as it relates to training, fitness plans, sports, and activitiesThe beginning Health and Physical Education teacher:A. Understands principles of training and conditioningB. Knows principles and techniques for designing a fitness planC. Knows the effect of participation in sports and activitiesD. Knows the appropriate etiquette, interactions, care of equipment, safety practices, andenvironmental considerationsSubarea IV: Instructional Principles and Professionalism in Physical EducationObjective 1: Understands management and motivation as it relates to physical educationThe beginning Health and Physical Education teacher:A. Knows the principles of classroom managementB. Understands the psychological and social factors that affect individual and grouplearningC. Knows how to manage resourcesD. Knows how to motivate studentsE. Knows how to promote positive relationshipsF. Knows how to use rules and routines to create a safe and effective learning environmentG. Knows how to promote self-management skillsObjective 2: Understands communication and collaboration as related to physical educationThe beginning Health and Physical Education teacher:A. Understands effective verbal and nonverbal communicationB. Knows how to provide appropriate instructional feedbackC. Knows how to deliver effective demonstrations and explanationsD. Knows how to integrate knowledge and skills from multiple subject areas in physicaleducationE. Knows how to promote opportunities to be physically activeNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion12

Objective 3: Understands the principles involved in physical education planning and instructionThe beginning Health and Physical Education teacher:A. Knows how to achieve and maintain a health-enhancing level of fitness in a physicaleducation programB. Knows how to design and sequence activities for skill developmentC. Knows how to design and sequence activities for health and skill-related fitnessD. Knows how to integrate information technologyE. Know how to use technology in physical educationObjective 4: Understands the principles of student assessment, adapted physical education,and professionalismThe beginning Health and Physical Education teacher:A. Knows how to plan and adapt instruction for special need studentsB. Knows how to assess individuals with disabilitiesC. Knows how to gather and assess data for skill performanceD. Knows the goals and purposes of the various fitness assessmentsE. Knows how to demonstrate and support the concept that all students can becomephysically educated individualsF. Knows the historical, philosophical, social, and legal issues in physical educationG. Understands liability and legal considerations pertaining to use of equipment, classorganization, supervision, program selection, gender, and disabilityH. Understands the factors affecting participation in physical activityNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion13

Practice QuestionsThe practice questions in this study companion are designed to familiarize you with the typesof questions you may see on the assessment. While they illustrate some of the formats andtypes of questions you will see on the test, your performance on these sample questions shouldnot be viewed as a predictor of your performance on the actual test. Fundamentally, the mostimportant component in ensuring your success is familiarity with the content that is covered onthe assessment.To respond to a practice question, choose one of the answer options listed. Be sure to readthe directions carefully to ensure that you know what is required for each question. You may findit helpful to time yourself to simulate actual testing conditions. A correct answer and a rationalefor each sample test question are in the section following the practice questions.Keep in mind that the test you take at an actual administration will have different questions,although the proportion of questions in each subarea will be approximately the same. Youshould not expect the percentage of questions you answer correctly in these practice questionsto be exactly the same as when you take the test at an actual administration, since numerousfactors affect a person’s performance in any given testing situation.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion14

Directions: Each of the questions or incomplete statements below is followed by suggestedanswers or completions. Select the best option or options in each case.1.Essential amino acids are best described as those amino acids that areA.B.C.D.required for protein synthesis but cannot be made by the body.naturally occurring substances that help fight infection.important components of carbohydrates, fats, and proteins.high-energy nutrients that promote growth and development.Answer and Rationale2.Which of the following students is most likely to lose weight safely?A.B.C.D.NameRobertJudyTimAliceDaily Intake (calories)3,0003,0002,0001,000Daily Expenditure (calories)3,0002,0002,8004,000Answer and Rationale3.Which of the following can be used most effectively to determine an individual’s bodyfat composition?A.B.C.D.Scales and a height-weight chartA skinfold caliperMeasurements of the circumference of the individual’s waist, hips, thighs, and armsHydrostatic weighingAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion15

4.The presence of the ozone layer in the upper atmosphere is important because itA.B.C.D.enhances the greenhouse effect.has led to sharp increases in skin cancers.absorbs harmful ultraviolet radiation.reduces acid rain and urban smog.Answer and Rationale5.Approval of AZT for use in treating AIDS came under the jurisdiction of which of thefollowing agencies?A.B.C.D.Federal Trade CommissionUnited States Consumer Product Safety CommissionState-level offices of consumer affairsUnited States Food and Drug AdministrationAnswer and Rationale6.Fetal alcohol syndrome is associated with which of the Developmental disabilitiesAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion16

7.Which of the following correctly describes the usual pathway of sperm through the femalereproductive tract to the site of fertilization?A.B.C.D.Vagina, cervix, fallopian tube, uterusVagina, uterus, fallopian tube, cervixVagina, cervix, uterus, fallopian tubeUrethra, vagina, fallopian tube, uterusAnswer and Rationale8.Amniocentesis is most often used toA.B.C.D.facilitate artificial insemination.measure immune-response capability in transplant recipients.determine the presence of certain disorders in the fetus.estimate the mother’s potential for maintaining a pregnancy to term.Answer and Rationale9.Compared to younger women, women over age 35 have an increased risk of giving birth tochildren with which of the following genetic disorders?A.B.C.D.Cystic fibrosisDown syndromeHemophiliaSickle-cell anemiaAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion17

10. The Whole School, Whole Community, Whole Child (WSCC) model, formerly thecoordinated school health (CSH) approach, includes which THREE of the following?A.B.C.D.Comprehensive school health educationPhysical education and physical activityNutrition environment and servicesHealth newslettersAnswer and Rationale11. A high school has had a series of incidents of sexual harassment in the hallways. One of thehealth education teachers assigns students to create posters in class encouraging positivepeer pressure to prevent sexual harassment. The teacher’s assignment is contributing tothe school’sA.B.C.D.healthy environment.health services.family and community involvement.counseling services.Answer and Rationale12. HIV may be transmitted from one individual to another in which of the following ways?Select all that apply.A.B.C.D.Through contact made during oral sexBy an infected mother feeding breast milk to an infantPerinatally from an infected mother to her fetusGenetically from parent to childAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion18

13. In which of the following activities can a teacher best observe students demonstratingrefusal skills?A.B.C.D.Having students interact outside of classHaving students role-playHaving students read from the textbookHaving students create a posterAnswer and Rationale14. When designing activities to address the different learning styles of students within theintegrated health classroom, the health teacher should consider the theory of multipleintelligences suggested byA.B.C.D.Howard GardnerJohn DeweyRobert MarzanoMadeline HunterAnswer and Rationale15. Which of the following neurotransmitters is affected by the antidepressant Prozac wer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion19

16. Which of the following environmental problems is most lethal to people worldwide?A.B.C.D.Acid rainAir pollutionOzone depletionWater pollutionAnswer and Rationale17. According to the Centers for Disease Control and Prevention (CDC), which of the followingare among the top four causes of death for young people ages 15 to 24 in the United States?Select all that apply.A.B.C.D.SuicideMotor vehicle injuriesHomicideDiabetesAnswer and Rationale18. When planning goals for lessons in health class, which THREE of the following should theteacher be most concerned with?Select all that apply.A.B.C.D.How easily the material can be presented in classHow the information presented is relevant to the learnerWhat motivates enthusiasm for the subject in the learnerWhat types of learners make up the class populationAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion20

19. Which of the following best describes a formative evaluation?A.B.C.D.Documenting the feasibility of implementing a student exercise programDetermining the effectiveness of a school system’s HIV-prevention initiativeDocumenting the level of dissemination of a research-based curriculum within a stateMonitoring progress in completing plans for a tobacco-use prevention training eventAnswer and Rationale20. Hib is best described as a type ofA.B.C.D.bacteria.immune disorder.health information system.behavioral disorder.Answer and Rationale21. The affective domain of Bloom’s taxonomy includes which of the following typesof behavior?Select all that nswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion21

22. Which of the following can be obtained only with a prescription from a licensed physician?A.B.C.D.Vitamin supplementsBirth control pillsDiet pillsWeight training supplementsAnswer and Rationale23. Which THREE of the following are major components of the Whole School, WholeCommunity, Whole Child (WSCC) model, formerly the coordinated school health (CSH)approach?A.B.C.D.Employee wellnessComprehensive school health educationHealth insurance for studentsCommunity involvementAnswer and Rationale24. A negative energy balance of which of the following is required to lose one poundper week?A.B.C.D.4,500 calories3,500 calories2,500 calories1,500 caloriesAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion22

25. An increase in the risk of heart disease is associated with an increase in which THREE ofthe following?Select all that apply.A.B.C.D.Blood pressureSerum cholesterolLow-density lipoproteinHigh-density lipoproteinAnswer and Rationale26. Which of the following most accurately represents the number of extra calories a pregnantwoman should consume per day to prepare for a healthy birth?A.B.C.D.200 3001,000 1,2001,500 2,000Double her normal caloric intakeAnswer and Rationale27. Which of the following is a respiratory condition characterized by inflammation, excessivemucus production, and the constriction of the bronchi?A.B.C.D.Allergic rhinitisEmphysemaSleep apneaAsthmaAnswer and RationaleNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Health and Physical Education Assessment Study Companion23

28. Some people feel an improvement in their health after taking a remedy that has no provenscientific effect on health status. This is an example of which of the following?A.B.C.D.A med

H. Understands risk factors and protective factors related to personal health and safety practices I. Knows the components of the Whole School, Whole Community, Whole Child (WSCC) model, formerly the coordinated school health (CSH) approach Subarea II: Personal