In the late 1800s, a city school system adopted a program of precise free-standing exercises performed in unison on the teacher's command, using little apparatus and promoted mainly for posture and therapeutic benefit. This program MOST closely reflects which of the following?

The Swedish system of gymnastics

The German Turner system of gymnastics

The New Physical Education movement

The British tradition of school sport and games

A teacher of 3-year-olds observes that the children control large movements of the shoulder and upper arm when tossing a beanbag well before they can control the wrist and fingers to release it accurately. This sequence illustrates which of the following developmental principles?

Reflexive-to-voluntary development

Bilateral-to-unilateral development

After missing several serves, a ninth-grade student tells the teacher, "I'm just not coordinated. I'll never be able to do this." According to attribution theory, which of the following teacher responses is MOST likely to improve the student's persistence?

"Your toss drifted behind you; with a steadier toss, your serves will go in."

"Serving is hard for everyone, and this net is higher than you are used to."

"Don't worry about it; you are good at plenty of other things in this class."

"You just had some bad luck today; I'm sure tomorrow will go better for you."

A seventh-grade student with low vision is included in a general physical education volleyball unit. Which of the following adaptations is MOST appropriate for this student?

Using a brightly colored, slower-moving ball that contrasts with the walls

Having a paraprofessional contact the ball whenever it comes to the student

Lowering the net and reducing the size of the court for the student's whole team

Assigning the student to keep score at the sideline during game play

Which of the following curricular changes BEST represents the philosophy of the New Physical Education that emerged in the early twentieth century?

Replacing formal gymnastic drills with games, sport, and dance aimed at broad educational outcomes

Shifting class time from instruction in skills to conditioning aimed at military readiness

Replacing games and sport with standardized calisthenic drills aimed at posture and group discipline

Prescribing individual exercise programs from detailed anthropometric measurements of each student

According to Gallahue's model of motor development, children of about 7 to 10 years who begin combining and applying fundamental movement skills in lead-up games are in which of the following?

The transitional stage of the specialized movement phase

The precontrol stage of the rudimentary movement phase

The mature stage of the fundamental movement phase

The application stage of the specialized movement phase

A teacher is planning supports for a student with an intellectual disability in a general physical education class. Which of the following supports is a modification rather than an accommodation?

Reducing the number of unit outcomes the student is expected to meet

Allowing the student extra time to finish the written unit quiz

Placing the student near the teacher during every demonstration

Pairing spoken directions with picture cards that show each station task

Praxis Physical Education Content and Design (5095)

Free Praxis Physical Ed 5095 Practice Questions

10 sample questions for the Praxis Physical Education Content and Design (5095), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.

Sections covered on the exam: Content Knowledge and Student Growth and Development, Management, Motivation, and Communication, Planning, Instruction, and Student Assessment, Collaboration, Reflection, and Technology.

Question 1 · Content Knowledge and Student Growth and Development
In the late 1800s, a city school system adopted a program of precise free-standing exercises performed in unison on the teacher's command, using little apparatus and promoted mainly for posture and therapeutic benefit. This program MOST closely reflects which of the following?
- A.The German Turner system of gymnastics
- B.The New Physical Education movement
- C.The Swedish system of gymnastics
- D.The British tradition of school sport and games
Show answer and explanation
Answer: C. The Swedish system of gymnastics
The Swedish system, built on medical gymnastics, relied on exact, commanded free exercises with light or no apparatus and was valued for health and posture. The German Turner system centered on heavy apparatus such as the horse, rings, and parallel bars and on developing strength. The New Physical Education came later and replaced formal drill with games, sport, and dance.
Question 2 · Content Knowledge and Student Growth and Development
A teacher of 3-year-olds observes that the children control large movements of the shoulder and upper arm when tossing a beanbag well before they can control the wrist and fingers to release it accurately. This sequence illustrates which of the following developmental principles?
- A.Reflexive-to-voluntary development
- B.Cephalocaudal development
- C.Proximodistal development
- D.Bilateral-to-unilateral development
Show answer and explanation
Answer: C. Proximodistal development
Proximodistal development means that control progresses from the center of the body outward, so the shoulder and upper arm are controlled before the wrist and fingers. Cephalocaudal development describes the head-to-foot direction, as when control of the head and trunk precedes control of the legs. The two are often confused because both describe predictable directions of early motor development.
Question 3 · Management, Motivation, and Communication
After missing several serves, a ninth-grade student tells the teacher, "I'm just not coordinated. I'll never be able to do this." According to attribution theory, which of the following teacher responses is MOST likely to improve the student's persistence?
- A."Your toss drifted behind you; with a steadier toss, your serves will go in."
- B."Serving is hard for everyone, and this net is higher than you are used to."
- C."Don't worry about it; you are good at plenty of other things in this class."
- D."You just had some bad luck today; I'm sure tomorrow will go better for you."
Show answer and explanation
Answer: A. "Your toss drifted behind you; with a steadier toss, your serves will go in."
The student attributes failure to low ability, a cause that is internal, stable and uncontrollable, which predicts giving up. Attribution retraining redirects failure toward causes that are internal, unstable and controllable, such as technique, strategy and effort, as the comment about the toss does. Blaming task difficulty or luck points to external causes the student cannot control, and praising other talents implicitly confirms the low-ability belief.
Question 4 · Planning, Instruction, and Student Assessment
Third-grade students are dribbling a basketball while walking in general space. The teacher stops the class and says, "This time, do the same task, but push the ball with your finger pads instead of slapping it." In a task progression, which of the following types of task has the teacher given?
- A.An extending task
- B.An applying task
- C.A refining task
- D.An informing task
Show answer and explanation
Answer: C. A refining task
A refining task keeps the difficulty of the task the same and directs attention to the quality of the movement, here the use of the finger pads. An extending task would change the complexity or difficulty, for example dribbling while jogging or around a defender. An applying task asks students to use the skill in a challenge or game, and an informing task is the initial task that begins a progression.
Question 5 · Planning, Instruction, and Student Assessment
A seventh-grade student with low vision is included in a general physical education volleyball unit. Which of the following adaptations is MOST appropriate for this student?
- A.Having a paraprofessional contact the ball whenever it comes to the student
- B.Lowering the net and reducing the size of the court for the student's whole team
- C.Assigning the student to keep score at the sideline during game play
- D.Using a brightly colored, slower-moving ball that contrasts with the walls
Show answer and explanation
Answer: D. Using a brightly colored, slower-moving ball that contrasts with the walls
Adaptations should match the student's specific need while keeping the student an active participant. For low vision, a high-contrast ball that travels more slowly, such as a bright trainer ball, makes tracking possible. A lower net and smaller court address limited mobility or strength, not vision. Scorekeeping removes the student from participation, and having an adult play the ball replaces the student's performance instead of supporting it.
Question 6 · Content Knowledge and Student Growth and Development
Which of the following curricular changes BEST represents the philosophy of the New Physical Education that emerged in the early twentieth century?
- A.Replacing formal gymnastic drills with games, sport, and dance aimed at broad educational outcomes
- B.Shifting class time from instruction in skills to conditioning aimed at military readiness
- C.Replacing games and sport with standardized calisthenic drills aimed at posture and group discipline
- D.Prescribing individual exercise programs from detailed anthropometric measurements of each student
Show answer and explanation
Answer: A. Replacing formal gymnastic drills with games, sport, and dance aimed at broad educational outcomes
The New Physical Education, described as education through the physical, held that play, games, sport, and dance should be used to develop the whole child socially, intellectually, and physically, replacing the formal drill of the European gymnastic systems. Anthropometric measurement and individual prescription characterized earlier physician-led college programs, and military-style conditioning reflects wartime emphases rather than this philosophy.
Question 7 · Content Knowledge and Student Growth and Development
According to Gallahue's model of motor development, children of about 7 to 10 years who begin combining and applying fundamental movement skills in lead-up games are in which of the following?
- A.The precontrol stage of the rudimentary movement phase
- B.The mature stage of the fundamental movement phase
- C.The application stage of the specialized movement phase
- D.The transitional stage of the specialized movement phase
Show answer and explanation
Answer: D. The transitional stage of the specialized movement phase
Gallahue's specialized movement phase begins with the transitional stage, at about ages 7 to 10, when children combine and apply mature fundamental skills in sport-related settings such as lead-up games. The application stage follows at about 11 to 13, when individuals narrow their activity choices. The mature stage of the fundamental phase concerns refining single skills such as throwing and typically emerges by about age 6 or 7.
Question 8 · Management, Motivation, and Communication
A skilled eleventh-grade student puts little effort into a badminton unit and says, "I can do all of this easily, but I'm never going to use it after this class." According to expectancy-value theory, the student's low motivation is BEST explained by a low level of which of the following?
- A.Expectancy for success
- B.Intrinsic value
- C.Utility value
- D.Attainment value
Show answer and explanation
Answer: C. Utility value
Expectancy-value theory holds that motivation depends on expecting to succeed and on valuing the task. This student expects success, so expectancy is high. Utility value is the perceived usefulness of a task for current or future goals, which the student explicitly denies. Intrinsic value refers to enjoyment or interest, and attainment value to the personal importance of doing well; the statement addresses neither.
Question 9 · Planning, Instruction, and Student Assessment
During a second-grade lesson, all students are tossing and catching a beanbag in self-space. The teacher quietly tells two highly skilled students to switch to a small ball and catch with one hand, and tells one student who is struggling to use a scarf instead. Which of the following techniques is the teacher using?
- A.Teaching by invitation
- B.Intratask variation
- C.Station teaching
- D.Reciprocal teaching
Show answer and explanation
Answer: B. Intratask variation
In intratask variation, the teacher decides to make a task easier or harder for particular individuals or small groups, usually privately, while the rest of the class continues the original task. In teaching by invitation, the teacher offers two or more options to the whole class and each student chooses. Both adjust difficulty within one task; who makes the decision distinguishes them. Station teaching assigns different tasks to different areas.
Question 10 · Planning, Instruction, and Student Assessment
A teacher is planning supports for a student with an intellectual disability in a general physical education class. Which of the following supports is a modification rather than an accommodation?
- A.Reducing the number of unit outcomes the student is expected to meet
- B.Allowing the student extra time to finish the written unit quiz
- C.Placing the student near the teacher during every demonstration
- D.Pairing spoken directions with picture cards that show each station task
Show answer and explanation
Answer: A. Reducing the number of unit outcomes the student is expected to meet
An accommodation changes how a student gains access to instruction or shows learning without changing what is expected; picture cues, extra time, and preferential positioning all leave the outcomes intact. A modification changes the expectation itself, such as reducing or altering the outcomes or the level of content. The distinction matters for assessment and grading, because a student working toward modified outcomes is evaluated against those outcomes.

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