Praxis Physical Education: Content Knowledge (5091)
Praxis Physical Education: Content Knowledge (5091) is a trademark of its owner, which is not affiliated with and does not endorse Test Treasure Publication or TTP Prep.
Praxis Physical Education: Content Knowledge (5091) is a trademark of its owner, which is not affiliated with and does not endorse Test Treasure Publication or TTP Prep.
10 sample questions for the Praxis Physical Education: Content Knowledge (5091), 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
Answer: A. Infraspinatus
The infraspinatus is one of the four rotator cuff muscles (supraspinatus, infraspinatus, teres minor, subscapularis) that stabilize the humeral head in the glenoid fossa. The tempting trap is the latissimus dorsi, which crosses the shoulder and powers adduction and extension but is not part of the rotator cuff.
Question 2 · Content Knowledge and Student Growth and Development
Answer: D. Specialized movement phase
Around ages 7 to 10, children enter the transitional stage of the specialized movement phase , applying mature fundamental skills to sport-related and lead-up activities. The fundamental movement phase is the trap; it is when children (about ages 2 to 7) develop those basic patterns through initial, emerging, and mature stages before combining them.
Question 3 · Management, Motivation, and Communication
Answer: C. outperforming classmates, especially with less effort
An ego (performance) orientation judges competence by comparison with others, so success means "outperforming classmates, especially with less effort," since needing less effort signals greater ability. Improving on one's own previous scores is the tempting distractor, but self-referenced improvement defines success in a task (mastery) climate.
Question 4 · Planning, Instruction, and Student Assessment
Answer: B. Reciprocal style
In reciprocal style, partners take turns as doer and observer, and the observer gives feedback using teacher-prepared criteria. Self-check style is the tempting trap because it also uses a criteria sheet, but in self-check the learner evaluates his or her own performance rather than a partner's.
Question 5 · Collaboration, Reflection, and Technology
Answer: B. Students measure their own standing long jumps in PE, then graph the results and find the mean in math class
Having students "measure their own standing long jumps in PE, then graph the results and find the mean in math class" gives each subject an authentic role while PE time stays devoted to movement. Flash cards in line may seem like integration, but they rely on students waiting in lines and add no meaningful link between the content areas.
Question 6 · Content Knowledge and Student Growth and Development
Answer: B. Epiphyseal plate
The epiphyseal plate (growth plate) is a layer of cartilage where long bones lengthen; it is weaker than mature bone, so injury there can disrupt growth. Articular cartilage is the trap because it also covers the ends of bones, but it cushions joint surfaces and is not the site of bone growth.
Question 7 · Content Knowledge and Student Growth and Development
Answer: C. Task constraint
Equipment, rules, and goals of an activity are task constraint factors in Newell's model, and changing them allows a more mature movement pattern to emerge. Environmental constraint is the trap; it refers to the surrounding physical and sociocultural setting, such as lighting, surface, or gravity, rather than the equipment used for the task.
Question 8 · Management, Motivation, and Communication
Answer: B. Time
The Time dimension concerns allowing students flexible, adequate time to learn, and letting them progress when they reach a criterion adjusts pacing to each learner. Authority is tempting because students control when they move, but the main change here is the pacing of learning, not shared decision making.
Question 9 · Planning, Instruction, and Student Assessment
| Lesson segment | Minutes |
|---|---|
| Instruction and demonstration | 8 |
| Transitions and equipment | 7 |
| Waiting in line for turns | 12 |
| Skill practice | 10 |
| Modified game | 8 |
Answer: A. About 40% of the lesson was MVPA, below the recommended 50% of class time
Skill practice (10 min) plus the game (8 min) totals 18 minutes, and 18 / 45 = 40%, which is below the SHAPE America recommendation of MVPA for at least 50% of class time. The "18%" option is the trap because it confuses 18 minutes with a percentage.
Question 10 · Collaboration, Reflection, and Technology
Answer: C. Schedule a heart rate monitoring unit for the same weeks, using the science class vocabulary
To "schedule a heart rate monitoring unit for the same weeks, using the science class vocabulary" reinforces the science concepts through movement while PE keeps its own objectives. A written heart anatomy test may seem connected, but it replaces activity time and duplicates the science teacher's role.
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