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Praxis PE 5091 study materials
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Praxis PE 5091 practice questions

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Question 1Content Knowledge and Student Growth and Development

Which of the following best defines physical literacy in the context of a quality physical education program?

  1. Mastery of a single sport at a competitive level
  2. Motivation, confidence, competence, and knowledge to value and take responsibility for lifelong physical activity Correct answer.
  3. The ability to read and interpret written rules of a sport
  4. The capacity to lift a specified amount of weight relative to body mass

Explanation

Physical literacy describes the motivation, confidence, physical competence, knowledge, and understanding needed to maintain physical activity across the lifespan. It is broader than sport-specific skill or fitness performance.

Question 2Content Knowledge and Student Growth and Development

A teacher wants to build students' cardiovascular endurance over a semester. Which principle best explains why the teacher should gradually increase the intensity and duration of aerobic tasks across the unit?

  1. The principle of individuality
  2. The principle of reversibility
  3. The principle of progressive overload Correct answer.
  4. The principle of specificity

Explanation

Progressive overload states that the body adapts only when training demands gradually exceed current capacity. Systematically increasing intensity or duration applies this principle to endurance development.

Question 3Content Knowledge and Student Growth and Development

During a middle school throwing unit, a student steps forward with the same foot as the throwing arm and throws with little power. Which cue most directly addresses the mechanical error?

  1. Step with the foot opposite the throwing arm Correct answer.
  2. Keep the eyes closed during the throw
  3. Rotate the shoulders farther back before releasing
  4. Grip the object more tightly at release

Explanation

Force production in throwing depends on sequential transfer of momentum from the lower body through the trunk to the arm. Stepping with the foot opposite the throwing arm allows hip and trunk rotation to contribute to the throw.

Question 4Content Knowledge and Student Growth and Development

Which of the following is the most appropriate example of a formative assessment in a physical education class?

  1. A district-mandated fitness test administered at the end of the year
  2. A teacher observing and giving feedback on dribbling cues during a lesson Correct answer.
  3. A final skills test that determines a semester grade
  4. A statewide physical fitness report submitted to administrators

Explanation

Formative assessment occurs during learning to inform instruction and provide feedback. Ongoing observation with corrective cues fits that purpose.

Question 5Content Knowledge and Student Growth and Development

A student can perform a skill successfully in a closed practice setting but struggles to use it during a modified game. Which explanation best accounts for this gap?

  1. The student has not yet developed sufficient muscular strength
  2. The student has not yet transferred the skill to an open, unpredictable environment Correct answer.
  3. The student is not motivated to participate in physical activity
  4. The student lacks knowledge of the game's written rules

Explanation

Skills practiced in predictable conditions may not transfer to game play, where decisions and timing vary. Bridging practice and game-like conditions supports transfer.

Question 6Content Knowledge and Student Growth and Development

According to typical motor development sequences, which manipulative pattern generally appears first in young children?

  1. Catching a large ball with two hands Correct answer.
  2. Dribbling a ball with alternating hands
  3. Striking a ball with a bat
  4. Overhand throwing for accuracy and distance

Explanation

Catching a large ball with two hands is a basic stability-and-reception pattern that emerges before more complex striking, dribbling, and accurate overhand throwing. Progression moves from simple to complex coordination.

Question 7Content Knowledge and Student Growth and Development

A teacher plans a unit so that students first practice a skill in isolation, then in partner drills, then in small-sided games. Which instructional concept does this sequence best illustrate?

  1. Part-to-whole skill progression Correct answer.
  2. Differentiated pacing
  3. Summative evaluation
  4. Massed practice distribution

Explanation

Moving from isolated components to partner work and then to game play builds the skill in parts before integrating it into the whole activity. This is a part-to-whole progression.

Question 8Content Knowledge and Student Growth and Development

Which of the following best describes the role of the affective domain in physical education?

  1. Developing sport-specific biomechanical efficiency
  2. Learning the history and rules of traditional games
  3. Improving flexibility through static stretching routines
  4. Building social skills, cooperation, and responsible personal behavior Correct answer.

Explanation

The affective domain concerns attitudes, values, and social-emotional behaviors such as cooperation and responsibility. Physical education addresses it alongside psychomotor and cognitive goals.

Question 9Content Knowledge and Student Growth and Development

A teacher wants to ensure that a fitness unit is developmentally appropriate for elementary students. Which approach is most consistent with best practice?

  1. Requiring students to perform maximal lifts to establish baseline strength
  2. Administering a standardized mile run as the primary unit activity
  3. Focusing instruction on anaerobic conditioning for competition
  4. Using short bouts of activity that emphasize fun, movement, and moderate effort Correct answer.

Explanation

Elementary fitness instruction should emphasize enjoyable, moderate activity in short bouts that build movement competence and positive attitudes. Maximal and highly competitive testing are inappropriate for young children.

Question 10Content Knowledge and Student Growth and Development

A student consistently arrives late and avoids participating in team activities. Which teacher response best reflects a positive behavior-management approach?

  1. Building rapport and offering structured choices to increase engagement Correct answer.
  2. Publicly reprimanding the student to set an example
  3. Removing the student from all activity for the remainder of the unit
  4. Assigning a grade penalty without further discussion

Explanation

Positive behavior management emphasizes relationship building, clear expectations, and meaningful choices to increase engagement. Addressing the underlying cause supports lasting behavior change.

Question 11Content Knowledge and Student Growth and Development

Which of the following best describes the concept of a modified or small-sided game in physical education?

  1. A full-sided competitive game using official rules
  2. A written quiz about game strategy
  3. A game with reduced numbers, space, or rules to increase participation and skill application Correct answer.
  4. A drill performed individually without an opponent

Explanation

Small-sided and modified games adjust numbers, space, and rules so students get more touches and decision-making opportunities. They bridge practice and full game play.

Question 12Content Knowledge and Student Growth and Development

A teacher wants to promote moderate-to-vigorous physical activity (MVPA) throughout a lesson. Which strategy is most effective?

  1. Extending whole-class lecture time before activity
  2. Using small-sided activities with minimal instruction stoppage Correct answer.
  3. Increasing time spent on management and transitions
  4. Reducing equipment so students must wait in line

Explanation

Maximizing activity time requires minimizing transitions and management and keeping students actively engaged in small-sided tasks. Reducing stoppage increases MVPA.

Question 13Content Knowledge and Student Growth and Development

Which of the following is the best example of a cognitive learning objective in physical education?

  1. The student will cooperate with teammates during activities
  2. The student will demonstrate correct dribbling form
  3. The student will explain two strategies for creating space in invasion games Correct answer.
  4. The student will improve cardiovascular endurance

Explanation

Cognitive objectives target knowledge and understanding, such as explaining game strategies. The other options address psychomotor or affective outcomes.

Question 14Content Knowledge and Student Growth and Development

A teacher uses a rubric to score students' performance of a volleyball forearm pass. Which type of assessment instrument is this?

  1. Anecdotal record
  2. Fitnessgram report
  3. Peer sociogram
  4. Skills checklist or rubric Correct answer.

Explanation

A rubric with performance criteria and levels is used to evaluate skill execution. It provides structured, criterion-referenced feedback.

Question 15Content Knowledge and Student Growth and Development

A student with a mild intellectual disability is included in a general physical education class. Which accommodation best supports participation while maintaining the lesson's objective?

  1. Providing visual cues and simplified instructions for the same activity Correct answer.
  2. Assigning the student to observe only
  3. Excusing the student from all physical activity
  4. Replacing the lesson with an unrelated seated task

Explanation

Accommodations modify how content is delivered so the student can meet the same objective. Visual cues and simplified instructions preserve the goal while supporting access.

Question 16Content Knowledge and Student Growth and Development

Which of the following best describes the principle of specificity in training?

  1. Training effects are greatest in the systems and muscles specifically stressed Correct answer.
  2. Training must be stopped periodically to allow rest
  3. Individuals respond differently to the same training program
  4. Training effects decline when activity ceases

Explanation

Specificity holds that the body adapts to the particular demands placed on it, so training should match the desired outcome. This is why a sprint program improves sprinting more than distance running.

Question 17Content Knowledge and Student Growth and Development

A teacher observes a student who can balance on one foot with eyes open but loses balance when the eyes are closed. Which system's contribution is most directly highlighted?

  1. Muscular endurance
  2. The vestibular and proprioceptive systems Correct answer.
  3. Cardiovascular efficiency
  4. Anaerobic power

Explanation

Closing the eyes removes visual input, so balance depends more on vestibular and proprioceptive feedback. Difficulty with eyes closed points to reliance on vision and the role of these systems.

Question 18Content Knowledge and Student Growth and Development

A teacher wants to help students understand effort and self-monitoring during aerobic activity. Which approach is most appropriate?

  1. Requiring students to compare their times publicly
  2. Having students compete for the fastest mile time
  3. Teaching students to use a perceived-exertion scale to gauge intensity Correct answer.
  4. Assigning grades based solely on heart rate

Explanation

A perceived-exertion scale teaches students to monitor and regulate their own effort, supporting self-management. It is developmentally appropriate and emphasizes personal responsibility.

Question 19Content Knowledge and Student Growth and Development

Which of the following best describes the relationship between physical activity and academic performance in school-aged children?

  1. Physical activity reliably lowers academic achievement
  2. Physical activity has no measurable relationship with cognition
  3. Physical activity only benefits students who are already fit
  4. Physical activity is generally associated with improved attention and cognitive function Correct answer.

Explanation

Research generally links physical activity with improved attention, cognitive function, and on-task behavior. Schools use activity to support, not detract from, academic performance.

Question 20Content Knowledge and Student Growth and Development

A teacher wants to differentiate instruction within a striking unit. Which strategy best reflects differentiation?

  1. Providing varied ball sizes and distances based on readiness Correct answer.
  2. Using the same equipment and task for all students
  3. Eliminating assessment to reduce pressure
  4. Teaching only the most advanced skill to the whole class

Explanation

Differentiation adjusts task difficulty, equipment, or pacing to match learner readiness while keeping the same learning goal. Varying ball size and distance does exactly that.

Question 21Content Knowledge and Student Growth and Development

Which of the following best explains why a warm-up should precede vigorous activity?

  1. It guarantees prevention of all injuries
  2. It replaces the need for a cool-down
  3. It permanently increases flexibility beyond baseline
  4. It increases muscle temperature and prepares the body for more intense effort Correct answer.

Explanation

A warm-up raises muscle temperature and gradually increases blood flow and heart rate, preparing the body for vigorous effort. This supports performance and reduces injury risk.

Question 22Content Knowledge and Student Growth and Development

A teacher notices that students in a cooperative game are arguing about rules. Which teacher action best supports the affective learning goal of the lesson?

  1. Assigning a penalty to the loudest student
  2. Guiding students to discuss and agree on fair solutions Correct answer.
  3. Ending the activity immediately
  4. Ignoring the conflict to let students resolve it alone

Explanation

Guiding students to negotiate and agree on solutions develops cooperation and responsible behavior, which are affective goals. Teacher facilitation turns conflict into a learning opportunity.

Question 23Content Knowledge and Student Growth and Development

A student's fitness scores improve after a semester of regular activity but decline over summer break. Which training principle explains the decline?

  1. Specificity
  2. Periodization
  3. Overload
  4. Reversibility Correct answer.

Explanation

Reversibility describes the loss of training adaptations when activity is reduced or stopped. Consistent activity is needed to maintain gains.

Question 24Content Knowledge and Student Growth and Development

A teacher designs a unit in which students set personal activity goals, track progress, and reflect on barriers. Which outcome is most directly targeted?

  1. Self-regulation and personal responsibility for activity Correct answer.
  2. Immediate improvement in maximal strength
  3. Sport-specific tactical knowledge
  4. Mastery of official game rules

Explanation

Goal setting, self-monitoring, and reflection build self-regulation and personal responsibility, which support lifelong activity. These are central affective and cognitive outcomes.

Question 25Content Knowledge and Student Growth and Development

A teacher is planning a lesson for a class with widely varied skill levels. Which approach best supports both advanced and beginning students?

  1. Designing multiple task variations that share a common learning goal Correct answer.
  2. Teaching only to the middle skill level
  3. Assigning advanced students to teach without teacher supervision
  4. Using a single task with one fixed difficulty level

Explanation

Multiple task variations allow students at different readiness levels to work toward the same goal with appropriate challenge. This is a core differentiation strategy.

Question 26Content Knowledge and Student Growth and Development

Which of the following is the most accurate description of the FITT principle as applied to cardiorespiratory endurance training?

  1. Frequency, Intensity, Time, and Type describe the key variables used to structure an aerobic training program. Correct answer.
  2. Flexibility, Intensity, Tempo, and Tension describe the key variables used to structure a stretching routine.
  3. Force, Inertia, Torque, and Time describe the mechanical variables of a resistance exercise.
  4. Form, Instruction, Technique, and Testing describe the variables used to evaluate skill performance.

Explanation

The FITT principle organizes exercise prescription around how often, how hard, how long, and what kind of activity is performed. It is most commonly applied to designing cardiorespiratory and other fitness programs.

Question 27Content Knowledge and Student Growth and Development

During a middle school soccer unit, a teacher notices a student repeatedly striking the ball with the toe rather than the instep. Which feedback approach best supports skill improvement?

  1. Wait until the end of the unit to address the technique.
  2. Praise the student's effort and say nothing about the technique.
  3. Describe the specific change in foot contact and have the student rehearse it. Correct answer.
  4. Publicly compare the student's technique to a more skilled peer.

Explanation

Effective corrective feedback is specific, timely, and focused on a single observable change the learner can act on. Pairing the cue with rehearsal helps the student link the feedback to the movement.

Question 28Content Knowledge and Student Growth and Development

Which statement best describes the difference between health-related and skill-related components of physical fitness?

  1. Health-related components support overall well-being, while skill-related components support athletic performance. Correct answer.
  2. Health-related components predict sport success, while skill-related components predict disease risk.
  3. Health-related components apply only to adults, while skill-related components apply only to children.
  4. Health-related components are measured by observation, while skill-related components require laboratory testing.

Explanation

Health-related fitness components such as cardiorespiratory endurance and muscular strength are linked to overall health and reduced disease risk. Skill-related components such as agility and power are associated with athletic performance.

Question 29Content Knowledge and Student Growth and Development

A teacher wants to introduce the concept of pacing to students during a distance-running lesson. Which activity best teaches pacing?

  1. Having students sprint all-out for thirty seconds and then rest.
  2. Having students run a set distance while checking a watch at each lap. Correct answer.
  3. Having students perform static stretching before running.
  4. Having students compete to finish first in every repetition.

Explanation

Pacing requires learners to monitor and regulate effort over time, which is supported by checking split times and adjusting speed. Self-monitoring tools like a watch make the concept concrete.

Question 30Content Knowledge and Student Growth and Development

Which of the following best describes the concept of a personal fitness plan goal that is specific and measurable?

  1. I want to get better at running this semester.
  2. I want to exercise more often than I did last year.
  3. I want to be healthier and feel more energetic.
  4. I want to run two miles without stopping by the end of the quarter. Correct answer.

Explanation

Specific and measurable goals state a clear behavior and an observable standard so progress can be tracked. Naming the distance and the timeframe makes the goal verifiable.

Question 31Content Knowledge and Student Growth and Development

Which statement best explains why the principle of progressive overload is important in a resistance training unit?

  1. It suggests that students change exercises every session to avoid plateaus.
  2. It requires students to lift the heaviest weight possible on the first day.
  3. It encourages students to gradually increase training demands as the body adapts. Correct answer.
  4. It recommends that students avoid rest between sets to build endurance.

Explanation

Progressive overload means systematically increasing the demands placed on the body so that adaptation continues. Increases should be gradual and matched to the learner's readiness.

Question 32Content Knowledge and Student Growth and Development

Which of the following best describes the purpose of a formative assessment in a physical education unit?

  1. To monitor student progress and adjust instruction during the unit. Correct answer.
  2. To compare students against national fitness norms.
  3. To assign a final course grade after instruction is complete.
  4. To certify students for participation in competitive sports.

Explanation

Formative assessment is used during instruction to gather evidence about learning and inform adjustments to teaching. Its purpose is improvement, not final ranking or certification.

Question 33Content Knowledge and Student Growth and Development

A student is working on a jump-rope unit and repeatedly catches the rope on the feet. Which cue most directly addresses this problem?

  1. Jump higher on every repetition.
  2. Swing the rope faster with the arms.
  3. Keep the elbows close and turn the rope with the wrists. Correct answer.
  4. Land on the heels to absorb impact.

Explanation

Catching the rope often results from wide arm movements that slow or distort the rope's path. Keeping elbows close and using wrist rotation produces a consistent arc.

Question 34Content Knowledge and Student Growth and Development

A teacher wants to assess students' understanding of the roles of different positions in a team sport. Which assessment format best measures this cognitive learning?

  1. A vertical jump test
  2. A timed shuttle run
  3. A short written scenario asking students to assign positions and justify choices Correct answer.
  4. A peer observation of dribbling form

Explanation

Cognitive learning in physical education is best assessed with tasks that require students to explain, analyze, or apply knowledge. A written scenario asks students to demonstrate understanding of positional roles.

Question 35Content Knowledge and Student Growth and Development

Which of the following best describes the role of the psychomotor domain in physical education?

  1. It focuses on the ability to analyze and critique performance.
  2. It focuses on attitudes, values, and social behaviors.
  3. It focuses on knowledge and understanding of movement concepts.
  4. It focuses on the development of movement skills and physical performance. Correct answer.

Explanation

The psychomotor domain concerns movement skill and physical performance, including coordination and technique. The cognitive and affective domains address knowledge and attitudes, respectively.

Question 36Content Knowledge and Student Growth and Development

A teacher wants to support a student who is reluctant to participate in team sports because of low confidence. Which strategy is most likely to increase the student's engagement?

  1. Excuse the student from all team activities for the semester.
  2. Provide small-sided, low-pressure activities with frequent success opportunities. Correct answer.
  3. Assign the student a leadership role in a competitive game immediately.
  4. Publicly reward the student for finally joining a game.

Explanation

Students with low confidence benefit from tasks that reduce social pressure and build success. Small-sided activities with achievable challenges support gradual participation.

Question 37Content Knowledge and Student Growth and Development

Which of the following best explains the concept of transfer of learning in physical education?

  1. Teachers transfer assessment results to the school database.
  2. Students transfer from one class to another during the school day.
  3. Skills learned in one activity influence performance in another activity. Correct answer.
  4. Students transfer responsibility for equipment to their partners.

Explanation

Transfer of learning occurs when learning in one context affects performance in a different context. Positive transfer means prior learning helps new learning.

Question 38Content Knowledge and Student Growth and Development

A teacher is planning a throwing and catching unit for second graders. Which modification best matches their developmental level?

  1. Require overhand throws only from the start.
  2. Use a lightweight, larger ball and shorter distances. Correct answer.
  3. Use a full-size basketball and regulation distance.
  4. Introduce advanced defensive strategies before basic catching.

Explanation

Young children benefit from equipment scaled to their size and strength, which supports success and skill development. Lightweight, larger balls are easier to track and catch.

Question 39Content Knowledge and Student Growth and Development

Which statement best describes the relationship between practice distribution and skill retention?

  1. Distributed practice generally supports better retention of motor skills over time. Correct answer.
  2. Only massed practice allows for adequate rest and recovery.
  3. Massed practice always produces better long-term retention than distributed practice.
  4. Practice distribution has no effect on motor skill learning.

Explanation

Distributed practice, which includes rest intervals between trials, generally supports better learning and retention than massed practice. Spacing allows recovery and consolidation.

Question 40Content Knowledge and Student Growth and Development

A teacher wants to help students develop self-regulation during a fitness unit. Which approach best supports this goal?

  1. Having students compare their scores publicly each class.
  2. Having students record their activity and reflect on their progress weekly. Correct answer.
  3. Having the teacher set all goals without student input.
  4. Having students complete identical workouts without tracking.

Explanation

Self-regulation involves monitoring one's own behavior and adjusting effort toward goals. Recording activity and reflecting on progress builds these metacognitive skills.

Question 41Content Knowledge and Student Growth and Development

Which of the following best describes the principle of reversibility in training?

  1. Training demands must increase as fitness improves.
  2. Individuals respond differently to the same training program.
  3. Training effects are specific to the muscles used.
  4. Fitness gains are lost when training is discontinued. Correct answer.

Explanation

The principle of reversibility states that fitness improvements diminish when training stops. This is sometimes summarized as 'use it or lose it.'

Question 42Content Knowledge and Student Growth and Development

A teacher wants to assess students' ability to work cooperatively during a team challenge. Which method best captures this affective outcome?

  1. A structured observation checklist of cooperative behaviors Correct answer.
  2. A skills test measuring accuracy of a throw
  3. A written quiz on the rules of the challenge
  4. A timed run measuring cardiovascular fitness

Explanation

Affective outcomes such as cooperation are best assessed through systematic observation of behaviors. A checklist provides concrete criteria for observing teamwork.

Question 43Content Knowledge and Student Growth and Development

Which of the following best describes the purpose of a rubric in assessing a motor skill?

  1. To provide criteria describing levels of performance quality. Correct answer.
  2. To measure only the speed of skill execution.
  3. To rank students from highest to lowest score.
  4. To replace the need for teacher observation.

Explanation

A rubric describes performance criteria and levels so that judgments about quality are consistent and transparent. It supports feedback and fair scoring.

Question 44Content Knowledge and Student Growth and Development

A teacher notices that a student becomes frustrated and quits when tasks are difficult. Which approach best supports the student's persistence?

  1. Break the task into smaller steps with achievable checkpoints. Correct answer.
  2. Remove the student from the activity until they calm down.
  3. Remind the student that effort does not matter as much as talent.
  4. Assign easier tasks indefinitely to avoid frustration.

Explanation

Task breakdown creates achievable steps that build competence and reduce frustration. Success on smaller steps supports persistence and self-efficacy.

Question 45Content Knowledge and Student Growth and Development

Which of the following best describes the concept of a developmentally appropriate practice in physical education?

  1. Using the same activities for all grade levels to ensure consistency.
  2. Selecting activities based only on the teacher's personal preferences.
  3. Matching tasks and equipment to students' physical, cognitive, and social readiness. Correct answer.
  4. Increasing difficulty only after students reach elite performance levels.

Explanation

Developmentally appropriate practice aligns instruction with learners' physical, cognitive, and social development. This supports success and engagement at each stage.

Question 46Content Knowledge and Student Growth and Development

A teacher is designing a unit to develop students' tactical awareness in invasion games. Which approach best supports this goal?

  1. Having students read a rulebook and take a written test.
  2. Using modified games that require decisions about space and support. Correct answer.
  3. Drilling isolated passing skills without game context.
  4. Having students practice only set plays from a coach's diagram.

Explanation

Tactical awareness develops when learners make decisions in game-like situations. Modified games create opportunities to recognize space and support.

Question 47Content Knowledge and Student Growth and Development

A teacher observes that a student's performance in a dribbling task improves during practice but does not carry over to a game. Which explanation is most consistent with motor learning research?

  1. The student has not yet developed sufficient fitness to play the game.
  2. The student lacks the cognitive ability to understand the game.
  3. The practice conditions were too different from game conditions to support transfer. Correct answer.
  4. The student should stop practicing dribbling entirely.

Explanation

Transfer depends on similarity between practice and performance conditions. Practice that lacks the perceptual and decision demands of the game may not transfer.

Question 48Content Knowledge and Student Growth and Development

A teacher wants to compare the effectiveness of two instructional strategies for teaching a gymnastics skill. Which design best supports this comparison?

  1. Asking students which strategy they preferred after a single lesson.
  2. Teaching one strategy to the whole class and comparing pre- and post-test scores.
  3. Teaching each strategy to a different class and comparing gains on the same skill test. Correct answer.
  4. Using the same strategy with all students and comparing their final grades.

Explanation

Comparing two strategies requires separate groups exposed to each condition and a common outcome measure. This allows gains to be attributed to the instructional difference.

Question 49Content Knowledge and Student Growth and Development

A teacher is analyzing why a student struggles to strike a ball with a paddle. The student consistently swings late. Which analysis is most appropriate?

  1. The student needs more upper-body strength to swing faster.
  2. The student should switch to a different sport permanently.
  3. The student is not motivated and should be encouraged more.
  4. The student's tracking and timing of the approaching object need development. Correct answer.

Explanation

A consistently late swing suggests difficulty tracking the object and timing the strike. Addressing perceptual tracking and timing is the most direct analysis.

Question 50Content Knowledge and Student Growth and Development

A teacher wants to build students' ability to set realistic personal fitness goals based on baseline data. Which sequence best supports this outcome?

  1. Have students copy goals from a published fitness chart.
  2. Set goals first, then administer a baseline assessment at the end of the unit.
  3. Administer a baseline assessment, interpret results with students, and set goals with a review date. Correct answer.
  4. Set goals only after students achieve elite performance levels.

Explanation

Goal setting is most effective when based on baseline data that students understand. Interpreting results with students and setting review dates supports ownership and adjustment.