Teachers' Professional License – Subject Test: Health and Physical Education: free practice test

Practice question Unit: Health Sciences

1. AThe quadriceps femoris

   The quadriceps extends the knee and does not flex it or plantar-flex the foot.

2. BThe gastrocnemius ✓ Correct answer

   Correct: the gastrocnemius crosses both knee and ankle, so it helps flex the knee and plantar-flex the foot when rising onto the toes.

3. CThe tibialis anterior

   The tibialis anterior lifts the front of the foot and does not help rise on the toes.

4. DThe gluteus maximus

   The gluteus maximus extends the hip and does not act at the knee or ankle in these movements.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.1 (anatomy), indicator 2, p. 8

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Practice question Unit: Health Sciences

1. AMaximal sprints of 6 to 10 seconds with 2 to 3 minutes of rest ✓ Correct answer

   Correct; short efforts with enough rest let creatine phosphate recover between repetitions.

2. BContinuous low-intensity running for 30 minutes

   This is aerobic work that builds endurance and does not target the phosphagen system.

3. CMaximal 60-second sprint repetitions with 15 seconds of rest

   The long duration and short rest load the lactic system more than the phosphagen system.

4. DLong continuous brisk walking without any stops

   Continuous brisk walking is low-intensity aerobic work.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.2 (exercise physiology), indicator 2, p. 8

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Practice question Unit: Motor Behaviour and Psychology

1. AMeasuring a runner's stride length and stride rate

   Stride length and rate describe motion without forces, so the analysis is kinematic.

2. BMeasuring the ground reaction force at the start ✓ Correct answer

   The force on the foot is a cause of movement, and studying it is kinetics.

3. CCalculating the runner's speed over each ten meters of the race

   Calculating speed describes motion, which is kinematics.

4. DDetermining the knee angle at the moment of foot contact

   An angle is a geometric measure of joint position, which is kinematic.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.3 (kinesiology and biomechanics), indicator 1, p. 8

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Practice question Unit: Motor Behaviour and Psychology

1. AAnticipation based on advance cues ✓ Correct answer

   An experienced player reads advance cues such as body and foot position, predicts the direction and starts the response early.

2. BHigh cardiorespiratory endurance

   Cardiorespiratory endurance relates to resisting fatigue and does not shorten decision time.

3. CJoint flexibility in the trunk and limbs

   Flexibility increases range of motion but does not speed up reading the situation.

4. DMaximal strength of the legs

   Maximal strength helps produce force but has nothing to do with reading cues and deciding.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.4 (motor learning), indicator 2, p. 8

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Practice question Unit: Managing and Organising Health and PE Programmes

1. A40 matches

   This is fewer than required; it does not match the formula n(n-1)/2.

2. B90 matches

   This figure (10 × 9) counts every pairing twice; it fits a double round-robin, not a single one.

3. C100 matches

   This figure does not come from any match-count formula; it is simply the number of teams squared.

4. D45 matches ✓ Correct answer

   Correct: matches = 10 × 9 ÷ 2 = 45, because each team meets every other team exactly once.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.9 (managing and organising programmes), indicator 4, p. 10

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Practice question Unit: Adapted Physical Education

1. AChoose activities, implement, gather information about the student, then set goals

   Choosing activities before knowing the student's situation produces a program that does not fit.

2. BSet goals, implement, then assess once at the end of the school year

   A single end-of-year assessment does not allow the program to be adjusted during delivery.

3. CDeliver the usual activities, then set goals based on the student's results

   Goals come before implementation; they are not deduced afterward.

4. DAssess, set goals, implement, then reassess ✓ Correct answer

   This is the cycle of an individual program: assess first to find the level, then set goals, implement, and follow up.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.12 (adapted physical education), indicator 1, p. 11

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Practice question Unit: Theoretical and Applied Foundations of Games

1. ARepeating the whole skill at the same speed many times until every student masters it

   Repeating a complex skill whole fixes the same error in students who have not understood the sequence of its parts.

2. BMoving straight to a game to correct performance

   A game adds pressure and hides technical errors; it does not solve the problem of linking the parts.

3. CTesting each student individually and grouping them by result

   Testing measures performance but does not teach it, and does not address the difficulty of linking approach, jump and throw.

4. DSplitting the skill, practising each part, then linking them gradually ✓ Correct answer

   A complex skill is divided and then linked step by step (part-whole method), so the student masters each part before combining them.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.13 (sports games), indicator 1, p. 11

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Practice question Unit: Health and PE and the Community

1. ASending families simple messages and inviting them to an open school walking event ✓ Correct answer

   Clear messages plus family participation in an open activity combine knowledge with practice and reach the community.

2. BHolding a single end-of-year tournament for talented students only, without involving families

   An event for a small group does not reach families or raise community awareness.

3. CPosting each student's fitness results on the notice board with their names

   Publishing results by name breaches privacy and may embarrass students, discouraging participation.

4. DRelying on a poster about the benefits of sport at the school entrance

   A static poster alone is a passive, low-impact method and does not involve the family in any activity.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.14 (community service), indicator 1, p. 12

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Practice question Unit: Curriculum and Teaching Methods in Health and PE

1. AForming groups only from students of exactly the same level and no others

   Similar levels do not guarantee that every member takes part.

2. BGiving the group one grade without looking at individual participation in it

   A group grade alone encourages free-riding because individual contribution goes unseen.

3. CGiving each student a role and assessing individual performance with the group result ✓ Correct answer

   Individual accountability makes each member answerable for his own contribution, which limits free-riding.

4. DRaising the size of each group to ten students or more

   Large groups increase free-riding because each member's contribution shrinks and is harder to follow.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.15 (teaching methods and learning styles), indicator 2, p. 12

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Practice question Unit: Curriculum and Teaching Methods in Health and PE

1. ASubject-centered

   A subject-centered curriculum starts from content sequence, set by the subject rather than student interests.

2. BTeacher-centered only

   Here students share in choosing and evaluating, so the decision is not the teacher's alone.

3. CLearner-centered ✓ Correct answer

   Starting from students' needs and interests and involving them in decisions is the mark of a learner-centered curriculum.

4. DExam-centered

   The unit does not start from final exams but from student needs and interests.

Reference: ETEC Health and Physical Education Teacher Standards (2020), Standard 6.21.16 (health and PE curricula and their development), indicator 1, p. 12

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