General Directions:
1. This is a 20-item test in Physical Education Part 2.
2. Read each item carefully and select the letter or option that shows the best answer.
3. Before taking the quiz, make sure to know the following concepts or topics.
| Part / Cognitive Domain | Specific Subtopic / Educational Concept |
| Higher-Order Thinking Skills (HOTS) | Fitness Plan Evaluation & Autonomy Movement Synthesis & Choreography Multi-Skill Activity Design Feedback-Driven Individualized Programming Authentic Assessment Rubric Development Personalized Health-Related Fitness Programming |
| Foundational Knowledge & Pedagogical Theories | Republic Act 10533 (Enhanced Basic Education Act of 2013) Universal Design for Learning (UDL) Framework Summative Assessment Function SMART Goal Structuring (Relevance) Curriculum Content Analysis & Development Reflective Teaching Practices for Professional Growth Differentiated Instruction Strategies Diagnostic Assessment & Baseline Identification |
| Instructional Applications & Inclusivity | Developmentally Appropriate Curricular Modification Adaptive Physical Education & Physical Inclusion Data-Driven Instructional Decision Making Cooperative Peer-Assisted Learning (PAL) UDL Modality Modification for Sensory Impairments Culturally Responsive Pedagogy in PE |
If you are ready, start the quiz now!
1. After a classmate recommends a high-intensity workout, the student assesses his current physical condition and training plan, then decides to decline the suggestion, explaining that it would interfere with his scheduled recovery. What type of thinking is being demonstrated?
A. Peer disagreement
B. Value-based decision
C. Detailed report on physical strength
D. Fitness planning evaluation
Answer: D
Rationale: The student evaluates whether the workout fits their fitness plan and recovery needs.
2. A student is required to choreograph a distinctive routine that combines jumping, twisting, and stretching to convey a selected theme after learning different movement patterns in class. What kind of thinking is he doing?
A. Copying a known routine
B. Repeating familiar movement skill sets
C. Creating a movement combination
D. Recalling a lesson
Answer: C
Rationale: The student generates a new combination using multiple fundamental patterns.
3. Students work together in small groups to design an imaginative relay race that combines locomotor (running), non-locomotor (balancing), and manipulative (ball-passing or object-handling) skills. What kind of application of skills are the students exhibiting?
A. Creating a multi-skill activity
B. Engaging in competitive group activity
C. Reviewing sports drills
D. Memorizing steps
Answer: A
Rationale: Students develop a unique activity combining different skill types, which requires creativity and application.
4. A student looks over their observation notes and examines video footage after watching a classmate perform during a fitness drill to create a customized training program that focuses on particular areas that need work. What ability is displayed?
A. Reaction testing
B. Strength evaluation
C. Evaluating individual performance relative to the peer group
D. Designing a feedback-based improvement plan
Answer: D
Rationale: The student synthesizes performance data to create a plan tailored to improve specific skills.
5. Following a series of basketball drills, students are given the task of creating their own scoring rubric to assess their dribbling skills during a mini-tournament. Which cognitive ability are they expected to exhibit?
A. Follow pre-made tools
B. Judge randomly
C. Develop evaluation criteria
D. Pointless scoring without intent
Answer: C
Rationale: Creating a rubric requires building an evaluative tool from scratch based on skill elements.
6. A student creates a customized weekly fitness plan after learning about the various aspects of physical fitness. This plan includes a range of workouts, clear goals, and a progress chart to track advancements. What are they making?
A. A personal fitness program
B. Strategic competitive action plan
C. A report
D. A class presentation
Answer: A
Rationale: The student is designing a structured and original plan to improve health-related fitness.
7. Which law established the K to 12 Basic Education Program in the Philippines?
A. Republic Act 10533
B. Republic Act 10912
C. Republic Act 10687
D. Republic Act 10524
Answer: A
Rationale: RA 10533 is the Enhanced Basic Education Act of 2013 that institutionalized the K to 12 curriculum.
8. What does UDL stand for in educational program design?
A. United Development Learning
B. Universal Design for Learning
C. Unique Differentiated Learning
D. Uniform Design Logic
Answer: B
Rationale: UDL stands for Universal Design for Learning, which ensures inclusive, flexible teaching.
9. Which type of assessment is conducted at the end of a unit?
A. Formative
B. Diagnostic ION
C. Summative
D. Pre-assessment
Answer: C
Rationale: Summative assessment evaluates student learning after instruction.
10. What does the ‘R’ in SMART goals represent?
A. Relevant MAR
B. Realistic
C. Reasonable
D. Refined
Answer: A
Rationale: SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound.
11. Why is curriculum content analysis important in PE and Health Education?
A. To update textbooks
B. Increase the frequency of administering tests regularly.
C. To ensure age-appropriate learning competencies
D. To lower class hours
Answer: C
Rationale: It ensures competencies align with developmental stages and learning goals.
12. What is the main goal of reflective practice in teaching?
A. To monitor student discipline
B. To improve teaching and personal effectiveness
C. To track school finances
D. To replace formal evaluation
Answer: B
Rationale: Reflective practice helps educators grow through self-assessment and improvement.
13. How does differentiated instruction support learners in PE?
A. By making all students do the same activity
B. By adjusting tasks based on readiness and interests
C. By reducing physical activity
D. By removing grading
Answer: B
Rationale: Differentiated instruction tailors learning experiences to individual needs.
14. What is the primary purpose of diagnostic assessment in program planning?
A. Process of giving academic scores
B. To end a program
C. To report to parents
D. Identify student strengths and needs
Answer: D
Rationale: Diagnostic assessments provide baseline data before instruction begins.
15. The teacher notices that several students are having difficulty keeping up with the high-intensity aerobic routine during Physical Education class. To better accommodate the students’ present fitness levels, she adjusts the activity by shortening its duration and making the movements simpler. In this case, which fitness principle is the instructor using?
A. Summative evaluation
B. Aligning content, standards, instruction, and assessment effectively
C. Developmentally appropriate instruction
D. Competitive strategy
Answer: C.
Rationale: She adapts instruction to meet students’ developmental readiness.
16. Ms. Reyes is creating a weekly lesson plan during a Physical Education class. Due to short-term injuries, she observes that two of her students have restricted mobility. She adapts the stretching exercises to include seated and assisted stretches for those students to guarantee everyone can participate safely. Which idea does Ms. Reyes use when she plans her lessons?
A. Gender-based grouping
B. Inclusion and UDL
C. Standard assessment
D. Competitive fitness
Answer: B
Rationale: Modifying for mobility is part of inclusive teaching through UDL.
17. A teacher in a Physical Education class observes that the majority of students received low scores on the flexibility section of their fitness test. In response, the instructor modifies the warm-up to incorporate yoga poses and dynamic stretching to focus on increasing flexibility.
A. Ignoring feedback
B. Curriculum design
C. Peer collaboration
D. Data-driven instruction
Answer: D
Rationale: Using results to adjust instruction is a key part of data-informed teaching.
18. The teacher watches students in a Physical Education class engage in a dribbling activity with varying skill levels. The teacher pairs a student who regularly exhibits advanced dribbling skills with another who finds it difficult to maintain ball control to help all of the students get better. The less-talented student gradually starts to make progress.
A. Cooperative grouping
B. Elimination method
C. Uniform instruction
D. Peer grading
Answer: A
Rationale: Grouping supports peer learning and inclusivity.
19. A student with a hearing impairment participates in a circuit training exercise during Physical Education class. The instructor uses hand signals to direct the student as they move between stations and makes sure that all exercise instructions are demonstrated visually.
A. Verbal cueing
B. Exclusion rooted in visual communication barriers
C. Universal Design for Learning
D. Kinesthetic grading
Answer: C
Rationale: UDL ensures accessibility for all learners using multiple modes.
20. To encourage students’ physical activity and cultural awareness, a Physical Education teacher incorporates local folk dances like Tinikling and Pandanggo sa Ilaw into the program when organizing the school’s intramurals. Which program planning principle is being used?
A. Cultural responsiveness
B. Foreign influence
C. Standardized practice
D. Fitness over identity
Answer: A
Rationale: This respects cultural background and inclusivity.
