By examining pictures or watching videos of a sport
By seeing, feeling, and doing
By taking more time to process and retain information
By applying the skill in a variety of environments
Hyperactivity and photosensitivity
Grand mal seizures
They are too sedentary and unaccustomed to physical activity.
Typically, they are all antisocial and cannot learn to interact on teams.
Their families cannot afford the equipment for them to participate.
Training is too complex.
After a competition, evaluate whether the skill was achieved.
Have the athlete apply the skill in a game-like situation.
Give the athlete more playing time during a game.
Separate the skill into tasks.
Use the same words or phrases to elicit a desired action.
Use “don’t” commands so the athletes do not hurt themselves.
Use at least 4-part directions to include the entire action, not one- or two-part instructions.
Use directional references often so athletes can acclimate themselves to the terrain.
Competition will be inconsistent regardless of where the athlete is competing.
Athletes need to be exposed to a variety of rules so they can compete in different settings.
Athletes need to know that National Governing Body rules take precedence over Special Olympics rules.
Athletes will be better prepared if they know and are comfortable with the rules.
It’s when the athletes perform on a stage, such as in gymnastics.
It’s the location where the athletes gather with fellow competitors prior to competing.
It’s an area where parents can sit with their children to watch the competition.
It’s the area where coaches instruct athletes on what to do if they encounter a potentially vulnerable situation.
“Winning isn’t everything. It’s the only thing.”
"It's not that you won or lost but how you played the game.”
“Let me win, but if I cannot win, let me be brave in the attempt.”
“You can't just beat a team, you have to leave a lasting impression in their minds so they never want to see you again.”
When an opponent makes a basket or scores a goal, have the team say, “Nice shot!”
Recognize mistakes and immediately penalize the athlete for them.
Question the ruling of any official who makes a controversial call.
Yell instructions to your athletes as they are playing; this will provide constant instruction.
Help athletes discover that their personal best may be different from others’, but they all help the team.
Reinforce the accomplishments and efforts of the athletes who won their event.
Instruct your athletes to go half-speed in divisioning rounds so they are better positioned to win the finals.
Deliver elaborate post-competition speeches that praise the athletes.
Constantly yell tips for improvement from the sidelines.
Keep words brief and positive, focusing on what should be done.
Tell athletes what NOT to do so they will not make mistakes.
Use new and different words to reinforce what the athlete already knows.
Limiting responsibility to avoid the risks of independence.
Showing and teaching good sportsmanship and respect for officials, opponents, teammates, coaches, and other athletes.
Providing ongoing instructions to athletes while they are competing so they don’t forget them.
Having athletes arrive immediately before competition so they do not stress about quickly changing environments.
As soon as the ball is handed off
If they are rushing the QB and start 7 yards from the line of scrimmage
Both answers are correct
The defense automatically gains possession
The ball is live and whichever team picks it up gains possession
The play is called dead and the offense regains possession, unless the fumble occurred on 4th down
Two, 18 minute halves with running time for the entire game
Two, 12 minute halves with running time for the entire game
Two, 18 minute halves with stop time during the last two minutes of each half
Two, 12 minute halves with stop time during the last two minutes of each half
Two Athletes and three Unified Partners
Three Athletes and two Unified Partners
The only requirement is a minimum of one athlete on the field
There is no requirement, the lineup can vary at all times
The time in the second half where the Unified Partner can not rush the ball
The five yard distance prior to the end zone and midfield that the team on offense can not hand the ball off, all plays in this zone must be pass plays
The distance from midfield to the end zone where all plays must be pass plays
The offensive player can continue to run until the defensive player touches them
The offensive player has to pick up their flag and reattach it before they can move again
The offensive player is down where the flag came off
The defensive player that is closest gains possession of the ball
Loss of possession and the defense gains possession on offense and takes over from where the offense's last possession ended
Loss of possession and the defense gains possession on offense at the 35 yard line, regardless of where the last possession ended
A team can not run a play on 4th down, they must punt the ball
35 yard line
40 yard line
Wherever the offensive player returns the kickoff
Wherever the defensive player kicks the ball
All of the above
A Unified Partner (QB) hands off to a Unified Partner (RB)
A Unified Partner scores two touchdowns in a row
A Unified Partner (QB) throws to a Unified Partner (WR)
All of the above
The athlete is irritated by bright lights or certain colors.
The athlete avoids being touched.
The athlete has had a history of negative experiences such as being ignored or left out of activities.
The athlete is suffering side effects from medication.
The athlete hears you explain the skill by using one- or two-part instructions, and then it’s clear what is expected of them.
The athlete sees what they're being asked to do and is able to follow the instructions.
The athlete receives one-on-one attention from the coach.
Since combining the four components is nearly impossible, it is the best way to teach an athlete a new skill.