Level 2 Bowling Certification: Trivia Quiz!

30 Questions | Total Attempts: 405

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Level 2 Bowling Certification: Trivia Quiz!

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Questions and Answers
  • 1. 
    Foul lights will be on during all Special Olympics Minnesota bowling competitions.
    • A. 

      True

    • B. 

      False

  • 2. 
    Which scenario does not cause a foul?
    • A. 

      When a foot crosses the foul line

    • B. 

      When the bowling ball crosses the foul line

    • C. 

      When a ramp crosses the foul line

  • 3. 
    In Traditional or Unified doubles, if one participant scratches from the event the team is allowed a substitute.
    • A. 

      True

    • B. 

      False

  • 4. 
    How is an athlete's bowling handicap score determined?
    • A. 

      200 - (bowler's training average) = bowling handicap

    • B. 

      150 - (bowler's training average) = bowling handicap

    • C. 

      100 - (bowler's training average) = bowling handicap

    • D. 

      200 + (bowler's training average) = bowling handicap

  • 5. 
    What is the ramp bowlers sequence?
    • A. 

      Bowl one frame at a time, just like traditional bowling

    • B. 

      Bowl two frames at a time

    • C. 

      Bowl three frames, four frames and then three frames

    • D. 

      Bowl five frames and then five frames

  • 6. 
    In singles, doubles, and unified doubles, all bowlers must alternate bowling between two lanes.
    • A. 

      True

    • B. 

      False

  • 7. 
    How many games does each athlete bowl in one event?
    • A. 

      Three games

    • B. 

      Two games

    • C. 

      One game

  • 8. 
    In ramp assisted, what is the athlete responsible for?
    • A. 

      Adjusting the ramp

    • B. 

      Picking up the ball and setting it on the ramp

    • C. 

      Pushing the ball down the ramp

    • D. 

      All of the above

  • 9. 
    In ramp unassisted, what is the athlete responsible for?
    • A. 

      Adjusting the ramp

    • B. 

      Picking up the bowling ball and setting it on the ramp

    • C. 

      Pushing the ball down the ramp

    • D. 

      All of the above

  • 10. 
    At bowling competitions, coaches and parents are allowed on the lane while athletes are bowling.
    • A. 

      True

    • B. 

      False

  • 11. 
    Typically, why might an athlete have low self-esteem?
    • A. 

      The athlete is irritated by bright lights or certain colors.

    • B. 

      The athlete avoids being touched.

    • C. 

      The athlete has had a history of negative experiences such as being ignored or left out of activities.

    • D. 

      The athlete is suffering side effects from medication.

  • 12. 
    How does an athlete learn a skill kinesthetically?
    • A. 

      By examining pictures or watching videos of a sport

    • B. 

      By seeing, feeling, and doing

    • C. 

      By taking more time to process and retain information

    • D. 

      By applying the skill in a variety of environments

  • 13. 
    What is the most recognizable genetic condition associated with Special Olympics athletes?
    • A. 

      Hyperactivity and photosensitivity

    • B. 

      Grand mal seizures

    • C. 

      Asperger syndrome

    • D. 

      Down syndrome

  • 14. 
    Why might athletes have difficulty with the social aspects of training?
    • A. 

      Many may be too sedentary and unaccustomed to physical activity.

    • B. 

      Typically, they are all antisocial and cannot learn to interact on teams.

    • C. 

      Their families cannot afford the equipment for them to participate.

    • D. 

      Training is too complex.

  • 15. 
    What percentage of athletes exhibit one or more of the autism spectrum disorders?
    • A. 

      5

    • B. 

      10

    • C. 

      15

    • D. 

      20

  • 16. 
    What is the advantage of using the demonstration component of instruction to illustrate a skill?
    • A. 

      The athlete hears you explain the skill by using one- or two-part instructions, and then it’s clear what is expected of them.

    • B. 

      The athlete sees what they're being asked to do and is able to follow the instructions.

    • C. 

      The athlete receives one-on-one attention from the coach.

    • D. 

      Since combining the four components is nearly impossible, it is the best way to teach an athlete a new skill.

  • 17. 
    What should a coach do after teaching a new skill to an athlete?
    • A. 

      Test the athlete on their ability to perform it.

    • B. 

      Continue to add new skills until the athlete appears overwhelmed.

    • C. 

      Repeat and reinforce the new skill immediately after it is performed or if they demonstrate the correct behavior.

    • D. 

      Have the athlete repeat the steps to test for memorization.

  • 18. 
    What must a coach do to help an athlete achieve a skill?
    • A. 

      After a competition, evaluate whether the skill was achieved.

    • B. 

      Have the athlete apply the skill in a game-like situation.

    • C. 

      Give the athlete more playing time during a game.

    • D. 

      Separate the skill into tasks.

  • 19. 
    What is the best approach to communicate effectively with athletes?
    • A. 

      Use the same words or phrases to elicit a desired action.

    • B. 

      Use “don’t” commands so the athletes do not hurt themselves.

    • C. 

      Use at least 4-part directions to include the entire action, not one- or two-part instructions.

    • D. 

      Use directional references often so athletes can acclimate themselves to the terrain.

  • 20. 
    What should a coach consider in making their instructions more meaningful to athletes?
    • A. 

      Use words that are clear and criteria-laden.

    • B. 

      Use words that are concrete and conforming.

    • C. 

      Use words that are consistent and command-oriented.

    • D. 

      Use words that are concise and compassionate.

  • 21. 
    What strategy is most likely to facilitate learning for an athlete who has difficulty focusing on a task?
    • A. 

      Have the athlete demonstrate an activity for their peers.

    • B. 

      Have the athlete perform the same task until they learn the skill.

    • C. 

      Move the other athletes away from her until they are back on task.

    • D. 

      Change the athlete to an observer until they are ready to focus.

  • 22. 
    Why is it important to teach athletes to follow the Governing Body & Special Olympics Rules?
    • A. 

      Competition will be inconsistent regardless of where the athlete is competing.

    • B. 

      Athletes need to be exposed to a variety of rules so they can compete in different settings.

    • C. 

      Athletes need to know that National Governing Body rules take precedence over Special Olympics rules.

    • D. 

      Athletes will be better prepared if they know and are comfortable with the rules.

  • 23. 
    What is the most important element of a competition plan?
    • A. 

      Find a practice site that is big enough for what they need.

    • B. 

      Watch each athlete and point out the faults of their performance so they can improve before the competition.

    • C. 

      Assign coaches, but don’t let them work with the athletes until the day of competition because that would diminish your role as head coach.

    • D. 

      Have a crisis plan in place to cover all contingencies.

  • 24. 
    What does the term “staging” mean in Special Olympics events?
    • A. 

      It’s when the athletes perform on a stage, such as in gymnastics.

    • B. 

      It’s the location where the athletes gather with fellow competitors prior to competing.

    • C. 

      It’s an area where parents can sit with their children to watch the competition.

    • D. 

      It’s the area where coaches instruct athletes on what to do if they encounter a potentially vulnerable situation.

  • 25. 
    Which quote is the Special Olympics Athlete’s Oath?
    • A. 

      “Winning isn’t everything. It’s the only thing.”

    • B. 

      "It's not that you won or lost but how you played the game.”

    • C. 

      “Let me win, but if I cannot win, let me be brave in the attempt.”

    • D. 

      “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.”

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