tag:blogger.com,1999:blog-62807377410474569362024-03-13T05:18:33.585+05:30Smart VidyaGeneral Knowledge MCQs for Competitive Examinationsvishhttp://www.blogger.com/profile/01115474365485955181noreply@blogger.comBlogger3580125tag:blogger.com,1999:blog-6280737741047456936.post-38978836253681576112022-12-09T23:55:00.006+05:302022-12-18T22:59:00.002+05:30NTA UGC NET Paper 1 Syllabus<p> <span style="background-color: white; font-family: georgia; font-size: 16px; text-align: justify;">UGC NET Paper 1 is common and compulsory for every candidate. Paper 1 will have 50 questions worth 100 marks. Paper 1 syllabus has 10 units and exactly 5 questions will be asked from each unit. The detailed syllabus for Paper 1 is described below. </span></p><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-I Teaching Aptitude Syllabus</u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Teaching: </strong>Concept, Objectives, Levels of Teaching (Memory, Understanding, and Reflective), Characteristics, and Basic Requirements.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Learner’s Characteristics: </strong>Characteristics of Adolescent and Adult Learners (Academic, Social, Emotional and Cognitive), Individual Differences.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Factors Affecting Teaching Related to Teacher</strong>: Learner, Support Material, Instructional Facilities, Learning Environment, and Institution.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Methods of Teaching in Institutions of Higher Learning:</strong> Teacher-centered vs. Learner-centered Methods; Offline vs. Online Methods (Swayam, Swayamprabha, MOOCs, etc.).</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Teaching Support System:</strong> Traditional, Modern, and ICT-based.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Evaluation Systems:</strong> Elements and Types of Evaluation, Evaluation in Choice Based Credit System in Higher education, Computer-based Testing, Innovations in Evaluation Systems.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/TOkKZN" target="_blank">Download PDF of MCQs on Teaching Aptitude</a></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><br /></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-II Research Aptitude Syllabus</u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Research</strong>: Meaning, Types, and Characteristics, Positivism, and Postpositivistic Approach to Research.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Methods of Research:</strong> Experimental, Descriptive, Historical, Qualitative and Quantitative Methods, and Steps of Research. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Thesis and Article Writing:</strong> Format and Styles of Referencing, Application of ICT in Research, Research Ethics.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/Esey2Y" target="_blank">Download PDF of MCQs on Research Aptitude</a></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><br /></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-III Comprehension </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">A passage of text is given.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Questions related to the passage are asked.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/ObeVIc" target="_blank">Download PDF of Comprehension for Practice</a></span></h4><div><br /></div><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-IV Communication</u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Communication: </strong>Meaning, Types, and Characteristics of Communication.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Effective Communication: </strong>Verbal and Non-verbal, Inter-Cultural and Group Communications, Classroom Communication, Barriers to Effective Communication, Mass-Media, and Society.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"></span></h4><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/1FP8Ahr" target="_blank">Download PDF of Communication</a></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u><br /></u></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-V Mathematical Reasoning and Aptitude </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Types of Reasoning: </strong>Number series, Letter series, Codes, and Relationships.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Mathematical Aptitude: </strong>Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages, etc. </span></li></ul><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><br /></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-VI Logical Reasoning </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Understanding the Structure of Arguments</strong>: Argument Forms, Structure of Categorical Propositions, Mood and Figure, Formal and Informal Fallacies, Uses of Language, Connotations and Denotations of Terms, Classical Square of Opposition, Evaluating and Distinguishing Deductive and Inductive Reasoning, and Analogies. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Venn Diagram</strong>: Simple and multiple uses for establishing the validity of arguments. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Indian Logic</strong>: Means of Knowledge, Pramanas- Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension), Structure and Kinds of Anumana (Inference), Vyapti (Invariable Relation), Hetvabhasas (Fallacies of Inference).</span></li></ul><br /><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-VII Data Interpretation </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Sources, Acquisition, and Classification of Data.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Quantitative and Qualitative Data. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Graphical Representation (Bar-chart, Histograms, Pie-chart, Table-chart, and Line-chart) </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Mapping of Data, Data Interpretation. Data and Governance.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><br /></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u><span>Unit-VIII Information and Communication Technology (ICT)</span></u> </span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">General Abbreviations and Terminology, Basics of the Internet, Intranet, E-mail, Audio and Video-conferencing, Digital initiatives in Higher Education, ICT and Governance. </span></li></ul><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"></span></h4><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/1FP8Ahr" target="_blank">Download PDF of Information & Communication Technology (ICT)</a></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u><br /></u></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-IX People, Development and Environment </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Development and Environment:</strong> Millennium Development and Sustainable Development Goals. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Human and Environment Interaction:</strong> Anthropogenic activities and their impacts on the environment. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Environmental Issues:</strong> Local, Regional and Global issues; Air Pollution, Water Pollution, Soil Pollution, Noise Pollution, Waste (Solid, Liquid, Biomedical, Hazardous, Electronic), Climate Change, and its Socio-Economic and Political Dimensions, Impacts of Pollutants on Human Health.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Natural and Energy Resources:</strong> Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear, and Forests.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;"><strong style="box-sizing: border-box;">Natural Hazards and Disasters:</strong> Mitigation Strategies, Environmental Protection Act (1986), National Action Plan on Climate Change, International Agreements/ Efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.</span></li></ul><h4 style="background-color: white; box-sizing: border-box; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia; font-size: medium;"><a href="https://imojo.in/1BQ72jn" target="_blank">Download PDF of MCQs on People, Development and Environment</a></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><br /></span></h4><h4 style="background-color: white; box-sizing: border-box; font-size: 16px; line-height: 1.2; margin-bottom: 0.75rem; margin-top: 0px; text-align: justify;"><span style="font-family: georgia;"><u>Unit-X Higher Education System </u></span></h4><ul style="background-color: white; box-sizing: border-box; font-size: 16px; margin-bottom: 1rem; margin-top: 0px; padding-left: 2rem;"><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Institutions of Higher Learning and Education in Ancient India.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Evolution of Higher Learning and Research in Post Independence India. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Oriental, Conventional, and Non-conventional Learning Programs in India. </span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Professional, Technical, and Skill-Based Education.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Value Education and Environmental Education.</span></li><li style="box-sizing: border-box; text-align: justify;"><span style="font-family: georgia;">Policies, Governance, and Administration.</span></li></ul><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>vishhttp://www.blogger.com/profile/01115474365485955181noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-44888478079357329832022-11-21T23:44:00.003+05:302022-11-21T23:44:53.906+05:30Download PDF of 500 + MCQs on Research Aptitude (Preparing for UGC NET Paper -I & Various State Teaching Eligibility Tests)<p> </p><div class="separator" style="clear: both; text-align: left;"><a href="https://imojo.in/Esey2Y" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="320" data-original-width="616" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVTu6k_G3P0586cwWjPgbpn8aulYV5gpySbwnZYtIYQvj25ETlaOl2RUkLAmgDhP7OwU1bzOl0MKuqFfjFTY9REGNt4jIlL7T-tMD9PTvf4cGZ3GsbBjaO5lZKE9SX0SHDijX6mWhxCrLClEZBTTGcWsqnu7vtF2yINPa5ga1FaiX86cuE_tbWQTWJpA/s16000/MCQs%20on%20Reserach%20Aptitude.jpg" /></a></div><br /><p></p><p><span style="font-family: georgia;"><b>Main Features: </b></span></p><span style="font-family: georgia;"><ul style="text-align: left;"><li><span style="font-family: georgia;"><span style="border: 0px solid; box-sizing: border-box;">The </span><span style="border: 0px solid; box-sizing: border-box; font-weight: bolder;">e-book in PDF form</span><span style="border: 0px solid; box-sizing: border-box;"> contains </span><span style="border: 0px solid; box-sizing: border-box; font-weight: bolder;">500 + Multiple Choice Questions (MCQs) with Answers</span><span style="border: 0px solid; box-sizing: border-box;"> on Research Aptitude.</span></span></li><li><span style="font-family: georgia;">MCQs covers on the the following topics:</span></li><ul><li><span style="border: 0px solid; box-sizing: border-box; font-family: georgia; font-weight: bolder;">Research</span><span style="font-family: georgia;">: Meaning, Types, and Characteristics, Positivism, and Postpositivistic Approach to Research.</span></li><li><span style="border: 0px solid; box-sizing: border-box; font-family: georgia; font-weight: bolder;">Methods of Research:</span><span style="font-family: georgia;"> Experimental, Descriptive, Historical, Qualitative and Quantitative Methods, and Steps of Research. </span></li><li><span style="border: 0px solid; box-sizing: border-box; font-family: georgia; font-weight: bolder;">Thesis and Article Writing:</span><span style="font-family: georgia;"> Format and Styles of Referencing, Application of ICT in Research, Research Ethics.</span></li></ul><li><span style="border: 0px solid; box-sizing: border-box;">It will help to prepare for </span><span style="border: 0px solid; box-sizing: border-box; font-weight: bolder;">UGC NET Paper -I</span><span style="border: 0px solid; box-sizing: border-box;"> & Various </span><span style="border: 0px solid; box-sizing: border-box; font-weight: bolder;">State Teaching Eligibility Tests</span></li><li>Each MCQs on this e-book has a high quality of reliability and individuality</li><li>It will help to review the understanding level on the subject and prepare for exam in a very short time period.</li><li><span style="font-family: georgia;"></span>It provides the comfort and ease to study at your pace and time.</li></ul></span><p style="border: 0px solid; box-sizing: border-box; counter-reset: list-1 0 list-2 0 list-3 0 list-4 0 list-5 0 list-6 0 list-7 0 list-8 0 list-9 0; margin: 0px; padding: 0px;"><a href="https://imojo.in/Esey2Y" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="320" data-original-width="616" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVTu6k_G3P0586cwWjPgbpn8aulYV5gpySbwnZYtIYQvj25ETlaOl2RUkLAmgDhP7OwU1bzOl0MKuqFfjFTY9REGNt4jIlL7T-tMD9PTvf4cGZ3GsbBjaO5lZKE9SX0SHDijX6mWhxCrLClEZBTTGcWsqnu7vtF2yINPa5ga1FaiX86cuE_tbWQTWJpA/s16000/MCQs%20on%20Reserach%20Aptitude.jpg" /></a></p><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>vishhttp://www.blogger.com/profile/01115474365485955181noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-51707756168832738922022-11-17T21:02:00.004+05:302022-11-18T10:00:00.666+05:30Download PDF of 350 + MCQs on Teaching Aptitude (Preparing for UGC NET Paper -I & Various State Teaching Eligibility Tests)<p> <u style="text-align: center;"><b><a href="https://imojo.in/TOkKZN" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="310" data-original-width="628" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh_NWYsW0ihjhXIo4zosNUIffuX1RtLZ_qyZnNLINXbYBQPGSf5yOQ4xCT9p0gzXFP_UpOhXdPJwB2DqtBN4cEuiAM-t1UXSJW3nlONqMwkMjSOEK809wMUOv5djdLkJy2cJ4-V-GK2envIVaiJZrTXZDmxk8RobaBhMv0f8RRMHYFSbeNPvklQYdYQA/s16000/MCQs%20on%20Teaching%20Aptitude%20-%20Large.jpg" /></a></b></u></p><p></p><p><u><b><span style="font-family: georgia; font-size: medium;">Important Features:</span></b></u></p><p></p><ul><li><span style="font-family: georgia;">The <b>e-book in PDF form</b> contains <b>350 + Multiple Choice Questions (MCQs) with Answers</b> on Teaching Aptitude.</span></li><li><span style="font-family: georgia;">It will help to prepare for <b>UGC NET Paper -I</b> & Various <b>State Teaching Eligibility Tests</b></span></li><li><span style="font-family: georgia;">Each MCQs on this e-book has a high quality of reliability and individuality</span></li><li><span style="font-family: georgia;">It will help to review the understanding level on the subject and prepare for exam in a very short time period.</span></li><li><span style="font-family: georgia;">It provides the comfort and ease to study at your pace and time.</span></li></ul><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://imojo.in/TOkKZN" style="font-weight: 700; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="310" data-original-width="628" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh_NWYsW0ihjhXIo4zosNUIffuX1RtLZ_qyZnNLINXbYBQPGSf5yOQ4xCT9p0gzXFP_UpOhXdPJwB2DqtBN4cEuiAM-t1UXSJW3nlONqMwkMjSOEK809wMUOv5djdLkJy2cJ4-V-GK2envIVaiJZrTXZDmxk8RobaBhMv0f8RRMHYFSbeNPvklQYdYQA/s16000/MCQs%20on%20Teaching%20Aptitude%20-%20Large.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>vishhttp://www.blogger.com/profile/01115474365485955181noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-41392667576332749552022-03-16T23:25:00.002+05:302022-03-16T23:25:12.469+05:30Biology for Competitive Exam - 1<span style="font-family: georgia;">1. Alexander von Humbolt described for the first time ____ </span><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">a. Population growth equation </span></div><div><span style="font-family: georgia;">b. Law of limiting factor </span></div><div><span style="font-family: georgia;">c. Ecological biodiversity </span></div><div><span style="font-family: georgia;">d. Species area relationships <br /><br />Ans. D. Species area relationships <br /><br />2. The hot spots of biodiversity conservation are characterized by: </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">a. high levels of species richness and low degree of endemism </span></div><div><span style="font-family: georgia;">b. low levels of species richness and high degree of endemism </span></div><div><span style="font-family: georgia;">c. low levels of species richness and high degree of endemism </span></div><div><span style="font-family: georgia;">d. high levels of species richness and high degree of endemism <br /><br />Ans. D. high levels of species richness and high degree of endemism <br /><br />3. Which one of the following is not included under in situ conservation? </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">a. National park </span></div><div><span style="font-family: georgia;">b. Botanical garden </span></div><div><span style="font-family: georgia;">c. Sanctuary </span></div><div><span style="font-family: georgia;">d. D. Biosphere reserve <br /><br />Ans. B. Botanical garden <br /><br /></span></div><div><span style="font-family: georgia;">4. The region of biosphere reserve, which is legally protected and where no human activity is allowed is known as _____ </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">a. core zone </span></div><div><span style="font-family: georgia;">b. buffer zone </span></div><div><span style="font-family: georgia;">c. transition zone </span></div><div><span style="font-family: georgia;">d. restoration zone <br /><br />Ans. A. core zone <br /><br />5. Red data book provides data about __ </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">a. Extinct plants only </span></div><div><span style="font-family: georgia;">b. Endangered animals only </span></div><div><span style="font-family: georgia;">c. Endangered plants and animals </span></div><div><span style="font-family: georgia;">d. Extinct plants and animals <br /><br /></span></div><div><span style="font-family: georgia;">Ans. C. Endangered plants and animals <br /><br />6. Assertion: In tropical rain forests, soil profile is nutrient-rich. </span></div><div><span style="font-family: georgia;">Reason: Excessive growth of micro-organisms in the soil depletes its organic content. </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">(a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(b) Assertion and Reason are true but the Reason is not a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(c) Assertion is true but the Reason is false. </span></div><div><span style="font-family: georgia;">(d) Assertion and Reason are false <br /><br />Ans. (c) Assertion is true but the Reason is false. <br /><br />7. Assertion: Diversity observed in the entire geographical area, is called Beta diversity.</span></div><div><span style="font-family: georgia;">Reason: Bio-diversity decreases from high altitude to low altitude. </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">(a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(b) Assertion and Reason are true but the Reason is not a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(c) Assertion is true but the Reason is false. </span></div><div><span style="font-family: georgia;">(d) Assertion and Reason are false <br /><br />Ans. (d) Assertion and Reason are false <br /><br />8. Assertion: Communities that comprise of more species tend to be more stable. </span></div><div><span style="font-family: georgia;">Reason: A higher number of species results in less animal variation in total biomass. </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">(a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(b) Assertion and Reason are true but the Reason is not a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(c) Assertion is true but the Reason is false. </span></div><div><span style="font-family: georgia;">(d) Assertion and Reason are false <br /><br />Ans. (c) Assertion is true but the Reason is false. <br /><br />9. Assertion: Decrease in species diversity occurs as we ascend a high mountain. </span></div><div><span style="font-family: georgia;">Reason: Decrease in species diversity occurs with increase in altitude due to fall in temperature. </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">(a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(b) Assertion and Reason are true but the Reason is not a correct explanation of 1 the Assertion. </span></div><div><span style="font-family: georgia;">(c) Assertion is true but the Reason is false. </span></div><div><span style="font-family: georgia;">(d) Assertion and Reason are false <br /><br />Ans. (a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. <br /><br />10. Assertion: A stable community should not show too much variation in productivity from year to year. </span></div><div><span style="font-family: georgia;">Reason: A stable community must be resistant to invasions by the alien species. </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">(a) Assertion and the Reason are true and the Reason is a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(b) Assertion and Reason are true but the Reason is not a correct explanation of the Assertion. </span></div><div><span style="font-family: georgia;">(c) Assertion is true but the Reason is false. </span></div><div><span style="font-family: georgia;">(d) Assertion and Reason are false</span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;">Ans. (b) Assertion and Reason are true but the Reason is not a correct explanation of the Assertion.</span></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>vishhttp://www.blogger.com/profile/01115474365485955181noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-9072727162741856912021-10-14T23:06:00.005+05:302021-10-14T23:06:45.335+05:30MCQs on Physical Education -59<span style="font-family: georgia;"><br /> <br />1. Which one of the following is not a techn<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>que of supervision?<br /><br />(A) Visitation<br /><br />(B) Get-together<br /><br />(C) Conference<br /><br />(D) Workshop<br /><br />Answer: (B)<br /><br /><br />2. Physical exercises done with an aim to develop muscle hypertrophy are by nature.<br /><br />(A) Isokinetic exercises<br /><br />(B) Aerobic exercises<br /><br />(C) Anaerobic exercises<br /><br />(D) Isotonic exercises<br /><br />Answer: (C)<br /><br /><br />3. A research proposal consists of:<br /><br />(A) Introduciton, review of literature and conclusion<br /><br />(B) Review of literature, methodology and recommendation<br /><br />(C) Introduction, review of literature and methodology<br /><br />(D) Methodology, conclusion and recommendation<br /><br />Answer: (C)<br /><br /><br />4. Harward step test was constructed in 1943 by<br /><br />(A) Brouha<br /><br />(B) Mc Ardle<br /><br />(C) Written<br /><br />(D) Kurucz<br /><br />Answer: (A)<br /><br /><br /><br />5. Legal disputes now occurring more frequently in sports require sound legal sports </span><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>management system to resolve dispute. Which of the following is not covered under legal </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>dispute?<br /><br />(A) Weather<br /><br />(B) Eligibility<br /><br />(C) Capricious decision<br /><br />(D) Constitutional right<br /><br />Answer: (A)<br /><br /><br /><br />6. Validity may be of different types such as face validity, concurrent validity and construct </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>validity. Among them establishment of logical validity is included in:<br /><br />(A) Concurrent validity<br /><br />(B) Construct validity<br /><br />(C) Predictive validity<br /><br />(D) Face validity<br /><br />Answer: (D)<br /><br /><br />7. Two groups were tested for abdominal strength endurance using sit-up test. Mean values of </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>the groups in sit-up were 25 and 27.4 respectively. The standard error of the difference </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>between means was 1.2. Calculated t-value was:<br /><br /><br />(A) 26.2<br /><br />(B) 1.2<br /><br />(C) 2.0<br /><br />(D) 2.4<br /><br />Answer: (C)<br /><br /><br /><br />8. The research which involves an in-depth study and evaluation of available information to </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>explain the nature of complex phenomenon is:<br /><br />(A) Experimental research<br /><br />(B) Analytical research<br /><br />(C) Descriptive research<br /><br />(D) Qualitative research<br /><br />Answer: (B)<br /><br /><br />9. A substantial imbalance between demand (physical and psychological) & response </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>capability, where failure to meet demand has important consequences refers to:<br /><br />(A) Tension<br /><br />(B) Trait anxiety<br /><br />(C) Stress<br /><br />(D) State anxiety<br /><br />Answer: (C)<br /><br /><br /><br />10. A measure of the percentage of one’s maximum capacity necessary to perform the exercise </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> i</span>s referred as:<br /><br />(A) Absolute Volume<br /><br />(B) Absolute Intensity<br /><br />(C) Relative Volume<br /><br />(D) Relative Intensity<br /><br />Answer: (B)<br /></span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>Team Smart Vidyahttp://www.blogger.com/profile/03030588871372235917noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-29364990668490988212021-10-14T23:01:00.007+05:302021-10-14T23:01:58.005+05:30MCQs on Physical Education -58<span style="font-family: georgia;"><br /><br />1. Arrange the following schemes in a sequential order based on their chronological <span> </span><span> </span><span> </span><span> </span><span> </span>origination:<br /><br />I. NSS<br /><br />II. NDS<br /><br />III. NCC<br /><br />IV. NPFP<br /><br />Codes:<br /><br />(A) III, IV, II, I<br /><br />(B) I, II, III, IV<br /><br />(C) II, III, IV, I<br /><br />(D) IV, III, II, I<br /><br />Answer: (A)<br /><br /><br />2. Which one of the following pairs is not correctly matched?<br /><br />(A) Rejection of Null hypothesis when Ho is true – Type-I error<br /><br />(B) Acceptance of Null hypothesis when Ho is false – Type-II error<br /><br />(C) Acceptance of Null hypothesis when Ho is true – Type-I error<br /><br />(D) Rejection of Null hypothesis when Ho is false – Type-I error<br /><br />Answer: (C)<br /><br /><br />3. Match List – I with List – II and select the correct answer from the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> <span> </span><span> </span> </span>List – II<br /><br />I. Guts Maths <span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span></span>1. Sweden<br /><br />II. Per Henrik Ling<span> </span><span> </span><span> </span> <span> </span><span> </span>2. Denmark<br /><br />III. Franz Nachtegall <span> <span> </span><span> </span></span><span> </span>3. England<br /><span> </span><br />IV. Archibald Maelaren <span> </span><span> </span>4. Germany<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 4 1 2 3<br /><br />(C) 2 3 4 1<br /><br />(D) 3 4 1 2<br /><br />Answer: (B)<br /><br /><br />4. Match List – I with List – II and select the correct answer from the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – I<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> List – II<br /><br />I. Systemic circulation <span> </span><span> </span><span> </span>1. Supply of O2 & Nutrients to all parts<br /><br />II. Coronary circulation <span> </span><span> </span>2. Supply of O2 & Nutrients to Heart muscle<br /><br />III. Pulmonary circulation <span> </span>3. Purification of blood<br /><br />IV. Renal circulation<span> </span><span> </span><span> </span> 4. Separating urine from blood<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 3 2 1<br /><br />(B) 2 1 4 3<br /><br />(C) 3 4 1 2<br /><br />(D) 1 2 3 4<br /><br />Answer: (D)<br /><br /><br />5. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Insight Theory <span> </span><span> </span><span> </span><span> </span><span> <span> </span> </span>1. Motivation<br /><br />II. Attribution Theory <span> </span><span> </span><span> <span> </span></span>2. Aggression<br /><br />III. Drive Theory <span> </span><span> </span><span> </span><span> <span> </span><span> </span></span>3. Personal<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>ty<br /><br />IV. Psychodynamic Theory <span> </span>4. Learning<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 4 3 2<br /><br />(B) 2 3 4 1<br /><br />(C) 4 1 2 3<br /><br />(D) 3 2 1 4<br /><br />Answer: (C)<br /><br /><br /><br />46. Match List – I with List – II and select the correct option from the codes given below:<br /><br />List – I List – II<br /><br />(Skill Test for) (Author)<br /><br />I. Basketball 1. Hyde<br /><br />II. Archery 2. Brady<br /><br />III. Volleyball 3. Cornish<br /><br />IV. Handball 4. Johnson<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 3 2 1<br /><br />(B) 3 2 1 4<br /><br />(C) 4 1 2 3<br /><br />(D) 1 4 3 2<br /><br />Answer: (C)<br /><br /><br />7. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Weight training method <span> </span><span> </span><span> <span> </span> </span>1. Speed endurance<br /><br />II. Interval Training Method <span> </span><span> <span> </span></span>2. Strength<br /><br />III. Continuous Training Method <span> </span>3. Power<br /><br />IV. Plyometric Training Method<span> </span><span> </span> 4. Basic endurance<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 1 4 3<br /><br />(B) 3 2 1 4<br /><br />(C) 1 3 4 2<br /><br />(D) 4 1 2 3<br /><br />Answer: (A)<br /><br /><br />8. Match List – I with List – II and select the correct answer from the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span><span> </span></span>List - II<br /><br />I. Teaching career opportunity<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> <span> </span><span> </span>1. Health Clubs<br /><br />II. Coaching career opportunity <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Adapted Physical Education<br /><br />III. Fitness and health related career opportunity <span> </span><span> </span>3. Athletic administration<br /><br />IV. Sports management career opportunity <span> </span><span> </span><span> </span><span> </span>4. Commercial Sports Club<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 4 1 3<br /><br />(B) 2 1 4 3<br /><br />(C) 1 2 3 4<br /><br />(D) 4 3 2 1<br /><br />Answer: (A)<br /><br /><br />9. Match List – I with List – II and select the correct option from the codes given below:<br /><br /><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span></span>List – II<br /><br />I. Iron<span> </span><span> </span><span> </span><span> </span><span> </span> <span> </span><span> </span>1. Proper thyroid function<br /><br />II. Sodium <span> </span><span> </span><span> <span> </span><span> </span></span>2. Development of strong bones<br /><br />III.Phosphorus <span> <span> </span><span> </span></span>3. Functioning of nervous system<br /><br />IV. Iodine <span> </span><span> </span><span> <span> </span><span> </span> </span>4. Formation of haemoglobin<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 2 1 4 3<br /><br />(C) 3 4 1 2<br /><br />(D) 4 3 2 1<br /><br />Answer: (D)<br /><br /><br />10. Match List – I with List – II and select the correct answer from the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> List – II<br /><br />I. Supervision of instructional programme <span> </span><span> </span>1. Recruitment or staffing<br /><br />II. Supervision of facilities and equipments <span> </span><span> </span>2. Performance and honour of athletes<br /><br />III. Supervision of Personnel <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Time table, class scheduling<br /><br />IV. Supervision of Records <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Annual maintenance of playfield, </span><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>gymnasium, swimming pool etc.<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 4 3 2 1<br /><br />(C) 2 3 4 1<br /><br />(D) 3 4 1 2<br /><br /><br />Answer: (D)</span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>Team Smart Vidyahttp://www.blogger.com/profile/03030588871372235917noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-21463219846015565462021-10-14T22:53:00.002+05:302021-10-14T22:53:29.298+05:30MCQs on Physical Education -57<span style="font-family: georgia;"><br />1. Given below are two statements, one labelled as Assertion (A) and the other as Reason (R):<br /><br /></span><div><span style="font-family: georgia;">Assertion (A): Physical Education is not only limited to physical development.<br /><br />Reason (R): Competitive Sports stress only on winning a competition.<br /><br />Which one of the following statements is correct?<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /><br /><br /><br />2. Given below are two statements, one labelled as Assertion (A) and the other labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span><span> </span>Reason (R).<br /><br />Assertion (A): Circulatory system is also known as the system of Transportation.<br /><br />Reason (R): Heart sends O2 and digested food material to every cell and receives CO2 & wastes from cells.<br /><br />In the context of two statements, which one of the following statements is correct?<br /><br />(A) Both (A) & (R) are right and (R) is the correct explanation of (A).<br /><br />(B) Both (A) & (R) are right, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (A)<br /><br /><br />3. Given below are two statements, one labelled as Assertion (A) and the other as Reason (R):<br /><br />Assertion (A): Type – III lever provides advantage in form of speed.<br /><br />Reason (R): Type III lever has longer resistance arm.<br /><br />In the context of the above statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (A)<br /><br /><br />4. Given below are two statements, one is labelled as Assertion (A) and the other is labelled as <span> </span><span> </span></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Psychological core of personality is the deepest component which includes attributes, value, interests, motives and self-worth of an individual.<br /><br />Reason (R): Psychological core of personality is dynamic and external and make adjustment to the environment.<br /><br />In the context of the above statements, which one of the following is correct?<br /><br />(A) Both are true and (R) is the correct explanation of (A).<br /><br />(B) Both are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (C)<br /><br /><br />5. Given below are two statements, one is labelled as Assertion (A) and the other is labelled as <span> </span>Reason (R).<br /><br />Assertion (A): Curriculum development at elementary school level should concentrate on perceptual motor learning and movement education.<br /><br />Reason (R): Education is a lifelong process, and we continue to learn from experience throughout our lives.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /><br /><br />6. Given below are two statements, one labelled as Assertion (A) and the other as Reason (R):<br /><br />Assertion (A): Norms of a standard test provide means to assess the performance of an athlete.<br /><br />Reason (R): Values of norms of a standard test cannot be changed by any one.<br /><br />In the context of the above statements, which one of the following is true?<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br /><br />Answer: (B)<br /><br /><br /><br />7. Given below are two statements, one labelled as Assertion (A) and the other labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R):<br /><br />Assertion (A): First-aid and safety education should be the part of curriculum of school education.<br /><br />Reason (R): Knowledge of health and safety skills is required to face any emergency situation in life.<br /><br />In the context of the two statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true and (R) is not the correct explanation of (A).<br /><br />(C) (R) is true and (A) is false.<br /><br />(D) (A) is true and (R) is false.<br /><br />Answer: (A)<br /><br /><br />8. Given below are two statements, one labelled as Assertion (A) and the other labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R):<br /><br />Assertion (A): Degrees of freedom are the numbers of scores in a sample that are free to vary.<br /><br />Reason (R):‘t’-value to test the level of significance depends on degrees of freedom.<br /><br />In the context of the above statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (A)<br /><br /><br /><br />9. Given below are two statements, one labelled as Assertion (A) and the other labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R):<br /><br />Assertion (A): Blood pressure is also used as a guide to the efficiency of the heart and blood vessels. Normal values are 120 mm/80 mm.<br /><br />Reason (R): At systole, when the heart thrusts from the left ventricle into the aorta, the pressure is 120 mm. At diastole, the left ventricle is being refilled, the pressure is 80 mm.<br /><br />In the context of the above statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are right, but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (B)<br /><br /><br /><br />10. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span></span></div><div><span style="font-family: georgia;"><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): WADA coordinates doping programme at the National and International levels.<br /><br />Reason (R): WADA works to protect athletes from the harmful effects of performance-enhancing drugs and strives to create an equal opportunity in athletic competition.<br /><br />Codes:<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (D)</span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Match List – I with List – II and select the correct option from the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span> </span>List - II<br /><br />I. Saliva <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span> </span>1. Mouth<br /><br />II. Hydrochloric Acid (HCl) <span> </span><span> </span>2. Stomach<br /><br />III. Bile<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 3. Liver<br /><br />IV. Insulin <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Pancreas<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 3 1 2<br /><br />(B) 1 4 2 3<br /><br />(C) 1 2 3 4<br /><br />(D) 2 1 3 4<br /><br />Answer: (C)<br /><br /><br />3. The process of super-compensation involves<br /><br />I. Optimum level of fatigue<br /><br />II. Administering load<br /><br />III. Rest and Recovery<br /><br />IV. Compensation of energy<br /><br />Arrange the above in proper sequential order:<br /><br />Codes:<br /><br />(A) II, I, III, IV<br /><br />(B) I, II, III, IV<br /><br />(C) III, IV, I, II<br /><br />(D) IV, III, II, I<br /><br />Answer: (A)<br /><br /><br />4. Select the correct combination of guidelines to be followed for asking questions during <span> </span><span> </span><span> </span>interview from the codes given below:<br /><br />Guidelines:<br /><br />I. Questions should be ambiguous.<br /><br />II. Questions should be unbiased.<br /><br />III. Questions should be relevant.<br /><br />IV. Questions should be short.<br /><br />Codes:<br /><br />(A) I, II and III<br /><br />(B) II, III and IV<br /><br />(C) II, IV and I<br /><br />(D) IV, I and II<br /><br />Answer: (B)<br /><br /><br />5. The test, measurement and evaluation are used to perform the following functions:<br /><br />I. Determining status<br /><br />II. Making comparison<br /><br />III. Making appreciation<br /><br />IV. Giving warning<br /><br />Find out the correct combination from the following codes:<br /><br />Codes:<br /><br />(A) I, III<br /><br />(B) I, IV<br /><br />(C) II, III<br /><br />(D) I, II<br /><br />Answer: (D)<br /><br /><br />6. Find out the correct sequence from the codes given below:<br /><br />Following are the main functions of sports management:<br /><br />I. Controlling<br /><br />II. Coordinating<br /><br />III. Planning<br /><br />IV. Organising<br /><br />Codes:<br /><br />(A) II, III, IV, I<br /><br />(B) III, IV, II, I<br /><br />(C) I, II, III, IV<br /><br />(D) IV, I, II, III<br /><br />Answer: (B)<br /><br /><br />7. Use the correct code given below:<br /><br />Arrange the skeletal muscles sequent<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>ally in descending order:<br /><br />I. Sterno mastoid<br /><br />II. Trapezius<br /><br />III. Quadriceps<br /><br />IV. Gastrocnemius<br /><br />Codes:<br /><br />(A) I, II, III, IV<br /><br />(B) II, I, III, IV<br /><br />(C) III, IV, I, II<br /><br />(D) IV, III, II, I<br /><br />Answer: (A)<br /><br /><br />8. Carron has identified two basic systems for conceptualizing the leadership process. They <span> </span><span> </span><span> </span>are:<br /><br />I. Influence system<br /><br />II. Social system<br /><br />III. Reward system<br /><br />IV. Power system<br /><br />Find the correct combination:<br /><br />Codes:<br /><br />(A) I and II<br /><br />(B) I and III<br /><br />(C) II and IV<br /><br />(D) III and IV<br /><br />Answer: (B)<br /><br /><br />9. The underlying factors governing training of advanced athletes are:<br /><br />I. Growth and development<br /><br />II. Environmental factors<br /><br />III. Nature and volume of previous training<br /><br />IV. Talent<br /><br />Find the correct combination:<br /><br />Codes:<br /><br />(A) I, II<br /><br />(B) III, IV<br /><br />(C) II, IV<br /><br />(D) I, III<br /><br />Answer: (B)<br /><br /><br />10. Given below are some stages of acquisition of knowledge. Arrange them in a sequential <span> </span><span> </span><span> </span><span> </span>order from the codes given below:<br /><br />I. Analysis<br /><br />II. Information<br /><br />III. Evaluation<br /><br />IV. Application<br /><br />Codes:<br /><br />(A) I, II, III, IV<br /><br />(B) II, III, IV, I<br /><br />(C) IV, I, II, III<br /><br />(D) II, I, IV, III<br /><br />Answer: (D)</span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Success and failure<br /><br />IV. Achievement goal theory <span> </span><span> </span><span> </span><span> </span>4. Achievement behaviour<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 4 1 2 3<br /><br />(C) 3 4 1 2<br /><br />(D) 2 3 4 1<br /><br />Answer: (D)<br /><br /><br />2. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Professional ethics <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Type of school<br /><br />II. Construction of time table <span> </span><span> </span><span> </span>2. Professional requirement<br /><br />III. Curriculum planning <span> </span><span> </span><span> </span><span> </span><span> </span>3. Individual difference<br /><br />IV. Age characteristics <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Selection of activities<br /><br />5. Formal activities<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 4 3<br /><br />(B) 2 1 3 4<br /><br />(C) 3 4 1 2<br /><br />(D) 4 3 2 1<br /><br />Answer: (B)<br /><br /><br />3. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Milk, Cheese, Yoghurt <span> </span><span> </span><span> </span>1. Carbohydrates<br /><br />II. Meat, Poultry, Fish <span> </span><span> </span><span> </span><span> </span>2. Minerals<br /><br />III. Vegetables <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Protein<br /><br />IV. Bread, Cereal, Rice<span> </span><span> </span><span> </span><span> </span> 4. Vitamin<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 4 3 1<br /><br />(B) 1 4 3 2<br /><br />(C) 2 1 4 3<br /><br />(D) 2 3 4 1<br /><br />Answer: (D)<br /><br /><br />4. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Malaria<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 1. Parasites<br /><br />II. Dengue <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Pancreas<br /><br />III. Measles <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Bacteria<br /><br />IV. Diabetes <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Virus<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 3 4 2<br /><br />(B) 3 4 1 2<br /><br />(C) 2 1 4 3<br /><br />(D) 4 2 3 1<br /><br />Answer: (A)<br /><br />5.<br /><a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#"><img border="0" src="https://2.bp.blogspot.com/-fP9Kt3TqbqY/UvXjK59OyvI/AAAAAAAAEoM/uff-Tuazfw8/s1600/2012+December+UGC+NET+in+Physical+Education,+Paper+III,+Question+65.jpg" /></a><br /><br />Answer: (A)<br /><br /><br /><br />6. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Discrete variable <span> </span><span> </span><span> <span> </span> </span>1. Room temperature, sample size<br /><span> </span><br />II. Attribute variable<span> </span><span> </span> <span> </span>2. Height, weight<br /><br />III. Continuous variable <span> </span>3. Age, IQ scores<br /><br />IV. Controlled variable<span> </span><span> </span> 4. Sit-ups, Goal scored<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 2 3 1<br /><br />(B) 4 3 2 1<br /><br />(C) 3 4 1 2<br /><br />(D) 2 1 4 3<br /><br />Answer: (B)<br /><br /><br />7. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Kraus-Weber Test <span> </span><span> </span><span> </span><span> </span>1. Endurance<br /><br />II. Harvard Step Test <span> </span><span> </span><span> </span><span> </span>2. Flexibility<br /><br />III. Cooper Test <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Minimum muscular strength<br /><br />IV. Scot and French Test <span> </span><span> </span>4. Cardio respiratory efficiency<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 3 2 4 1<br /><br />(C) 2 3 1 4<br /><br />(D) 1 4 2 3<br /><br />Answer: (A)<br /><br /><br />8. Match the following motor components with their training methods:<br /><br /><span> </span>Motor Component Training Method<br /><br />I. Flexibility 1. Fartlek<br /><br />II. Endurance 2. Control and Regulation<br /><br />III. Agility 3. Plyometrics<br /><br />IV. Strength 4. Post-Isometric input<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 2 1 3 4<br /><br />(C) 4 1 2 3<br /><br />(D) 1 2 3 4<br /><br />Answer: (C)<br /><br /><br />9. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Preparatory Period-I <span> </span><span> </span><span> </span>1. Achievement of goals<br /><br />II. Preparatory Period-II<span> </span><span> </span> 2. Recuperation<br /><br />III. Competition Period<span> </span><span> </span><span> </span> 3. Development of technique<br /><br />IV. Transition Period <span> </span><span> </span><span> </span><span> </span>4. Formulation of conditional and technical base<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 3 1 2<br /><br />(B) 3 1 2 4<br /><br />(C) 1 2 4 3<br /><br />(D) 2 4 3 1<br /><br />Answer: (A)<br /><br /><br />10. Match List – I with List – II by using codes given below:<br /><br /><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. FINA <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Football<br /><br />II. FIDE <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Athletics<br /><br />III. AAFI <span> </span><span> </span><span> </span><span> </span><span> </span>3. Swimming<br /><br />IV. FIFA <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Chess<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 2 1<br /><br />(B) 1 2 3 4<br /><br />(C) 4 3 2 1<br /><br />(D) 1 4 2 3<br /><br />Answer: (A)</span><br /><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>Team Smart Vidyahttp://www.blogger.com/profile/03030588871372235917noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-39348500248230444332021-10-14T22:26:00.002+05:302021-10-14T22:26:30.551+05:30 MCQs on Physical Education -52<span style="font-family: georgia;"><br />1. Arrange the following courses in Physical Education in chronological order as they were </span><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>started in India:</span></div><div><span style="font-family: georgia;"><br />I. Ph.D.<br /><br />II. B.P.E.<br /><br />III. B.P.Ed.<br /><br />IV. M.Phil<br /><br />Codes:<br /><br />(A) II, III, I, IV<br /><br />(B) I, II, III, IV<br /><br />(C) III, IV, II, I<br /><br />(D) II, IV, III, I<br /><br />Answer: (A)<br /><br /><br />2. Arrange the following programmes and institutions in chronological order:<br /><br />I. National Fitness Corps<br /><br />II. National Plan of Physical Education and Recreation<br /><br />III. Lakshmibai College of Physical Education<br /><br />IV. All India Council of Sports<br /><br />Codes:<br /><br />(A) I, II, III, IV<br /><br />(B) II, III, I, IV<br /><br />(C) IV, II, III, I<br /><br />(D) III, I, II, IV<br /><br />Answer: (C)<br /><br /><br />3. Find out the right sequence in line of determining the body composition:<br /><br />I. Weighing of body<br /><br />II. under water weighing<br /><br />III. Body density<br /><br />IV. Fat Percentage<br /><br />V. Skimfold thickness<br /><br />Codes:<br /><br />(A) IV, V, III, I, II<br /><br />(B) II, III, I, V, IV<br /><br />(C) V, III, II, I, IV<br /><br />(D) I, II, III, V, IV<br /><br />Answer: (D)<br /><br /><br />4. In Knox Basketball test, sequence of items is as follows:<br /><br />I. Penny Cup Test<br /><br />II. Wall Bounce Test<br /><br />III. Dribble Shoot Test<br /><br />IV. Speed Dribble Test<br /><br />Codes:<br /><br />(A) IV, II, III, I<br /><br />(B) II, III, I, IV<br /><br />(C) III, I, IV, II<br /><br />(D) I, IV, II, III<br /><br />Answer: (A)<br /><br /><br />5. Arrange the heptathlon events in order of right sequence:<br /><br />I. 800 m.<br /><br />II. Javelin Throw<br /><br />III. Long Jump<br /><br />IV. 200 m.<br /><br />V. Shot Put<br /><br />VI. High Jump<br /><br />VII. 100 m<br /><br />Codes:<br /><br />(A) II, III, IV, I, V, VI, VII<br /><br />(B) VII, IV, VI, III, II, V, I<br /><br />(C) VII, V, VI, III, IV, II, I<br /><br />(D) VII, VI, V, IV, III, II, I<br /><br />Answer: (D)<br /><br /><br />6. Arrange the Grand Slam Tennis Tournaments in the order they are played using the code </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>given below:<br /><br />I. Wimbledon<br /><br />II. Australian Open<br /><br />III. U.S. Open<br /><br />IV. French Open<br /><br />Codes:<br /><br />(A) I, II, III, IV<br /><br />(B) II, IV, I, III<br /><br />(C) IV, III, II, I<br /><br />(D) IV, I, II, III<br /><br />Answer: (B)<br /><br /><br />7. Match list – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Vastus Internus <span> </span><span> </span><span> </span><span> </span>1. Knee flexion<br /><br />II. Biceps Femoris <span> </span><span> </span><span> </span><span> </span>2. Hip extension<br /><br />III. Middle Deltoid <span> </span><span> </span><span> </span><span> </span>3. Knee extension<br /><br />IV. GluteusMaximus <span> </span><span> </span><span> </span>4. ShoulderAbduction<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 1 4 2<br /><br />(B) 1 4 2 3<br /><br />(C) 4 2 3 1<br /><br />(D) 2 3 1 4<br /><br />Answer: (A)<br /><br /><br />8. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Axiology <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. A cultural heritage<br /><br />II. Competition <span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span><span> </span><span> </span></span>2. Associative factor for social interaction<br /><br />III. Sport <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. A component of philosophy<br /><br />IV. Cooperation <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Dissociative factor of social interaction<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 4 3 2 1<br /><br />(C) 1 2 3 4<br /><br />(D) 2 1 4 3<br /><br />Answer: (A)<br /><br /><br />9. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Platelets <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Insulin<br /><br />II. Low haemoglobin <span> </span><span> </span><span> </span>2. H.D.L.<br /><br />III. Diabetes <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Anaemia<br /><br />IV. Cholesterol<span> </span><span> </span><span> </span><span> </span><span> </span> 4. Thrombocytes<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 2 1 3<br /><br />(B) 4 3 1 2<br /><br />(C) 1 2 3 4<br /><br />(D) 2 3 4 1<br /><br />Answer: (B)<br /><br /><br />10. Match List – I with List – II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Thyroid <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Gland<br /><br />II. Cytoplasm<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 2. Bra<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>n<br /><br />III. Ball and Socket Joint<span> </span><span> </span> 3. Cell<br /><br />IV. Medulla <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Shoulder<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 1 3 4 2<br /><br />(C) 4 3 1 2<br /><br />(D) 2 3 4 1<br /><br />Answer: (B)</span></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>Team Smart Vidyahttp://www.blogger.com/profile/03030588871372235917noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-58150891207231233552021-10-12T18:05:00.005+05:302021-10-12T18:05:35.795+05:30MCQs on Physical Education -51<p><span style="font-family: georgia;">1. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Type – I error is rejecting the null hypothesis when it is true.<br /><br />Reason (R): Type – I error arises due to false interpretation of data.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) Both (A) and (R) are right.<br /><br />(C) (A) is wrong, but (R) is right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (A)<br /><br /> <br />2. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Agility is an essential component of motor fitness.<br /><br />Reason (R): Agility is determined by neuromuscular coordination.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) (A) is wrong, but (R) is right.<br /><br />(C) Both (A) and (R) are right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (C)<br /><br /> <br />3. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Muscular power is a measure of contraction speed of muscle.<br /><br />Reason (R): Muscular power is determined by the fibre type proportion of the muscle.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) (A) is wrong, but (R) is right.<br /><br />(C) Both (A) and (R) are right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (C)<br /><br /> 4. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Tactics is execution of movements with economy.<br /><br />Reason (R): It is regulation of one’s action in line of preventing the opponent to regulate his action.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) (A) is wrong, but (R) is right.<br /><br />(C) Both (A) and (R) are right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (B)<br /><br /> <br />5. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Talent indicators are the products of heredity and environment.<br /><br />Reason (R): They are the base of performance prognosis.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) and (R) both are right.<br /><br />(B) (A) and (R) both are wrong.<br /><br />(C) (A) is right and (R) is wrong.<br /><br />(D) (A) is wrong and (R) is right.<br /><br />Answer: (A)<br /><br /></span></p><p><span style="font-family: georgia;">6. Make the correct choice from codes given below consulting the Assertion (A) and Reason <span> </span><span> <span> </span></span>(R):<br /><br />Assertion (A): Management is the dynamic life giving element in every organization.<br /><br />Reason (R): It is the activating force that gets things done through people.<br /><br />Codes:<br /><br />(A) (A) is true, but (R) is false.<br /><br />(B) (A) is false, but (R) is true.<br /><br />(C) Both (A) and (R) are false.<br /><br />(D) Both (A) and (R) are true and (R) is the correct explanat<a href="https://draft.blogger.com/#">i</a>on of (A).<br /><br />Answer: (D)<br /><br /> <br />7. Arrange the following mechanical phases of kicking a ball in order of sequence of <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>progression:<br /><br />I. Kicking<br /><br />II. Stance<br /><br />III. Back lift<br /><br />IV. Follow through<br /><br />Codes:<br /><br />(A) II, III, I, IV<br /><br />(B) III, I, IV, II<br /><br />(C) I, IV, II, III<br /><br />(D) IV, II, III, I<br /><br />Answer: (A)<br /><br /> <br />8. Arrange the following events in order of their first appearance in the process of historical <span> </span><span> </span>development of games and sports:<br /><br />I. Gladiatorial combat<br /><br />II. Olympic Games<br /><br />III. FIFA World Championship<br /><br />IV. IPL<br /><br />Codes:<br /><br />(A) I, II, III, IV<br /><br />(B) II, I, III, IV<br /><br />(C) III, IV, II, I<br /><br />(D) IV, III, I, II<br /><br />Answer: (B)<br /><br /> <br />9. Arrange the following sources of energy for muscular exercise in order of their sequence of <span> </span><span> </span>availability:<br /><br />I. Triglyceride<br /><br />II. Glycogen<br /><br />III. A.T.P.<br /><br />IV. Phosphocreatine<br /><br />Codes:<br /><br />(A) I, III, IV, II<br /><br />(B) II, I, III, IV<br /><br />(C) IV, II, I, III<br /><br />(D) III, IV, II, I<br /><br />Answer: (D)<br /><br /> <br />10. Arrange the following processes through which a group becomes a team, in correct <span> </span><span> </span><span> </span><span> </span><span> </span>sequential order:<br /><br />I. Storming<br /><br />II. Norming<br /><br />III. Forming<br /><br />IV. Performing<br /><br />Codes:<br /><br />(A) I, IV, III, II<br /><br />(B) III, I, II, IV<br /><br />(C) II, III, IV, I<br /><br />(D) IV, II, I, III<br /><br />Answer: (B)<br /><br /> </span></p><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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</script></div>Team Smart Vidyahttp://www.blogger.com/profile/03030588871372235917noreply@blogger.com0tag:blogger.com,1999:blog-6280737741047456936.post-56700208283449499902021-10-12T18:01:00.003+05:302021-10-12T18:01:28.677+05:30MCQs on Physical Education -50<span style="font-family: georgia;"><br /><br /> <br />1. Progression of load proceeds<br /><br />I. Linearly<br /><br />II. Stepwise<br /><br />III. Stimulus wise<br /><br />IV. Circularly<br /><br />Find the correct combination<br /><br />(A) I, III<br /><br />(B) II, IV<br /><br />(C) I, II<br /><br />(D) II, III<br /><br />Answer: (C)<br /><br /> <br />2. Intramural programme creates in students the sense of<br /><br />I. Mass participation<br /><br />II. Selfishness<br /><br />III. Enmity<br /><br />IV. Maximum involvement<br /><br />Find the correct combination:<br /><br />(A) I, II<br /><br />(B) II, IV<br /><br />(C) III, IV<br /><br />(D) I, IV<br /><br />Answer: (D)<br /><br /> <br />3. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): A runner runs without receiving any force from outside.<br /><br />Reason (R): Force is the cause of motion.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) Both (A) and (R) are right.<br /><br />(C) (A) is wrong, but (R) is right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (C)<br /><br /> <br />4. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Physical education emphasizes also in mental development.<br /><br />Reason (R): Nationalism considers nature as the only reality.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) Both (A) and (R) are right.<br /><br />(C) (A) is wrong, but (R) is right.<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (B)<br /><br /> <br />5. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Insulin is ineffective when taken by mouth.<br /><br />Reason (R): Insulin is destroyed in alimentary canal and size of molecule is too large for intestinal absorption.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is true, but (R) is false.<br /><br />(B) (A) is false, but (R) is true.<br /><br />(C) Both (A) and (R) are true.<br /><br />(D) Both (A) and (R) are false.<br /><br />Answer: (A)<br /><br /> <br />6. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Strength of movement produced by a muscle depends upon how close to the joint it is attached.<br /><br />Reason (R): A muscle attached further away will produce a powerful movement than one attached to nearer the joint.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is false, but (R) is true.<br /><br />(B) (A) is true, but (R) is false.<br /><br />(C) Both (A) and (R) are false.<br /><br />(D) Both (A) and (R) are true.<br /><br />Answer: (A)<br /><br /> <br />7. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Autocratic style of leadership is usually task oriented and tightly structured.<br /><br />Reason (R): Leadership style is responsible for effective decision making in sport.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but<br /><br />(R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /><br /> <br />8. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Physical Education is an integral part of education.<br /><br />Reason (R): Both education and physical education aim at the total development of personality.<br /><br />In context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is true, but (R) is false.<br /><br />(B) (A) is false, but (R) is true.<br /><br />(C) Both (A) and (R) are false.<br /><br />(D) Both (A) and (R) are true.<br /><br />Answer: (D)<br /><br /> <br />9. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span> <span> </span>Reason (R):<br /><br />Assertion (A): Health and safety skills can be taught in the school through First Aid and safety education.<br /><br />Reason (R): School age is the appropriate age to learn First Aid and safety education.<br /><br />In context of the two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (A)<br /><br /> <br />10. Given below are two statements, one labelled as Assertion (A) and the other labelled as <span> </span><span> </span><span> </span> Reason (R):<br /><br />Assertion (A): Osteoporosis disease occurs for the Basket Ball players due to overuse of joints.<br /><br />Reason (R): Over use of joints the synovial fluid is reduced in the joints.<br /><br />In context of the two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are true, but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true and (R) is the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /> </span><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Endurance <span> </span><span> </span><span> </span><span> </span>3. White muscle fibres<br /><br />IV. Max V02 <span> </span><span> </span><span> </span><span> </span><span> </span>4. Neuro muscular coordination<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>5. Cellular metabolism<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 3 5 2 1<br /><br />(B) 4 3 1 2<br /><br />(C) 4 3 2 1<br /><br />(D) 3 4 1 2<br /><br />Answer: (B)<br /><br /> <br />2. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Chronological Age<span> </span><span> </span><span> </span><span> </span>1. Secretion of Hormones related to puberty<br /><br />II. Anatomical Age <span> </span><span> </span><span> </span><span> </span><span> </span>2. Psychological Test<br /><br />III. Physiological Age <span> </span><span> </span><span> </span>3. Growth and development of one’s skeletal system<br /><br />IV. Mental Age <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Recorded in years, months and days.<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 3 1 2 4<br /><br />(B) 4 3 1 2<br /><br />(C) 1 4 2 3<br /><br />(D) 2 3 1 4<br /><br />Answer: (B)<br /><br /> <br />3. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Surplus energy theory <span> </span><span> <span> </span></span>1. Lord Kames<br /><br />II. Cathertictheory <span> </span><span> </span><span> </span><span> <span> </span> </span>2. Van Schiller<br /><br />III. Recapituation theory <span> <span> </span></span>3. Stanley Hall<br /><br />IV . Recreation theory<span> </span><span> </span><span> </span> 4. Aristotle<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 2 4 3 1<br /><br />(B) 2 3 4 1<br /><br />(C) 2 3 1 4<br /><br />(D) 2 1 3 4<br /><br />Answer: (A)<br /><br /> <br />4. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Aerobic exercise <span> </span><span> </span><span> </span><span> </span><span> </span>1. Exercise done in absence of oxygen<br /><br />II. Anaerobic exercise <span> </span><span> </span><span> </span><span> </span>2. Length of muscles changes during contraction and relaxation<br /><br />III. Isotonic exercis <span> </span><span> </span><span> </span><span> </span><span></span> 3. Length of muscles does not change dur<a href="https://draft.blogger.com/#">i</a>ng contraction and <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>relaxation<br /><br />IV. Isometric exercise <span> </span><span> </span><span> </span><span> </span>4. Exercise done in presence of oxygen<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 4 1 2 3<br /><br />(C) 1 4 2 3<br /><br />(D) 4 3 2 1<br /><br />Answer: (B)<br /><br /> <br />5. Given below are two statements one is Assertion (A) and the other is Reason (R):<br /><br />Assertion (A): Evaluation is a process of interpreting the gathered data through various list and measurement techniques.<br /><br />Reason (R): It is incomplete if the interpretation of the data is not considered in line with the set objectives of the programme.<br /><br />In the context of the two statements which one of the following is correct?<br /><br />(A) Both (A) and (R) are true and (R) is the right explanation of (A).<br /><br />(B) Both (A) and (R) are true and (R) is not the right explanation of (A).<br /><br />(C) (A) is false but (R) is true.<br /><br />(D) (A) is true but (R) is false.<br /><br />Answer: (A)<br /><br /> <br />6. Given below are two statements one is Assertion (A) and the other is Reason (R):<br /><br />Assertion (A): Politics has become an integral part of competitive sport in the world today.<br /><br />Reason (R): Competitive sport is used at international level to demonstrate national supremacy in ideology and economic sufficiency.<br /><br />In the context of the two statements which one of the following is correct?<br /><br />(A) Both (A) and (R) are right but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right but (R) is wrong.<br /><br />(D) (A) is wrong but (R) is right.<br /><br />Answer: (B)<br /><br /> <br />7. Given below are two statements one is Assertion (A) and the other one is Reason (R):<br /><br />Assertion (A): Higher the load, the lower the number of repetitions and rhythm of execution.<br /><br />Reason (R): Both the number of repetition and rhythm or speed of execution is a function of load.<br /><br />In the context of the above statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are right but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is wrong but (R) is right.<br /><br />(D) (A) is right but (R) is wrong.<br /><br />Answer: (B)<br /><br /> <br />8. Given below are two statements one is Assertion (A) and the other is Reason (R):<br /><br />Assertion (A): Good posture enables to feel relaxed, comfortable and at ease while efficiently performing different kinds of movements necessary for daily living.<br /><br />Reason (R): School going children develop bad postures due to improper clothing, bad habit of sitting, reading and writing and carrying heavy school bag.<br /><br />In the context of the two statements which one of the following is correct?<br /><br />(A) Both (A) and (R) are right but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right but (R) is wrong.<br /><br />(D) (A) is wrong but (R) is right.<br /><br />Answer: (A)<br /><br /> <br />9. Given below are two statements one is Assertion (A) and the other is Reason (R):<br /><br />Assertion (A): The success of imparting a good lesson depends on the use of appropriate and suitable teaching aids, use of modern gadgets and instructional technology.<br /><br />Reason (R): Lesson planning involves defining the objectives, selecting and arranging the subject matter and determining the method and procedure.<br /><br />In the context of the two statements which one of the following is correct?<br /><br />(A) Both (A) and (R) are right but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right but (R) is wrong.<br /><br />(D) (A) is wrong but (R) is right.<br /><br />Answer: (A)<br /><br /> <br /><br />10. Given below are two statements one is Assertion (A) and the other is Reason (R):<br /><br />Assertion (A): Aim of physical education is the all-round development of the personality of the individual.<br /><br />Reason (R): Logic seeks to provide human beings with a sound and intelligent method of living and thinking.<br /><br />In the context of the two statements which one of the following is correct?<br /><br />(A) Both (A) and (R) are right but (R) is not the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right but (R) is wrong.<br /><br />(D) (A) is wrong but (R) is right.<br /><br /><br /><br />Answer: (A)<br /><br /> </span></p><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Strength of inter coastal muscle<br /><br />Select the right combination<br /><br />(A) I, II & IV<br /><br />(B) I, III & IV<br /><br />(C) I & III<br /><br />(D) I & IV<br /><br />Answer: (D)<br /><br /> <br />3. Slow twitch muscle fibres are characterised by:<br /><br />I. Greater cross-sectional area<br /><br />II. Greater Kreb cycle enzymatic capacity<br /><br />III. Low nerve conduction velocity<br /><br />IV. Greater glycolytic capacity<br /><br />Select the right combination<br /><br />(A) I, II & IV<br /><br />(B) II, III & IV<br /><br />(C) II & III<br /><br />(D) II & IV<br /><br />Answer: (C)<br /><br /> <br />4. Match List-I with List-II and select the correct option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Personel Management <span> </span><span> </span><span> </span><span> </span>1. Disposal procedures<br /><br />II. Instructional Management <span> </span><span> </span>2. Audit and Accounts<br /><br />III.Financial Management <span> </span><span> </span><span> </span>3. Revision of Curriculam<br /><br />IV.Material Management<span> </span><span> </span><span> </span><span> </span> 4. Conflict Resolution<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 4 3 2 1<br /><br />(B) 3 2 1 4<br /><br />(C) 2 1 4 3<br /><br />(D) 1 4 3 2<br /><br />Answer: (A)<br /><br /> <br />5. Match List-I with List-II and select the correct option using the code given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Hydrometry <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Fibre type<br /><br />II. Biopsy<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 2. Age<br /><br />III. Barometer <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Vital capacity<br /><br />IV. Skeletal x-ray<span> </span><span> </span><span> </span><span> </span><span> </span> 4. Atmospheric pressure<br /><br />5. Body composition<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 5 1 2 3<br /><br />(B) 5 1 4 2<br /><br />(C) 3 5 4 2<br /><br />(D) 4 1 5 2<br /><br />Answer: (B)<br /><br /> <br />6. Match List-I with List-II and select the correct option using the code given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />(Test/Technique) <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>(Authors)<br /><br />I. Progressive Relaxation <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Nideffer, R.N.<br /><br />II. Autogenic training <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Edmond Jacobson<br /><br />III. Sports competition Anxiety test <span> </span><span> </span><span> </span>3. Schultz & Luthe<br /><br />IV. Concentration and attention<span> </span><span> </span><span> </span><span> </span> 4. Martens et.al.<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 2 4 1 3<br /><br />(C) 4 3 2 1<br /><br />(D) 2 3 4 1<br /><br />Answer: (D)<br /><br /> <br />7. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Identical element theory <span> </span><span> </span>1. Condition affecting transfer generalization<br /><br />II. Bilateral transfer <span> </span><span> </span><span> </span><span> </span><span> </span>2. Practice effect of learning of one task on another<br /><br />III. Intent of transfer <span> </span><span> </span><span> </span><span> </span><span> </span>3. Type of transfer of training<br /><br />IV. Transfer of training<span> </span><span> </span><span> </span><span> </span> 4. Theory of transfer<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 4 3 1 2<br /><br />(B) 1 2 3 4<br /><br />(C) 3 4 2 1<br /><br />(D) 2 1 4 3<br /><br />Answer: (A)<br /><br /> <br />8. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span></span>List – II<br /><br />I. Weight of Handball (men) <span> </span><span> </span><span> <span> </span> </span>1. 22.4 cm to 22.9 cm<br /><br />II. Weight of Football <span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span> </span>2. 425 g to 475 g<br /><br />III. Circumference of cricket ball <span> </span><span> </span>3. 22.4 cm to 23.5 cm<br /><br />IV. Circumference of hockey ball <span> </span><span> </span>4. 410 g to 450 g<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 4 2 1 3<br /><br />(B) 2 4 1 3<br /><br />(C) 4 2 3 1<br /><br />(D) 2 4 3 1<br /><br />Answer: (B)<br /><br /> <br />9. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Anterior deltoid <span> </span><span> </span><span> </span><span> </span>1. Extension of elbow<br /><br />II. Biceps femoris<span> </span><span> </span><span> </span><span> </span> 2. Planter flexion<br /><br />III. Gastrocnemius <span> </span><span> </span><span> </span> 3. Flexion of Knee<br /><br />IV. Triceps <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Flexion of shoulder<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 2 1 4 3<br /><br />(B) 1 4 3 2<br /><br />(C) 4 3 2 1<br /><br />(D) 3 2 1 4<br /><br />Answer: (C)<br /><br /> <br />10. Match List-I with List-II and select the correct option using the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Physical hazards <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Insecurity<br /><br />II. Chemical hazards <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Arsenic<br /><br />III. Biological hazards <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Heat and Cold<br /><br />IV . Psycho-social hazards <span> </span><span> </span><span> </span><span> </span><span> </span>4. Parasitic agents<br /><br />Codes:<br /><br /> I II III IV<br /><br />(A) 2 4 1 3<br /><br />(B) 3 4 2 1<br /><br />(C) 4 1 3 2<br /><br />(D) 3 2 4 1<br /><br />Answer: (D)<br /><br /> <br /></span></p><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Given below are two statements, one is labelled as Assertion (A) and the other as Reason <span> </span><span><span> <span> </span> </span></span>(R).<br /><br />Assertion (A): The oxygen dissociation curve is affected by the increase in temperature and hydrogen (H+) ion concentration in the exercising muscle.<br /><br />Reason (R): This results in lesser unloading of oxygen in the exercising muscles.<br /><br />Which of the following statement is correct?<br /><br />Codes:<br /><br />(A) (A) is true and (R) is right explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not right explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) Both (A) and (R) are not true.<br /><br />Answer: (C)<br /><br /> <br />2. Given below are two statements, one is labelled as Assertion (A) the other as Reason (R).<br /><br />Assertion (A): The distribution of blood in body parts depends upon the immediate needs of a specific tissue and of other tissues as a whole.<br /><br />Reason (R): At rest under normal conditions, the liver and kidneys combined receives nearly 75% of the total blood supply.<br /><br />Which of the following statement is correct?<br /><br />Codes:<br /><br />(A) (A) is true and (R) is right explanation of (A).<br /><br />(B) Both (A) and (R) are true, but (R) is not right explanation of (A).<br /><br />(C) (A) is true and (R) is false.<br /><br />(D) (A) is false and (R) is true.<br /><br />Answer: (C)<br /><br /><br />3. Given below are two statements, one is Assertion (A) and the other one is Reason (R).<br /><br />Assertion (A): A test which is apparent in its aim of measurement is highly valid test.<br /><br />Reason (R): As it clearly specify the predictive value of the test.<br /><br />Find the correct answer from the following:<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right and (R) is right explanation of (A).<br /><br />(B) Both (A) and (R) are right, but (R) is not right explanation of (A).<br /><br />(C) (A) is right and (R) is wrong.<br /><br />(D) (R) is right and (A) is right explanation of (R).<br /><br />Answer: (C)<br /><br /> <br />4. Given below are two statements, one is labelled as Assertion (A) the other is labelled as <span> </span><span> </span><span> </span>Reason (R).<br /><br />Assertion (A): Motivation is energizer, selector and director of your behaviour.<br /><br />Reason (R): Achievement situations, self-efficacy, precipitating event add to Psychological momentum.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are true, but (R) is not correct explanation of (A).<br /><br />(B) Both (A) and (R) are true and (R)is a correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /><br /><br />5. Given below are two statements, one labelled as Assertion (A) the other as Reason (R).<br /><br />Assertion (A): Both psychological traits & states should be assessed in interactional approach to measure the personality of sports person.<br /><br />Reason (R): Situational specific measures predict behaviour more reliably.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both are right and (R) is the correct explanation of (A).<br /><br />(B) Both are right, but (R) is not the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (B)<br /><br /> <br />6. Given below are two statements, one labelled as Assertion (A) the other as Reason (R).<br /><br />Assertion (A): A team has interaction among its member, especially as it relates to shared common goals and interdependence of team members to support each other in pursuit of fulfilling these common goals.<br /><br />Reason (R): A group has a collective identity, a sense of shared purpose, a structured mode of communication, personal and or task interdependence and interpersonal attraction.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both are right and (R) is not the correct explanation of (A).<br /><br />(B) Both are right and (R) is the correct explanation of (A).<br /><br />(C) (A) is right and (R) is wrong.<br /><br />(D) (R) is right and (A) is wrong.<br /><br />Answer: (A)<br /><br /><br />7. From the following, identify the one which is not a theory of management:<br /><br />(A) The classical theory<br /><br />(B) The neo-classical theory<br /><br />(C) The systematic-analytical theory<br /><br />(D) The modern theory<br /><br />Answer: (C)<br /><br /> <br />8. From the following, identify the one which is not the principle of organisation:<br /><br />(A) Decentralization<br /><br />(B) Delegation<br /><br />(C) Over-lapping<br /><br />(D) Communication<br /><br />Answer: (C)<br /><br /> <br />9. Management has traditionally been divided along a bipolar authoritarian democratic <span> </span><span> </span><span> </span> continuum. The management where the manager does not provide active leadership and <span> </span><span> </span>believes that problems will solve themselves if given time is called:<br /><br />(A) Authoritarian management<br /><br />(B) Democratic management<br /><br />(C) Eclectic management<br /><br />(D) Laissez faire management<br /><br />Answer: (D)<br /><br /><br />10. A subject exercised for five minutes in Harward step test. If his total pulse count was 250, <span> </span><span> </span>then his fitness index will be:<br /><br />(A) 60<br /><br />(B) 70<br /><br />(C) 75<br /><br />(D) 55<br /><br />Answer: (A)<br /><br /> <br /></span><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Obesity <span> </span><span> </span><span> <span> </span></span>1. Mesomorphy<br /><br />II. Linearity <span> </span><span> <span> </span></span>2. Endomorphy<br /><br />III. Muscularity <span> </span>3. Goniometry<br /><br />IV. Flexibility <span> </span><span> </span>4. Ectomorphy<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 4 1 3<br /><br />(B) 4 1 3 2<br /><br />(C) 1 3 2 4<br /><br />(D) 3 2 4 1<br /><br />Answer: (A)<br /><br />3. Planning Physical Education lesson must emphasize on<br /><br />(A) Body type of learner<br /><br />(B) Efficiency of teacher<br /><br />(C) Time of teaching<br /><br />(D) Age of learner<br /><br />Answer: (D)<br /></span></p><p><span style="font-family: georgia;"><br />4. Given below are two statements, one is labelled as Assertion (A) and other is labelled as <span> </span><span> </span><span> </span>Reason (R):<br /><br />Assertion (A): Physical education teacher should be good in theory as well as practical skills.<br /><br />Reason (R): Physical education profession provides socioeconomic status.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />(A) Both (A) and (R) are true, and (R) is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are true but (R) is not the correct explanation of (A).<br /><br />(C) (A) is true, but (R) is false.<br /><br />(D) (A) is false, but (R) is true.<br /><br />Answer: (B)<br /><br /> <br />5. Match List – I and List – II and select the correct answer from the code given below:<br /> </span></p><p><span style="font-family: georgia;"><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Intramural<span> </span><span> </span><span> </span><span> </span> 1. Visitation<br /><br />II. Finance <span> </span><span> </span><span> </span><span> </span><span> </span>2. Competition<br /><br />III. Supervision <span> </span><span> </span><span> </span>3. Reappropriation<br /><br />IV. Infrastructure<span> </span><span> </span> 4. Layout<br /><br />Code:<br /><br />I II III IV<br /><br />(A) 2 3 1 4<br /><br />(B) 3 2 4 1<br /><br />(C) 4 1 3 2<br /><br />(D) 1 4 2 3<br /><br />Answer: (A)<br /><br /> <br />6. Arrange the following phases of presentation technique in correct sequence:<br /><br />I. Demonstration<br /><br />II. Explanation<br /><br />III. Practice and Supervision<br /><br />IV. Feedback<br /><br />Find the correct combination:<br /><br />(A) II III IV I<br /><br />(B) I II III IV<br /><br />(C) III IV I II<br /><br />(D) IV I II III<br /><br />Answer: (B)<br /><br /><br />7. Given below are two statements, one labelled as Assertion (A) and other asReason (R).<br /><br />Assertion (A): Flexion occurs in sagittalplane and around frontal axis.<br /><br />Reason (R): Frontal axis isperpendicular to sagittal plane.<br /><br />In the context of above statements,which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right, but(R) is not the correct explanationof (A).<br /><br />(B) Both (A) and (R) are right, and (R)is the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is correct.<br /><br />Answer: (B)<br /><br /><br />8. Given below are two statements, one labelled as Assertion (A) and other as Reason (R).<br /><br />Assertion (A): For a vertical jump one goes down at first from standing position.<br /><br />Reason (R): Going down from standing position increases degree of stability.<br /><br />In the context of above statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(B) (A) is right, but (R) is wrong.<br /><br />(C) (A) is wrong, but (R) is right.<br /><br />(D) Both (A) and (R) are right, but (R) is not the correct explanation of (A).<br /><br />Answer: (D)<br /><br /> <br />9. Given below are two statements, one of which is labelled as Assertion (A) and other as <span> </span><span> </span><span> </span><span> </span>Reason (R).<br /><br />Assertion (A): The adaptability processes occur only when the stimuli reach intensity proportional to the individual’s threshold capacity.<br /><br />Reason (R): A high volume of work without a minimal intensity does not facilitate organism’s adaptation.<br /><br />In the context of above statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (R) is right, but (A) is wrong.<br /><br />(B) (A) is right, but (R) is wrong.<br /><br />(C) Both (A) and (R) are right and (R) is the correct explanation of (A).<br /><br />(D) Both (A) and (R) are right, but (R) is not the correct explanation of (A).<br /><br />Answer: (C)<br /><br /> <br />10. Given below are two statements, one is labelled as Assertion (A) and the other one is <span> </span><span> </span><span> </span><span> </span><span> </span>Reason (R).<br /><br />Assertion (A): Lactate threshold, when expressed as a percentage of VO2 max is not a best determinant of an athlete’s performance.<br /><br />Reason (R): In fact lactate threshold is that point in the Intensity of exercise where lactic acid accumulation above resting level starts.<br /><br />Which one of the following statement is correct?<br /><br />Codes:<br /><br />(A) (A) is true and (R) is right explanation of (A).<br /><br />(B) (A) is true, but (R) is false.<br /><br />(C) (A) is false, but (R) is true.<br /><br />(D) Both (A) and (R) are true, but (R) is not right explanation of (A).<br /><br />Answer: (C)<br /><br /> <br /></span></p><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Sport Competitive Anxiety test <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Robert N. Nideffer<br /><br />IV. Athletic Coping Skill Inventory <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Carron, Brawley & Widmeyer<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 1 2 3 4<br /><br />(C) 4 3 2 1<br /><br />(D) 2 1 4 3<br /><br />Answer: (C)<br /><br /><br />2. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Leadership Scale for Sports <span> </span><span> </span><span> <span> </span><span> </span><span> </span></span>1. McNair Lorre and Droppleman<br /><br />II. Profile of Mood States <span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span> </span>2. Martons, Lander & Lay<br /><br />III. Competitive State Anxiety Inventory <span> </span>3. Chelladurai<br /><br />IV. Sport Cohesive Questionnaire <span> </span><span> </span><span> </span><span> </span>4. Martens, Burton, Vealey, Bump & Smith<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 1 4 2<br /><br />(B) 2 3 1 4<br /><br />(C) 1 4 2 3<br /><br />(D) 4 2 3 1<br /><br />Answer: (A)<br /><br /><br />3. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Physical Education contributes to the development of physical, mental, emotional and social attributes of the individual.<br /><br />Reason (R): Each individual today cannot be considered as the activeand creative force of the society.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right and (R) isthe correct explanation of (A).<br /><br />(B) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (B)<br /><br /><br />4. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Kurtosis is the description of direction of hump ofthe curve of distribution of data.<br /><br />Reason (R): Normal probability curveis characterized by the mean, median and mode being at the same point.<br /><br />In the context of the above two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) (A) is wrong, but (R) is right.<br /><br />(C) Both (A) and (R) are right and (R)is the correct explanation of (A).<br /><br />(D) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />Answer: (B)<br /><br /><br />5. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Purpose of sports management is to get right things done to achieve the goals.<br /><br />Reason (R): The fast changing sports scenario calls for sound management training for Physical Educators.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right and (R)is the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (A)<br /><br /><br />6. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Placement means thedetermination of the job to whicha candidate is to be assigned andhis assignment to the job.<br /><br />Reason (R): The dictum of personnel placement is, round peg in square hole and square peg in roundhole.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is wrong, but (R) is right.<br /><br />(B) (A) is right, but (R) is wrong.<br /><br />(C) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />(D) Both (A) and (R) are wrong.<br /><br />Answer: (B)<br /><br /><br />7. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): Hypokinetic diseasesare increasing in the society.<br /><br />Reason (R): Health related careers inthe realm of physical educationhave grown.<br /><br />In the context of the statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right, but (R)is the correct explanation of (A).<br /><br />(C) Both (A) and (R) right.<br /><br />(D) Both (A) and (R) wrong.<br /><br />Answer: (C)<br /><br /><br />8. Given below are two statements, one is labelled as Assertion (A) and other is labelled as </span></div><div><span style="font-family: georgia;"><br /></span></div><div><span style="font-family: georgia;"><span> </span>Reason (R).<br /><br />Assertion (A): The curriculum of aschool is the series ofexperiences through which pupilsgo to gain, under the auspices ofthat school.<br /><br />Reason (R): Curriculum requires tobe updated frequently withdrastic changes.<br /><br />In the context of the two statements,which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right, but (R)is not the right explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R)is the right explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (C)<br /><br /><br />9. Given below are two statements, one is labelled as Assertion (A) and other asReason (R).<br /><br />Assertion (A): A teacher must undergo good physical education professional preparation programme to be a successful physical educator.<br /><br />Reason (R): A successful physicaleducation teacher must be a goodsportsperson.<br /><br />In the context of two statements, which one of the following is correct?<br /><br />Codes:<br /><br />(A) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />(B) Both (A) and (R) are right and (R)is the correct explanation of (A).<br /><br />(C) (A) is right, but (R) is wrong.<br /><br />(D) (A) is wrong, but (R) is right.<br /><br />Answer: (C)<br /><br /><br />10. Given below are two statements, one is labelled as Assertion (A) and other as Reason (R).<br /><br />Assertion (A): The concept of simpleanalysis is variance is an extensionof the independent t-test.<br /><br />Reason (R): Analysis of var<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>anceevaluates the null hypothesisbetween two or more group means.<br /><br />In the context of above two statements,which one of the following is correct?<br /><br />Codes:<br /><br />(A) (A) is right, but (R) is wrong.<br /><br />(B) (A) is wrong, but (R) is right.<br /><br />(C) Both (A) and (R) are right and (R)is the correct explanation of (A).<br /><br />(D) Both (A) and (R) are right, but (R) isnot the correct explanation of (A).<br /><br />Answer: (C)</span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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Power <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. ma<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 4 1 2 3<br /><br />(C) 1 2 3 4<br /><br />(D) 2 3 4 1<br /><br />Answer: (A)<br /><br /><br />2. Match List-I with List-II and select the correct option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Government agencies <span> </span><span> </span><span> </span><span> </span>1. Night clubs<br /><br />II. Voluntary agencies <span> </span><span> </span><span> </span><span> </span>2. Sports organisations<br /><br />III. Private agencies <span> </span><span> </span><span> </span><span> </span><span> </span>3. YMCA<br /><br />IV. Commercial agencies <span> </span><span> </span><span> </span>4. National Park Service<br /><span> </span><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 4 1 2<br /><br />(B) 4 3 1 2<br /><br />(C) 4 3 2 1<br /><br />(D) 2 3 4 1<br /><br />Answer: (C)<br /><br /><br />3. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Vitamin D <span> </span><span> </span><span> </span><span> </span><span> </span>1. Scurvy<br /><br />II. Vitamin B2 <span> </span><span> </span><span> </span><span> </span>2. Anemia<br /><br />III. Vitamin B12 <span> </span><span> </span><span> </span>3. Skin disease<br /><br />IV. Vitamin C <span> </span><span> </span><span> </span><span> </span>4. Rickets<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 2 1 4<br /><br />(B) 2 4 1 3<br /><br />(C) 4 3 2 1<br /><br />(D) 1 2 3 4<br /><br />Answer: (C)<br /><br /><br />4. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Genu Valgum <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Flat foot<br /><br />II. PesPlanus <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Knock Knee<br /><br />III. Genu Varum <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Foot with highlongitudinal arch<br /><br />IV. PesCavus <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Bow leg<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 2 1 3<br /><br />(B) 2 1 3 4<br /><br />(C) 1 3 4 2<br /><br />(D) 3 4 2 1<br /><br />Answer: (B)<br /><br /><br />5. Match List-I with List-II and select theright option.<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br /><span> </span><span> </span><span> </span><span> </span>(Test) <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>(ReliabilityCoefficients)<br /><br />I. JCR<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 1. 0.89<br /><br />II. Nelson Handreaction test <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. 0.93<br /><br />III. Cooper test <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. 0.91<br /><br />IV. Sargent Jum<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 4. 0.89<br /><br />5. 0.78<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 1 4 2<br /><br />(B) 5 3 2 4<br /><br />(C) 3 4 1 5<br /><br />(D) 4 2 1 3<br /><br />Answer: (A)<br /><br /><br />6. Match List-I with List-II and select thecorrect option.<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Goniometer <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Energy cost<br /><br />II. Dynamometer <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Range of motion<br /><br />III. Douglas Bag <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>3. Blood pressure<br /><br />IV. Sphygmomanometer <span> </span><span> </span>4. Strength<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>5. Relative strength<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 5 1 3<br /><br />(B) 2 4 1 3<br /><br />(C) 5 4 1 1<br /><br />(D) 4 5 1 3<br /><br />Answer: (B)<br /><br /><br />7. Match List-I with List-II and select thecorrect option from the codes given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Aldosterone <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>1. Proteinsynthesis<br /><br />II. Parathyro<a href="https://draft.blogger.com/blog/post/edit/6280737741047456936/8027610401452585299#">i</a>d <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>2. Water balance<br /><br />III. Anti dieuretic<span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> 3. C++ regulation<br /><br />IV. Steroid <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>4. Max VO2<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>5. Blood pressure<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 4 3 5 1<br /><br />(B) 5 3 2 1<br /><br />(C) 3 5 4 1<br /><br />(D) 5 4 2 1<br /><br />Answer: (B)<br /><br /><br />8. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> </span>List – II<br /><br />I. Length of Bar inParallel Bar<span> </span><span> </span><span> </span><span> </span> <span> <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span> </span>1. 120 cm<br /><span> </span><br />II. Length of PommelHorse at the top <span> <span> <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span></span></span>2. 240 cm<br /><br />III. Length of Vaultingtable <span> </span><span> </span><span> </span><span> </span><span> </span><span> <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span></span>3. 350 cm</span><div><span style="font-family: georgia;"><br />IV. Length betweenattachment points inhorizontal bar <span> </span><span> </span><span> </span><span> </span><span> </span>4. 160 cm<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 3 1 2 4<br /><br />(B) 1 3 4 2<br /><br />(C) 3 4 1 2<br /><br />(D) 3 2 4 1<br /><br />Answer: (C)<br /><br /><br />9. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Top-Management<span> </span><span> </span><span> </span><span> </span><span> </span> 1. Humanskills<br /><br />II. Middle-Management <span> </span><span> </span><span> </span>2. Technicalskills<br /><br />III. SupervisoryManagement <span> </span>3. Conceptualskills<br /><br />IV. SecondaryManagement <span> </span><span> </span>4. Additionalskills<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 2 3 4 1<br /><br />(B) 4 3 2 1<br /><br />(C) 1 2 3 4<br /><br />(D) 3 1 2 4<br /><br />Answer: (D)<br /><br /><br />10. Match List-I with List-II and select thecorrect option using the code given below:<br /><br /><span> </span><span> </span><span> </span><span> </span>List – I <span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span><span> </span>List – II<br /><br />I. Planning <span> </span><span> </span><span> </span><span> </span><span> </span>1. Training andprofessionaldevelopment<br /><br />II. Staffing <span> </span><span> </span><span> </span><span> </span><span> </span>2. Monitoring<br /><br />III. Leading <span> </span><span> </span><span> </span><span> </span>3. Goal setting<br /><br />IV. Controlling <span> </span><span> </span><span> </span>4. Conflict resolution<br /><br />Codes:<br /><br />I II III IV<br /><br />(A) 1 2 3 4<br /><br />(B) 2 4 3 1<br /><br />(C) 3 1 4 2<br /><br />(D) 4 3 1 2<br /><br />Answer: (C)</span><br /></div><div class="blogger-post-footer"><script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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