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Georgia GACE Health and Physical Education (P-12) Assessment Practice Test

The Georgia GACE Health and Physical Education (P-12) Assessment practice bank samples knowledge used to teach health concepts and physical activity. Questions address student wellness, movement safety, basic anatomy, hygiene, nutrition, stress management, communication, and responsible choices. Scenarios connect these ideas to classroom and activity settings, where teachers must recognize safe practices and select developmentally appropriate ways to explain or model them.

Exam overview

Exam providerGeorgia Professional Standards Commission
Exam code737
CategoryTeacher Certification

About the Georgia GACE Health and Physical Education (P-12) Assessment Exam

Health-related scenarios ask learners to identify assertive responses to peer pressure, manage everyday stress, reduce germ transmission, interpret packaged-food nutrition information, and make responsible decisions about sharing others’ images online. These tasks call for applying health concepts to realistic choices rather than merely recalling terms. Physical education items focus on safe participation and instruction: recognizing the purpose of a dynamic warm-up, introducing resistance exercise with light loads, and sequencing support for a beginner learning a forward roll. Questions also draw on foundational body-system knowledge, including circulation of oxygen and nutrients and transport of waste, as well as appropriate immediate care for a minor superficial burn. Together, the bank’s examples involve explaining health behaviors, choosing safe activity practices, and matching instruction or support to a student’s task.

Sample Practice Questions

Review a selection from this exam's published US Practice Tests practice bank.

Question 1

A student feels overwhelmed by a busy school day. Which strategy is an example of a healthy, immediate stress-management technique?

  1. ATake slow, steady breaths while noticing the present moment
  2. BSkip sleep so there is more time to finish tasks
  3. CUse energy drinks to avoid feeling tired
  4. DAvoid all supportive conversations until the stress disappears
Show answerCorrect answer: A

Slow breathing and present-moment attention can help regulate the body's stress response. Adequate sleep, planning, and seeking support can also contribute to healthy coping.

Question 2

In a health lesson about peer pressure, which response most clearly demonstrates an assertive refusal skill?

  1. AAgreeing to avoid upsetting the group
  2. BLeaving without saying anything, regardless of safety
  3. CClearly stating a refusal and suggesting a safe alternative
  4. DInsulting the person who made the suggestion
Show answerCorrect answer: C

An assertive refusal communicates a clear boundary respectfully. Offering a safe alternative can help the student maintain the boundary while supporting a constructive next step.

Question 3

A student is beginning a strength-training activity with light resistance. Which practice best supports safe, effective learning?

  1. AIncrease resistance whenever a repetition feels difficult
  2. BUse controlled movement and maintain proper form before increasing resistance
  3. CHold the breath throughout each repetition to stabilize the trunk
  4. DMove the resistance as quickly as possible to finish the set
Show answerCorrect answer: B

Learning controlled technique with manageable resistance helps students perform exercises safely. Resistance should be increased gradually only when the student can maintain sound form.

Question 4

Which statement best describes the purpose of a dynamic warm-up?

  1. ATo gradually prepare the body for movement using controlled, active motions
  2. BTo exhaust the muscles before the main activity begins
  3. CTo replace the need for skill instruction
  4. DTo keep the body completely still while heart rate rises
Show answerCorrect answer: A

A dynamic warm-up uses controlled movements that gradually prepare the body for activity. It can increase readiness for movement without requiring students to perform the main activity at full intensity immediately.

Question 5

Which practice is most useful for reducing the spread of germs when a student sneezes?

  1. ASneeze into a tissue or the elbow, then clean hands as appropriate
  2. BCover the sneeze with an open palm and immediately handle shared equipment
  3. CTurn toward nearby classmates so the sneeze is less noticeable
  4. DRinse the face but leave hands unwashed after touching the tissue
Show answerCorrect answer: A

Catching respiratory droplets in a tissue or the elbow helps limit their spread. Hand hygiene is important after handling a used tissue or contacting respiratory secretions.

Question 6

Which body system carries oxygen and nutrients through the body and helps transport waste products?

  1. ACirculatory system
  2. BDigestive system
  3. CSkeletal system
  4. DIntegumentary system
Show answerCorrect answer: A

The circulatory system, including the heart and blood vessels, moves blood throughout the body. Blood transports oxygen and nutrients to tissues and carries some waste products away.

Question 7

A student touches a hot surface and has a small, superficial burn. After ensuring the area is safe, what is an appropriate basic first-aid step?

  1. ACool the burn under cool running water and seek help according to its severity and school procedures
  2. BApply ice directly for several minutes
  3. CBreak any blisters to release pressure
  4. DCover the area with a thick layer of butter
Show answerCorrect answer: A

Cooling a minor burn with cool running water helps limit tissue damage. Ice can injure tissue, blisters should not be broken, and household fats are not appropriate first aid. Serious burns require prompt medical attention.

How to use this practice test

Access is free. A practice session presents up to 20 random questions from the 50-question bank, so sessions can sample different health and physical education scenarios. After completing a session, review the results to identify which concepts or decisions need further attention, such as safety, first aid, nutrition, or movement instruction.

Preparation tips

  • For health scenarios, distinguish assertive refusal from passive or aggressive responses; practice wording a clear boundary and a brief reason.
  • Review basic safety decisions for activity instruction, including the purpose of dynamic warm-ups and gradual introduction of resistance.
  • Connect common body systems to their functions, especially how the circulatory system transports oxygen, nutrients, and waste products.
  • Practice interpreting nutrition facts panels by locating serving size, calories, and nutrient amounts before comparing products.
  • For movement skills and first aid, focus on safe progressions for beginner mat skills and appropriate initial care for minor superficial burns.
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