Instructional Strategies For Secondary School Physical Education with NASPE: Moving Into the Future,9780073138848

Instructional Strategies For Secondary School Physical Education with NASPE: Moving Into the Future

by ; ; ;
Edition: 6th
ISBN13: 9780073138848
ISBN10: 0073138843
Format: Paperback
Pub. Date: 2005-12-30
Publisher(s): McGraw-Hill Education
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Summary

In an easy-to-read, fluent style, this text's expert author team provides a comprehensive overview of secondary level physical education teaching methods as well as program and curriculum design. This revision retains the strong theoretical background with extensive applications and examples. Up-to-date legal information is a hallmark of the text.

Table of Contents

Preface xv
PART I A Framework for Physical Education
1(122)
The Roles of Education and Physical Education
2(25)
Study Stimulators
2(1)
What Is Education?
2(1)
The Purposes of Education
3(1)
The Current Status of Education
3(5)
The Future of Education
8(7)
High Technology and Moving into the Information Age
8(1)
Brain Research
8(2)
Teaching to Outcomes Formulated by National, State, and District Organizations
10(1)
Changing Health Habits
10(1)
Safer, Drug-Free Schools
11(1)
School Choice
11(2)
School Partnerships
13(1)
Improved School Facilities, Smaller Class Size
13(1)
Teacher Salaries, Teacher Shortage
13(1)
Corporate Management of Public Schools (Privatization)
14(1)
Dropouts, Illiteracy
14(1)
Inner-City Schools, Private Schools, and Home Schooling
14(1)
Bilingual Education
15(1)
The Role of Physical Education
15(5)
The Values of Physical Education
16(2)
Promoting Lifelong Physical Activity
18(1)
Ensuring High-Quality Physical Education Programs
19(1)
Physical Education Today
20(1)
Physical Education in the Future
21(2)
Notes
23(4)
The Responsibilities of the Physical Educator
27(17)
Study Stimulators
27(1)
The Physical Educator as a Teacher
27(10)
Teaching: An Art and a Science
28(1)
Characteristics of Effective Teachers
28(1)
Quantity and Pacing of Instruction
29(1)
Whole-Class, Small-Group, Individualized Instruction
29(1)
Giving Information
29(1)
Questioning Students
29(1)
Reacting to Student Responses
30(1)
Handling Independent Work and Homework Assignments
30(1)
Context-Specific Findings
30(1)
Teacher Warmth
30(1)
Classroom Management
30(1)
A Positive Classroom Atmosphere
30(1)
Teacher Expectations
30(1)
Developing a Personal Philosophy
30(2)
Employment Issues
32(2)
Commitment to the Student
34(1)
Commitment to the Public
35(1)
Commitment to Professional Employment Practices
35(1)
Commitment to the Profession
35(1)
Commitment to Professional Organizations
36(1)
The Physical Educator as Teacher-Coach
37(1)
The Physical Educator's Role in Public Relations
37(4)
Influencing Students
38(1)
Working with Administrators, Faculty, and Staff
38(1)
Promoting Parent and Family Participation and Interest
38(1)
Halftime Shows and Demonstration Nights
39(1)
Family Participation
39(1)
Newsletters and Websites
39(1)
Direct Parental Communications
39(1)
Including the Community
40(1)
Notes
41(3)
Physical Education and the Law
44(16)
Study Stimulators
44(1)
Legal Liability
45(10)
A Legal Liability Case
45(1)
Tort
45(1)
Negligence
45(10)
Protection against Legal Liability
55(1)
Civil Rights of Students
55(3)
The First Amendment
57(1)
The Fourth Amendment
57(1)
The Fourteenth Amendment
58(1)
Notes
58(2)
Understanding the Learner
60(31)
Study Stimulators
60(1)
Common Characteristics of Children and Youth
60(3)
Significant Differences among Students
63(5)
Physical Growth and Development
63(1)
Intellectual Development
64(1)
Social Development
65(1)
Emotional Development
65(1)
Learning Styles
66(2)
Social Forces That Affect Students
68(5)
Deterioration of the Family
68(1)
Drug Abuse
68(2)
School Violence and Suicidal Behavior
70(1)
Child Abuse
71(1)
Youth Culture
72(1)
At-Risk Youth
72(1)
Youth Obesity
72(1)
Meeting the Needs of All Students
73(5)
Prepare an Environment in which Individual Differences Are Respected and Valued
74(1)
Eliminate Established Practices That Unwittingly Contribute to Embarrassment and Failure
74(1)
Build Ego Strength
74(2)
Provide Individual Assistance and Keep Students Active
76(1)
Group Students by Ability to Allow for Mastery Teaching
76(1)
Alter and Adapt
77(1)
Guidelines for Specific Populations
78(7)
The Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act
78(1)
The Individualized Education Program and the Individualized Transition Program
79(1)
Alternative Placement Possibilities
79(1)
Multicultural Education
80(1)
Gender Equity and Title IX
81(4)
Studying Student Needs
85(1)
Notes
86(5)
Understanding Learning
91(32)
Study Stimulators
91(1)
The Three Learning Domains
91(7)
The Cognitive Domain
92(1)
The Affective and Social Domain
93(1)
The Psychomotor Domain
94(4)
Importance of the Taxonomies in Teaching Physical Education
98(1)
Cognitive Learning
98(5)
Cognitive Content
98(1)
Cognitive Learning Skills
99(4)
Affective and Social Learning
103(6)
Developing Positive Attitudes toward Physical Activity
103(2)
Improving Self-Esteem
105(1)
Developing Self-Efficacy
106(1)
Promoting Moral Development
107(2)
Psychomotor Learning
109(10)
Perception
109(1)
Practice
109(9)
Feedback
118(1)
Notes
119(4)
PART II Planning the Instructional Program
123(180)
Basic Principles of Curriculum Design
124(35)
Study Stimulators
124(1)
What Is a Curriculum?
124(1)
The Importance of Curriculum Design
125(1)
Models of Curriculum Design
125(1)
The Curriculum Design Process
126(28)
Establish a Curriculum Committee
126(3)
Study Information Needed to Make Curriculum Decisions
129(3)
Philosophies, Aims, and Objectives of Education and Physical Education
132(8)
Determine the Program's Scope and Sequence
140(8)
Establish the Schedule
148(6)
An Example of Scheduling
154(2)
Step 1---Identify the Most Desirable Grouping Pattern for Class Assignments
154(1)
Step 2---Determine Class Size
155(1)
Step 3---Determine Appropriate Time Allotments for Daily, Weekly, and Unit Instruction
156(1)
Step 4---Determine Staffing Patterns and Teacher Loads, and Assign Teachers
156(1)
Step 5---Identify Teaching Stations and Equipment
156(1)
Step 6---Develop a Schedule
156(1)
Notes
156(3)
Unit and Lesson Planning
159(13)
Study Stimulators
159(2)
Designing, Implementing, and Evaluating the Instructional Program
161(1)
How to Write a Unit Plan
162(2)
Determining Outcomes
162(1)
Planning to Assess
163(1)
Planning Instructional Sequences
163(1)
How to Write a Daily Lesson Plan
164(6)
Determining Outcomes
164(2)
Assessing Student Learning
166(1)
Planning Instructional Sequences
166(4)
Becoming a Reflective Teacher
170(1)
Notes
171(1)
Performance Objectives, Content Analysis, and Preassessment
172(20)
Study Stimulators
172(1)
The Content Standards
172(2)
Advantages of Performance Objectives
174(1)
Concerns about Performance Objectives
174(1)
Writing Performance Objectives
174(9)
Steps for Writing Cognitive and Psychomotor Performance Objectives
177(2)
Steps for Writing Affective Objectives
179(4)
Content Analysis and Development
183(8)
Analyzing and Developing Motor Skill Content
183(2)
Analyzing and Developing Content for Closed Skills
185(1)
Analyzing and Developing Content for Open Skills
186(2)
Analyzing and Developing Content for Games Skills
188(3)
Notes
191(1)
Instructional Styles and Strategies
192(28)
Study Stimulators
192(1)
Teaching Styles
192(26)
Selecting a Teaching Style
193(1)
The Spectrum of Teaching Styles
194(8)
Teaching Strategies
202(1)
Selecting a Teaching Strategy
202(16)
Notes
218(2)
Program Materials and Activities
220(40)
Study Stimulators
220(1)
Selecting Instructional Materials
220(6)
Examples of Instructional Materials
221(5)
Selecting Program Activities
226(31)
Fitness
226(13)
Movement Skills
239(5)
Concepts
244(2)
Affective Activities/Personal and Social Development
246(9)
Interdisciplinary Units
255(1)
Special Days (or Weeks)
256(1)
Notes
257(3)
Assessing Student Performance
260(43)
Study Stimulators
260(1)
What Is Assessment?
260(1)
Why Is Assessment Important?
260(2)
The Assess-Plan-Teach-Assess Spiral
261(1)
Monitoring and Reporting Student Achievement
261(1)
Traditional Assessment
262(5)
Written Tests
262(3)
Skill Tests
265(1)
Fitness Tests
265(2)
Performance-Based Assessments
267(17)
Creating Performance-Based or Authentic Assessments
267(1)
Types of Performance-Based Assessment
268(10)
Checklist for Performance-Based Assessment Tasks
278(6)
Steps in Assessing Student Learning
284(10)
Step 1---Determine the Purposes of Assessment
284(1)
Step 2---Select Appropriate Assessment Techniques
284(6)
Step 3---Develop Rubrics and Scoring Keys
290(1)
Step 4---Administer and Score the Assessment Tasks
291(3)
Step 5---Evaluate and Revise the Assessment Techniques
294(1)
Grading Systems
294(6)
The Purpose of Grading
294(1)
Principles of Grading
295(1)
The Process of Grading
295(4)
Grading in Coed and Mainstreamed Classes
299(1)
Record Keeping for Grading
299(1)
Notes
300(3)
PART III Organizing and Managing Instruction
303(52)
Classroom Organization and Management
304(24)
Study Stimulators
304(1)
Departmental Policies and Procedures
304(7)
Uniforms
306(1)
Excuses from Activity
307(1)
Locker-Room Policies
308(3)
Resource Management in Physical Education
311(13)
Managing the Teaching Environment
312(1)
Managing Time
312(1)
Handling Equipment and Written Assignments
312(1)
Distributing and Collecting Equipment
312(1)
Starting Class
313(1)
Taking Attendance
314(1)
Leading Warm-Up and/or Fitness Activities
315(1)
Getting Students' Attention and Giving Directions
316(2)
Teaching and Utilizing Class Formations
318(3)
Organizing Groups or Teams
321(1)
Supervising Class Activities
322(1)
Adapting to Interruptions
322(1)
Using Student Leaders
322(1)
Welcoming New Students
323(1)
Rewarding Good Student Behavior
324(1)
Record Keeping
324(3)
Attendance Records
324(1)
Records of Achievement
324(1)
Health and Medical Records
325(1)
Equipment and Locker Records
325(2)
Notes
327(1)
Motivation and Discipline
328(27)
Study Stimulators
328(1)
Motivation
329(1)
Theories of Motivation
329(8)
Need for Achievement
329(1)
Social Learning Theory
330(1)
Attribution Theory, Locus of Control, and Learned Helplessness
331(2)
Teacher Expectations or the Self-Fulfilling Prophecy
333(1)
Creating a Learning Environment to Motivate Students
334(3)
Motivation and Preventive Discipline
337(4)
Belief in the Worth of Each Student
337(1)
A Warm, Supportive, Well-Organized Environment
338(1)
Teacher Modeling
339(1)
Well-Planned, Appropriate Learning and Assessment Experiences
340(1)
Helping Students Learn Self-Direction and Responsibility
340(1)
Use of Rules and Consequences (Assertive Discipline---Teacher-Controlled)
341(1)
Discipline
341(1)
Choosing/Creating a Personal Discipline Model
342(1)
Acceptable Disciplinary Practices
343(7)
Waiting Aggressively
343(1)
Rewards
343(1)
Contingency Contracting
344(1)
Contingent Activities
345(1)
Social Reinforcement and Praise
345(1)
Tokens or Points
346(1)
Punishment
347(1)
The Social Contract---Logical Consequences
347(1)
Individual Conference
348(1)
Group Discussion
348(1)
Loss of Privileges
348(1)
Time-Out
348(1)
Use of Videorecorders
349(1)
Cooperation between Home and School
349(1)
Administrative Assistance
349(1)
Mediation
349(1)
Handling Explosive or Violent Situations
349(1)
Creative Techniques
350(1)
Unacceptable Practices
350(1)
Choosing Appropriate Techniques for the Situation
351(1)
Notes
351(4)
PART IV Evaluating Instruction and Programs
355(32)
Accountability and Teacher Evaluation
356(17)
Study Stimulators
356(1)
Accountability
356(1)
Teacher Evaluation
357(2)
Step 1---Determine What to Evaluate
357(1)
Step 2---Choose or Construct Specific Evaluation Techniques
358(1)
Student Perceptions
359(11)
Step 3---Use the Appropriate Techniques to Record Information
370(1)
Step 4---Evaluate or Interpret the Data
370(1)
Step 5---Make Changes and Reevaluate
370(1)
An Example of Teacher Evaluation
370(1)
Step 1---Determine What to Evaluate
370(1)
Step 2---Choose or Construct Specific Evaluation Techniques
370(1)
Step 3---Use the Appropriate Techniques to Record Information
370(1)
Step 4---Evaluate or Interpret the Data
370(1)
Step 5---Make Changes and Reevaluate
370(1)
A Challenge to Teachers
371(1)
Notes
371(2)
Evaluating and Revising the Instructional Program
373(14)
Study Stimulators
373(1)
The Role of Program Evaluation
374(1)
Formative Evaluation
374(1)
Summative Evaluation
375(1)
How to Evaluate Physical Education Programs
375(6)
Step 1---Describe the Program to Be Evaluated
375(1)
Step 2---Identify the Purposes of the Evaluation
375(1)
Step 3---Establish Criteria for Judging Quality and Making Decisions
376(1)
Step 4---Describe the Information Needed to Make the Decisions
377(3)
Step 5---Obtain, Record, and Analyze Information
380(1)
Step 6---Interpret Data in Terms of Standards
380(1)
Step 7---Make Decisions and Formulate Recommendations
381(1)
An Example of Program Evaluation
381(2)
Step 1---Describe the Program to Be Evaluated
381(1)
Step 2---Identify the Purposes of the Evaluation
381(1)
Step 3---Establish Criteria for Judging Quality and Making Decisions
381(1)
Step 4---Describe the Information Needed to Make the Decisions
381(2)
Step 5---Obtain, Record, and Analyze Information
383(1)
Step 6---Interpret Data in Terms of Standards
383(1)
Step 7---Make Decisions and Formulate Recommendations
383(1)
Cautions in Program Evaluation
383(1)
The Curriculum Cycle
383(3)
Notes
386(1)
Appendix 387(10)
Index 397

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