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

by Buck, Marilyn; Lund, Jacalyn; Harrison, Joyce; Blakemore Cook, Connie

• ISBN13: 9780073138848
• ISBN10: 0073138843
• Edition: 6th
• Format: Paperback
• Copyright: 2005-12-30
• Publisher: McGraw-Hill Education

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