CART

(0) items

Teaching Physical Education for Learning,9780072973044

Teaching Physical Education for Learning

by
Edition:
5th
ISBN13:

9780072973044

ISBN10:
0072973048
Format:
Hardcover
Pub. Date:
7/14/2005
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages
List Price: $123.00

Rent Textbook

(Recommended)
 
Term
Due
Price
$36.90

Buy Used Textbook

In Stock Usually Ships in 24 Hours.
U9780072973044
$1.00

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $4.25
See Prices

Questions About This Book?

Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 5th edition with a publication date of 7/14/2005.
What is included with this book?
  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.

Related Products


  • Teaching Physical Education for Learning
    Teaching Physical Education for Learning
  • Teaching Physical Education for Learning
    Teaching Physical Education for Learning
  • Teaching Physical Education for Learning
    Teaching Physical Education for Learning
  • Teaching Physical Education for Learning with Powerweb : Health and Human Performance
    Teaching Physical Education for Learning with Powerweb : Health and Human Performance




Summary

Focusing on physical education for kindergarten through grade 12, this user-friendly text emphasizes teaching strategies and theories to give students a foundation for designing an effective learning experience.

Table of Contents

Preface xv
PART I Understanding the Teaching/Learning Process
1(70)
Teaching Physical Education: An Orientation
3(19)
Teaching as a Goal-Oriented Activity
4(5)
Types of Goals
5(2)
Establishing Realistic Goals
7(1)
Choosing Instructional Processes to Meet Goals
8(1)
Achieving Goals Through Processes
9(1)
Criteria for a Learning Experience
9(5)
Criterion One
1(11)
Criterion Two
12(1)
Criterion Three
13(1)
Criterion Four
13(1)
Understanding the Instructional Process
14(4)
Prelesson and Postlesson Routines
15(1)
Movement Task--Student Response Unit of Analysis
15(1)
Teaching Functions
16(1)
Management and Content Behavior
17(1)
Looking to the Future: Becoming a Professional Teacher
18(2)
Value Positions and Beliefs in Teaching
18(1)
Personal Characteristics of a Teacher
19(1)
Developing Commitment
20(1)
Summary
20(1)
Checking Your Understanding
21(1)
Factors That Influence Learning
22(19)
What Is Learning?
23(1)
How Do People Learn Motor Skills?
23(2)
Stages of Motor Learning
25(2)
Requirements for Learning a Motor Skill
27(2)
Prerequisites
27(1)
Clear Idea of the Task
28(1)
Motivational/Attentional Disposition to the Skill
28(1)
Practice
28(1)
Feedback
29(1)
The Nature of Motor Skill Goals
29(2)
Open and Closed Skills
30(1)
Discrete, Serial, and Continuous Skills
31(1)
Issues of Appropriateness in Skill Development and Learning
31(2)
Environmental Conditions
31(1)
Learner Abilities
32(1)
Practice Profiles and Success Rates
33(2)
Whole or Part
33(1)
Practice Variability
33(2)
Massed and Distributed Practice
35(1)
Motivation and Goal Setting
35(1)
Transfer of Learning
36(1)
Bilateral Transfer
36(1)
Intertask Transfer
36(1)
Intratask Transfer
37(1)
Learner Characteristics
37(2)
Motor Ability
37(1)
Intelligence and Cognitive Development
38(1)
Summary
39(1)
Checking Your Understanding
40(1)
Research on Teaching Physical Education
41(30)
The Search for Principled Practice
42(1)
Reading and Understanding Research
43(1)
What Is the Research Question?
43(1)
What Variables Have Researchers Identified as Being Important to the Study?
43(1)
How Are Researchers Defining and/or Measuring the Concepts and Variables They Are Studying?
43(1)
What Methods Did Researchers Use in the Study?
44(1)
What Were the Results/Implications of the Study?
45(1)
The Teacher as a Researcher
45(1)
Research on Teaching: Historical Perspective
46(3)
Critical Variables Related to Teaching
49(16)
Academic Learning Time
50(2)
Teacher Use of Time
52(1)
Teacher Management
52(3)
Direct and Indirect Instruction
55(1)
Expectancy Effects
56(1)
Emotional Climate
57(1)
Teacher Feedback
58(1)
Implicit Curriculum
59(2)
Teacher Enthusiasm
61(1)
Communication Abilities
61(1)
Content and Content Development
62(1)
Student Motivation and the Student as the Mediator of Instruction
62(2)
Grouping Students
64(1)
Summary
65(1)
Checking Your Understanding
66(5)
PART II Effective Teaching Skills
71(226)
Designing Learning Experiences and Tasks
73(20)
Criteria for a Learning Experience
74(1)
Designing the Movement Task
74(9)
Content Dimension of Movement Tasks
75(1)
Goal-Setting Dimension of the Task
75(3)
Organizational Arrangements for Tasks
78(5)
Designing Learning Experiences That Are Safe
83(1)
Student Decision Making in Environmental Arrangements
84(2)
The Influence of the Nature of Motor Content on the Design of a Learning Experience
86(3)
Closed Skills
87(2)
Open Skills
89(1)
Summary
89(2)
Checking Your Understanding
91(2)
Task Presentation
93(19)
Getting the Attention of the Learner
94(2)
Establishing Signals and Procedures
95(1)
Student Preoccupation with Other Environmental Factors
95(1)
Inability to Hear or See
96(1)
Inefficient Use of Time
96(1)
Sequencing the Content and Organizational Aspects of Tasks
96(2)
Improving the Clarity of Communication
98(1)
Orient the Learner (Set Induction)
98(1)
Sequence the Presentation in Logical Order
98(1)
Give Examples and Nonexamples
98(1)
Personalize the Presentation
98(1)
Repeat Things Difficult to Understand
98(1)
Draw on the Personal Experience of Students
99(1)
Check for Understanding
99(1)
Present Material Dynamically
99(1)
Choosing a Way to Communicate
99(4)
Verbal Communication
100(1)
Demonstration
100(2)
Media Materials
102(1)
Selecting and Organizing Learning Cues
103(8)
Good Cues Are Accurate
103(1)
Good Cues Are Brief and Critical to the Skill Being Performed
104(1)
Good Cues Are Appropriate to the Learner's Skill Level and Age
105(2)
Good Cues Are Appropriate for Different Types of Content
107(3)
Cues Are More Effective If They Are Organized and Learners Have the Opportunity to Rehearse Them
110(1)
Summary
111(1)
Checking Your Understanding
111(1)
Content Analysis and Development
112(25)
The Process of Content Development---Overview
113(4)
Establish a Progression (Extension)
114(1)
Demonstrate a Concern for Quality of Performance (Refinement)
114(1)
Give Students an Opportunity to Apply/Assess Their Skills (Application)
114(3)
Planning for Content Development: The Developmental Analysis
117(8)
Developing Extension Tasks---The Teacher's Progression
117(5)
Adding the Qualities of Refinement
122(1)
Designing Application/Assessment Experiences for Content
123(1)
What Content Development Looks Like in a Real Lesson
124(1)
Guidelines for Developing Different Types of Content
125(10)
Developing Closed Skills
125(4)
Developing Closed Skills Performed in Different Environments
129(1)
Developing Open Skills
129(6)
Summary
135(1)
Checking Your Understanding
135(2)
Developing and Maintaining a Learning Environment
137(22)
The Ecology of the Gymnasium
138(1)
Establishing and Maintaining a Management System
139(7)
Establishing Routines
139(4)
Establishing Class Rules
143(1)
Gaining and Maintaining the Cooperation of Students
144(2)
Strategies for Developing Student Self-Control and Responsibility
146(7)
Hellison's Levels of Responsibility
147(1)
Behavior Modification
148(3)
Authoritative Orientations to Management
151(1)
Group Process Strategies for Developing Self-Direction
152(1)
Conflict Resolution
153(1)
Discipline: What to Do If It Does Not Work
153(4)
Deterring Problems Before They Become Problems
153(1)
Continued Inappropriate Behavior
154(1)
Handling Students Who Continually Misbehave
155(2)
Summary
157(1)
Checking Your Understanding
158(1)
Teacher Functions During Activity
159(20)
I've Sent the Students Off to Practice---Now What?
160(1)
Setting Priorities of What to Do First
161(1)
Maintaining a Safe Learning Environment
162(1)
Clarifying and Reinforcing Tasks for Learners
163(1)
Maintaining a Productive Learning Environment
163(2)
Observing and Analyzing Student Responses
165(3)
Positioning of the Teacher
165(1)
Determining a Plan for Observing Large Groups
166(1)
Knowing What to Look For
166(2)
Providing Feedback to Learners
168(5)
Evaluative and Corrective Feedback
168(1)
Congruency of Feedback
168(2)
General versus Specific Feedback
170(1)
Negative versus Positive Feedback
171(1)
The Target of Feedback
171(1)
Timing of Feedback
172(1)
Use of Feedback to Promote Student Understanding
172(1)
Changing and Modifying Tasks for Individuals and Small Groups
173(2)
Extending the Task for Individuals
173(1)
Designing Applying/Assessment Task for Individuals
174(1)
Changing the Task Completely for Individuals
174(1)
Refining the Task for Individuals
174(1)
Indirectly Contributing Behaviors
175(2)
Attending to Injured Students
175(1)
Engaging in Off-Topic Discussions
175(1)
Dealing with the Personal Needs of Students
176(1)
Participating with Students and Officiating
176(1)
Noncontributing Behaviors
177(1)
Summary
177(1)
Checking Your Understanding
177(2)
Teaching Strategies
179(30)
Direct and Indirect Instruction
180(3)
The Teaching Strategy as a Delivery System
183(1)
Selection of Content
183(1)
Communication of Tasks
183(1)
Progression of Content
184(1)
Provision for Feedback and Evaluation
184(1)
The Teaching Strategies Described
184(23)
Interactive Teaching
184(4)
Station Teaching
188(2)
Peer Teaching
190(3)
Cooperative Learning
193(4)
Self-Instructional Strategies
197(3)
Cognitive Strategies
200(3)
Team Teaching
203(4)
Selecting a Teaching Strategy
207(1)
Summary
207(1)
Checking Your Understanding
207(2)
Student Motivation, Personal Growth, and Inclusion
209(28)
Motivation in Learning
210(1)
Theories of Motivation---The Why of Behavior
210(7)
Need Theory
210(1)
Intrinsic Motivation
211(1)
Cognitive Theories
211(2)
Implications of Theories of Motivation
213(4)
Promoting Personal Growth Through Personal Interaction
217(2)
Motivation and Personal Growth Through Instructional Decision Making
219(5)
Planning
219(1)
Selection of Tasks and Design of Learning Experiences
220(1)
Presentation of Units and Tasks
221(1)
Organizational Arrangements
222(1)
Teacher Functions During Activity
223(1)
Pacing of Lessons
223(1)
Assessment of Tasks, Units, and Lessons
223(1)
Teaching Affective Goals as a Lesson Focus
224(2)
The Unique and Shared Affective Goals of Physical Education
224(1)
Instructional Strategies for Teaching Affect
224(2)
Physical Education for Inclusion
226(3)
Becoming Aware
227(1)
Developing a Climate for Inclusion
228(1)
Building Equity
229(4)
Gender Equity
229(1)
Ethnic and Cultural Differences
230(1)
Disadvantaged Students
231(1)
Students with Disabilities
232(1)
Discussion of Affective Goals for Physical Education
233(1)
Summary
234(1)
Checking Your Understanding
234(3)
Planning
237(29)
Establishing Goals and Objectives for Learning
239(4)
Writing Objectives in Terms of What Students Will Learn
239(1)
Levels of Specificity in Educational Objectives
240(2)
Objectives in the Three Learning Domains
242(1)
Planning Physical Education Experiences
243(1)
Planning the Lesson
243(22)
Beginning the Lesson
245(1)
Developing the Lesson
245(2)
Format for Lesson Planning
247(5)
Planning the Curriculum
252(1)
Developing Curriculum from a Set of Standards
253(1)
Planning for Units of Instruction
253(2)
Considerations in Planning Units
255(3)
Developing the Unit
258(1)
The Unit Plan
259(6)
Summary
265(1)
Checking Your Understanding
265(1)
Assessment in the Instructional Process
266(31)
The Role of Assessment in Physical Education Programs
267(1)
Formative and Summative Assessment
268(2)
Formative Assessment
268(1)
Summative Assessment
269(1)
Validity and Reliability Issues of Assessment
270(2)
Validity of Assessment Measures
270(1)
Reliability of Assessment Measures
271(1)
Collecting Information: Formal and Informal Evaluation
272(1)
Alternative Assessment
272(4)
Checklists
273(1)
Rating Scales
273(1)
Scoring Rubrics
273(3)
Types of Student Assessment
276(12)
Observation
276(3)
Event Tasks
279(3)
Student Journals
282(1)
Portfolio
282(1)
Written Test
283(1)
Skill Tests
284(1)
Student/Group Projects and Reports
284(1)
Student Logs
284(1)
Student Interviews, Surveys, and Questionnaires
285(1)
Parental Reports
286(2)
Making Assessment a Practical and Important Part of Your Program
288(2)
Establish Criteria
288(1)
Use Self-Testing Tasks Frequently
288(1)
Use Simple Check Sheets and Rating Scales
289(1)
Use Peer Assessment
289(1)
Use Thirty-Second Wonders
289(1)
Use Videotape/DVD/Computers
290(1)
Sample Student Behavior
290(1)
Get Comfortable with Technology
290(1)
Preparing for Formal and High-Stakes Assessment
290(2)
Student Grading
292(1)
Student Achievement
292(1)
Student Improvement
292(1)
Student Effort
292(1)
Student Conduct
293(1)
Summary
293(1)
Checking Your Understanding
294(3)
PART III Context and Reflection
297
Content-Specific Pedagogy
299(34)
Teaching Lifetime Physical Activity and Fitness
300(4)
Teaching Lifetime Physical Activity
300(1)
Teaching Fitness Concepts in the Classroom
301(1)
Curricular Alternatives to Teaching Fitness
302(2)
Teaching Games and Sports
304(14)
The Games Stages
305(8)
Considerations Using the Games Stages
313(1)
Tactical and Skill Approaches to Teaching Games and Sports
313(2)
Sport Education
315(1)
Dance
316(1)
Gymnastics
316(1)
Outdoor Pursuits
316(2)
Movement Concepts---Teaching for Transfer
318(12)
Learning Theory Associated with the Transfer of Learning
319(1)
Important Concepts in Physical Education
320(4)
Teaching Movement Concepts
324(6)
Summary
330(1)
Checking Your Understanding
331(2)
The Professional Teacher and the Continuous Learner
333(17)
Teaching as a Profession
334(1)
What Does It Mean to Act Professionally?
334(6)
Professional Teachers Acquire the Skills for Best Practice
334(3)
Professional Teachers Are Continuous Learners
337(3)
Collecting Information on Your Teaching
340(3)
Maintaining a Teaching Portfolio
340(1)
Collecting Data on the Products and Processes of Teaching
341(2)
Observing and Analyzing Your Teaching
343(5)
Deciding What to Look For
343(1)
Choosing an Observational Method or Tool to Collect Information
343(3)
Collecting Data
346(1)
Analyzing and Interpreting the Meaning of Data
347(1)
Making Changes in the Instructional Process
348(1)
Monitoring Change in Teaching
348(1)
Summary
348(1)
Checking Your Understanding
349(1)
Observation Techniques and Tools
350
Observational Methods
351(11)
Intuitive Observation
351(2)
Anecdotal Records
353(2)
Rating Scales
355(1)
Scoring Rubric
356(1)
Event Recording
357(2)
Duration Recording
359(3)
Time Sampling
362(1)
Observational Tools for the Analysis of Teaching
362(13)
Student Motor Activity: ALT-PE
363(2)
Student Use of Time
365(1)
Content Development: OSCD-PE
366(2)
Teacher Feedback
368(2)
Student Conduct
370(2)
Qualitative Measures of Teaching Performance Scale (QMTPS)
372(1)
Teacher Movement
373(2)
Summary
375(1)
Checking Your Understanding
376
Glossary 1(1)
Index 1


Please wait while the item is added to your cart...