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| Foreword | |
| Foundations For Model-Based Instruction In Physical Education | |
| Contemporary Physical Education Programs and Instruction | |
| The Evolution of Goals for U.S. Physical Education | |
| The Evolution of Program Content in U.S. Physical Education | |
| The Evolution of Instruction in Physical Education: From Methods to Models | |
| No One Best Way to Teach | |
| Instructional Models: Tools for Teaching and Learning | |
| Model-Based Instruction for Physical Education | |
| The Need for Multiple Models in Physical Education | |
| Overview of This Book | |
| Knowledge Areas for Models-Based Instruction in Physical Education | |
| Shulman's Knowledge Base for Teaching | |
| A Proposed Knowledge Base for Physical Education Instructional Models | |
| Developing Expert Physical Education Teachers | |
| Model-Based Strategies for Teaching Physical Education | |
| Managerial Strategies | |
| Instructional Strategies | |
| Effective Teaching Skill Areas for Model-Based Instruction | |
| Planning for Instruction | |
| Time and Classroom Management | |
| Task Presentation and Task Structure | |
| Communication | |
| Instructional Information | |
| Use of Questions | |
| Lesson Review and Closure | |
| Planning for Effective Instruction in Physical Education | |
| Why Plan? | |
| Guidelines for Planning | |
| Planning as a Blueprint for Action | |
| Unit Planning | |
| Lesson Planning | |
| The Unwritten Parts of a Lesson Plan Being Completely Prepared | |
| Lesson Planning as Question-Asking | |
| A Generic Lesson Plan Template for Physical Education | |
| Components and Dimensions of Instructional Models | |
| Instructional Models as Blueprints for Teaching | |
| Advantages of Using Model-Based Instruction in Physical Education | |
| Components and Dimensions of Instructional Models for Physical Education | |
| Foundations | |
| Teaching and Learning Features | |
| Teacher Expertise and Contextual Needs | |
| Verification of Instructional Processes | |
| Assessment of Learning | |
| Contextual Modifications | |
| Selecting an Instructional Model | |
| Seven Instructional Models For Physical Education | |
| Direct Instruction | |
| Overview | |
| Foundations of the Direct Instruction Model | |
| Teaching and Learning Features | |
| Teacher Expertise and Contextual Needs | |
| Teaching and Learning Benchmarks for Direct Instruction | |
| Assessing Learning in Direct Instruction | |
| Selecting and Modifying Direct Instruction for Physical Education | |
| A Sample Unit and Lesson for Direct Instruction | |
| Personalized System for Instruction | |
| Foundations of the PSI for Physical Education | |
| Teaching and Learning Features | |
| Teacher Expertise and Contextual Needs | |
| Teaching and Learning Benchmarks for PSI | |
| Assessing Learning in PSI | |
| Selecting and Modifying PSI for Physical Education | |
| A Sample Student Workbook for PSI | |
| A Sample PSI Course Sequence | |
| Cooperative Learning | |
| Overview | |
| Foundations of the Cooperative Learning Model for Physical Education | |
| Teaching and Learning Features | |
| Teacher Expertise and Contextual Needs | |
| Teaching and Lea | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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