Teaching Physical Education for Learning

by Rink, Judith E.

• ISBN13: 9780072973044
• ISBN10: 0072973048
• Edition: 5th
• Format: Hardcover
• Copyright: 2005-07-14
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages

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