Teaching Physical Education for Learning

by Rink, Judith

• ISBN13: 9780078022692
• ISBN10: 007802269X
• Edition: 7th
• Format: Loose-leaf
• Copyright: 2013-02-22
• Publisher: McGraw-Hill Education

Summary

Teaching Physical Education for Learning shows teaching as an interactive, content-specific process. Focusing on physical education from kindergarten through grade 12, this user-friendly text emphasizes teaching strategies and theories to give future teachers a foundation for designing effective learning experiences.

Table of Contents

Preface

Part 1 Understanding the Teaching/Learning Process

1 Teaching Physical Education: An Orientation

Teaching as a Profession

What Does It Mean to Act Professionally?

Professional Teachers Acquire the Skills for Best Practice

Teaching as a Goal- Oriented Activity

Types of Goals

Establishing Realistic Goals

Choosing Instructional Processes to Meet

Goals

Achieving Goals Through Processes

Criteria for a Learning Experience

Criterion One

Criterion Two 10

Criterion Three 11

Criterion Four 11

Understanding the Instructional Process 12

Prelesson and Postlesson Routines 12

Movement Task–Student Response Unit of Analysis 13

Teaching Functions 14

Management and Content Behavior 15

Looking to the Future: Becoming a Professional Teacher 16

Value Positions and Beliefs in Teaching 16

Personal Characteristics of a Teacher 17

Developing Commitment 18

Summary 19

Checking Your Understanding 19

2 Factors That Influence Learning 21

What Is Learning? 22

How Do People Learn Motor Skills? 23

Understanding the Control of Movement 24

Stages of Motor Learning 25

Requirements for Learning a Motor Skill 26

Prerequisites 27

Clear Idea of the Task 27

Motivational/Attentional Disposition to the Skill 28

Practice 28

Feedback 28

The Nature of Motor Skill Goals 29

Open and Closed Skills 29

Discrete, Serial, and Continuous Skills 31

Issues of Appropriateness in Skill Development and Learning 31

Environmental Conditions 31

Learner Abilities 32

Practice Profiles and Success Rates 33

Whole or Part 33

Practice Variability 33

Massed and Distributed Practice 35

Motivation and Goal Setting 35

Transfer of Learning 36

Bilateral Transfer 36

Intertask Transfer 36

Intratask Transfer 37

Learner Characteristics 37

Motor Ability 37

Intelligence and Cognitive Development 38

Summary 39

Checking Your Understanding 39

Part 2 Effective Teaching Skills

3 Designing Learning Experiences and Tasks 41

Criteria for a Learning Experience 42

Designing the Movement Task 42

Content Dimension of Movement Tasks 43

Goal-Setting Dimension of the Task 44

Organizational Arrangements for Tasks 46

Transitions from One Organization to Another 52

Designing Learning Experiences That Are Safe 52

Teacher Legal Liability for Student Safety 53

Student Decision Making in Environmental Arrangements 54

The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55

Closed Skills 57

Open Skills 58

Summary 59

Checking Your Understanding 60

4 Task Presentation 62

Getting the Attention of the Learner 63

Establishing Signals and Procedures 64

Student Preoccupation with Other

Environmental Factors 65

Inability to Hear or See 65

Inefficient Use of Time 65

Sequencing the Content and Organizational Aspects of Tasks 66

Improving the Clarity of Communication 67

Orient the Learner (Set Induction) 67

Sequence the Presentation in Logical Order 68

Give Examples and Nonexamples 68

Personalize the Presentation 68

Repeat Things Difficult to Understand 68

Draw on the Personal Experience of Students 68

Check for Understanding 68

Present Material Dynamically 69

Choosing a Way to Communicate 69

Verbal Communication 69

Demonstration 69

Media Materials 72

Selecting and Organizing Learning Cues 72

Good Cues Are Accurate 73

Good Cues Are Brief and Critical to the Skill Being Performed 73

Good Cues Are Appropriate to the Learner’s Skill Level and Age 75

Good Cues Are Appropriate for Different Types of Content 77

Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79

Summary 81

Checking Your Understanding 81

5 Content Analysis and Development 82

The Process of Content Development—Overview 83

Establish a Progression (Extension) 83

Demonstrate a Concern for Quality of Performance (Refinement) 84

Give Students an Opportunity to Apply/Assess Their Skills (Application) 85

Planning for Content Development: The Developmental Analysis 86

Developing Extension Tasks—The Teacher’s Progression 88

Adding the Qualities of Refinement 92

Designing Application/Assessment Experiences for Content 93

What Content Development Looks Like in a Real Lesson 95

Guidelines for Developing Different Types of Content 95

Developing Closed Skills 96

Developing Closed Skills Performed in Different Environments 98

Developing Open Skills 98

Teaching Games and Sports

The Games Stages

Considerations Using the Games Stages

Summary 105

Checking Your Understanding 105

6 Developing and Maintaining a Learning Environment 107

The Ecology of the Gymnasium 108

Establishing and Maintaining a Management System 109

Establishing Routines 109

Establishing Class Rules 113

Gaining and Maintaining the Cooperation of Students 114

Strategies for Developing Student Self-Control and Responsibility 117

Hellison’s Levels of Responsibility 118

Behavior Modification 118

Authoritative Orientations to Management 122

Group Process Strategies for Developing Self-Direction 122

Conflict Resolution 123

Discipline: What to Do If It Does Not Work 123

Deterring Problems Before They Become Problems 124

Continued Inappropriate Behavior 124

Handling Students Who Continually Misbehave 126

Summary 128

Checking Your Understanding 128

7 Teacher Functions During Activity 130

I’ve Sent the Students Off to Practice— Now What? 131

Setting Priorities of What to Do First 133

Maintaining a Safe Learning Environment 134

Clarifying and Reinforcing Tasks for Learners 134

Maintaining a Productive Learning Environment 135

Observing and Analyzing Student Responses 136

Positioning of the Teacher 137

Determining a Plan for Observing Large Groups 137

Knowing What to Look For 138

Providing Feedback to Learners 139

Evaluative and Corrective Feedback 140

Congruency of Feedback 140

General versus Specific Feedback 141

Negative versus Positive Feedback 142

The Target of Feedback 143

Timing of Feedback 144

Use of Feedback to Promote Student Understanding 144

Changing and Modifying Tasks for Individuals and Small Groups 144

Extending the Task for Individuals 145

Designing Applying/Assessment Task for Individuals 145

Changing the Task Completely for Individuals 146

Refining the Task for Individuals 146

Indirectly Contributing Behaviors 146

Attending to Injured Students 146

Engaging in Off- Topic Discussions 147

Dealing with the Personal Needs of Students 147

Participating with Students and Officiating 148

Noncontributing Behaviors 148

Summary 148

Checking Your Understanding 149

8 Teaching Strategies 151

Direct and Indirect Instruction 152

The Teaching Strategy as a Delivery System 155

Selection of Content 156

Communication of Tasks 156

Progression of Content 156

Provision for Feedback and Evaluation 156

The Teaching Strategies Described 156

Interactive Teaching 157

Station Teaching 160

Peer Teaching 162

Cooperative Learning 166

Self-Instructional Strategies 169

Cognitive Strategies 172

Team Teaching 175

Selecting a Teaching Strategy 179

Summary 179

Checking Your Understanding 179

9 Student Motivation, Personal Growth, and Inclusion 181

Motivation in Learning 183

Theories of Motivation—The Why of Behavior 183

Behaviorism 183

Social Learning Theory 183

Self-Determination Theory 183

Achievement Goal and Social Goals Theory 184

Interest Theories 185

Designing Experiences to Develop Personal and Situational Interest 186

Implications of Theories of Motivation 186

Promoting Personal Growth Through Personal Interaction 190

Motivation and Personal Growth Through Instructional Decision Making 192

Planning 192

Selection of Tasks and Design of Learning Experiences 193

Presentation of Units and Tasks 194

Organizational Arrangements 195

Teacher Functions During Activity 195

Pacing of Lessons 196

Assessment of Tasks, Units, and Lessons 196

Teaching Affective Goals as a Lesson Focus 196

The Unique and Shared Affective Goals of Physical Education 197

Instructional Strategies for Teaching Affect 197

Physical Education for Inclusion 199

Becoming Aware 200

Developing a Climate for Inclusion 201

Building Equity 202

Gender Equity 202

Ethnic and Cultural Differences 203

Disadvantaged Students 203

Students with Disabilities 204

Discussion of Affective Goals for Physical Education 206

Summary 207

Checking Your Understanding 207

10 Planning 209

Establishing Goals and Objectives for Learning 211

Writing Learning Outcomes in Terms of What Students Will Learn 211

Levels of Specificity in Educational Objectives 213

Objectives in the Three Learning Domains 215

Writing Learning Outcomes Consistent with Content Standards 215

Planning Physical Education Experiences 217

Planning the Lesson 217

Beginning the Lesson 218

Developing the Lesson 218

Ending the Lesson—Closure 219

Format for Lesson Planning 219

Planning the Curriculum 225

Developing Curriculum from a Set of Standards 226

Planning for Units of Instruction 226

Considerations in Planning Units 229

Developing the Unit 231

The Unit Plan 232

Summary 238

Checking Your Understanding 238

11 Assessment in the Instructional Process 239

The Role of Assessment in Physical Education Programs 240

Formative and Summative Assessment 241

Formative Assessment 241

Summative Assessment 242

Validity and Reliability Issues of Assessment 243

Validity of Assessment Measures 243

Reliability of Assessment Measures 244

Collecting Information: Formal and Informal Evaluation 245

Alternative Assessment 246

Checklists 246

Rating Scales 247

Scoring Rubrics 247

Types of Student Assessment 248

Observation 248

Event Tasks 250

Student Journals 255

Portfolio 256

Written Test 256

Skill Tests 257

Student/Group Projects and Reports 258

Student Logs 258

Student Interviews, Surveys, and Questionnaires 258

Parental Reports 260

Making Assessment a Practical and Important Part of Your Program 260

Establish Criteria 260

Use Self-Testing Tasks Frequently 262

Use Simple Check Sheets and Rating Scales 262

Use Peer Assessment 263

Use Thirty-Second Wonders 263

Use DVD/Computers 263

Sample Student Behavior 264

Get Comfortable with Technology 264

Preparing for Formal and High-Stakes Assessment 264

Student Grading 266

Student Achievement 266

Student Improvement 266

Student Effort 266

Student Conduct 266

Summary 267

Checking Your Understanding 267

Part 3 Context and Reflection

12 Content-Specific Pedagogy 269

Developing a Physically Active Lifestyle

Teaching Lifetime Physical Activity 271

Teaching Fitness Concepts in the Classroom 272

Curricular Alternatives to Teaching Fitness 272

Tactical and Skill Approaches to Teaching Games and Sports 284

Sport Education 286

Teaching Dance 287

Gymnastics 287

Outdoor Pursuits 287

Movement Concepts—Teaching for Transfer 289

Learning Theory Associated with the Transfer of Learning 290

Important Concepts in Physical Education 291

Teaching Movement Concepts 295

Summary 301

Checking Your Understanding 302

13 The Professional Teacher and the Continuous Learner

Professional Teachers Are Continuous Learners 307

Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner

Collecting Information on Your Teaching 312

Maintaining a Teaching Portfolio 312

Collecting Data on the Products and Processes of Teaching 312

Observing and Analyzing Your Teaching 313

Deciding What to Look For 313

Choosing an Observational Method or Tool to Collect Information 315

Collecting Data 318

Analyzing and Interpreting the Meaning of Data 319

Making Changes in the Instructional Process 319

Monitoring Change in Teaching 320

Summary 320

Checking Your Understanding 320

14 Observation Techniques and Tools 322

Observational Methods 323

Intuitive Observation 323

Anecdotal Records 325

Rating Scales 327

Scoring Rubric 329

Event Recording 329

Duration Recording 331

Time Sampling 332

Observational Tools for the Analysis of Teaching 335

Student Motor Activity: ALT-PE 335

Student Use of Time 337

Content Development: OSCD-PE 338

Teacher Feedback 339

Student Conduct 341

Qualitative Measures of Teaching Performance Scale (QMTPS) 343

Teacher Movement 347

Summary 350

Checking Your Understanding 350

Glossary 352

Index 357