| Preface |
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xv | |
| About the Authors |
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1 | (1) |
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UNIT I THE WORLD OF CHILDHOOD PHYSICAL EDUCATION |
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2 | (56) |
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Introduction to Elementary Physical Education |
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5 | (22) |
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What Are the Benefits of Physical Activity? |
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6 | (5) |
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7 | (2) |
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9 | (1) |
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10 | (1) |
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10 | (1) |
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The Shared Mission of All Teachers |
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11 | (1) |
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The Unique Mission of Physical Educators |
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11 | (4) |
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The Role of the Physical Education Teacher in the Elementary School |
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15 | (1) |
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The Teacher's Impact on Children's Perceptions of Physical Education |
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16 | (2) |
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How Physical Education Is Changing |
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18 | (1) |
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Effective Teaching in the Physical Education Setting |
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19 | (5) |
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Creating a Positive Learning Environment |
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19 | (1) |
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Being a Good Communicator |
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20 | (1) |
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Being a Knowledgeable Practitioner |
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21 | (1) |
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Providing Meaningful Feedback |
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22 | (1) |
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Creating Stimulating Learning Tasks |
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22 | (1) |
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Being Concerned with Student Achievement |
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23 | (1) |
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What Classroom Teachers Bring to Physical Education |
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24 | (1) |
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24 | (3) |
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Creating an Inclusive Learning Environment |
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27 | (14) |
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What Inclusion Means in Physical Education |
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28 | (1) |
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Noninclusion Causes Feelings of Social Isolation |
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29 | (1) |
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The Four S's: Safe, Successful, Satisfying, and Skill-Appropriate |
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30 | (2) |
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Including Children's Religious and Cultural Values |
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32 | (2) |
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Including Children Who Are Severely Overweight |
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34 | (1) |
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Including Girls and Boys Equally |
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35 | (1) |
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Including Students with Disabilities |
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36 | (4) |
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40 | (1) |
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Teaching Motor Skills to Children |
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41 | (17) |
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Expect Wide Variations in Childhood Motor Skills |
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42 | (1) |
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Children Develop Motor Skills Progressively |
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43 | (3) |
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Physical and Psychological Readiness |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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Teaching Motor Skills in Physical Education |
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46 | (8) |
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46 | (3) |
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Developing Logical Skill Progressions |
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49 | (1) |
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Progression Trees as Logical Progressions |
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50 | (4) |
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Appropriate Content for Elementary Physical Education |
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54 | (2) |
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54 | (1) |
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Fundamental Motor Skills (Skill Themes) |
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54 | (2) |
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56 | (2) |
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UNIT II INSTRUCTIONAL STRATEGIES FOR TEACHING PHYSICAL EDUCATION |
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58 | (82) |
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The Daily Physical Education Lesson Plan |
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61 | (20) |
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Qualities of Effective Planners |
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62 | (2) |
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62 | (1) |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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Physical Education Lesson Plans Are Valuable Documents |
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64 | (1) |
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Addressing State Requirements or National Standards |
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64 | (2) |
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The Daily Physical Education Lesson Plan |
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66 | (9) |
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66 | (2) |
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Preparations for the Lesson |
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68 | (1) |
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69 | (3) |
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72 | (3) |
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75 | (4) |
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75 | (1) |
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75 | (4) |
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79 | (2) |
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Strategies for Instruction |
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81 | (24) |
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The Importance of Effective Communication |
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82 | (1) |
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Strategies for Structuring a Lesson |
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83 | (1) |
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Begin Class with an Instant Activity |
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84 | (2) |
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Presenting the Instant Activity |
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84 | (1) |
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The Benefits of Instant Activities |
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84 | (2) |
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Creating Your Own Instant Activities |
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86 | (1) |
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86 | (3) |
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How to Introduce the Day's Lesson |
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87 | (1) |
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Scaffolding: Building a Foundation for Present and Future Skills |
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87 | (1) |
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Designing a Set Induction |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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Questioning and Problem Solving |
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90 | (5) |
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91 | (1) |
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Effective Strategies for Receiving Responses |
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92 | (2) |
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94 | (1) |
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95 | (2) |
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95 | (1) |
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Convergent Problem Solving |
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95 | (1) |
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Divergent Problem Solving |
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96 | (1) |
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Checking for Understanding |
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97 | (2) |
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Strategies for Checking for Understanding |
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97 | (2) |
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Lack of Response to Checks for Understanding |
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99 | (1) |
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99 | (4) |
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Move around the Gymnasium |
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100 | (1) |
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Provide Students with Feedback |
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100 | (1) |
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Individualizing Instruction |
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101 | (2) |
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103 | (1) |
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103 | (2) |
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Strategies for Assessing Student Work |
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105 | (35) |
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A Case for Assessment in Physical Education |
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106 | (2) |
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108 | (1) |
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109 | (1) |
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110 | (1) |
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Step One: Determining Student Outcomes |
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111 | (5) |
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Step Two: Assessment Tools |
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116 | (13) |
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Observational Assessments |
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116 | (8) |
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Other Forms of Assessment |
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124 | (5) |
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Step Three: Evaluating Student Progress |
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129 | (5) |
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129 | (3) |
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132 | (2) |
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134 | (4) |
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138 | (1) |
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138 | (2) |
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UNIT III MANAGING THE DELIVERY OF THE PHYSICAL EDUCATION LESSON |
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140 | (58) |
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Managing a Physical Education Class: Protocols, Rules, and Accountability Systems |
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143 | (11) |
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Tasks as Objects of Management |
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144 | (1) |
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Protocols as Management Tools |
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145 | (1) |
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146 | (1) |
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Accountability in Physical Education |
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146 | (6) |
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147 | (1) |
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147 | (2) |
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Formal and Informal Accountability |
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149 | (1) |
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149 | (3) |
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152 | (2) |
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Managing Equipment, Space, and Time |
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154 | (17) |
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156 | (3) |
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156 | (2) |
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Distributing Equipment to Children |
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158 | (1) |
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159 | (1) |
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159 | (2) |
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159 | (1) |
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160 | (1) |
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161 | (2) |
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Stopping Work, Gaining Attention, and Dealing with Equipment |
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161 | (2) |
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Protocols for Resuming Work |
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163 | (1) |
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163 | (1) |
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Using Stations as a Way of Managing Space, Equipment, and Time |
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163 | (6) |
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164 | (1) |
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165 | (2) |
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Rotating Students among Stations |
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167 | (1) |
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The Teacher's Role during Station Work |
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168 | (1) |
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When to Avoid Using Stations |
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168 | (1) |
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169 | (2) |
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Strategies for Managing Behavior during the Physical Education Lesson |
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171 | (15) |
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General Rules for Physical Education Settings |
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172 | (7) |
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Rule 1: Listen and Follow Directions |
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173 | (1) |
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Rule 2: Be Respectful of Others |
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174 | (4) |
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Rule 3: Take Care of Equipment |
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178 | (1) |
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Rule 4: Work Safely in Your Environment |
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179 | (1) |
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Protocols for Ending Physical Education Lessons |
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179 | (2) |
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180 | (1) |
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Consequences of Breaking Behavioral Rules and Protocols |
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181 | (3) |
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A Cardinal Rule of Behavior for Teachers: Never Use Exercise as Punishment |
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184 | (1) |
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184 | (2) |
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Creating a Physically Safe Learning Environment |
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186 | (12) |
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Guiding Principles of Physical Education Safety |
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187 | (6) |
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187 | (1) |
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188 | (1) |
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Instructional Practices That Promote Safety |
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189 | (2) |
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191 | (1) |
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191 | (2) |
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Responding to Accidents and Injuries |
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193 | (1) |
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Learning a Child's Medical History |
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194 | (1) |
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Responsible Playground Supervision |
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194 | (2) |
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196 | (2) |
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UNIT IV SELECTING PHYSICAL EDUCATION CONTENT |
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198 | (196) |
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Locomotor and Nonlocomotor Skills |
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201 | (46) |
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What Are Locomotor Skills? |
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202 | (1) |
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What Are Nonlocomotor Skills? |
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203 | (1) |
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Motor Skill Progression Trees |
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203 | (2) |
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Chasing, Fleeing, and Dodging |
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205 | (8) |
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Teaching Chasing, Fleeing, and Dodging |
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205 | (1) |
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Sample Learning Tasks for Chasing, Fleeing, and Dodging |
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206 | (7) |
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213 | (8) |
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Teaching Jumping and Landing |
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213 | (1) |
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Sample Learning Tasks for Jumping and Landing |
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214 | (7) |
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How to Teach Nonlocomotor Skills |
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221 | (3) |
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224 | (13) |
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224 | (1) |
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Sample Learning Tasks for Balancing |
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225 | (12) |
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Combining Locomotor and Nonlocomotor Skills---Gymnastics |
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237 | (1) |
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Is Equipment Necessary to Teach Gymnastics? |
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238 | (1) |
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Equipment Safety Issues during Gymnastics Lessons |
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238 | (1) |
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How to Teach Educational Gymnastics |
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239 | (4) |
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Designing Movement Problems |
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239 | (2) |
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The Necessity of Spotting |
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241 | (1) |
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Sequences as Advanced Movement Problems |
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241 | (1) |
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242 | (1) |
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Progression through the Grade Levels |
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243 | (2) |
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245 | (2) |
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247 | (84) |
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249 | (17) |
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Sample Learning Tasks for Throwing |
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249 | (9) |
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Sample Learning Tasks for Catching |
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258 | (8) |
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266 | (18) |
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Sample Learning Tasks for Kicking |
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267 | (9) |
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Sample Learning Tasks for Punting |
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276 | (8) |
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Dribbling with the Hands and Feet |
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284 | (19) |
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Sample Learning Tasks for Dribbling with the Hand |
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285 | (8) |
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Sample Learning Tasks for Dribbling with the Feet |
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293 | (10) |
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303 | (8) |
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Sample Learning Tasks for Volleying |
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303 | (8) |
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Striking with Rackets and Paddles |
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311 | (9) |
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Sample Learning Tasks for Striking with Rackets and Paddles |
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311 | (9) |
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Striking with Long-Handled Implements |
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320 | (9) |
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Sample Learning Tasks for Striking with Long-Handled Implements |
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320 | (9) |
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329 | (2) |
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Strategies for Teaching Games |
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331 | (33) |
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The Place of Games in the Physical Education Curriculum |
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333 | (1) |
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Criteria for Selecting Suitable Games for Elementary School Children |
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333 | (5) |
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Criterion 1: The Game Should Contribute to Motor Skill Development |
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334 | (1) |
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Criterion 2: The Game Must Be Physically and Emotionally Safe |
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334 | (1) |
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Criterion 3: The Game Should Not Be Based on Player Elimination |
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335 | (1) |
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Criterion 4: The Game Should Give Students Frequent Turns to Play |
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335 | (1) |
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Criterion 5: Structure the Games so Children Feel Challenged |
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336 | (1) |
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Modifying Games to Make Them Appropriate for Children |
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336 | (1) |
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An ``Obvious'' Conclusion: Adult Games Are Not Suitable for Children |
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337 | (1) |
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When Are Elementary School Children Ready to Play Games? |
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338 | (1) |
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339 | (3) |
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Getting the Game-Design Process Started |
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339 | (1) |
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340 | (1) |
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The OKs of Child-Designed Games |
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341 | (1) |
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Getting Organized for Teaching Games |
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342 | (8) |
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Presenting a Game to Students |
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343 | (7) |
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350 | (10) |
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Phase 1: Getting Ready to Play |
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352 | (4) |
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Phase 2: Practice Competition |
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356 | (3) |
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Phase 3: Competition Games |
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359 | (1) |
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360 | (4) |
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Strategies for Teaching Rhythmic Movement |
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364 | (30) |
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The Place of Rhythmic Movement in the Physical Education Curriculum |
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365 | (1) |
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The Progression Tree for Teaching Rhythmic Movement to Students |
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366 | (2) |
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Developing Basic Rhythm Skills |
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368 | (6) |
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Establishing a Four-Count Beat for Children to Follow |
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368 | (1) |
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369 | (1) |
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Actions in Self-Space to Rhythm |
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370 | (1) |
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Locomotor Movements to a Rhythm |
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370 | (2) |
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372 | (1) |
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Repeat the Above Steps with Music |
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373 | (1) |
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374 | (2) |
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Moving Rhythmically to a Three-Count Beat |
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374 | (1) |
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Moving to One-Half Counts |
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374 | (1) |
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Revisiting Expanding Rhythms with Music |
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375 | (1) |
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376 | (15) |
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376 | (7) |
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383 | (1) |
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384 | (4) |
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Creating Student-Designed Rhythmic Movement Dances |
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388 | (1) |
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389 | (1) |
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Performing in Front of Others |
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390 | (1) |
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391 | (3) |
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UNIT V PROMOTING PHYSICAL ACTIVITY THROUGHOUT THE SCHOOL DAY |
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394 | (61) |
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Strategies for Promoting Physical Activity and Fitness |
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397 | (34) |
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How Do We Define Physical Activity and Fitness? |
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399 | (1) |
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Physical Activity: How Much Do Children Get and How Much Do They Need? |
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400 | (2) |
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The Physical Activity Pyramid |
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401 | (1) |
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Fostering High Activity Levels during the Physical Education Class |
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402 | (3) |
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Incorporate Instant Activities |
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403 | (1) |
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Provide Activities for Students Who Are Waiting Their Turn |
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403 | (1) |
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Intersperse Activity-Oriented Tasks between Skill-Development Tasks |
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403 | (1) |
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Use Pedometers to Promote Awareness of Activity Levels |
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404 | (1) |
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Exercise for Students with Special Needs |
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405 | (1) |
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Project Positive Messages about Physical Activity and Fitness |
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405 | (1) |
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Stick to Your Physical Education Schedule |
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405 | (1) |
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Present Physical Education Lessons with Enthusiasm and Praise |
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406 | (1) |
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Promoting Cardiovascular Fitness |
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406 | (6) |
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406 | (3) |
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409 | (1) |
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Games That Promote Cardiovascular Fitness |
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410 | (1) |
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Cardiovascular Fitness Ideas for Students with Special Needs |
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411 | (1) |
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Promoting Muscular Strength and Endurance |
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412 | (9) |
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Developing Arm Strength and Endurance |
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412 | (5) |
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Developing Leg Strength and Endurance |
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417 | (1) |
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Developing Abdominal Strength and Endurance |
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418 | (1) |
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418 | (1) |
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Muscular Strength and Endurance Ideas for Students with Special Needs |
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419 | (2) |
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Promoting Flexibility Through Stretching |
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421 | (4) |
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Stretching as the Key to Developing Flexibility |
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422 | (1) |
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Appropriate and Inappropriate Stretches for Children |
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422 | (2) |
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Games and Other Activities That Promote Flexibility |
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424 | (1) |
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Flexibility Ideas for Children with Special Needs |
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425 | (1) |
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Prompt Children to be Active Out-of-School and during Recess |
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425 | (1) |
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Fitness Testing and Its Role in Physical Education |
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425 | (4) |
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The Role of Fitness Testing |
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426 | (1) |
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Fitness Tests and Health Standards |
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427 | (1) |
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Administration of Fitness Tests |
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427 | (2) |
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429 | (2) |
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Interdisciplinary Strategies for Physical Education |
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431 | (24) |
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Levels of Curriculum Integration |
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433 | (1) |
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Devising Your Own Cross-Disciplinary Topics |
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434 | (1) |
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Interdisciplinary Examples: Linking Physical Education Content to Other Subjects |
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434 | (11) |
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Linking Physical Education Content to Math Lessons |
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436 | (2) |
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Linking Physical Education Content to the Language Arts |
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438 | (3) |
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Linking Physical Education Content to the Study of Science |
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441 | (1) |
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Linking Physical Education Content to Social Studies |
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442 | (3) |
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Applying Classroom Study Topics to Physical Education Lessons |
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445 | (8) |
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Math Content in a Physical Education Lesson |
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446 | (1) |
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Language Arts Content in a Physical Education Lesson |
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447 | (2) |
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Science Content in a Physical Education Lesson |
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449 | (2) |
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Social Studies Content in a Physical Education Lesson |
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451 | (2) |
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453 | (2) |
| Glossary |
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455 | (3) |
| Index |
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458 | (9) |
| Credits |
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467 | |
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