Featured Topics |
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xi | |
Preface |
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xii | |
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PART I Instruction and Program Implementation |
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SECTION 1 Understanding the Need for Physical Education |
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Chapter 1 Elementary School Physical Education |
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1 | (19) |
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What Is Physical Education? |
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2 | (1) |
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The Evolution of Elementary School Physical Education |
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2 | (5) |
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The Current Status of Physical Education in the United States |
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7 | (1) |
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The Need for Physical Education Programs |
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8 | (1) |
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The Content of Physical Education |
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9 | (1) |
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NASPE Content Standards for Physical Education |
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9 | (7) |
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Essential Components of a Quality Physical Education Program |
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16 | (2) |
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18 | (1) |
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18 | (1) |
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18 | (2) |
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Chapter 2 Understanding the Growth and Development of Children |
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20 | (16) |
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21 | (6) |
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Teaching Specialized Motor Skills |
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27 | (3) |
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Safe Physical Activity for Children |
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30 | (3) |
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33 | (1) |
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33 | (1) |
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34 | (2) |
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SECTION 2 The Instructional Process |
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Chapter 3 Preparing a Quality Lesson |
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36 | (25) |
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Choose from a Variety of Teaching Styles |
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37 | (7) |
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44 | (5) |
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Integrate Mechanical Principles into Instruction |
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49 | (2) |
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Manage the Learning Environment |
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51 | (1) |
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Choose an Instructional Formation |
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52 | (2) |
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54 | (4) |
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58 | (2) |
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60 | (1) |
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60 | (1) |
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60 | (1) |
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Chapter 4 Curriculum Development |
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61 | (16) |
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Designing a Quality Curriculum |
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63 | (12) |
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75 | (1) |
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75 | (1) |
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76 | (1) |
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Chapter 5 Improving Instructional Effectiveness |
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77 | (20) |
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Characteristics of a Quality Lesson |
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78 | (1) |
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Incorporate Essential Elements of Instruction |
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79 | (6) |
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Provide Instructional Feedback |
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85 | (3) |
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Consider the Personal Needs of Students |
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88 | (4) |
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Employ Effective Communication Skills |
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92 | (3) |
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95 | (1) |
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95 | (1) |
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95 | (2) |
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Chapter 6 Management and Discipline |
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97 | (25) |
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Effective Management and Discipline: A Coordinated Approach |
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98 | (1) |
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Use Proper Teaching Behaviors |
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99 | (2) |
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Define Class Procedures, Rules, and Consequences |
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101 | (3) |
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Incorporate Efficient Management Skills |
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104 | (4) |
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Teach Acceptable Student Behavior |
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108 | (3) |
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Use Behavior Management to Increase Acceptable Behavior |
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111 | (3) |
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Decrease Unacceptable Behavior with Discipline |
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114 | (5) |
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119 | (1) |
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Make Punishment a Last Resort |
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119 | (1) |
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Expulsion: Legal Considerations |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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121 | (1) |
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Chapter 7 Children with Disabilities |
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122 | (16) |
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Least Restrictive Environment |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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Understanding an Individualized Education Program (IEP) |
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126 | (2) |
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128 | (8) |
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136 | (1) |
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136 | (1) |
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136 | (2) |
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SECTION 3 Program Implementation |
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138 | (30) |
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139 | (1) |
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139 | (1) |
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140 | (7) |
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147 | (4) |
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151 | (2) |
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Evaluate Instructional Effectiveness |
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153 | (9) |
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162 | (4) |
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166 | (1) |
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166 | (1) |
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166 | (2) |
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Chapter 9 Legal Liability, Supervision, and Safety |
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168 | (15) |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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Common Defenses Against Negligence |
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171 | (1) |
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172 | (4) |
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176 | (3) |
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179 | (1) |
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Personal Protection: Minimizing the Effects of a Lawsuit |
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179 | (2) |
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The After-School Sports Program |
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181 | (1) |
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182 | (1) |
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182 | (1) |
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182 | (1) |
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Chapter 10 Facilities, Equipment, and Supplies |
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183 | (23) |
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184 | (1) |
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185 | (1) |
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Outdoor Apparatus and Equipment |
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185 | (1) |
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186 | (2) |
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188 | (1) |
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188 | (1) |
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189 | (2) |
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Equipment and Supplies for Physical Education |
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191 | (1) |
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191 | (2) |
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Care, Repair, and Marking |
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193 | (1) |
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Constructing Equipment and Supplies |
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194 | (11) |
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205 | (1) |
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205 | (1) |
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Chapter 11 Integrating Academic Concepts in Physical Education |
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206 | (24) |
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Integrating Academic Concepts into Physical Education |
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207 | (1) |
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Why Integrate Academic Concepts? |
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207 | (1) |
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208 | (1) |
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How to Integrate Academic Content |
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209 | (1) |
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Academic Integration Activities |
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209 | (19) |
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228 | (1) |
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228 | (1) |
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228 | (2) |
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PART II Teaching the Objectives of Physical Education |
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SECTION 4 Personal Health Skills |
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Chapter 12 Promoting and Monitoring Physical Activity |
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230 | (19) |
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Physical Activity for Children |
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232 | (2) |
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The Physical Activity Pyramid |
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234 | (2) |
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Monitoring Physical Activity |
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236 | (7) |
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Walking: The "Real" Lifetime Activity |
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243 | (4) |
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247 | (1) |
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247 | (1) |
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247 | (2) |
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Chapter 13 Physical Fitness |
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249 | (47) |
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Definitions of Physical Fitness |
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250 | (2) |
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252 | (2) |
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254 | (5) |
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Create Positive Attitudes Toward Fitness |
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259 | (2) |
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Develop an Understanding of Physical Fitness Principles |
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261 | (1) |
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Avoid Harmful Practices and Exercises |
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261 | (1) |
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Implement a Yearlong Fitness Plan |
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262 | (1) |
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Implementing Fitness Routines |
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262 | (1) |
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Fitness Activities for Developmental Level I |
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263 | (7) |
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Fitness Activities for Developmental Levels II and III |
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270 | (24) |
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294 | (1) |
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294 | (2) |
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Chapter 14 Active and Healthy Schools |
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296 | (13) |
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Components of an Active and Healthy School |
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299 | (7) |
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306 | (1) |
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307 | (1) |
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307 | (2) |
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Chapter 15 Movement Concepts and Themes |
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309 | (16) |
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Classification of Human Movement Concepts |
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310 | (2) |
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Teaching Movement Skills and Concepts |
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312 | (2) |
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Movement Skills and Concepts Lesson Plans |
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314 | (1) |
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315 | (9) |
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324 | (1) |
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Chapter 16 Fundamental Motor Skills and Introductory Activities |
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325 | (21) |
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326 | (1) |
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326 | (6) |
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332 | (6) |
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338 | (7) |
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Games and Miscellaneous Activities |
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345 | (1) |
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345 | (1) |
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Chapter 17 Manipulative Skills |
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346 | (46) |
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347 | (5) |
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Manipulative Skill Activities |
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352 | (1) |
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Activities with Balloons and Beach Balls |
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353 | (1) |
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354 | (2) |
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356 | (5) |
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361 | (4) |
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Activities with Scoops and Balls |
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365 | (1) |
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365 | (1) |
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366 | (5) |
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371 | (2) |
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Activities with Jump Ropes |
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373 | (1) |
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Pre---Rope-Jumping Skills |
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373 | (2) |
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375 | (3) |
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Double Dutch (Two-Rope) Jumping |
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378 | (2) |
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380 | (6) |
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386 | (1) |
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386 | (4) |
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390 | (2) |
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Chapter 18 Body Management Skills |
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392 | (18) |
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Safe and Effective Use of Apparatus |
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393 | (1) |
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Activities with Climbing Ropes |
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393 | (5) |
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Activities on Balance Beams |
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398 | (2) |
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400 | (3) |
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Activities with Jumping Boxes |
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403 | (1) |
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Activities with Individual Mats |
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404 | (2) |
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Activities with Magic Ropes |
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406 | (1) |
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Activities with Partner Tug-of-War Ropes |
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407 | (2) |
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Activities with Gym Scooters |
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409 | (1) |
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409 | (1) |
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SECTION 6 Specialized Motor Skills |
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Chapter 19 Rhythmic Movement Skills |
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410 | (55) |
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Implementing the Rhythmic Movement Program |
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411 | (1) |
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412 | (2) |
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414 | (4) |
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Progression of Folk Dances |
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418 | (43) |
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Developmental Level I Dances |
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418 | (14) |
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Developmental Level II Dances |
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432 | (17) |
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Developmental Level III Dances |
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449 | (12) |
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Introductory Square Dance |
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461 | (3) |
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Culminating Events for the Rhythms Unit |
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464 | (1) |
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464 | (1) |
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Chapter 20 Gymnastic Skills |
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465 | (55) |
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Progression and Developmental Level Placement |
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466 | (1) |
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Instructional Methodology for Gymnastics |
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467 | (2) |
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469 | (1) |
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469 | (50) |
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Developmental Level I Activities |
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472 | (15) |
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Developmental Level II Activities |
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487 | (17) |
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Developmental Level III Activities |
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504 | (15) |
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519 | (1) |
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Chapter 21 Cooperative Skills |
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520 | (18) |
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The Role of Cooperative Activities |
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521 | (1) |
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Teaching Cooperative Activities |
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521 | (2) |
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523 | (8) |
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Activities with Parachutes |
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531 | (6) |
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537 | (1) |
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538 | (46) |
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539 | (1) |
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Creating or Modifying Games |
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539 | (1) |
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Cooperation and Competition |
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540 | (1) |
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540 | (1) |
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Teaching Games Effectively |
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540 | (1) |
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541 | (4) |
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545 | (35) |
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547 | (13) |
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560 | (12) |
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572 | (8) |
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Miscellaneous Playground Games |
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580 | (3) |
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583 | (1) |
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SECTION 7 Lifetime Activities and Sport Skills |
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Chapter 23 Lifetime Activities |
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584 | (27) |
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586 | (4) |
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590 | (3) |
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593 | (7) |
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600 | (4) |
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604 | (3) |
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607 | (2) |
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609 | (2) |
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611 | (20) |
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Instructional Emphasis and Sequence |
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612 | (1) |
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613 | (4) |
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617 | (1) |
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617 | (1) |
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618 | (6) |
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624 | (5) |
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629 | (1) |
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630 | (1) |
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631 | (15) |
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Instructional Emphasis and Sequence |
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632 | (1) |
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633 | (3) |
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636 | (1) |
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637 | (1) |
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638 | (5) |
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643 | (1) |
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644 | (1) |
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645 | (1) |
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646 | (11) |
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Instructional Emphasis and Sequence |
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647 | (1) |
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647 | (4) |
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651 | (1) |
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651 | (1) |
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652 | (4) |
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656 | (1) |
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656 | (1) |
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657 | (20) |
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Modifications of Soccer for Children |
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658 | (1) |
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Instructional Emphasis and Sequence |
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658 | (1) |
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658 | (5) |
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663 | (5) |
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Basic Soccer Rules for Lead-Up Games |
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668 | (1) |
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669 | (6) |
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675 | (1) |
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676 | (1) |
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677 | (16) |
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Instructional Emphasis and Sequence |
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678 | (1) |
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678 | (6) |
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Organizing for Instruction |
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684 | (1) |
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685 | (1) |
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686 | (1) |
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687 | (4) |
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691 | (1) |
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692 | (1) |
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Chapter 29 Track, Field, and Cross-Country Running |
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693 | (12) |
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Instructional Emphasis and Sequence |
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694 | (1) |
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695 | (1) |
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696 | (3) |
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699 | (1) |
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Organizing for Instruction |
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699 | (1) |
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Track and Field Drills and Activities |
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700 | (1) |
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701 | (1) |
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Conducting Track and Field Days |
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701 | (2) |
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703 | (1) |
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703 | (1) |
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704 | (1) |
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705 | (12) |
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Instructional Emphasis and Sequence |
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706 | (1) |
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706 | (3) |
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709 | (1) |
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Organizing for Instruction |
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710 | (1) |
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711 | (1) |
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712 | (3) |
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715 | (1) |
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716 | (1) |
Glossary |
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717 | (8) |
General Index |
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725 | (14) |
Activities Index |
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739 | (8) |
Photo Credits |
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747 | |