| Preface |
|
xv | |
| About the Authors |
|
xxi | |
|
What Is Physical Education? |
|
|
1 | (30) |
|
|
|
1 | (1) |
|
The Case for Physical Activity in the School |
|
|
2 | (1) |
|
The Role of the Classroom Teacher as a Movement Educator |
|
|
3 | (3) |
|
Advocating and Providing Daily Physical Activity for Elementary School Children |
|
|
4 | (1) |
|
Forming Partnerships with Physical Education Teachers |
|
|
4 | (1) |
|
Knowing and Using National and State Standards |
|
|
4 | (1) |
|
Enhancing Physical Education Teaching Skills |
|
|
5 | (1) |
|
Supporting the Value of Lifelong Physical Activity |
|
|
5 | (1) |
|
Joining School-Wide Initiatives to Achieve Wellness |
|
|
6 | (1) |
|
Physical Education and Movement Defined |
|
|
6 | (2) |
|
Learning About and Through Movement |
|
|
6 | (1) |
|
|
|
7 | (1) |
|
Elementary Physical Education Today |
|
|
8 | (6) |
|
Adheres to Principles and Standards |
|
|
9 | (2) |
|
Emphasizes Lifetime Physical Activity |
|
|
11 | (1) |
|
Connects to the Classroom |
|
|
12 | (2) |
|
Recess as Quality Movement Time |
|
|
14 | (2) |
|
|
|
14 | (1) |
|
The Role of the Classroom Teacher |
|
|
14 | (2) |
|
|
|
16 | (1) |
|
|
|
16 | (1) |
|
|
|
16 | (1) |
|
|
|
17 | |
|
|
|
19 | (1) |
|
|
|
20 | (1) |
|
|
|
21 | (1) |
|
|
|
22 | (1) |
|
|
|
23 | (1) |
|
|
|
24 | (1) |
|
My Physical Activity Journal |
|
|
25 | (2) |
|
|
|
27 | (1) |
|
Celebrating National Physical Education and Sport Week |
|
|
28 | |
|
|
|
|
|
|
5 | (3) |
|
|
|
8 | (5) |
|
|
|
13 | |
|
Characteristics of a Physically Educated Person |
|
|
6 | (25) |
|
Motor Development and Motor learning for Children |
|
|
31 | (22) |
|
|
|
31 | (1) |
|
Introduction to Motor Development and Motor Learning |
|
|
31 | (3) |
|
Physical Growth and Motor Development in Children |
|
|
32 | (1) |
|
Cognitive Implications for Motor Development |
|
|
33 | (1) |
|
Affective Implications for Motor Development |
|
|
34 | (1) |
|
Motor Development Concepts |
|
|
34 | (5) |
|
|
|
34 | (1) |
|
Torso to Limb Development |
|
|
35 | (1) |
|
Factors Affecting Motor Development |
|
|
35 | (2) |
|
|
|
37 | (1) |
|
|
|
37 | (2) |
|
|
|
39 | (4) |
|
Concept of Attention Limits |
|
|
40 | (1) |
|
|
|
40 | (1) |
|
Concept of Skill Demonstrations |
|
|
40 | (1) |
|
Concept of Task Progression |
|
|
41 | (1) |
|
|
|
42 | (1) |
|
Strategies to Facilitate Learning |
|
|
43 | (4) |
|
Adapting to Children's Learning Styles |
|
|
43 | (1) |
|
Choosing Appropriate Practice Progressions |
|
|
44 | (1) |
|
Keeping Your Opportunities Developmentally Appropriate |
|
|
45 | (2) |
|
|
|
47 | (1) |
|
|
|
47 | (1) |
|
|
|
47 | (1) |
|
|
|
47 | |
|
Individual Exploration with Balloons |
|
|
49 | (1) |
|
|
|
50 | (1) |
|
|
|
51 | |
|
|
|
|
|
|
33 | (5) |
|
Wadding Paper into a Ball |
|
|
38 | (4) |
|
Child-Designed Physical Activity |
|
|
42 | |
|
Hints for Teaching Students at the Beginning Level |
|
|
39 | (1) |
|
Hints for Teaching Students at the Intermediate Level |
|
|
39 | (1) |
|
Hints for Teaching Students at the Advanced Level |
|
|
40 | (4) |
|
Learning Styles in Action |
|
|
44 | (9) |
|
Movement Components and Skill Development |
|
|
53 | (38) |
|
|
|
53 | (1) |
|
Introducing the Movement Map |
|
|
53 | (2) |
|
Body Movements: Ways the Body Moves |
|
|
55 | (9) |
|
|
|
55 | (1) |
|
|
|
55 | (1) |
|
|
|
56 | (8) |
|
Body Awareness: What the Body Can Do |
|
|
64 | (15) |
|
|
|
64 | (1) |
|
Balancing or Weight Bearing |
|
|
64 | (1) |
|
|
|
64 | (15) |
|
|
|
79 | (1) |
|
|
|
79 | (1) |
|
Space Awareness: Where the Body Moves |
|
|
79 | (1) |
|
|
|
79 | (1) |
|
|
|
79 | (1) |
|
|
|
80 | (1) |
|
|
|
80 | (1) |
|
|
|
80 | (1) |
|
|
|
80 | (1) |
|
Qualities of Movement: How the Body Moves |
|
|
80 | (1) |
|
Time or Speed of Movement |
|
|
80 | (1) |
|
Effort or Force of Movement |
|
|
81 | (1) |
|
|
|
81 | (1) |
|
Relationships: How the Body Relates |
|
|
81 | (1) |
|
|
|
81 | (1) |
|
|
|
81 | (1) |
|
Simultaneous and Successive Movements |
|
|
82 | (1) |
|
|
|
82 | (1) |
|
The Role of the Classroom Teacher in Promoting Skill Development |
|
|
82 | (1) |
|
|
|
83 | (1) |
|
|
|
83 | (1) |
|
|
|
84 | (1) |
|
|
|
84 | |
|
|
|
85 | (1) |
|
|
|
86 | (1) |
|
|
|
87 | (1) |
|
Major League Throw and Catch |
|
|
88 | (1) |
|
|
|
89 | (1) |
|
Who Wants to Be a Millionaire |
|
|
90 | |
|
|
|
|
|
|
56 | (1) |
|
Performance Levels for Walk |
|
|
57 | (1) |
|
Performance Levels for Run |
|
|
58 | (1) |
|
Performance Levels for Gallop and Slide |
|
|
59 | (1) |
|
Performance Levels for Jump |
|
|
60 | (1) |
|
Performance Levels for Hop |
|
|
61 | (1) |
|
Performance Levels for Skip |
|
|
62 | (1) |
|
Performance Levels for Leap |
|
|
63 | (2) |
|
Performance Levels for Roll |
|
|
65 | (1) |
|
Performance Levels for One-Handed Overhand Throw |
|
|
66 | (1) |
|
Performance Levels for Catch |
|
|
67 | (1) |
|
Performance Levels for Kick |
|
|
68 | (1) |
|
Performance Levels for Strike |
|
|
69 | (1) |
|
Performance Levels for Volley/Set |
|
|
70 | (1) |
|
Performance Levels for Volley/Pass |
|
|
71 | (1) |
|
Performance Levels for Dribble Using Hands |
|
|
72 | (1) |
|
Performance Levels for Dribble Using Feet |
|
|
73 | (1) |
|
Performance Levels for Punt |
|
|
74 | (1) |
|
Performance Levels for Set Shot |
|
|
75 | (1) |
|
Performance Levels for Overhand Serve |
|
|
76 | (1) |
|
Performance Levels for Two-Handed Ball Passes |
|
|
77 | (14) |
|
Exercise Concepts and Fitness Education |
|
|
91 | (42) |
|
|
|
91 | (1) |
|
What Is Fitness Education? |
|
|
91 | (3) |
|
|
|
93 | (1) |
|
Physical Fitness versus Physical Activity |
|
|
93 | (1) |
|
Physical Activity versus Exercise |
|
|
93 | (1) |
|
Exercise and Health Risk Factors |
|
|
94 | (5) |
|
|
|
95 | (1) |
|
Hypertension (High Blood Pressure) |
|
|
95 | (1) |
|
|
|
96 | (1) |
|
|
|
96 | (1) |
|
|
|
97 | (1) |
|
|
|
98 | (1) |
|
The Human Body and Activity |
|
|
99 | (9) |
|
The Engine for Activity: The Cardiorespiratory System |
|
|
99 | (4) |
|
The Apparatus for Activity: The Musculoskeletal System |
|
|
103 | (3) |
|
The Vehicle for Activity: The Body's Composition |
|
|
106 | (2) |
|
Implementing Fitness Education in the Classroom |
|
|
108 | (4) |
|
Exercise Principles for Developing Fitness |
|
|
108 | (1) |
|
|
|
109 | (1) |
|
Implementing Fitness Activities |
|
|
109 | (1) |
|
|
|
110 | (2) |
|
The Role of the Elementary Classroom Teacher as a Fitness Educator |
|
|
112 | (1) |
|
|
|
112 | (1) |
|
|
|
113 | (1) |
|
|
|
113 | (1) |
|
|
|
113 | |
|
How Arteries Become Clogged |
|
|
115 | (1) |
|
Measuring Blood Pressures |
|
|
116 | (1) |
|
|
|
117 | (1) |
|
|
|
118 | (1) |
|
|
|
119 | (1) |
|
|
|
120 | (1) |
|
|
|
121 | (3) |
|
|
|
124 | (1) |
|
|
|
125 | (2) |
|
Coronary Heart Disease Risk Factors |
|
|
127 | (1) |
|
How to Determine the Heart Rate |
|
|
128 | (2) |
|
|
|
130 | (2) |
|
|
|
132 | |
|
|
|
|
|
|
98 | (1) |
|
|
|
99 | (2) |
|
|
|
101 | (1) |
|
|
|
102 | (1) |
|
|
|
102 | (9) |
|
Fitness Testing Programs for Grades 3-6 |
|
|
111 | (22) |
|
Planning for Children with Diverse and Special Needs |
|
|
133 | (34) |
|
|
|
133 | (1) |
|
|
|
134 | (1) |
|
Experience Alters Attitudes |
|
|
134 | (1) |
|
Developing Critical Reflection |
|
|
134 | (1) |
|
|
|
134 | (1) |
|
Understanding and Accepting Diversity |
|
|
135 | (2) |
|
|
|
136 | (1) |
|
|
|
136 | (1) |
|
|
|
136 | (1) |
|
Disabilities Require a Deeper Understanding |
|
|
137 | (4) |
|
Journey to Discover Realities |
|
|
137 | (1) |
|
|
|
138 | (1) |
|
Reality Tour 1: The Perceptions of an Experienced Professional |
|
|
138 | (2) |
|
Reality Tour 2: The Perceptions of a Caregiver |
|
|
140 | (1) |
|
Reality Tour 3: The Perceptions of a Child with a Disability |
|
|
140 | (1) |
|
Understanding and Adapting to Disabilities |
|
|
141 | (18) |
|
|
|
141 | (1) |
|
|
|
142 | (2) |
|
|
|
144 | (1) |
|
|
|
144 | (1) |
|
|
|
145 | (2) |
|
Emotional and Behavioral Disturbances |
|
|
147 | (1) |
|
Sensory Impairments: Visual |
|
|
148 | (3) |
|
Sensory Impairments: Auditory |
|
|
151 | (2) |
|
Orthopedic and Physical Impairments |
|
|
153 | (1) |
|
|
|
154 | (5) |
|
|
|
159 | (1) |
|
|
|
159 | (1) |
|
|
|
160 | (1) |
|
|
|
160 | |
|
|
|
162 | (1) |
|
Getting to Know Your Classmates |
|
|
163 | (1) |
|
|
|
164 | (1) |
|
|
|
165 | |
|
|
|
|
Similarities and Differences |
|
|
137 | (1) |
|
|
|
138 | (7) |
|
|
|
145 | (1) |
|
|
|
146 | (2) |
|
|
|
148 | (1) |
|
|
|
149 | (2) |
|
|
|
151 | (3) |
|
|
|
154 | (4) |
|
|
|
158 | (1) |
|
|
|
159 | (8) |
|
Physical Education Curriculum |
|
|
167 | (32) |
|
|
|
167 | (1) |
|
What Does a Quality Elementary Physical Education Program Look Like? |
|
|
168 | (1) |
|
Program Characteristic 1: Developmentally Appropriate Activities |
|
|
168 | (6) |
|
Program Characteristic 2: Skill and Fitness Improvement |
|
|
169 | (1) |
|
Program Characteristic 3: Promotion of Physical Activity |
|
|
170 | (1) |
|
Program Characteristic 4: Facilitation of Learning |
|
|
170 | (1) |
|
Program Characteristic 5: Maximization of Active Learning Time |
|
|
171 | (1) |
|
Program Characteristic 6: Indirect Competition and Cooperation |
|
|
171 | (1) |
|
Program Characteristic 7: Inclusion of Many Movement Forms |
|
|
172 | (1) |
|
Program Characteristic 8: Integration of Academic Content |
|
|
172 | (1) |
|
Program Characteristic 9: Ongoing Student and Program Assessment |
|
|
172 | (1) |
|
Program Characteristic 10: Compliance with Federal Mandates |
|
|
172 | (2) |
|
Program Characteristic 11: Appropriate Instructional Time |
|
|
174 | (1) |
|
Program Characteristic 12: Qualified Teachers |
|
|
174 | (1) |
|
Who Is Responsible for Quality Physical Education? |
|
|
174 | (1) |
|
How to Build a Quality Elementary Physical Education Program |
|
|
175 | (14) |
|
Selecting a Guiding Philosophy |
|
|
175 | (1) |
|
Establishing School-Level Program Goals |
|
|
176 | (1) |
|
Determining Grade-Level Goals and Benchmarks |
|
|
177 | (1) |
|
Developing the Scope and Sequence for Program Content |
|
|
178 | (3) |
|
|
|
181 | (2) |
|
|
|
183 | (6) |
|
Assessing Program Effectiveness |
|
|
189 | (1) |
|
How to Use Existing District Curriculum Guides |
|
|
189 | (1) |
|
Content of the Curriculum Guide |
|
|
189 | (1) |
|
Using the Curriculum Guide |
|
|
190 | (1) |
|
|
|
190 | (1) |
|
|
|
191 | (1) |
|
|
|
191 | (1) |
|
|
|
191 | |
|
The Benefits of an Active Lifestyle |
|
|
195 | (2) |
|
|
|
197 | (1) |
|
Parents' Night: Fitness and Wellness |
|
|
198 | |
|
|
|
|
|
|
170 | (2) |
|
Cooperative Musical Chairs |
|
|
172 | (1) |
|
|
|
173 | |
|
|
|
168 | (8) |
|
Physical Education Philosophy |
|
|
176 | (1) |
|
Sample Program Goals with Corresponding Benchmarks |
|
|
177 | (9) |
|
Formative and Summative Evaluation Events |
|
|
186 | (7) |
|
Sample Physical Education Lesson Plan |
|
|
193 | (6) |
|
Managing and Teaching the Physical Education Lesson |
|
|
199 | (32) |
|
|
|
199 | (1) |
|
Organizing and Teaching the Lesson Content |
|
|
199 | (11) |
|
The Typical Physical Education Class |
|
|
201 | (1) |
|
Organizing the Physical Education Lesson Content |
|
|
201 | (1) |
|
Teaching the Physical Education Lesson |
|
|
202 | (8) |
|
Providing Feedback to Students |
|
|
210 | (3) |
|
Guidelines for Quality Feedback |
|
|
210 | (2) |
|
Individual versus Group Feedback |
|
|
212 | (1) |
|
|
|
212 | (1) |
|
Organizing Students for Activity |
|
|
213 | (6) |
|
Common Organizational Routines |
|
|
213 | (1) |
|
Using Routines to Reduce Management Time |
|
|
214 | (1) |
|
Transitioning from One Activity to Another |
|
|
215 | (3) |
|
Supervising Class Activities |
|
|
218 | (1) |
|
Helping Students Choose Responsible Behavior |
|
|
219 | (5) |
|
Establish a Caring Community in the Classroom and Gymnasium |
|
|
220 | (1) |
|
Teach Social Skills to Shape Student Behavior |
|
|
221 | (1) |
|
Implement Appropriate Self-Management Techniques |
|
|
221 | (3) |
|
|
|
224 | (1) |
|
|
|
224 | (1) |
|
|
|
225 | (1) |
|
|
|
225 | (1) |
|
|
|
225 | |
|
Movement Exploration with Beanbags |
|
|
227 | (1) |
|
|
|
228 | (1) |
|
|
|
229 | |
|
|
|
|
Portraying Words and Phrases Through Movement |
|
|
206 | (1) |
|
|
|
207 | |
|
Sample Activities for Exploring Where and How the Body Moves (Grades K-3) |
|
|
200 | (3) |
|
Direct Teaching Method Example (Grades 5-6) |
|
|
203 | (1) |
|
Indirect Teaching Method Example (Grades 5-6) |
|
|
204 | (1) |
|
Sample Ways to Involve Students in Planning, Implementing, and Evaluating |
|
|
205 | (6) |
|
Sample Project Description |
|
|
211 | (4) |
|
|
|
215 | (2) |
|
50+ Ways to Form Groups, Find Partners, and Line Up |
|
|
217 | (4) |
|
|
|
221 | (1) |
|
|
|
222 | (9) |
|
Curriculum Integration in the Classroom |
|
|
231 | (34) |
|
|
|
231 | (1) |
|
Benefits of Integrated Curriculum |
|
|
231 | (8) |
|
Criteria and Planning for Integration |
|
|
232 | (2) |
|
Using the Multiple Intelligences |
|
|
234 | (2) |
|
|
|
236 | (3) |
|
Integrated Games and Activities |
|
|
239 | (14) |
|
|
|
241 | (1) |
|
|
|
242 | (1) |
|
Social Studies and Geography |
|
|
243 | (1) |
|
|
|
244 | (1) |
|
|
|
245 | (2) |
|
|
|
247 | (1) |
|
Designing Theme Units in Subject Areas |
|
|
247 | (6) |
|
|
|
253 | (2) |
|
|
|
253 | (1) |
|
|
|
253 | (1) |
|
Diversity and Academic Subjects |
|
|
254 | (1) |
|
|
|
254 | (1) |
|
|
|
255 | (1) |
|
|
|
255 | (1) |
|
|
|
255 | (1) |
|
|
|
256 | |
|
|
|
258 | (3) |
|
|
|
261 | (1) |
|
|
|
262 | |
|
|
|
|
Demonstrating the Different Definitions of the Word Level |
|
|
233 | (32) |
|
Motivating Children to Be Physically Active |
|
|
265 | (30) |
|
|
|
265 | (1) |
|
Using Motivational Pedagogical Techniques |
|
|
266 | (13) |
|
Instill Feelings of Motor Skill Competency in Children |
|
|
267 | (5) |
|
Build Intrinsic Motivation |
|
|
272 | (4) |
|
|
|
276 | (3) |
|
Promoting Physical Activity |
|
|
279 | (2) |
|
Be Physically Active Yourself |
|
|
279 | (1) |
|
Model Enthusiam and Interest for Your Students |
|
|
279 | (1) |
|
Join with Others in the School |
|
|
279 | (1) |
|
Join Others in the Community |
|
|
280 | (1) |
|
|
|
281 | (1) |
|
|
|
281 | (1) |
|
|
|
281 | (1) |
|
|
|
282 | |
|
|
|
284 | (2) |
|
|
|
286 | (8) |
|
|
|
294 | |
|
|
|
|
|
|
273 | (3) |
|
|
|
276 | (4) |
|
|
|
280 | |
|
Jump Rope Skill Progression for First Graders Who Cannot Jump Rope |
|
|
270 | (1) |
|
Jump Rope Skill Progression for First Graders Who Can Jump Rope |
|
|
271 | (4) |
|
Guidelines for Effective Praise |
|
|
275 | (3) |
|
Opinions of Real Fourth and Fifth Graders |
|
|
278 | (17) |
|
Sociological Aspects of Children Moving |
|
|
295 | (28) |
|
|
|
295 | (1) |
|
The Socialization of Children |
|
|
296 | (5) |
|
The Process of Socialization |
|
|
296 | (1) |
|
|
|
297 | (2) |
|
Movement as a Socialization Agent |
|
|
299 | (2) |
|
Socializing Children to Be Physically Active |
|
|
301 | (2) |
|
|
|
302 | (1) |
|
The Teacher-Parent Partnership |
|
|
302 | (1) |
|
Inclusion as a Socialization Issue |
|
|
303 | (3) |
|
|
|
304 | (1) |
|
Providing Quality Instruction |
|
|
305 | (1) |
|
Teaching and Assessing Social Skills in the Movement Setting |
|
|
306 | (8) |
|
Elements Contained in Most Models |
|
|
306 | (2) |
|
Models for Teaching Social Skills |
|
|
308 | (2) |
|
Assessment of Social Skills |
|
|
310 | (4) |
|
|
|
314 | (2) |
|
|
|
316 | (1) |
|
|
|
316 | (1) |
|
|
|
316 | |
|
|
|
319 | (1) |
|
Tell Me Something About You |
|
|
320 | (2) |
|
|
|
322 | |
|
|
|
|
|
|
298 | (1) |
|
|
|
299 | (3) |
|
|
|
302 | (4) |
|
|
|
306 | |
|
Mr. Washington's Problem-Solving Project |
|
|
296 | (11) |
|
Categories of Social Skills |
|
|
307 | (1) |
|
Seven Significant Resources of Successful People |
|
|
308 | (2) |
|
Hellison's Responsibility Goals and Components |
|
|
310 | (1) |
|
Hellison's Strategies for Implementing the Responsibility Goals |
|
|
311 | (1) |
|
Techniques for Teaching Responsibility |
|
|
311 | (12) |
|
Creating a Physically Safe Movement Environment |
|
|
323 | (22) |
|
|
|
323 | (1) |
|
|
|
323 | (4) |
|
|
|
324 | (1) |
|
|
|
325 | (1) |
|
Rules for Student Conduct |
|
|
325 | (1) |
|
|
|
325 | (2) |
|
Selecting Curriculum Activities |
|
|
327 | (2) |
|
|
|
327 | (1) |
|
Activities Related to Lesson Objectives |
|
|
328 | (1) |
|
Age-Appropriate Activities |
|
|
328 | (1) |
|
Activities for Students with Disabilities |
|
|
328 | (1) |
|
Current ``Best Practices'' in Safety |
|
|
329 | (7) |
|
Up-to-Date Methods of Instruction |
|
|
329 | (1) |
|
|
|
330 | (1) |
|
|
|
331 | (4) |
|
Students' Safety Knowledge |
|
|
335 | (1) |
|
Adequate Physical Environments (Indoors and Outdoors) |
|
|
336 | (1) |
|
Maintenance, Storage, and Use of Equipment |
|
|
336 | (1) |
|
Maintenance of Activity Surfaces and Spaces |
|
|
336 | (1) |
|
Adequate Space for Activities |
|
|
336 | (1) |
|
Reporting Unsafe Conditions |
|
|
337 | (1) |
|
Adapting to Weather Conditions |
|
|
337 | (1) |
|
|
|
337 | (1) |
|
|
|
337 | (1) |
|
|
|
338 | (1) |
|
|
|
338 | |
|
|
|
339 | (2) |
|
|
|
341 | (2) |
|
Friday Afternoon Game Day |
|
|
343 | |
|
|
|
|
|
|
326 | (6) |
|
|
|
332 | (3) |
|
|
|
335 | |
|
|
|
327 | (18) |
|
Recess as Quality Movement Time |
|
|
345 | (31) |
|
|
|
345 | (1) |
|
The Roles and Benefits of Recess in the Educational Process |
|
|
346 | (5) |
|
Physical Education versus Recess |
|
|
346 | (1) |
|
Arguments Against Providing Recess |
|
|
347 | (1) |
|
Arguments in Favor of Providing Recess |
|
|
347 | (4) |
|
Setting the Stage for Quality Recess Experiences |
|
|
351 | (7) |
|
Obstacles That Prevent Play Experiences |
|
|
351 | (1) |
|
The Amount and Timing of Recess |
|
|
352 | (1) |
|
Appropriate Recess Spaces and Equipment |
|
|
353 | (1) |
|
|
|
354 | (4) |
|
Helping Children Construct Quality Recess Time |
|
|
358 | (5) |
|
|
|
358 | (1) |
|
|
|
358 | (2) |
|
|
|
360 | (1) |
|
Stimulating Physical Activity |
|
|
360 | (2) |
|
|
|
362 | (1) |
|
|
|
362 | (1) |
|
Active Indoor Recess Periods |
|
|
363 | (1) |
|
Recess Programs That Work |
|
|
363 | (3) |
|
Newton, New Jersey: Teaching Prosocial Skills |
|
|
363 | (1) |
|
Warren, Rhode Island: Play Fair |
|
|
364 | (1) |
|
Derby, Kansas: Peer Mediators |
|
|
364 | (1) |
|
Wells, Maine: Playground Leaders |
|
|
365 | (1) |
|
Lusaka, Zambia: Special Friends |
|
|
365 | (1) |
|
Bar Nunn and Casper, Wyoming: Playground Meetings |
|
|
365 | (1) |
|
|
|
366 | (1) |
|
|
|
366 | (1) |
|
|
|
367 | (1) |
|
|
|
367 | |
|
Four Activities Using Permanent Playground Equipment |
|
|
370 | (2) |
|
|
|
372 | (1) |
|
|
|
373 | (2) |
|
Traditional Games, Dances, and Activities from Various Cultures |
|
|
375 | |
|
|
|
|
|
|
348 | (1) |
|
|
|
349 | (15) |
|
|
|
364 | |
|
Arguments in Favor of and Against Recess |
|
|
347 | (12) |
|
|
|
359 | (2) |
|
Strategies for Stimulating Physical Activity During Recess |
|
|
361 | (2) |
|
Strategies for Fostering Playground Friendships |
|
|
363 | (13) |
|
|
|
376 | (2) |
|
UNIT 1 Movement Forms: Basic Movement Skills, Basic Game Skills, and Rhythmic Movement Skills---Grades K-2 |
|
|
378 | (25) |
|
|
|
379 | (2) |
|
Classroom Activity: People Finder |
|
|
380 | (1) |
|
Locomotor and Nonlocomotor Movements |
|
|
381 | (2) |
|
Classroom Activity: Desk Aerobics |
|
|
382 | (1) |
|
Manipulative Skills: Beanbags |
|
|
383 | (2) |
|
Classroom Activity: Beanbag Stunts |
|
|
384 | (1) |
|
Kicking and Dribbling: Soccer |
|
|
385 | (2) |
|
Classroom Activity: Word Recognition |
|
|
385 | (2) |
|
Kicking and Dribbling: Soccer |
|
|
387 | (2) |
|
Classroom Activity: Blob Tag |
|
|
387 | (2) |
|
Manipulative Skills: Hula Hoops |
|
|
389 | (2) |
|
Classroom Activity: In and Out Hoop Relay |
|
|
390 | (1) |
|
Ball Handling: Basketball |
|
|
391 | (1) |
|
Classroom Activity: Dribbling Sequences |
|
|
391 | (1) |
|
Throwing, Catching, and Volleying |
|
|
392 | (2) |
|
Classroom Activity: Moon Throw |
|
|
392 | (2) |
|
Ball Handling: Basketball |
|
|
394 | (1) |
|
Classroom Activity: Ball Fun |
|
|
394 | (1) |
|
Ball Handling: Basketball |
|
|
395 | (1) |
|
Classroom Activity: Spelling Toss/Throw |
|
|
395 | (1) |
|
|
|
396 | (1) |
|
Classroom Activity: Target Bowling |
|
|
396 | (1) |
|
|
|
397 | (1) |
|
Classroom Activity: Volleying |
|
|
397 | (1) |
|
Manipulative Skills: Rope Jumping |
|
|
398 | (1) |
|
Classroom Activity: Jump to Music |
|
|
398 | (1) |
|
Rhythmic Skills: Lummi Sticks |
|
|
399 | (2) |
|
Classroom Activity: Creative Sequences |
|
|
400 | (1) |
|
Rhythmic Skills: ``Kinder-Polka'' |
|
|
401 | (2) |
|
Classroom Activity: ``Kinder-Polka'' |
|
|
402 | (1) |
|
UNIT 2 Movement Form: Cooperative Movement Skills---Grades 3-4 |
|
|
403 | (29) |
|
|
|
404 | (2) |
|
Classroom Activity: ``Shoemaker's Dance'' |
|
|
404 | (2) |
|
|
|
406 | (2) |
|
Classroom Activity: Grapevine Circle |
|
|
407 | (1) |
|
|
|
408 | (2) |
|
Classroom Activity: Human Letters |
|
|
409 | (1) |
|
Partner Punt, Pass, and Kick |
|
|
410 | (2) |
|
Classroom Activity: Animal Movement Cards |
|
|
411 | (1) |
|
|
|
412 | (2) |
|
Classroom Activity: Juggling |
|
|
413 | (1) |
|
|
|
414 | (2) |
|
Classroom Activity: Carpet Squares |
|
|
415 | (1) |
|
|
|
416 | (1) |
|
Classroom Activity: Trash Can Shoot |
|
|
416 | (1) |
|
|
|
417 | (2) |
|
Classroom Activity: P.E. Bingo |
|
|
418 | (1) |
|
|
|
419 | (2) |
|
Classroom Activity: Tinikling Workout |
|
|
420 | (1) |
|
|
|
421 | (1) |
|
Classroom Activity: Jacks |
|
|
421 | (1) |
|
|
|
422 | (1) |
|
Classroom Activity: Lummi Sticks |
|
|
422 | (1) |
|
|
|
423 | (1) |
|
Classroom Activity: Lummi Sticks |
|
|
423 | (1) |
|
|
|
424 | (2) |
|
Classroom Activity: ``La Raspa'' |
|
|
425 | (1) |
|
|
|
426 | (2) |
|
Classroom Activity: Lummi Stick Circle |
|
|
427 | (1) |
|
|
|
428 | (4) |
|
Classroom Activity: Partner Stunts |
|
|
429 | (3) |
|
UNIT 3 Movement Form: Basic Game Skills (Soccer and Frisbee)---Grades 5-6 |
|
|
432 | (20) |
|
Soccer Skills: Circle Kickball |
|
|
433 | (2) |
|
Classroom Activity: Blob Tag |
|
|
434 | (1) |
|
Soccer Skills: Goalkeeping |
|
|
435 | (1) |
|
Classroom Activity: ``How To'' Speeches |
|
|
435 | (1) |
|
Soccer Skills: Moving Downfield |
|
|
436 | (2) |
|
Classroom Activity: Line Dance Development |
|
|
437 | (1) |
|
Soccer Skills: Dribble, Dribble |
|
|
438 | (1) |
|
Classroom Activity: Work on Speeches |
|
|
438 | (1) |
|
|
|
439 | (1) |
|
Classroom Activity: Work on Line Dances |
|
|
439 | (1) |
|
Soccer Skills: Throw-ins and Punting |
|
|
440 | (2) |
|
Classroom Activity: Speeches---Throw-ins and Punting |
|
|
441 | (1) |
|
Lead-up Soccer Gaines: Sideline Soccer |
|
|
442 | (2) |
|
Classroom Activity: Speeches---Blocking and Goalkeeping |
|
|
443 | (1) |
|
Lead-up Soccer Games: Three-on-Three |
|
|
444 | (1) |
|
Classroom Activity: Speeches---Dribbling and Tackling |
|
|
444 | (1) |
|
Lead-up Soccer Games: Sideline Soccer |
|
|
445 | (1) |
|
Classroom Activity: Dance Presentation |
|
|
445 | (1) |
|
|
|
446 | (1) |
|
Classroom Activity: Dance Presentation |
|
|
446 | (1) |
|
Soccer Skills: Kicking for Goal |
|
|
447 | (1) |
|
Classroom Activity: Speeches---Passing and Shooting for Goal |
|
|
447 | (1) |
|
|
|
448 | (2) |
|
Classroom Activity: Speeches---Trapping and Penalty Kick |
|
|
449 | (1) |
|
|
|
450 | (1) |
|
Classroom Activity: Dance Presentation |
|
|
450 | (1) |
|
|
|
451 | (1) |
|
Classroom Activity: Dance Presentation |
|
|
451 | (1) |
|
UNIT 4 Movement Form: Fundamental Skills (Classroom Activities)---Grades K-2 |
|
|
452 | (16) |
|
Toss and Catch/Movement Levels |
|
|
453 | (1) |
|
|
|
454 | (1) |
|
|
|
455 | (1) |
|
|
|
456 | (1) |
|
|
|
457 | (1) |
|
|
|
458 | (1) |
|
|
|
459 | (1) |
|
|
|
460 | (1) |
|
|
|
461 | (1) |
|
|
|
462 | (1) |
|
|
|
463 | (1) |
|
|
|
464 | (1) |
|
|
|
465 | (1) |
|
|
|
466 | (1) |
|
|
|
467 | (1) |
| Appendix A Progressive Activities for Motor Skill Development |
|
468 | (13) |
| Appendix B Rubrics for Locomotor and Manipulative Skills |
|
481 | (9) |
| Appendix C Recess Games and Activities |
|
490 | (9) |
| Appendix D Lesson Plan Resource Materials |
|
499 | (64) |
| Appendix E Content Included in Each Movement Form |
|
563 | (3) |
| Appendix F Activity Listings by Grade Level, Movement Form, and Integration Area |
|
566 | (17) |
| Glossary |
|
583 | (8) |
| Index |
|
591 | |
