| Foreword |
|
x | |
| Preface |
|
xi | |
| About the Authors |
|
xii | |
| Acknowledgments |
|
xiii | |
| How to Use This Book |
|
xiv | |
| Additional Features |
|
xx | |
| Section I Curriculum, Instruction, and Theoretical Support |
|
1 | (286) |
|
Chapter 1 Physical Education Goals, Significance, and National Standards |
|
|
3 | (12) |
|
A Brief History of Physical Education |
|
|
4 | (2) |
|
The Goals of Physical Education and the National Standards |
|
|
6 | (3) |
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The Common Core and Other State Standards |
|
|
9 | (1) |
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Teachers' Values and Goals |
|
|
9 | (1) |
|
The Significance of Physical Education |
|
|
10 | (5) |
|
Chapter 2 An Overview of the Movement Approach and Philosophy |
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|
15 | (13) |
|
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|
16 | (1) |
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Overview of the Movement Approach |
|
|
16 | (2) |
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Philosophy of the Movement Approach and the Connections to National Standards |
|
|
18 | (7) |
|
Having a Sound Philosophy |
|
|
25 | (3) |
|
Chapter 3 Overview of the Content |
|
|
28 | (11) |
|
|
|
29 | (1) |
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Games, Dance, and Gymnastics as Forms of Movement |
|
|
29 | (1) |
|
Why the Form of Movement is Important |
|
|
29 | (1) |
|
|
|
30 | (1) |
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Body Aspect: Skills and Shape Movement Concepts |
|
|
31 | (1) |
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|
|
31 | (1) |
|
|
|
32 | (1) |
|
Relationship Movement Concepts |
|
|
33 | (1) |
|
The Laban Framework Adapted for Educational Games, Gymnastics, and Dance |
|
|
33 | (1) |
|
Movement Concepts and National Standards 1 and 2 |
|
|
33 | (1) |
|
Movement Concepts and Movement Variety |
|
|
33 | (4) |
|
Frequently Asked Questions |
|
|
37 | (2) |
|
Chapter 4 Motor Development and Learning |
|
|
39 | (15) |
|
|
|
40 | (1) |
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Key Ideas about Motor Development |
|
|
40 | (1) |
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Developmental Changes from Immature to Mature in the Movement Patterns of Skills |
|
|
41 | (6) |
|
Newell's Constraints Theory |
|
|
47 | (1) |
|
Dynamical Systems and Ecological Psychology |
|
|
48 | (2) |
|
Implications for Teaching |
|
|
50 | (1) |
|
Classification of Skills: The Open-Closed Continuum |
|
|
51 | (1) |
|
|
|
51 | (3) |
|
Chapter 5 Cognitive Learning Theory |
|
|
54 | (9) |
|
|
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55 | (1) |
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Key Ideas of Constructivist Theory |
|
|
55 | (5) |
|
Common Fallacies About Constructivism |
|
|
60 | (3) |
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Chapter 6 Presenting Cognitive Content and Performance Techniques |
|
|
63 | (13) |
|
|
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64 | (1) |
|
|
|
64 | (3) |
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Eliciting Children's Prior Knowledge |
|
|
67 | (1) |
|
|
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67 | (2) |
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Presenting New Information: Brevity and Clarity |
|
|
69 | (2) |
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The Value of Guided Peer Assessments for Learning |
|
|
71 | (1) |
|
Using Metaphors, Stories, and Images to Teach Performance Techniques |
|
|
71 | (2) |
|
|
|
73 | (1) |
|
|
|
73 | (3) |
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Chapter 7 Task Design and Differentiated Instruction |
|
|
76 | (11) |
|
|
|
77 | (1) |
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The Importance of Practice |
|
|
77 | (1) |
|
Design Tasks that Provide Maximum Practice Time for Every Child |
|
|
77 | (2) |
|
Design Tasks that Reflect Whether the Skill is Closed or Open |
|
|
79 | (1) |
|
Match the Task to the Stage of Learning |
|
|
80 | (1) |
|
For Most Skills, Design Tasks to Practice the Whole Skill |
|
|
80 | (1) |
|
Consider the Motor, Cognitive, and Affective Aspects of Tasks |
|
|
80 | (1) |
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Whenever Possible, Design Eliciting Tasks |
|
|
81 | (1) |
|
Differentiate Instruction by Designing Tasks to Accommodate Individual Differences |
|
|
81 | (4) |
|
Rink's Criteria for Appropriate Learning Experiences |
|
|
85 | (2) |
|
Chapter 8 Interactive and Reflective Teaching |
|
|
87 | (13) |
|
|
|
88 | (1) |
|
Observation as a Critical Teaching Skill |
|
|
88 | (5) |
|
Interpreting Your Observations |
|
|
93 | (1) |
|
Decision Making Based on Observations and Interpretations |
|
|
94 | (3) |
|
|
|
97 | (3) |
|
Chapter 9 Motivation and Establishing a Learning Environment |
|
|
100 | (17) |
|
|
|
101 | (1) |
|
Alienation in Physical Education |
|
|
101 | (2) |
|
Motivation and a Positive Learning Environment |
|
|
103 | (2) |
|
Strategies to Establish a Mastery-Oriented Climate, Teach a Growth Mindset, and Promote Autonomy |
|
|
105 | (12) |
|
Chapter 10 Higher-Order Thinking Skills and Inquiry-Oriented Teaching |
|
|
117 | (23) |
|
|
|
118 | (1) |
|
Higher-Order Thinking Skills and Inquiry-Oriented Teaching |
|
|
118 | (2) |
|
Teaching Self-Regulation and Metacognition |
|
|
120 | (5) |
|
|
|
125 | (2) |
|
Teaching Critical Thinking |
|
|
127 | (3) |
|
Teaching Creative Thinking and Exploration |
|
|
130 | (5) |
|
|
|
135 | (5) |
|
Chapter 11 Social and Emotional Goals |
|
|
140 | (23) |
|
|
|
141 | (1) |
|
Social and Emotional Development |
|
|
141 | (1) |
|
|
|
142 | (4) |
|
Hellison's "Taking Personal and Social Responsibility" Approach |
|
|
146 | (1) |
|
Teaching Social and Emotional Behaviors and Attitudes |
|
|
146 | (14) |
|
|
|
160 | (3) |
|
|
|
163 | (20) |
|
|
|
164 | (1) |
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Issues Related to Diversity and Inequality |
|
|
164 | (5) |
|
Six Characteristics of Inclusive, Culturally Relevant, Equitable Classrooms |
|
|
169 | (14) |
|
Chapter 13 Managing Behavior and Misbehavior |
|
|
183 | (20) |
|
|
|
184 | (1) |
|
A Safe, Caring School Climate |
|
|
184 | (2) |
|
|
|
186 | (2) |
|
|
|
188 | (2) |
|
Student-Teacher Relationships |
|
|
190 | (1) |
|
An Ounce of Prevention is Worth a Pound of Cure: Preventing Misbehavior Problems |
|
|
191 | (5) |
|
|
|
196 | (7) |
|
|
|
203 | (29) |
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|
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204 | (1) |
|
|
|
204 | (1) |
|
|
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205 | (3) |
|
|
|
208 | (4) |
|
Criteria for Lesson Plans |
|
|
212 | (1) |
|
|
|
212 | (6) |
|
Teaching Content Versus Covering the Lesson Material |
|
|
218 | (1) |
|
|
|
218 | (4) |
|
|
|
222 | (1) |
|
K-5 Programs and Grade-Level Plans |
|
|
223 | (9) |
|
Chapter 15 Assessment in Educational Games, Gymnastics, and Dance |
|
|
232 | (33) |
|
|
|
233 | (1) |
|
Summative, Formative, Formal, and Informal Assessments |
|
|
233 | (1) |
|
Why Elementary Physical Education Teachers Assess Students |
|
|
233 | (1) |
|
Assessing the Motor Domain |
|
|
234 | (3) |
|
Assessments Tools for the Motor Domain |
|
|
237 | (1) |
|
Creating Motor Assessments: Rubrics, Checklists, and Rating Scales |
|
|
238 | (12) |
|
Assessing the Cognitive, Social, and Affective Domains |
|
|
250 | (1) |
|
|
|
251 | (14) |
|
Chapter 16 Teaching Large Classes and Teaching in Small Spaces |
|
|
265 | (22) |
|
|
|
266 | (1) |
|
|
|
266 | (5) |
|
|
|
271 | (2) |
|
|
|
273 | (1) |
|
Classroom Teachers and Centers |
|
|
274 | (13) |
| Section II Health-Related Physical Activity |
|
287 | (40) |
|
Chapter 17 Health-Related Physical Activity and Health-Related Fitness |
|
|
289 | (38) |
|
|
|
290 | (1) |
|
Research on the Benefits of Health-Related Physical Activity |
|
|
290 | (3) |
|
Comprehensive School Physical Activity Programs |
|
|
293 | (3) |
|
The Distinction Between Health-Related Physical Activity and Physical Fitness |
|
|
296 | (1) |
|
Forms of Physical Activities |
|
|
297 | (1) |
|
Teaching Motor Skill Lessons from an HRPA Perspective |
|
|
298 | (1) |
|
|
|
299 | (2) |
|
Measuring and Promoting Physical Activity in Children During and After School |
|
|
301 | (1) |
|
Overweight, Obesity, and the Role of Physical Education |
|
|
301 | (3) |
|
Health-Related Fitness and Health-Related Physical Activity Concepts |
|
|
304 | (3) |
|
|
|
307 | (4) |
|
Nutrition and Healthy Eating |
|
|
311 | (5) |
|
|
|
316 | (11) |
| Section III Educational Games |
|
327 | (214) |
|
Chapter 18 Introduction to Educational Games |
|
|
329 | (15) |
|
A Critique of Traditional and Recreational Games Programs |
|
|
330 | (1) |
|
Recommendations from Professional Organizations and the Professional Literature |
|
|
330 | (3) |
|
Goals of Educational Games |
|
|
333 | (1) |
|
|
|
334 | (1) |
|
Game Categories Help You Teach for Transfer |
|
|
334 | (1) |
|
Identifying Content and Ordering It in a Progression |
|
|
335 | (2) |
|
Developmental Level 1: Fundamental Game Skills |
|
|
337 | (1) |
|
Developmental Level 2: Tactical Game Skills |
|
|
338 | (2) |
|
Developmental Level 3: Using Tactical Game Skills in Modified, Small-sided Gameplay |
|
|
340 | (4) |
|
Chapter 19 Invasion Games: Catching, Passing, Kicking, and Receiving with Hands, Feet, and Hockey Sticks: Levels 1 and 2 |
|
|
344 | (46) |
|
|
|
346 | (1) |
|
Level 1: Fundamental Game Skills |
|
|
346 | (1) |
|
Principles of Teaching Level 1 Fundamental Game Skills |
|
|
346 | (1) |
|
|
|
346 | (1) |
|
|
|
347 | (2) |
|
Kicking Passes and Shooting |
|
|
349 | (2) |
|
Push Passes with Hockey Sticks |
|
|
351 | (1) |
|
Receiving with the Feet or Hockey Stick |
|
|
351 | (1) |
|
Level 2:Tactical Game Skills |
|
|
352 | (1) |
|
Principles of Teaching Level 2 Content |
|
|
352 | (3) |
|
Progression for Level 2 Tactical Game Skills |
|
|
355 | (1) |
|
Sample Learning Experiences for Level 2 |
|
|
356 | (17) |
|
Sample Plans for Levels 1 and 2 Passing and Receiving |
|
|
373 | (17) |
|
Chapter 20 Invasion Games: Designing and Modifying Games and Tactics for Tag and Passing, and Receiving with the Hands, Feet, and Hockey Sticks: Level 3 |
|
|
390 | (51) |
|
|
|
391 | (1) |
|
Principles of Teaching Gameplay for Children at Developmental Level 3 |
|
|
392 | (2) |
|
Teaching Game Structures and Designing Games |
|
|
394 | (3) |
|
The Role of the Teacher in Child-Designed and Child- Modified Games |
|
|
397 | (2) |
|
Learning Experiences for Teaching Game Structures, Designing Games, and Tag Tactics |
|
|
399 | (3) |
|
Sample Learning Experiences |
|
|
402 | (9) |
|
Potential Assessments for the Unit |
|
|
411 | (1) |
|
Teaching Invasion Games for Passing and Receiving with the Hands, Feet, or Hockey Stick |
|
|
412 | (2) |
|
Sample Learning Experiences for Levels 3B, 3C, and 3D |
|
|
414 | (13) |
|
Sample Plans for Level 3 Passing and Receiving Games |
|
|
427 | (10) |
|
Sample Plan for Child-Designed Games |
|
|
437 | (4) |
|
Chapter 21 Invasion Games: Dribbling with the Hands, Feet, and Hockey Sticks: Levels 1, 2, and 3 |
|
|
441 | (33) |
|
|
|
443 | (1) |
|
Level 1: Fundamental Dribbling Skills |
|
|
443 | (1) |
|
Principles of Teaching Level 1 Dribbling |
|
|
443 | (2) |
|
Sample Learning Experiences |
|
|
445 | (2) |
|
Level 2: Tactical Game Skills |
|
|
447 | (1) |
|
Principles of Teaching Level 2 Dribbling |
|
|
447 | (3) |
|
Basic Tactics for Dribbling |
|
|
450 | (7) |
|
Level 3: Learning to Use Tactical Game Skills and Tactics in Modified Dribbling Games |
|
|
457 | (8) |
|
Sample Plans for Levels 1 and 2 Dribbling |
|
|
465 | (9) |
|
Chapter 22 Net/Wall Games: Skills, Tactics, and Modified Games: Levels 1, 2, and 3 |
|
|
474 | (35) |
|
|
|
476 | (1) |
|
Principles of Teaching Net/Wall Skills and Games |
|
|
476 | (2) |
|
Level 1: Fundamental Striking Skills |
|
|
478 | (2) |
|
Level 2:Tactical Striking Skills |
|
|
480 | (2) |
|
Level 2A: Striking in a Variety of Ways, Progressively Increasing the Difficulty of the Equipment and Focusing on the Tactic of Consistency |
|
|
482 | (5) |
|
Level 2B: Tactics Striking to Open Space and Covering Space |
|
|
487 | (1) |
|
Level 3: Using Tactical Game Skills in Modified Gameplay |
|
|
487 | (14) |
|
Sample Plans For Levels 1, 2, and 3 Net/Wall Skills and Games |
|
|
501 | (8) |
|
Chapter 23 Field Games: Overhand Throw, Batting, Catching with Gloves, and Modified Games: Levels 1, 2, and 3 |
|
|
509 | (32) |
|
|
|
510 | (1) |
|
Level 1: Fundamental Skills |
|
|
510 | (4) |
|
Level 2: Tactical Game Skills |
|
|
514 | (4) |
|
Level 3: Using Tactical Game Skills in Modified Field Gameplay |
|
|
518 | (14) |
|
Sample Plans for Levels 1 and 2 Field Game Skills |
|
|
532 | (6) |
|
|
|
538 | (1) |
|
|
|
539 | (2) |
| Section IV Educational Gymnastics Content |
|
541 | (164) |
|
Chapter 24 Introduction to Educational Gymnastics |
|
|
543 | (16) |
|
|
|
544 | (1) |
|
Why Teaching Gymnastics Is Important |
|
|
544 | (1) |
|
What Is Educational Gymnastics? |
|
|
545 | (1) |
|
The Differences Between Olympic and Educational Gymnastics |
|
|
546 | (2) |
|
Educational Gymnastics and Safety |
|
|
548 | (2) |
|
FAQs: Frequently Asked Questions and Misconceptions |
|
|
550 | (1) |
|
Three Segments of Lessons and Units |
|
|
551 | (2) |
|
|
|
553 | (1) |
|
Culminating Activity: Apparatus and Sequences |
|
|
553 | (1) |
|
Different Types of Centers |
|
|
554 | (2) |
|
A Final Note for Beginning Teachers |
|
|
556 | (3) |
|
Chapter 25 Sequence Choreography and Movement Quality in Gymnastics and Dance |
|
|
559 | (22) |
|
|
|
560 | (1) |
|
Basic Elements of Sequence Choreography |
|
|
560 | (6) |
|
Three Phases of Sequence Design |
|
|
566 | (4) |
|
Showing and Observing Sequence Performances |
|
|
570 | (1) |
|
Movement Quality and Performance Quality in Gymnastics and Dance |
|
|
571 | (4) |
|
|
|
575 | (2) |
|
Grade-Level Learning Outcomes for Sequences |
|
|
577 | (4) |
|
Chapter 26 Foundational Gymnastics Skills and Combinations |
|
|
581 | (68) |
|
|
|
583 | (1) |
|
|
|
583 | (1) |
|
Descriptions of Foundational Skills and Developmental Patterns |
|
|
583 | (1) |
|
Balancing and Weight Bearing |
|
|
583 | (5) |
|
|
|
588 | (4) |
|
Transferring Weight or Steplike Actions |
|
|
592 | (1) |
|
|
|
593 | (4) |
|
|
|
597 | (1) |
|
|
|
597 | (1) |
|
Possible Modifications for Children with Disabilities |
|
|
598 | (3) |
|
|
|
601 | (33) |
|
|
|
634 | (4) |
|
Sample Abbreviated Plans for Levels 2 and 3 |
|
|
638 | (11) |
|
Chapter 27 Using Movement Concepts as Themes |
|
|
649 | (17) |
|
|
|
650 | (6) |
|
|
|
656 | (10) |
|
Chapter 28 Partner and Group Work |
|
|
666 | (22) |
|
|
|
667 | (1) |
|
When Are Children Ready for Partner Work? |
|
|
668 | (1) |
|
|
|
669 | (2) |
|
|
|
671 | (2) |
|
|
|
673 | (15) |
|
Chapter 29 Technical Reference Information for Teachers About Gymnastics Skills |
|
|
688 | (17) |
|
|
|
689 | (1) |
|
Progressions for Teaching Specific Skills |
|
|
690 | (1) |
|
Mule Kicks and Handstands |
|
|
690 | (1) |
|
|
|
691 | (2) |
|
|
|
693 | (1) |
|
Hurdle for Cartwheels and Round-offs |
|
|
693 | (1) |
|
|
|
694 | (1) |
|
|
|
695 | (1) |
|
|
|
695 | (1) |
|
|
|
696 | (1) |
|
|
|
697 | (1) |
|
|
|
698 | (1) |
|
|
|
698 | (1) |
|
|
|
699 | (1) |
|
|
|
700 | (2) |
|
Tucked Vaults Over a Trapezoid, Swedish Box, or Horse |
|
|
702 | (3) |
| Section V Educational Dance Content |
|
705 | (184) |
|
Chapter 30 Introduction to Educational Dance |
|
|
707 | (14) |
|
|
|
708 | (1) |
|
|
|
709 | (3) |
|
|
|
712 | (2) |
|
Integrating Dance, Classroom Content, and CCSS |
|
|
714 | (7) |
|
Chapter 31 Creative Dance Level 1 |
|
|
721 | (68) |
|
|
|
724 | (1) |
|
Introduction to the Subject Matter of Level 1 Children's Dance |
|
|
725 | (1) |
|
Level 1: Introduction to Body Aspects |
|
|
726 | (13) |
|
Level 1: Introduction to Effort: Force and Time |
|
|
739 | (1) |
|
|
|
740 | (7) |
|
Level 1: Introduction to Space |
|
|
747 | (5) |
|
Level 1: Introduction to Relationships |
|
|
752 | (5) |
|
|
|
757 | (32) |
|
Chapter 32 Creative Dance Level 2 |
|
|
789 | (44) |
|
|
|
790 | (1) |
|
Level 2: More Complex Body Aspects |
|
|
790 | (1) |
|
Expanding Range and Combining Body Actions into Sequences |
|
|
790 | (5) |
|
Level 2: More Complex Effort |
|
|
795 | (3) |
|
Level 2: More Complex Space |
|
|
798 | (1) |
|
Level 2: More Complex Relationships |
|
|
799 | (8) |
|
Sample Plans for Level 2 Creative Dance |
|
|
807 | (26) |
|
Chapter 33 Folk, Square, and Line Dance |
|
|
833 | (56) |
|
|
|
834 | (1) |
|
|
|
835 | (3) |
|
Organization of this
Chapter |
|
|
838 | (7) |
|
Balkan Countries: Teaching Basic Folk Dance Steps |
|
|
845 | (3) |
|
Greece: Teaching the Grapevine Step and Rocks |
|
|
848 | (2) |
|
|
|
850 | (4) |
|
Ireland:Teaching Reel Dances, Step-Together-Step, and Polka |
|
|
854 | (2) |
|
|
|
856 | (4) |
|
Native American Traditional Intertribal Dance |
|
|
860 | (9) |
|
|
|
869 | (3) |
|
Korea, Japan, and China: Child-Designed Folk Dances with Props |
|
|
872 | (7) |
|
African American Stepping |
|
|
879 | (3) |
|
|
|
882 | (3) |
|
|
|
885 | (2) |
|
|
|
887 | (2) |
| Section VI Working in Schools |
|
889 | (16) |
|
Chapter 34 Continued Professional Development |
|
|
891 | (7) |
|
|
|
892 | (1) |
|
Reflecting on Your Teaching for Professional Development |
|
|
892 | (1) |
|
Stages of Teacher Development |
|
|
892 | (1) |
|
Dispositions that Facilitate Teacher Development |
|
|
892 | (2) |
|
Finding Support in the Workplace |
|
|
894 | (1) |
|
|
|
895 | (1) |
|
Professional Organizations and Internet Support |
|
|
896 | (1) |
|
The Teaching Profession and the National Board of Professional Teaching Standards |
|
|
896 | (2) |
|
Chapter 35 Managing the Politics of Schools |
|
|
898 | (7) |
|
Schools Are Political Places |
|
|
899 | (6) |
| Glossary |
|
905 | (12) |
| Index |
|
917 | |
