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Elementary Physical Education is designed to help students plan lesson objectives for motor, cognitive, affective and social domains that are linked appropriately. Throughout the text, the authors illustrate various ways to teach motivational thinking, social skills and concepts. Tasks are labeled and symbols appear in the margins of lesson plans so readers can find examples of how to teach these skills and concepts to children. Each chapter includes sample lesson plans designed to be teaching tools which will help transform the ideas discussed in the textbook. The content is presented in complete lesson plans, lesson segments, lesson and unit outlines of tasks, or descriptions of content for lessons. The lesson plans are linked to the NASPE standards and can be downloaded from the book’s companion website to enable students to design lessons to meet the needs of their situations and the lesson format requirements of their programs.Overall, this is a very research oriented text. Dr. Rovegno has translated the current research on learning, motivation, perceptions of competence, constructivism, higher-order thinking skills, social responsibility and multicultural diversity into easy to understand concepts and instructional techniques. The book will reinforce and extend student’s understanding of topics tested in state and national certification exams and required by state and national certification agencies, and illustrate how to integrate these concepts and instructional techniques into lesson plans.
SectionI Curriculum, Instruction, and Theoretical Support
Chapter1 The Goals and Significance of Physical Education
Chapter2 Overview of the Movement Approach and Philosophy
Chapter3 Overview of the Content
Chapter4 Motor Development and Learning
Chapter5 Cognitive Learning Theory
Chapter6 Helping Children Construct Knowledge
Chapter7 Task Design
Chapter8 Interactive Teaching
Chapter9 Motivation and Establishment of a Learning Environment
Chapter10 Higher-Order Thinking Skills and Inquiry-Oriented Teaching
Chapter11 Social and Emotional Goals
Chapter12 Diversity
Chapter13 Managing Behavior and Misbehavior
Chapter14 Planning
Chapter15 Teaching Large Classes
SectionII Health-Related Physical Activity
Chapter16 Health-Related Physical Activity (HRPA)
SectionIII Educational Games Content
Chapter17 Introduction to Educational Games
Chapter18 Assessment in Educational Games
Chapter19 Teaching Game Structures, Designing and Modifying Games, and Tag
Chapter20 Invasion Games: Dribbling with Hand, Feet, and Hockey Sticks: Levels 1, 2, and 3
Chapter21 Invasion Games Catching, Passing, Kicking, and Receiving with Hands, Feet, and Hockey Sticks: Levels 1 and 2
Chapter22 Modified Invasion Games and Tactics: Passing and Receiving Level 3
Chapter23 Net/Wall Games: Skills, Tactics, and Modified Games: Levels 1, 2, and 3
Chapter24 Overhand Throw, Batting, Catching with Gloves, and Modified Field Games and Tactics: Levels 1, 2, and 3
SectionIV Educational Gymnastics Content
Chapter25 Introduction to Educational Gymnastics
Chapter26 Major Learning Outcomes and Assessment Tools in Gymnastics and Dance
Chapter27 Foundational Gymnastics Skills and Combinations
Chapter28 Using Movement Concepts as Themes
Chapter29 Partner and Group Work
Chapter30 Technical Reference Information for Teachers about Gymnastics Skills
SectionV Educational Dance Content
Chapter31 Introduction to Educational Dance
Chapter32 Level 1: Creative Dance
Chapter33 Level 2: Creative Dance
Chapter34 Multicultural Folk, Square, and Line Dance
SectionVI Working in Schools
Chapter35 Continued Professional Development
Chapter36 Managing the Politics of Schools
Inez Rovegno has taught elementary physical education methods in both small colleges and major research universities for 25 years. She continues to teach the approach used in the textbook in public schools to field test new lessons and demonstrate lessons for undergraduates and teachers. She has conducted research for 25 years on how undergraduates learn the approach, how expert teachers use the approach, and how children learn and respond to lessons based on the approach. Dr. Rovegno studied the approach in England at Chelsea College of Physical Education and at the Laban Art of Movement Studio under Lisa Ullmann, a student of Rudolf Laban. She has published over 50 papers and chapters. She has given keynote addresses on the approach in Canada, France, Australia, Korea, Japan, and the USA and given over 80 presentations in conferences. Dr. Rovegno was inducted into the National Academy of Kinesiology in 2007 and received the 2010 Honor Award from the Curriculum and Instruction Academy of AAHPERD, the Senior Scholar Award and the Exemplary Research Award from the Research on Learning and Instruction in Physical Education Special Interest Group of the American Educational Research Association, the Distinguished Alumni Award from the University of North Carolina at Greensboro, School of Health and Human Performance, and gave the 23rd Distinguished Peter V. Karpovich Lecture at Springfield College, Springfield MA. Dianna Bandhauer has taught elementary physical education in Maryland, Connecticut, Hawaii, and Florida. She was on the standards writing committee for the National Board of Professional Teaching Standards for Physical Education and has been on the Editorial Boards of Teaching Elementary Physical Education and the FAHPERD Journal. She has given over 50 conference presentations about elementary school physical education and has presented at AAHPERD National Conventions, Southern District, and state conventions in Hawaii, Florida, Georgia, Arkansas, North Carolina, North Dakota, South Carolina, Ohio, and New Hampshire. She was the Florida FAHPERD Elementary Physical Education Teacher of the Year and the Lecanto Primary School Teacher of the Year. Ms. Bandhauer's program was a Florida Department of Education (DOE) Demonstration School. She has supervised student teachers and is also a certified peer teacher in the Florida Performance Management System and a Florida DOE Associate Master Teacher. She was on the Citrus County School District Curriculum Guide writing team and served on the Florida DOE Phase I, II, and III initial teacher certification and recertification examination test writing committee. She was on the Florida DOE validation committee for the state teacher exam in physical education and steering committee for physical education for handicapped students. She served Citrus County's Gender Equity Committee and Lecanto Primary School and Lecanto High School Advisory Committee. She was awarded numerous grants totaling more than $25,000, which includes grant from the American Heart Association for her "Tar Wars: Teaching the next Generation" an afterschool program to promote fitness with an anti-tobacco message; a National Diffusion Network Grant "Every Child a Winner for daily physical education with assistance of classroom teachers;" a grant for developing aerobics video for teachers to use when they must teach physical education in classroom spaces; and a grant to create a school garden with a micro-irrigation system.
