About the Authors |
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Preface |
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LECTURE CHAPTERS: CURRICULUM DEVELOPMENT AND THE PROCESS OF TEACHING |
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Chapter 1 Developing an Appreciation for Physical Education |
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1 | (11) |
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Process and Content of Teaching Physical Education |
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2 | (4) |
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Prior Experiences in Physical Education |
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2 | (4) |
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Significance of the Subject Matter in Today's World |
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6 | (1) |
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Standards-based Physical Education |
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7 | (1) |
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Purpose of Physical Education |
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7 | (3) |
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Appropriate and Purposeful Physical Education |
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8 | (1) |
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Developing a Lifelong Commitment to Physical Activity |
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8 | (2) |
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10 | (1) |
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11 | (1) |
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Chapter 2 Curriculum Planning |
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12 | (14) |
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13 | (1) |
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National Standards for Physical Education |
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14 | (2) |
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Designing a Developmental Curriculum |
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16 | (7) |
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17 | (2) |
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Developing Realistic Curricular Goals |
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19 | (1) |
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20 | (1) |
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21 | (1) |
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Determining Time for Individual Activities |
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22 | (1) |
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Developing a Block Calendar |
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22 | (1) |
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Evaluating the Curriculum |
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23 | (1) |
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24 | (1) |
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25 | (1) |
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Chapter 3 Lesson Planning |
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26 | (16) |
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27 | (1) |
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27 | (2) |
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Domain Specific Objectives |
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29 | (5) |
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Designing Developmentally Appropriate Activities: Procedures |
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31 | (3) |
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34 | (1) |
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35 | (1) |
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Individualizing the Lesson |
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36 | (2) |
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37 | (1) |
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38 | (1) |
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38 | (1) |
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39 | (1) |
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39 | (1) |
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39 | (1) |
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40 | (2) |
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Chapter 4 Using Curriculum to Develop an Inclusive Learning Environment |
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42 | (17) |
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43 | (7) |
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44 | (1) |
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45 | (2) |
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47 | (2) |
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49 | (1) |
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Promoting an Inclusive Learning Environment |
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50 | (7) |
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51 | (1) |
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52 | (1) |
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Race, Ethnicity, and Culture |
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53 | (1) |
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54 | (1) |
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55 | (1) |
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55 | (2) |
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57 | (1) |
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57 | (2) |
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Chapter 5 Curriculum Models and Special Events |
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59 | (17) |
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60 | (1) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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61 | (1) |
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Concepts Combined with Basic and Creative Movement Activities |
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61 | (3) |
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62 | (1) |
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62 | (1) |
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63 | (1) |
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Movement Challenges in Lower Elementary Grades |
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63 | (1) |
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Movement Challenges in Upper Elementary Grades |
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63 | (1) |
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64 | (3) |
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65 | (1) |
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Fitness and Motor Skill Development |
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65 | (1) |
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66 | (1) |
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Traditional Games Approach |
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66 | (1) |
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67 | (1) |
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New and Cooperative Games |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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Adventure Education and Outdoor Pursuits |
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68 | (1) |
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69 | (1) |
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70 | (3) |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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Jump Rope or Hoops for Heart |
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72 | (1) |
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72 | (1) |
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73 | (1) |
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74 | (2) |
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Chapter 6 Teaching Styles |
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76 | (18) |
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77 | (1) |
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78 | (1) |
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78 | (14) |
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79 | (1) |
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80 | (1) |
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81 | (2) |
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83 | (2) |
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85 | (2) |
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87 | (1) |
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88 | (2) |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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93 | (1) |
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Chapter 7 Establishing an Effective Learning Environment |
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94 | (13) |
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The Physical Education Environment |
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95 | (2) |
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97 | (6) |
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Entering and Leaving the Physical Activity Area |
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98 | (2) |
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100 | (2) |
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Obtaining and Returning Equipment |
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102 | (1) |
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103 | (1) |
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Structuring the Learning Environment |
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103 | (2) |
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104 | (1) |
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105 | (1) |
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105 | (1) |
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105 | (1) |
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106 | (1) |
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Chapter 8 Effective Teaching |
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107 | (14) |
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How Does Good Teaching Differ from Effective Teaching? |
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107 | (1) |
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Keeping Students Actively Engaged |
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108 | (3) |
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108 | (2) |
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110 | (1) |
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Structuring Available Learning Time |
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111 | (3) |
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111 | (1) |
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112 | (1) |
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113 | (1) |
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114 | (1) |
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Student Influence on Engagement Time |
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114 | (2) |
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114 | (1) |
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115 | (1) |
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115 | (1) |
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Assuming Effective Personal Behaviors |
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116 | (1) |
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116 | (1) |
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116 | (1) |
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116 | (1) |
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Providing Effective Feedback |
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116 | (3) |
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117 | (1) |
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117 | (1) |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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119 | (2) |
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Chapter 9 Class Organization and Management |
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121 | (15) |
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121 | (1) |
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Organizing Class by Grouping Students |
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122 | (3) |
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123 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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126 | (2) |
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126 | (1) |
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126 | (2) |
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128 | (1) |
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128 | (1) |
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129 | (5) |
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Establishing a Safe Learning Environment |
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129 | (3) |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Chapter 10 Preventive Class Management and Discipline |
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136 | (16) |
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Preventive Class Management |
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137 | (8) |
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138 | (1) |
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Setting and Enforcing Rules |
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138 | (3) |
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Expectations for a Positive Class Climate |
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141 | (1) |
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142 | (3) |
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145 | (4) |
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Establishing Consequences |
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145 | (2) |
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Implementing Consequences |
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147 | (2) |
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149 | (2) |
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151 | (1) |
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Chapter 11 Assessment and Evaluation |
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152 | (15) |
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152 | (2) |
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Traditional Assessment and Evaluation |
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154 | (5) |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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159 | (2) |
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161 | (3) |
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Increasing the Success of the Assessment Process |
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161 | (2) |
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Increasing Positive Student Feelings Toward Assessments |
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163 | (1) |
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164 | (1) |
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165 | (1) |
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166 | (1) |
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Chapter 12 Integrating Movement Across the Curriculum |
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167 | (9) |
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167 | (2) |
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Benefits of Integrating Movement |
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169 | (2) |
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Ideas for Integration of Movement |
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171 | (3) |
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171 | (1) |
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171 | (1) |
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171 | (1) |
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172 | (1) |
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172 | (1) |
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173 | (1) |
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173 | (1) |
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173 | (1) |
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174 | (1) |
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174 | (1) |
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175 | (1) |
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LAB CHAPTERS: CONTENT OF PHYSICAL EDUCATION |
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Chapter 13 Locomotor Skills: Fundamental Patterns |
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176 | (11) |
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Fundamental Locomotor Patterns |
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176 | (5) |
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176 | (1) |
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177 | (1) |
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178 | (2) |
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180 | (1) |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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181 | (6) |
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Chapter 14 Manipulative Skills: Throwing and Catching |
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187 | (10) |
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188 | (2) |
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188 | (1) |
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188 | (2) |
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190 | (2) |
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192 | (5) |
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Chapter 15 Manipulative Skills: Volleying and Dribbling |
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197 | (13) |
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Fundamentals of Volleying |
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198 | (2) |
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198 | (1) |
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199 | (1) |
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Fundamentals of Dribbling |
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200 | (2) |
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202 | (8) |
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Chapter 16 Manipulative Skills: Kicking and Punting |
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210 | (9) |
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210 | (2) |
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212 | (1) |
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213 | (6) |
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Chapter 17 Striking with Hands and Rackets |
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219 | (9) |
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Fundamentals of Underhand Striking with Hands |
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220 | (1) |
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Fundamentals of Striking with Rackets |
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221 | (1) |
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222 | (6) |
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Chapter 18 Striking: Bats, Sticks, & Clubs |
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228 | (11) |
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228 | (3) |
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Striking with Hockey Sticks |
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231 | (2) |
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Passing with a Hockey Stick |
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233 | (1) |
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Dribbling with a Hockey Stick |
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234 | (1) |
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234 | (2) |
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236 | (3) |
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Chapter 19 Creative Movement: Concepts, Dance, and Imagery |
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239 | (11) |
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239 | (1) |
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Fundamentals of Traditional Dance |
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240 | (1) |
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Fundamentals of Creative Dance |
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240 | (1) |
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Elements of Creative Dance Movement |
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241 | (5) |
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242 | (1) |
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243 | (1) |
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244 | (1) |
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245 | (1) |
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246 | (4) |
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Chapter 20 Educational Gymnastics: Balancing, Weight Transfer, and Rolling |
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250 | (12) |
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250 | (1) |
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Fundamentals of Balancing |
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251 | (1) |
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Developing Balancing Skills |
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251 | (1) |
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Mechanical Principles of Balance |
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251 | (1) |
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Fundamentals of Weight Transfer |
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252 | (1) |
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253 | (3) |
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256 | (6) |
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Chapter 21 Health-Related Fitness: Muscular Strength and Endurance and Flexibility |
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262 | (11) |
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Muscular Strength and Endurance |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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266 | (7) |
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Chapter 22 Health-Related Fitness: Cardiovascular Endurance |
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273 | (21) |
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Health-Related Physical Fitness |
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274 | (1) |
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Principles of Physical Fitness |
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275 | (1) |
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Establishing a Positive Fitness Learning Environment |
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276 | (3) |
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Activities to Promote Cardiovascular Endurance |
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279 | (1) |
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279 | (15) |
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Chapter 23 Educational Games: Cooperative and Student-Designed |
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294 | (7) |
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294 | (2) |
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295 | (1) |
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295 | (1) |
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296 | (1) |
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296 | (5) |
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Chapter 24 Quality Recess |
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301 | (7) |
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302 | (3) |
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305 | (3) |
Credits |
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308 | (1) |
Index |
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309 | |