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Practical Guide to Teaching Physical Education in the Secondary School 3rd edition [Kõva köide]

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Edited by (University of Hull.), Edited by (University of Birmingham, United Kingdom.), Edited by (Brunel University, UK)
  • Formaat: Hardback, 340 pages, kõrgus x laius: 297x210 mm, kaal: 1060 g, 111 Tables, black and white; 13 Line drawings, black and white
  • Sari: Routledge Teaching Guides
  • Ilmumisaeg: 17-Nov-2020
  • Kirjastus: Routledge
  • ISBN-10: 0367183927
  • ISBN-13: 9780367183929
Teised raamatud teemal:
Practical Guide to Teaching Physical Education in the Secondary School 3rd editionSuurem pilt
  • Formaat: Hardback, 340 pages, kõrgus x laius: 297x210 mm, kaal: 1060 g, 111 Tables, black and white; 13 Line drawings, black and white
  • Sari: Routledge Teaching Guides
  • Ilmumisaeg: 17-Nov-2020
  • Kirjastus: Routledge
  • ISBN-10: 0367183927
  • ISBN-13: 9780367183929
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367183929.html
Märksõnad:
A Practical Guide to Teaching Physical Education in the Secondary School is written for all student teachers on university and school-based initial teacher education programmes. It offers a wealth of tried and tested strategies together with practical activities and materials to support your teaching to enhance pupils learning. It is designed for you to dip in and out of, and enable you to focus on specific areas of teaching, your programme or pupils' learning.

This third edition is fully updated with the most recent developments in teaching physical education and features five brand new chapters. Key topics covered include:











Planning schemes of work, units of work and lessons





Safe practice, risk assessment and risk management





Promoting positive behaviour





Applying theories of learning to your practice





Overcoming barriers and maximising the achievement of all pupils





Assessing learning





Physical literacy NEW





Health related learning NEW





Using digital technologies NEW





Reflective practice and action research





Managing your workload, resilience, health and well-being NEW





Working with your mentor NEW

Photocopiable resources offer assistance in lesson observation, planning, preparation, teaching and evaluation. An annotated 'Further resources' section at the end of each chapter provides information about some useful additional resources to support you in your development as a teacher.

Illustrated throughout with examples of existing good practice, this highly practical resource offers valuable support and guidance to all student teachers as well as those in the early years of their teaching career.

Although A Practical Guide to Teaching Physical Education in the Secondary School, 3rd Edition can be used successfully on its own, it is also a companion to Learning to Teach Physical Education in the Secondary School, 5th Edition and can be used to reinforce the basic teaching skills covered in that core textbook.
List of figures
xi
List of tables
xii
List of activities
xv
Case studies xx
Notes on contributors xxi
Series editors' introduction xxiv
Acknowledgements xxvi
Introduction 1(6)
1 The nature of physical education
7(10)
Margaret Whitehead
Aims, objectives and learning outcomes
Aims, value and justifications
Defining terms such as physical education and sport
Aims of physical education: as ends in themselves or means to other ends?
Objectives and teaching approaches
2 Your philosophy of physical education
17(12)
Joanne Cliffe
Your views about physical education
Understanding the influence of your background on your views about physical education
Taking into account your views to enable you to focus on what and how you teach physical education
3 Enacting a physical literacy approach
29(10)
Margaret Whitehead
Physical literacy
Addressing the principles
4 Long-term planning: Schemes of work
39(12)
Joanne Cliffe
Factors which influence planning a scheme of work
Mapping the scheme of work
5 Medium- and short-term planning: Units of work and lesson plans
51(19)
Joanne Cliffe
Medium-term planning
Short-term planning
6 Health-related learning in physical education
70(12)
Jo Harris
Rationale for health within physical education
Health-related requirements within physical education
Health-related learning in physical education
Approaches to teaching about health in physical education
Effective teaching of health in physical education
Fitness testing
Assessing health-related learning in physical education
7 Planning for pupils' learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development
82(11)
Andrew Theodoulides
Developing a clear commitment to promote pupils' learning in the broader dimensions of the curriculum
Identifying pupils' learning in broader dimensions of the curriculum
Developing effective teaching and learning strategies to promote pupils' learning in broader dimensions of the curriculum
Reacting to opportunities which promote pupils' learning in broader dimensions of the curriculum
8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum
93(12)
Julie Money
Barbara Walsh
The broader range of learning opportunities to which physical education contributes
Examples of learning opportunities to support the development of pupils' skills and attributes in relation to experiences beyond the curriculum
Planning to incorporate a broader range of learning opportunities in your lessons for pupils to become successful learners, confident individuals and responsible citizens
9 Planning for the contribution of physical education to cross-curricular teaching
105(11)
Suzanne Everley
Andy Wild
What is cross-curricular teaching?
Planning for cross-curricular teaching
Engaging other subjects in cross-curricular teaching
Extending cross-curricular learning opportunities
10 Using digital technologies to enhance your teaching of physical education
116(13)
Julia Sargent
Ashley Casey
Pedagogy before technology
Assessment and feedback
Engagement
Supporting movement
Collaboration and communication
Professional development
Further uses of technology
Critical thinking
11 Safe practice, risk assessment and risk management
129(19)
Anne Chappell
The law and documentation for safe practice safe practice in the physical education environment
Risk assessment and management
Support to ensure safe practice
12 Teaching for intentional learning
148(12)
Richard Blair
Susan Capel
The curriculum: a framework for intentional learning
Intentional learning in physical education: the NC and NCPE teaching different knowledges and intentional learning
Teaching approaches and intentional learning
13 Creating an effective learning environment
160(14)
Julia Lawrence
What is an effective learning environment?
Maximising learning time
Organising and managing a lesson
Features of an effective learning environment
14 Applying theories of learning to your practice
174(17)
Lerverne Barber
Karen Williams
Vanessa Jones
Thinking about learning theories
Thinking about strategies in relation to learning theories
Thinking about starting points
Thinking about planning
Thinking about the use of teaching strategies to recognise achievement
Thinking about thinking
15 Assessing pupils' learning
191(11)
Mark Bowler
Sophy Bassett-Dubsky
Angela Newton
Assessment for learning or assessment of learning?
Planning learning outcomes
Strategies and criteria for assessment
Teacher observation
The effective use of questioning
Peer- and self-assessment
Self-assessment and the use of digital technology
Target setting
Judging the quality of learning in your lessons
Recording pupils' learning
16 Teaching to promote positive behaviour
202(13)
Kerry Whitehouse
Developing a learning environment that promotes positive behaviour
Establishing clear rules, routines and expectations for positive behaviour
Promoting positive behaviour
Rules, rewards and consequences
17 Overcoming barriers and maximising the achievement of all pupils
215(18)
Gill Golder
Inclusive education
Recognising diversity
Equality of opportunity
Inclusive policy and inclusive practice in physical education
Using differentiation to meet the needs of all pupils
Extending and challenging the most talented pupils in physical education
Towards an inclusive pedagogy
Reflecting upon your own practices
18 Working with others
233(8)
Richard Blair
Lee C. Beaumont
Working with colleagues
19 Viewing physical education from a different perspective: An alternative approach to planning for learning
241(19)
Gill Golder
Jackie Arthur
Fundamental movement skills (FMS) as the starting point for learning in physical education
Development of social and cognitive learning through diversity in physical education
Making the connection between FMS, social and cognitive development in physical education
Learning through alternative activities and different environments
20 The reflective practitioner
260(13)
Paula Nadine Zwozdiak-Myers
How reflection might be conceptualised
Where in teaching could reflection take place
Engage in reflective practice
Why reflecting on your practice is important
21 Action research
273(14)
Paula Nadine Zwozdiak-Myers
Characteristics of action research
Identify a focus for action research
Engage in the action research process
Assess the validity of action research
22 Working with your mentor
287(18)
Peter Mellor
Key elements of mentoring that impact on your development as a teacher
Recognising the importance of the mentor/student teacher relationship
Working with your mentor to maximise your learning opportunities for short- and long-term development
23 Managing your workload, resilience, health and well-being
305(14)
Declan Hamblin
Managing your workload
Teacher efficacy
Teacher resilience
Emotional resilience
Strategies to develop your resilience
Your health and well-being
References 319(22)
Author Index 341(8)
Subject Index 349
Susan Capel is Emeritus Professor at Brunel University London, where she was previously Head of School of Sport and Education.

Joanne Cliffe is Senior Lecturer at the University of Birmingham, where she is Programme Lead for the Secondary Physical Education PGDipEd (QTS) and Director for the MA Teaching Studies.

Julia Lawrence was, until recently, Senior Lecturer in Education at the University of Hull. Julia has written on a number of subjects including physical education, mentoring, reflective practice and becoming a teacher educator.