Teaching Physical Education for Learning

Title
Contents
PART I Understanding the Teaching-Learning Process
	1 Teaching Physical Education: An Orientation
		Teaching as a Goal- Oriented Activity
			Types of Goals
			Establishing Realistic Goals
			Choosing Instructional Processes to Meet Goals
			Achieving Goals Through Processes
		Criteria for a Learning Experience
			Criterion One
			Criterion Two
			Criterion Three
			Criterion Four
		Understanding the Instructional Process
			Prelesson and Postlesson Routines
			Movement Task–Student Response Unit of Analysis
			Teaching Functions
			Management and Content Behavior
		Looking to the Future: Becoming a Professional Teacher
			Value Positions and Beliefs in Teaching
			Personal Characteristics of a Teacher
			Developing Commitment
		Summary
		Checking Your Understanding
	2 Factors That Influence Learning
		What Is Learning?
		How Do People Learn Motor Skills?
		Understanding the Control of Movement
		Stages of Motor Learning
		Requirements for Learning a Motor Skill
			Prerequisites
			Clear Idea of the Task
			Motivational/Attentional Disposition to the Skill
			Practice
			Feedback
		The Nature of Motor Skill Goals
			Open and Closed Skills
			Discrete, Serial, and Continuous Skills
		Issues of Appropriateness in Skill Development and Learning
			Environmental Conditions
			Learner Abilities
		Practice Profiles and Success Rates
			Whole or Part
			Practice Variability
			Massed and Distributed Practice
		Motivation and Goal Setting
		Transfer of Learning
			Bilateral Transfer
			Intertask Transfer
			Intratask Transfer
		Learner Characteristics
			Motor Ability
			Intelligence and Cognitive Development
		Summary
		Checking Your Understanding
PART II Effective Teaching Skills
	3 Designing Learning Experiences and Tasks
		Criteria for a Learning Experience
		Designing the Movement Task
			Content Dimension of Movement Tasks
			Goal-Setting Dimension of the Task
			Organizational Arrangements for Tasks
		Transitions from One Organization to Another
		Designing Learning Experiences That Are Safe
		Teacher Legal Liability for Student Safety
		Student Decision Making in Environmental Arrangements
		The Influence of the Nature of Motor Content on the Design of a Learning Experience
			Closed Skills
			Open Skills
		Summary
		Checking Your Understanding
	4 Task Presentation
		Getting the Attention of the Learner
			Establishing Signals and Procedures
			Student Preoccupation with Other Environmental Factors
			Inability to Hear or See
			Inefficient Use of Time
		Sequencing the Content and Organizational Aspects of Tasks
		Improving the Clarity of Communication
			Orient the Learner (Set Induction)
			Sequence the Presentation in Logical Order
			Give Examples and Nonexamples
			Personalize the Presentation
			Repeat Things Difficult to Understand
			Draw on the Personal Experience of Students
			Check for Understanding
			Present Material Dynamically
		Choosing a Way to Communicate
			Verbal Communication
			Demonstration
			Media Materials
		Selecting and Organizing Learning Cues
			Good Cues Are Accurate
			Good Cues Are Brief and Critical to the Skill Being Performed
			Good Cues Are Appropriate to the Learner’s Skill Level and Age
			Good Cues Are Appropriate for Different Types of Content
			Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them
		Summary
		Checking Your Understanding
	5 Content Analysis and Development
		The Process of Content Development— Overview
			Establish a Progression (Extension)
			Demonstrate a Concern for Quality of Performance (Refinement)
			Give Students an Opportunity to Apply/Assess Their Skills (Application)
		Planning for Content Development: The Developmental Analysis
			Developing Extension Tasks—The Teacher’s Progression
			Adding the Qualities of Refinement
			Designing Application/Assessment Experiences for Content
			What Content Development Looks Like in a Real Lesson
		Guidelines for Developing Different Types of Content
			Developing Closed Skills
			Developing Closed Skills Performed in Different Environments
			Developing Open Skills
		Summary
		Checking Your Understanding
	6 Developing and Maintaining a Learning Environment
		The Ecology of the Gymnasium
		Establishing and Maintaining a Management System
			Establishing Routines
			Establishing Class Rules
			Gaining and Maintaining the Cooperation of Students
		Strategies for Developing Student Self-Control and Responsibility
			Hellison’s Levels of Responsibility
			Behavior Modification
			Authoritative Orientations to Management
			Group Process Strategies for Developing Self-Direction
			Conflict Resolution
		Discipline: What to Do If It Does Not Work
			Deterring Problems Before They Become Problems
			Continued Inappropriate Behavior
			Handling Students Who Continually Misbehave
		Summary
		Checking Your Understanding
	7 Teacher Functions During Activity
		I’ve Sent the Students Off to Practice— Now What?
		Setting Priorities of What to Do First
		Maintaining a Safe Learning Environment
		Clarifying and Reinforcing Tasks for Learners
		Maintaining a Productive Learning Environment
		Observing and Analyzing Student Responses
			Positioning of the Teacher
			Determining a Plan for Observing Large Groups
			Knowing What to Look For
		Providing Feedback to Learners
			Evaluative and Corrective Feedback
			Congruency of Feedback
			General versus Specific Feedback
			Negative versus Positive Feedback
			The Target of Feedback
			Timing of Feedback
			Use of Feedback to Promote Student Understanding
		Changing and Modifying Tasks for Individuals and Small Groups
			Extending the Task for Individuals
			Designing Applying/Assessment Task for Individuals
			Changing the Task Completely for Individuals
			Refining the Task for Individuals
		Indirectly Contributing Behaviors
			Attending to Injured Students
			Engaging in Off- Topic Discussions
			Dealing with the Personal Needs of Students
			Participating with Students and Officiating
		Noncontributing Behaviors
		Summary
		Checking Your Understanding
	8 Teaching Strategies
		Direct and Indirect Instruction
		The Teaching Strategy as a Delivery System
			Selection of Content
			Communication of Tasks
			Progression of Content
			Provision for Feedback and Evaluation
		The Teaching Strategies Described
			Interactive Teaching
			Station Teaching
			Peer Teaching
			Cooperative Learning
			Self-Instructional Strategies
			Cognitive Strategies
			Team Teaching
		Selecting a Teaching Strategy
		Summary
		Checking Your Understanding
	9 Student Motivation, Personal Growth, and Inclusion
		Motivation in Learning
		Theories of Motivation—The Why of Behavior
			Behaviorism
			Social Learning Theory
			Self-Determination Theory
			Achievement Goal and Social Goals Theory
			Interest Theories
			Designing Experiences to Develop Personal and Situational Interest
			Implications of Theories of Motivation
		Promoting Personal Growth Through Personal Interaction
		Motivation and Personal Growth Through Instructional Decision Making
			Planning
			Selection of Tasks and Design of Learning Experiences
			Presentation of Units and Tasks
			Organizational Arrangements
			Teacher Functions During Activity
			Pacing of Lessons
			Assessment of Tasks, Units, and Lessons
		Teaching Affective Goals as a Lesson Focus
			The Unique and Shared Affective Goals of Physical Education
			Instructional Strategies for Teaching Affect
		Physical Education for Inclusion
			Becoming Aware
			Developing a Climate for Inclusion
		Building Equity
			Gender Equity
			Ethnic and Cultural Differences
			Disadvantaged Students
			Students with Disabilities
		Discussion of Affective Goals for Physical Education
		Summary
		Checking Your Understanding
	10 Planning
		Establishing Goals and Objectives for Learning
			Writing Objectives in Terms of What Students Will Learn
			Levels of Specificity in Educational Objectives
			Objectives in the Three Learning Domains
		Writing Objectives Consistent with Content Standards
		Planning Physical Education Experiences
		Planning the Lesson
			Beginning the Lesson
			Developing the Lesson
			Ending the Lesson—Closure
			Format for Lesson Planning
			Planning the Curriculum
			Developing Curriculum from a Set of Standards
			Planning for Units of Instruction
			Considerations in Planning Units
			Developing the Unit
			The Unit Plan
		Summary
		Checking Your Understanding
	11 Assessment in the Instructional Process
		The Role of Assessment in Physical Education Programs
		Formative and Summative Assessment
			Formative Assessment
			Summative Assessment
		Validity and Reliability Issues of Assessment
			Validity of Assessment Measures
			Reliability of Assessment Measures
		Collecting Information: Formal and Informal Evaluation
		Alternative Assessment
			Checklists
			Rating Scales
			Scoring Rubrics
		Types of Student Assessment
			Observation
			Event Tasks
			Student Journals
			Portfolio
			Written Test
			Skill Tests
			Student/Group Projects and Reports
			Student Logs
			Student Interviews, Surveys, and Questionnaires
			Parental Reports
		Making Assessment a Practical and Important Part of Your Program
			Establish Criteria
			Use Self-Testing Tasks Frequently
			Use Simple Check Sheets and Rating Scales
			Use Peer Assessment
			Use Thirty-Second Wonders
			Use DVD/Computers
			Sample Student Behavior
			Get Comfortable with Technology
		Preparing for Formal and High-Stakes Assessment
		Student Grading
			Student Achievement
			Student Improvement
			Student Effort
			Student Conduct
		Summary
		Checking Your Understanding
PART III Context and Reflection
	12 Content-Specific Pedagogy
		Teaching Lifetime Physical Activity and Fitness
			Teaching Lifetime Physical Activity
			Teaching Fitness Concepts in the Classroom
		Curricular Alternatives to Teaching Fitness
		Teaching Games and Sports
			The Games Stages
			Considerations Using the Games Stages
			Tactical and Skill Approaches to Teaching Games and Sports
			Sport Education
			Dance
			Gymnastics
			Outdoor Pursuits
		Movement Concepts—Teaching for Transfer
			Learning Theory Associated with the Transfer of Learning
			Important Concepts in Physical Education
			Teaching Movement Concepts
		Summary
		Checking Your Understanding
	13 The Professional Teacher and the Continuous Learner
		Teaching as a Profession
		What Does It Mean to Act Professionally?
			Professional Teachers Acquire the Skills for Best Practice
			Professional Teachers Are Continuous Learners
		Collecting Information on Your Teaching
			Maintaining a Teaching Portfolio
			Collecting Data on the Products and Processes of Teaching
		Observing and Analyzing Your Teaching
			Deciding What to Look For
			Choosing an Observational Method or Tool to Collect Information
			Collecting Data
			Analyzing and Interpreting the Meaning of Data
			Making Changes in the Instructional Process
			Monitoring Change in Teaching
		Summary
		Checking Your Understanding
	14 Observation Techniques and Tools
		Observational Methods
			Intuitive Observation
			Anecdotal Records
			Rating Scales
			Scoring Rubric
			Event Recording
			Duration Recording
			Time Sampling
		Observational Tools for the Analysis of Teaching
			Student Motor Activity: ALT-PE
			Student Use of Time
			Content Development: OSCD-PE
			Teacher Feedback
			Student Conduct
			Qualitative Measures of Teaching Performance Scale (QMTPS)
			Teacher Movement
		Summary
		Checking Your Understanding
Glossary
Index