| Description |
xviii, 343 pages : illustrations ; 25 cm |
| Contents |
Chapter 10. Meaningful Assessment for Significant Learning Outcomes -- Assessment and Grading -- A New Assessment Perspective -- Assessment Defined -- Formal and Informal Assessment -- Formative and Summative Assessment -- Alternative Assessment -- Designing Assessment Tasks -- Observation -- Checklist -- Rating Scale -- Peer Assessment Observation -- Portfolio -- Journals -- Event Tasks -- Written Tests -- Self-Assessment -- Skills Tests -- Assessing Game Play -- Establishing Scoring Criteria -- Using Rubrics -- Reliability and Consistency -- Assessments with Technology Tools -- Grading -- Summary -- Chapter 11. Designing Task Progressions To Achieve Learning Outcomes -- Choosing Content To Match the Curriculum Model -- Developing Progressions of Instructional Tasks -- Developing Tasks for Tactical Awareness in Games Teaching -- How Alignment Fits into Planning Teaching Progressions -- Modifying Task Complexity -- Space -- Equipment -- Number of Participants -- Rules -- Conditions/Tactics/Problems -- Closed and Open Skills -- Summary -- Chapter 12. Developing Effective Units of Instruction -- Why Teachers Plan -- Content Analysis -- Practical Factors Related to Unit Planning -- Constructing the Unit Plan -- Generic Guidelines -- Specific Model Considerations -- Developmental Physical Education -- Adventure Education -- Integrated Physical Education -- Physical Activity, Fitness, and Wellness Education -- Sport Education -- Developing Lesson Plans from the Unit Plan -- Summary -- Part 4. Skills and Strategies for Effective Teaching in Physical Education -- Chapter 13. Generic Instructional Skills and Strategies -- Teaching and Learning -- Lessons as Arrangements of Tasks -- Ensuring a Safe Learning Environment -- Ensuring a Challenging and Meaningful Learning Environment -- Communicating Tasks to Students Effectively and Efficiently -- Embedding Relevant Task Information in the Environment -- Guided Practice -- Independent Practice -- Modified Games as Learning Tasks -- Teaching While Applying Tasks -- Prerequisites for Effective Student-Mediated Instruction -- Accountability and Monitoring Student Performance -- The Functions of an Effective Closure -- Maintaining the Pace of a Lesson -- Summary -- Chapter 14. Instructional Formats -- Matching Instructional Format to Context -- Instructional Formats -- Teacher-Mediated Instructional Formats -- Active Teaching -- Task Teaching -- Teaching Through Questions -- Student-Mediated Instructional Formats -- Peer Tutoring and Reciprocal Teaching -- Small Groups and Cooperative Learning -- Self-Instructional Formats -- Summary -- Chapter 15. Extending the Physical Education Program -- Expanding Physical Education To Build Public Trust -- CDC Recommendations for Lifelong Physical Activity -- Extracurricular Programming in Nonattached Schooltime -- Elementary and Secondary School Models -- Cross-Age PE Teaching -- Recess -- Out-of-Schooltime Programs -- PE Homework -- After-School Clubs and Projects -- Performance Groups -- Intramural Programs -- Community Links -- PE-Community Connections Through Curriculum Innovation -- Community-School Facilities and Programs -- Solving the Intramural Problem Through Collaboration -- Links to Parents and the Community -- Comprehensive PA and Health Programs -- Healthy Lifestyles Elementary School Program -- Catch -- Districtwide Wellness Initiatives -- Common Features of Efforts to Extend Physical Education -- Summary -- Chapter 16. Instruments for Assessing Teaching Effectiveness -- The Reliability of Observational Data -- Traditional Methods for Assessing Teaching -- Intuitive Judgment -- Anecdotal Records -- Checklists and Rating Scales -- Eyeballing -- Systematic Observation Methods -- Event Recording -- Duration Recording -- Interval Recording -- Group Time Sampling -- Self-Recording and Lesson-Embedded Data Collection -- Combining Observation Techniques into One System -- Important Decisions in Developing an Observation Strategy -- Building the Observation System -- Making the Observations -- Training Observers -- Calculating the Reliability of Observation Data -- Examples of Observation Systems -- Summary -- References -- Index |
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Preface -- Part 1. The Knowledge Base for Becoming an Effective Teacher -- Chapter 1. The Active Teacher -- The Learning Student -- Physical Education Teachers as Engaged Professionals -- The National Board for Professional Teaching Standards -- The Learning Student -- The Active Teacher -- Active Teaching: A Framework, Not a Method -- Becoming an Effective Teacher -- The Importance of Learning in Physical Education -- Assessment for Active Teaching and Learning Students -- Assessing Teaching and Learning as They Happen -- Level 1. Assessment of Discrete Teacher and Student Behaviors -- Level 2. Assessment of Teaching Units -- Level 3. Assessment of Criterion Process Variables -- Examples of Assessment in Action -- Toward the Expert Physical Education Teacher -- Summary -- Chapter 2. Teaching Effectiveness in Physical Education -- Background -- Benefits of RTPE -- What Students Do in Physical Education -- Research on Teacher Subject-Matter Knowledge -- Do No Harm: Alienation in Physical Education -- Evidence About Teacher Improvement and Its Effects -- The Effectiveness of Physical Education Teaching -- Summary -- Chapter 3. The Ecology of Teaching and Learning in Physical Education -- The Task Systems That Comprise the Ecology of Physical Education -- Tasks and Their Development -- Important Concepts in the Ecological Framework -- Negotiation Within Task Systems -- Negotiation Between Task Systems -- Supervision and Accountability -- Some Results from Task System Research in Physical Education -- The Role of Content Knowledge in a Learning Ecology -- Toward a Learning-Focused Ecology -- Summary -- Part 2. Developing Cooperation and Community Among Learners -- Chapter 4. Preventive Class Management -- Myths and Truths About Management and Teaching -- Routines and Rules: The Foundation of the Managerial Task System -- Routines and Their Development -- Rules and Their Development -- Managerial Time: What It Is and Why Reduce It -- The Skills and Strategies Most Important to Preventive Class Management -- Starting Lessons -- Managing Transitions -- Managing Equipment Transitions -- Managing Formations for Practice -- Managing the Momentum and Pace of the Lesson -- Important Teacher Interaction Skills for Management Success -- Assessing the Effectiveness of the Managerial Task System -- Summary -- Chapter 5. Discipline Techniques and Strategies -- Why Discipline Is Important -- Developing Prosocial Behavior: Practicing Primary Prevention -- Changing Behavior -- Effective Interactions for Developing and Sustaining Discipline -- Strategies for Decreasing Misbehavior and Increasing Appropriate Behavior -- Formalizing the Behavior Change Strategy -- Behavior Proclamations -- Behavior Contracts -- Good Behavior Games -- The Ultimate Goal of a Discipline System -- Summary -- Chapter 6. Developing a Community of Learners -- Characteristics of Learning Communities -- Boundaries -- Persistence -- Common Goals -- Cooperation -- Symbols and Rituals -- Fairness and Caring -- Learning Communities in Physical Education: A Story -- Physical Education Teachers Who Care -- Equity Pedagogy for a Culturally Relevant Education -- What To Do -- Toward an Equity Pedagogy -- Summary -- Chapter 7. Strategies for Inclusion: Teaching Students with Disabilities -- Planning for Learning -- Accommodating Students with Disabilities -- Classroom Organization Issues -- Instructional Strategies -- Summary -- Part 3. Planning for Meaningful and Effective Learning -- Chapter 8. Curriculum Concepts and Planning Principles -- The Role of Curriculum in a Successful Physical Education -- Important Curriculum Terms -- The Plain Truth About Curriculum Design -- Principles of Curriculum Design -- The Good in Physical Education -- A Model for Curriculum Planning -- The NASPE Curriculum Framework -- Curriculums That Serve Students Equitably -- Summary -- Chapter 9. Main-Theme Curriculum Formats -- Main-Theme Curriculum Models -- Developmental Physical Education -- Adventure Education -- Physical Activity, Fitness, and Wellness Education -- Integrated Physical Education -- Sport Education -- Designing a Coherent K-12 Multimodel Curriculum -- Making It Work -- Summary |
| Notes |
Includes index |
| Bibliography |
Bibliography: pages 325-338 |
| Subject |
Physical education and training.
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Physical education teachers -- Training of -- United States.
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| Author |
Temple, Viviene (Lecturer)
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| LC no. |
90025194 |
| ISBN |
0874848997 |
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