PART I Understanding the Teaching-Learning Process
1 Teaching Physical Education: An Orientation
Teaching as a Profession
What Does It Mean to Act Professionally? Professional Teachers Acquire the Skills for Best Practice
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
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
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 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 Learning Outcomes in Terms of What Students Will Learn
Levels of Specificity in Educational Objectives
Objectives in the Three Learning Domains
Writing Learning Outcomes 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
Developing a Physically Active Lifestyle Teaching Lifetime Physical Activity
Teaching Fitness Concepts in the Classroom
Curricular Alternatives to Teaching Fitness
Tactical and Skill Approaches to Teaching Games and Sports
Sport Education
Teaching 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 Teacher as the Continuous Learner
Professional Teachers Are Continuous Learners
Stay Current in Your Field Take Responsibility for Your Growth
Become a Reflective Practitioner
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
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