Preface |
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xi | |
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SECTION 1 JUSTIFYING A PHYSICAL EDUCATION PROGRAM |
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Physical Education in the Secondary School |
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3 | (24) |
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3 | (1) |
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3 | (2) |
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What Is Physical Education? |
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5 | (1) |
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Rationale for Physical Education |
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6 | (1) |
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Major Outcomes for Physical Education |
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7 | (1) |
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Physical Education Content Standards |
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7 | (5) |
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Perspectives Influencing Physical Education |
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12 | (1) |
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Issues Affecting Physical Education Programs |
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13 | (4) |
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Essential Components of a Quality Program |
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17 | (2) |
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Characteristics of Successful Physical Education Programs |
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19 | (5) |
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Study Stimulators and Review Questions |
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24 | (1) |
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References and Suggested Readings |
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24 | (1) |
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25 | (2) |
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The Impact of Physical Activity on Adolescents |
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27 | (20) |
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27 | (1) |
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27 | (3) |
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Growth and Development of Adolescents |
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30 | (6) |
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The Impact of Activity on Health |
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36 | (2) |
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Physical Education Dropouts |
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38 | (1) |
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Academic Achievement and Physical Education |
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39 | (1) |
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Long-Term Effect of Physical Activity |
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39 | (1) |
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Safety Guidelines for Exercise and Physical Activity |
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40 | (3) |
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Study Stimulators and Review Questions |
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43 | (1) |
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References and Suggested Readings |
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43 | (2) |
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45 | (2) |
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SECTION 2 DESIGNING A PHYSICAL EDUCATION PROGRAM |
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Steps in Developing a Curriculum |
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47 | (22) |
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47 | (1) |
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47 | (2) |
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Designing a Quality Curriculum |
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49 | (15) |
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An Articulated Curriculum: Grades K--12 |
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64 | (2) |
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Study Stimulators and Review Questions |
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66 | (1) |
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References and Suggested Readings |
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66 | (1) |
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67 | (2) |
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69 | (32) |
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69 | (1) |
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69 | (1) |
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Promoting Physical Activity/Skill Development Approach |
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70 | (14) |
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Sports Education Approach |
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84 | (2) |
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Knowledge Concepts Approaches |
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86 | (1) |
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Fitness Education Approaches |
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86 | (7) |
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Personal and Social Responsibility Approach |
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93 | (5) |
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Study Stimulators and Review Questions |
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98 | (1) |
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References and Suggested Readings |
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98 | (1) |
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99 | (2) |
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SECTION 3 TEACHING A PHYSICAL EDUCATION PROGRAM |
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Planning for Effective Instruction |
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101 | (28) |
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101 | (1) |
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101 | (1) |
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Develop Departmental Policies |
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102 | (8) |
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Consider Pre-Instructional Decisions |
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110 | (4) |
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Teach Each Student as a Whole Person |
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114 | (2) |
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Plan for Optimal Skill Learning |
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116 | (4) |
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Design Comprehensive Unit Plans |
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120 | (1) |
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Create Quality Lesson Plans |
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121 | (3) |
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Reflect on the Completed Lesson |
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124 | (2) |
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Study Stimulators and Review Questions |
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126 | (1) |
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References and Suggested Readings |
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126 | (1) |
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127 | (2) |
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Improving Instructional Effectiveness |
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129 | (18) |
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129 | (1) |
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129 | (1) |
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Maintain Student Interest |
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130 | (2) |
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Develop Effective Listening Skills |
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132 | (1) |
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Communicate Effectively with Your Class |
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133 | (1) |
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Demonstrate a Caring Attitude Toward Students |
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134 | (2) |
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Use Nonverbal Communication |
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136 | (1) |
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Demonstrate and Model Skills |
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136 | (1) |
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Facilitate Learning with Instructional Cues |
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137 | (1) |
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Use Effective Instructional Feedback |
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138 | (2) |
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Consider the Personal Needs of Students |
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140 | (4) |
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Study Stimulators and Review Questions |
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144 | (1) |
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References and Suggested Readings |
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145 | (1) |
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145 | (2) |
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Management and Discipline |
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147 | (28) |
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147 | (1) |
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147 | (1) |
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Strive for a Well-Managed Class |
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148 | (1) |
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Use Effective Class Organization Strategies |
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148 | (6) |
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Teach Responsible Student Behavior |
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154 | (2) |
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Implement a Proactive Behavior Management Approach |
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156 | (5) |
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Maintain and Promote Acceptable Behavior |
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161 | (3) |
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Decrease Unacceptable Behavior |
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164 | (5) |
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Deal with Severe Misbehavior |
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169 | (2) |
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171 | (1) |
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Make Punishment a Last Resort |
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171 | (1) |
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Know the Legal Considerations of Expulsion |
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172 | (1) |
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Study Stimulators and Review Questions |
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172 | (1) |
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References and Suggested Readings |
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173 | (1) |
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173 | (2) |
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175 | (28) |
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175 | (1) |
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176 | (1) |
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177 | (1) |
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177 | (5) |
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Mastery Learning (Outcomes-Based) Style |
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182 | (8) |
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190 | (1) |
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Cooperative Learning Style |
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191 | (2) |
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193 | (4) |
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Teaching Styles and Student Learning |
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197 | (1) |
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A Framework for Using Multiple Teaching Styles |
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198 | (1) |
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Dynamic Instruction: Elements Common to All Styles |
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199 | (1) |
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Study Stimulators and Review Questions |
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200 | (1) |
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References and Suggested Readings |
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200 | (1) |
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201 | (2) |
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Improving Instruction Systematically |
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203 | (26) |
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203 | (1) |
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203 | (1) |
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Defining Effective Instruction |
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204 | (1) |
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Improving Teaching Skills |
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204 | (1) |
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Explaining the Need for Goals and Feedback |
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205 | (1) |
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Explaining the Need for Systematic Evaluation |
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205 | (1) |
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Evaluating Effective Teaching |
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205 | (2) |
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Introducing Methods for Systematically Observing Instruction |
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207 | (1) |
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Systematically Observing for Self-Improvement |
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208 | (1) |
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Improving the Quality of Instruction |
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208 | (12) |
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Observation Systems for Research and Supervision |
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220 | (7) |
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Study Stimulators and Review Questions |
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227 | (1) |
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References and Suggested Readings |
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227 | (1) |
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227 | (2) |
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Assessment, Evaluation, and Grading |
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229 | (34) |
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229 | (1) |
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229 | (1) |
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Assessment of Student Performance |
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230 | (1) |
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Objective Assessment of Physical Skills |
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231 | (6) |
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Assessment of Performance Outcomes |
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237 | (10) |
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247 | (3) |
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Assessment of Attitudes and Values |
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250 | (4) |
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Evaluation of Student Performance |
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254 | (1) |
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Norm-Referenced Evaluations |
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254 | (1) |
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Criterion-Referenced Evaluations |
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255 | (1) |
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Uses for Student Evaluation |
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255 | (2) |
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Grading---Differing Viewpoints |
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257 | (1) |
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Educational Objectives versus Administrative Tasks |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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259 | (1) |
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Negative versus Positive Grading |
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259 | (1) |
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Pass-Fail versus Letter Grades |
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259 | (1) |
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Study Stimulators and Review Questions |
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260 | (1) |
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References and Suggested Readings |
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260 | (1) |
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261 | (2) |
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SECTION 4 DEVELOPING A TOTAL PROGRAM |
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Students with Disabilities |
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263 | (16) |
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263 | (1) |
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263 | (2) |
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Least-Restrictive Environment |
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265 | (1) |
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265 | (1) |
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266 | (1) |
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267 | (4) |
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A Systematic Approach to Successful Mainstreaming |
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271 | (4) |
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Fitness and Posture for Students with Disabilities |
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275 | (1) |
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276 | (1) |
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276 | (1) |
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Recruiting and Training of Aides |
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276 | (1) |
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Study Stimulators and Review Questions |
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276 | (1) |
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References and Suggested Readings |
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277 | (1) |
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277 | (2) |
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279 | (16) |
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279 | (1) |
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280 | (1) |
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281 | (1) |
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281 | (2) |
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283 | (3) |
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286 | (1) |
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287 | (1) |
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288 | (2) |
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Personal Protection: Minimizing the Effects of a Lawsuit |
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290 | (3) |
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Study Stimulators and Review Questions |
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293 | (1) |
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References and Suggested Readings |
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293 | (1) |
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293 | (2) |
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Intramurals, Sport Clubs, and Athletics: Furthering the Opportunity for Physical Activity |
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295 | (16) |
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295 | (1) |
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296 | (1) |
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296 | (7) |
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303 | (2) |
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Interscholastic Athletics |
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305 | (3) |
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Study Stimulators and Review Questions |
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308 | (1) |
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References and Suggested Readings |
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309 | (1) |
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309 | (2) |
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SECTION 5 IMPLEMENTING INSTRUCTIONAL ACTIVITIES |
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311 | (14) |
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311 | (1) |
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311 | (2) |
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313 | (3) |
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Sport Movement Challenges |
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316 | (1) |
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317 | (1) |
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Partner and Small-Group Activities |
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318 | (4) |
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Study Stimulators and Review Questions |
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322 | (1) |
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323 | (2) |
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Promoting and Monitoring Lifestyle Physical Activity |
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325 | (18) |
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325 | (1) |
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326 | (1) |
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Physical Activity for Adolescents |
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327 | (1) |
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The Physical Activity Pyramid |
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328 | (2) |
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Pedometers and Physical Activity |
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330 | (6) |
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Walking: The ``Real'' Lifetime Activity |
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336 | (4) |
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Study Stimulators and Review Questions |
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340 | (1) |
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References and Suggested Readings |
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340 | (1) |
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341 | (2) |
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343 | (40) |
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343 | (1) |
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344 | (1) |
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The Fitness of America's Youth |
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344 | (2) |
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Health-Related and Skill-Related Physical Fitness |
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346 | (2) |
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Creation of a Positive Fitness Experience |
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348 | (2) |
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Exercises for Developing Balanced Fitness Routines |
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350 | (1) |
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Avoidance of Harmful Practices and Exercises |
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351 | (5) |
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Activities and Routines for Developing Fitness |
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356 | (12) |
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368 | (12) |
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Study Stimulators and Review Questions |
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380 | (1) |
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References and Suggested Readings |
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381 | (1) |
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381 | (2) |
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Healthy Lifestyles: Activities for Instruction |
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383 | (20) |
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383 | (1) |
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384 | (1) |
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Integrating Health Concepts |
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385 | (1) |
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385 | (7) |
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Barriers to Healthy Living |
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392 | (6) |
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Teach Health Maintenance Behaviors |
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398 | (2) |
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Study Stimulators and Review Questions |
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400 | (1) |
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References and Suggested Readings |
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400 | (1) |
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401 | (2) |
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Promoting Motivation, Cooperation, and Inclusion: Nontraditional Ideas for Instruction |
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403 | (20) |
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Individual, Partner, and Small-Group Units of Instruction |
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403 | (13) |
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Novel Team Games and Activities |
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416 | (3) |
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419 | (1) |
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419 | (1) |
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420 | (1) |
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References and Suggested Readings |
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421 | (1) |
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421 | (2) |
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423 | (50) |
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423 | (3) |
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426 | (6) |
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432 | (5) |
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437 | (4) |
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441 | (4) |
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445 | (1) |
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446 | (3) |
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449 | (8) |
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457 | (4) |
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461 | (1) |
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462 | (4) |
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466 | (1) |
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466 | (4) |
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References and Suggested Readings |
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470 | (1) |
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471 | (2) |
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473 | (48) |
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473 | (4) |
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477 | (7) |
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484 | (4) |
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In-line Skating Mini-Unit |
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488 | (1) |
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489 | (2) |
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491 | (4) |
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495 | (1) |
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495 | (4) |
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499 | (5) |
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504 | (7) |
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511 | (6) |
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References and Suggested Readings |
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517 | (2) |
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519 | (2) |
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Outdoor Adventure Activities |
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521 | (18) |
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521 | (4) |
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Group Initiative Activities |
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525 | (4) |
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529 | (7) |
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Transverse Climbing Wall Activities |
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536 | (2) |
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References and Suggested Readings |
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538 | (1) |
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538 | (1) |
Index |
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539 | |