Teaching Physical Education for Learning
, by Rink, Judith
- ISBN: 9780078022692 | 007802269X
- Cover: Loose-leaf
- Copyright: 2/22/2013
Teaching Physical Education for Learning shows teaching as an interactive, content-specific process. Focusing on physical education from kindergarten through grade 12, this user-friendly text emphasizes teaching strategies and theories to give future teachers a foundation for designing effective learning experiences.
PrefacePart 1 Understanding the Teaching/Learning Process 1 Teaching Physical Education: An OrientationTeaching as a ProfessionWhat Does It Mean to Act Professionally?Professional Teachers Acquire the Skills for Best Practice
Teaching as a Goal- Oriented ActivityTypes of Goals
Establishing Realistic Goals
Choosing Instructional Processes to Meet
Goals
Achieving Goals Through ProcessesCriteria for a Learning Experience
Criterion One
Criterion Two 10
Criterion Three 11
Criterion Four 11
Understanding the Instructional Process 12Prelesson and Postlesson Routines 12
Movement Task–Student Response Unit of Analysis 13
Teaching Functions 14
Management and Content Behavior 15
Looking to the Future: Becoming a Professional Teacher 16Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Summary 19Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
1 Teaching Physical Education: An OrientationTeaching as a ProfessionWhat Does It Mean to Act Professionally?Professional Teachers Acquire the Skills for Best Practice
Teaching as a Goal- Oriented ActivityTypes of Goals
Establishing Realistic Goals
Choosing Instructional Processes to Meet
Goals
Achieving Goals Through ProcessesCriteria for a Learning Experience
Criterion One
Criterion Two 10
Criterion Three 11
Criterion Four 11
Understanding the Instructional Process 12Prelesson and Postlesson Routines 12
Movement Task–Student Response Unit of Analysis 13
Teaching Functions 14
Management and Content Behavior 15
Looking to the Future: Becoming a Professional Teacher 16Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Summary 19Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
What Does It Mean to Act Professionally?Professional Teachers Acquire the Skills for Best Practice
Teaching as a Goal- Oriented ActivityTypes of Goals
Establishing Realistic Goals
Choosing Instructional Processes to Meet
Goals
Achieving Goals Through ProcessesCriteria for a Learning Experience
Criterion One
Criterion Two 10
Criterion Three 11
Criterion Four 11
Understanding the Instructional Process 12Prelesson and Postlesson Routines 12
Movement Task–Student Response Unit of Analysis 13
Teaching Functions 14
Management and Content Behavior 15
Looking to the Future: Becoming a Professional Teacher 16Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Summary 19Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Professional Teachers Acquire the Skills for Best Practice
Types of Goals
Establishing Realistic Goals
Choosing Instructional Processes to Meet
Goals
Achieving Goals Through ProcessesCriteria for a Learning Experience
Criterion One
Criterion Two 10
Criterion Three 11
Criterion Four 11
Understanding the Instructional Process 12Prelesson and Postlesson Routines 12
Movement Task–Student Response Unit of Analysis 13
Teaching Functions 14
Management and Content Behavior 15
Looking to the Future: Becoming a Professional Teacher 16Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Summary 19Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Criteria for a Learning Experience
Criterion One
Criterion Two 10
Criterion Three 11
Criterion Four 11
Prelesson and Postlesson Routines 12
Movement Task–Student Response Unit of Analysis 13
Teaching Functions 14
Management and Content Behavior 15
Looking to the Future: Becoming a Professional Teacher 16Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Summary 19Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Value Positions and Beliefs in Teaching 16
Personal Characteristics of a Teacher 17
Developing Commitment 18
Checking Your Understanding 192 Factors That Influence Learning 21What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
What Is Learning? 22How Do People Learn Motor Skills? 23Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Understanding the Control of Movement 24Stages of Motor Learning 25Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Requirements for Learning a Motor Skill 26Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
The Nature of Motor Skill Goals 29Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Prerequisites 27
Clear Idea of the Task 27
Motivational/Attentional Disposition to the Skill 28
Practice 28
Feedback 28
Open and Closed Skills 29
Discrete, Serial, and Continuous Skills 31
Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31
Learner Abilities 32
Practice Profiles and Success Rates 33Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Environmental Conditions 31
Learner Abilities 32
Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35
Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37
Learner Characteristics 37Motor Ability 37
Intelligence and Cognitive Development 38
Summary 39Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Motor Ability 37
Intelligence and Cognitive Development 38
Checking Your Understanding 39Part 2 Effective Teaching Skills 3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
3 Designing Learning Experiences and Tasks 41Criteria for a Learning Experience 42Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Designing the Movement Task 42Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Transitions from One Organization to Another 52Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46
Designing Learning Experiences That Are Safe 52Teacher Legal Liability for Student Safety 53Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Student Decision Making in Environmental Arrangements 54The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Closed Skills 57
Open Skills 58
Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
4 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65
Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Orient the Learner (Set Induction) 67
Sequence the Presentation in Logical Order 68
Give Examples and Nonexamples 68
Personalize the Presentation 68
Repeat Things Difficult to Understand 68
Draw on the Personal Experience of Students 68
Check for Understanding 68
Present Material Dynamically 69
Choosing a Way to Communicate 69Verbal Communication 69
Demonstration 69
Media Materials 72
Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Verbal Communication 69
Demonstration 69
Media Materials 72
Good Cues Are Accurate 73
Good Cues Are Brief and Critical to the Skill Being Performed 73
Good Cues Are Appropriate to the Learner’s Skill Level and Age 75
Good Cues Are Appropriate for Different Types of Content 77
Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79
Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
5 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Establish a Progression (Extension) 83
Demonstrate a Concern for Quality of Performance (Refinement) 84
Give Students an Opportunity to Apply/Assess Their Skills (Application) 85
Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Guidelines for Developing Different Types of Content 95Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Developing Extension Tasks—The Teacher’s Progression 88
Adding the Qualities of Refinement 92
Designing Application/Assessment Experiences for Content 93
What Content Development Looks Like in a Real Lesson 95
Developing Closed Skills 96
Developing Closed Skills Performed in Different Environments 98
Developing Open Skills 98
Teaching Games and Sports The Games Stages
Considerations Using the Games Stages
Summary 105Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
The Games Stages
Considerations Using the Games Stages
Checking Your Understanding 1056 Developing and Maintaining a Learning Environment 107The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
The Ecology of the Gymnasium 108Establishing and Maintaining a Management System 109Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114
Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Hellison’s Levels of Responsibility 118
Behavior Modification 118
Authoritative Orientations to Management 122
Group Process Strategies for Developing Self-Direction 122
Conflict Resolution 123
Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126
Summary 128Checking Your Understanding 1287 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
7 Teacher Functions During Activity 130I’ve Sent the Students Off to Practice— Now What? 131Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Setting Priorities of What to Do First 133Maintaining a Safe Learning Environment 134Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Clarifying and Reinforcing Tasks for Learners 134Maintaining a Productive Learning Environment 135Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Observing and Analyzing Student Responses 136Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Providing Feedback to Learners 139Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Positioning of the Teacher 137
Determining a Plan for Observing Large Groups 137
Knowing What to Look For 138
Evaluative and Corrective Feedback 140
Congruency of Feedback 140
General versus Specific Feedback 141
Negative versus Positive Feedback 142
The Target of Feedback 143
Timing of Feedback 144
Use of Feedback to Promote Student Understanding 144
Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Indirectly Contributing Behaviors 146Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Extending the Task for Individuals 145
Designing Applying/Assessment Task for Individuals 145
Changing the Task Completely for Individuals 146
Refining the Task for Individuals 146
Attending to Injured Students 146
Engaging in Off- Topic Discussions 147
Dealing with the Personal Needs of Students 147
Participating with Students and Officiating 148
Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Selection of Content 156
Communication of Tasks 156
Progression of Content 156
Provision for Feedback and Evaluation 156
The Teaching Strategies Described 156Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Selecting a Teaching Strategy 179Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Interactive Teaching 157
Station Teaching 160
Peer Teaching 162
Cooperative Learning 166
Self-Instructional Strategies 169
Cognitive Strategies 172
Team Teaching 175
Summary 179Checking Your Understanding 1799 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
9 Student Motivation, Personal Growth, and Inclusion 181Motivation in Learning 183Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Theories of Motivation—The Why of Behavior 183Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Behaviorism 183
Social Learning Theory 183
Self-Determination Theory 183
Achievement Goal and Social Goals Theory 184
Interest Theories 185
Designing Experiences to Develop Personal and Situational Interest 186
Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Planning 192
Selection of Tasks and Design of Learning Experiences 193
Presentation of Units and Tasks 194
Organizational Arrangements 195
Teacher Functions During Activity 195
Pacing of Lessons 196
Assessment of Tasks, Units, and Lessons 196
Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Physical Education for Inclusion 199Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
The Unique and Shared Affective Goals of Physical Education 197
Instructional Strategies for Teaching Affect 197
Becoming Aware 200
Developing a Climate for Inclusion 201
Building Equity 202Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Discussion of Affective Goals for Physical Education 206Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Gender Equity 202
Ethnic and Cultural Differences 203
Disadvantaged Students 203
Students with Disabilities 204
Summary 207Checking Your Understanding 20710 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
10 Planning 209Establishing Goals and Objectives for Learning 211Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Writing Learning Outcomes in Terms of What Students Will Learn 211
Levels of Specificity in Educational Objectives 213
Objectives in the Three Learning Domains 215
Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Planning the Lesson 217Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Beginning the Lesson 218
Developing the Lesson 218
Ending the Lesson—Closure 219
Format for Lesson Planning 219
Planning the Curriculum 225
Developing Curriculum from a Set of Standards 226
Planning for Units of Instruction 226
Considerations in Planning Units 229
Developing the Unit 231
The Unit Plan 232
Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Formative Assessment 241
Summative Assessment 242
Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Validity of Assessment Measures 243
Reliability of Assessment Measures 244
Alternative Assessment 246Checklists 246
Rating Scales 247
Scoring Rubrics 247
Types of Student Assessment 248Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Checklists 246
Rating Scales 247
Scoring Rubrics 247
Observation 248
Event Tasks 250
Student Journals 255
Portfolio 256
Written Test 256
Skill Tests 257
Student/Group Projects and Reports 258
Student Logs 258
Student Interviews, Surveys, and Questionnaires 258
Parental Reports 260
Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Establish Criteria 260
Use Self-Testing Tasks Frequently 262
Use Simple Check Sheets and Rating Scales 262
Use Peer Assessment 263
Use Thirty-Second Wonders 263
Use DVD/Computers 263
Sample Student Behavior 264
Get Comfortable with Technology 264
Student Grading 266Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Student Achievement 266
Student Improvement 266
Student Effort 266
Student Conduct 266
Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Teaching Lifetime Physical Activity 271
Teaching Fitness Concepts in the Classroom 272
Curricular Alternatives to Teaching Fitness 272Tactical and Skill Approaches to Teaching Games and Sports 284Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Sport Education 286Teaching Dance 287Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Gymnastics 287Outdoor Pursuits 287Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Movement Concepts—Teaching for Transfer 289Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Summary 301Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Learning Theory Associated with the Transfer of Learning 290
Important Concepts in Physical Education 291
Teaching Movement Concepts 295
Checking Your Understanding 30213 The Professional Teacher and the Continuous LearnerProfessional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Professional Teachers Are Continuous Learners 307 Stay Current in Your Field Take Responsibility for Your Growth Become a Reflective Practitioner Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Collecting Information on Your Teaching 312Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Observing and Analyzing Your Teaching 313Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Maintaining a Teaching Portfolio 312
Collecting Data on the Products and Processes of Teaching 312
Deciding What to Look For 313
Choosing an Observational Method or Tool to Collect Information 315
Collecting Data 318
Analyzing and Interpreting the Meaning of Data 319
Making Changes in the Instructional Process 319
Monitoring Change in Teaching 320
Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Intuitive Observation 323
Anecdotal Records 325
Rating Scales 327
Scoring Rubric 329
Event Recording 329
Duration Recording 331
Time Sampling 332
Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Summary 350Checking Your Understanding 350Glossary 352Index 357
Student Motor Activity: ALT-PE 335
Student Use of Time 337
Content Development: OSCD-PE 338
Teacher Feedback 339
Student Conduct 341
Qualitative Measures of Teaching Performance Scale (QMTPS) 343
Teacher Movement 347
Checking Your Understanding 350Glossary 352Index 357
Index 357
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