Actions for Building effective physical education programs

Email RIS file
Bookmark
Report an Issue

Building effective physical education programs / Deborah Tannehill, Hans van der Mars, Ann MacPhail

Author
Tannehill, Deborah
Published
Burlington, MA : Jones & Bartlett Learning, [2015]
Physical Description
xiv, 432 pages : illustrations ; 26 cm
Additional Creators
Van der Mars, Hans, 1955- and MacPhail, Ann

Availability

Browse Nearby on Shelf
I Want It
I Want It

Finding items...

Contents
Machine generated contents note: Section I Broadening Perspectives of Physical Education in Changing Contexts -- ch. 1 The Role of the Physical Educator in and Beyond the School -- Roles and Objectives of School Physical Education -- What It Means to Be a Professional Physical Educator -- The Three Pillars of School Physical Education, Extracurricular Sport, and Community and Club Sport -- International Similarities Across the Pillars as Regards to Physical Activity Engagement -- Physical Education's Changing Context -- Physical Education Curriculum -- School Physical Education's Influence on Extracurricular Sport and Community and Club Sport -- Extracurricular Sport and Community and Club Sport -- An Example of a Challenge Set by the Three Pillars -- Connection with Other Physical Activity Professionals -- Examples of Programs and Related Partnerships -- Active Schools -- Healthy Schools -- Olympic Day/Mini Olympic Games -- School Sport Associations -- Annual Sport Festivals -- Partnership Opportunities with Sporting Federations -- Online Physical Education: The Way Forward or the Demise of Physical Education? -- ch. 2 Comprehensive School Physical Activity Programs -- Comprehensive School Physical Activity Programs: A Global Trend -- Key Features of a Comprehensive School Physical Activity Program -- Physical Education Lessons -- Physical Activity During the School Day -- Physical Activity Before and After School -- School-Based Physical Activity/Wellness Programming for School Staff -- Physical Activity Involvement by Families and Community -- Why Comprehensive School Physical Activity Programs? -- The Traditional Objectives of School Physical Education Programs -- Physical Activity Behavior as a Central Program Outcome -- Status of School Physical Education Relative to Other School Subjects -- Relationship of Physical Activity (and Physical Education) with Students' Academic Performance -- More Is Not Always Better -- The Physical Educator as Director of Physical Activity -- Supporting Evidence for Implementing CSPAP -- Skills, Knowledge, and Strategies for Implementing CSPAPs -- Coordinate Before-, During-, and After-School Physical Activity Programming -- Collaborate with Outside Experts, Organizations, and Agencies -- Learn Sport, Games, Dance, and Other Movement Forms as a Source of Lifelong Physical Activity -- Promote and Market Out-of-Class Physical Activity Programming -- Increase Administrator and School Staff Knowledge of, and Support for, Physical Activity -- Inform and Educate Parents, Guardians, Other Family Members, and Members of the Community -- CSPAPs: Getting Started -- ch. 3 Educational Reform: Implications for Teaching Physical Education -- Educational Reform -- Reform in Physical Education -- The Ecology of Physical Education Beyond the Classroom -- How Policies Help Physical Education Programs Accomplish Their Mission -- Important Concepts in the Ecological Framework -- Challenges and Opportunities Facing School Physical Education -- Challenges Facing Teachers -- Physical Education and Public Health -- Alternative Providers of Physical Education Beyond Schools -- Narrowing of the School Curriculum -- ch. 4 The Ecology of Teaching Physical Education -- Some Common Misconceptions -- The Ecology of Task Systems at the Class Level -- How Tasks Develop in Physical Education Lessons -- Important Concepts in the Ecological Framework -- Accountability -- Clarity and Ambiguity -- Risk -- Task Boundaries -- Students Influencing Teachers: Negotiation Within Task Systems -- Students Influencing Teachers: Negotiation Between Task Systems -- Supervision and Accountability -- The Evidence Surrounding the Ecological Task Systems in Physical Education -- ch. 5 The Hidden Dimensions of Teaching Physical Education -- Incoming Conceptions of Teaching Physical Education -- Confronting Personal Beliefs and Assumptions -- The Hidden Dimensions of Physical Educators' Work -- Contributing to the Broader School Mission -- Planning and Administering the Program -- Managing Your Resources -- Collaborating with Others -- Counseling Students -- Continuing Professional Development -- Representing Yourself, Your School, and Your Profession -- Proactively Advocating for Your Program and Profession -- Section II Developing Responsible Learners -- ch. 6 Building and Sustaining Student Learning Communities Through Caring and Equitable Pedagogy -- Physical Education Teachers Who Care -- The Expression, Implementation, and Achievement of Expectations -- The Influence of the Teacher's Personal Biography on Caring for Students -- A Culturally Relevant Education -- Young Peoples' Treatment of Each Other: Caring for Each Other -- Student Voice and Choice -- An Equity Pedagogy for a Culturally Relevant Education -- Profile 1 Unacceptable Characteristics That Result in Inequitable, Biased Learning Environments -- Profile 2 Acceptable Strategies That Result in an Equitable Pedagogy of Caring -- Profile 3 Preferred Strategies That Move Beyond a Pedagogy of Caring to Antibias Teaching -- Teaching Personal and Social Responsibility -- The Teaching Personal and Social Responsibility (TPSR) Model -- The Enactment of TPSR -- Defining and Developing a Learning Community -- Six Characteristics of Learning Communities -- Boundaries -- Persistence -- Common Goals -- Cooperation -- Symbols and Rituals -- Fairness and Caring -- Physical Education Learning Communities Through a Sport Education Unit -- ch. 7 Preventive Classroom Management -- The Nature and Purpose of Preventive Management -- Myths and Truths About Management and Teaching -- Establishing a Management System -- Teacher and Student Expectations of Themselves and Each Other -- Developing Rules and Routines -- Managerial Time: What It Is and Why Reduce It -- The Skills and Strategies Most Important to Preventive Class Management -- Starting the Lesson -- Transitions -- Equipment Transitions -- Managing Formations -- Momentum and Pace of the Lesson -- Teacher Interactive Behavior -- Safety Guidelines -- Recognizing Potential Behavior Problems -- Active Supervision -- Assessing the Effectiveness of the Managerial Task System -- ch. 8 Developing Discipline Using Effective Behavior Management -- Why Discipline Is Important -- Developing Pro-Social Behavior: Practicing Primary Prevention -- Changing Behavior -- Reinforcement: The Use of Positive Consequences -- Techniques for Developing and Sustaining Pro-Social Behavior -- Punishment: The Use of Negative Consequences -- Physical Activity as a Means of Punishment -- Techniques for Decreasing/Eliminating Misbehavior -- Verbal Desists -- Ignoring Minor Tolerable Behavior -- Differential Reinforcement -- Positive Practice -- Contingency Contracts -- Group Contingencies -- Time-out -- Reward Cost -- The Ultimate and Long-Term Goal of a Behavior Management System -- Section III Designing an Instructionally Aligned Physical Education Program -- ch. 9 Curriculum Concepts and Planning Principles -- Backward Design and Instructional Alignment -- Common Practices in Physical Education Curricula -- The Role of Curriculum in Successful Physical Education -- Important Curriculum Terms -- Considering Objectives -- Considering Outcomes -- Authentic Outcomes and Authentic Assessment -- Content and Process Outcomes -- The Contribution of Outcomes to Exit Standards, Content Standards, and Performance Standards -- International Differences in Physical Education Curriculum Design -- Delivering the Intended Curriculum Design -- Principles of Curriculum Design -- Develop a Clear Statement of a Limited Set of "Goods" That Physical Education Should Achieve -- Acknowledge Your Beliefs About Education and Learning -- Include Students in the Construction of the Curriculum -- Less Is More -- Use Authentic Outcomes to Improve Motivation and Learning -- Backward Design -- Plan for and Check Alignment -- Carefully Consider the Distribution of Sequenced Experiences -- The Goods in Physical Education -- Building a Physical Education Curriculum -- Involving Students in Defining the Good(s) of the Physical Education Curriculum -- Being Realistic in What Can Be Achieved Within a Physical Education Curriculum -- A Model for Curriculum Planning -- Curricula That Serve Students Equitably -- ch. 10 Main-Theme Physical Education Curriculum Models -- Main-Theme Curriculum Models -- Developmental Physical Education Models -- Adventure Education -- Outdoor Education -- Sport Education -- Tactical Games Approach to Teaching Games -- Teaching Personal and Social Responsibility -- Social Issues Models -- Health and Wellness Models -- Designing a Coherent Primary and/or Postprimary Multimodel Curriculum -- ch. 11 Assessment Considerations for Promoting Meaningful Learning in Physical Education -- Assessment and Grading -- The Changing Philosophy of Assessment -- Assessment "for" Learning -- Assessment Defined -- Formal and Informal Assessment -- Formative and Summative Assessment -- Traditional Assessment -- Alternative Assessment -- Grading -- Who Is Going to Assess? -- ch. 12 Appropriate Assessment Instruments in Physical Education -- Observation -- Checklist -- Peer Assessment Observation -- Portfolio -- Journals -- Event Tasks -- Written Tests -- Skills Tests -- Self-Assessment -- Assessment Wheel -- Assessment Steps -- Establishing Scoring Criteria: Using Scoring Rubrics/Guides -- An Example of Assessing Within a Specific Program: The Comprehensive School Physical Activity Program -- Reliability and Consistency -- Practicing Formal Assessment of Student Learning in Physical Education -- Remembering to Assess -- ch. 13 Developing Effective Teaching Practices -- Teaching and Learning -- The Learning Student -- The Active Teacher -- Designing Physically and Emotionally Safe Learning Environments -- Ensuring a Challenging and Meaningful Learning Environment -- Ten Instructional Principles -- Lessons as Arrangement of Tasks -- and Contents note continued: Communicating Tasks to Students Effectively and Efficiently -- Communicate Learning Tasks Effectively Through Both the Teacher and the Environment -- Choosing Content to Match the Curriculum Model -- Developing Progressions of Instructional Tasks -- Developing Tasks for Tactical Awareness in Games Teaching -- How Alignment Fits into Planning Teaching Progressions -- Modifying Task Complexity -- Space -- Equipment -- Number of Participants -- Rules -- Conditions/Tactics/Problems -- Closed and Open Skills -- Assessing Teaching -- ch. 14 Selecting Appropriate Instructional Models -- Instructional Models -- Active Teaching Framework -- Matching Instructional Model to Context -- Teacher-Mediated and Student-Mediated Instruction -- Guided and Independent Practice -- Teacher-Mediated Instructional Models -- Direct Instruction -- Games-Based Instruction -- Prerequisites for Effective Student-Mediated Instruction -- Student-Mediated Instructional Models -- Peer Tutoring/Reciprocal Teaching -- Cooperative Learning -- Contracting -- Personalized System of Instruction -- ch. 15 Developing Teaching Strategies to Facilitate Learning -- How and When to Use Managerial Skills and Strategies -- Behavior and Management Feedback -- Instant/Entry Activity -- Equipment Setup/Dispersal and Return -- Transitioning Students -- Checking for Understanding -- How and When to Use Teaching Skills and Strategies -- Instructional Prompts -- Set Induction -- Grouping for Activity -- Checking for Understanding -- Pinpointing -- Employing Questioning Techniques -- Providing Feedback -- Guided Practice -- Independent Practice -- Active Supervision -- Task Presentation -- Teachable Moment -- Informal Accountability and Monitoring Student Performance -- Lesson Closure -- Designing Learning Experiences -- Learning Experiences for Social Development -- Learning Experiences for Psychomotor Development -- Learning Experiences for Cognitive Development -- Classroom Strategies Adapted to Physical Education -- Think--Pair--Share -- Debate -- Brainstorming -- Field Experience -- Predict, Observe, and Explain -- Jigsaw -- Know, Want to Know, Learned (K-W-L) -- Instructional Adaptations -- ch. 16 Planning to Promote Student Learning -- Why Teachers Plan -- Dependence on Planning -- Considerations When Planning -- Levels of Planning -- Considering a Unit Plan -- Designing a Unit Plan -- Needs Assessment and Contextual Description -- Big Picture Goal -- Big Picture Assessment -- Content Analysis and the Concept Map -- Learning Outcomes -- Formative Assessments -- Instruction -- Instructional Adaptations -- Resources -- Structure of Self-Appraisal -- Preventive Management -- Block Plan -- Designing a Lesson Plan -- Contextual Description -- Timeline -- Content -- Organization and Management -- Teaching Cues and Prompts -- Content Adaptations -- ch. 17 Supporting Technology for Teaching Physical Education -- Influence of Technology -- Teachers' Receptivity to Incorporating Technology -- Technology: To Use or Not to Use -- Technology for Enhancing Instruction -- Building Your Content and Pedagogical Content Knowledge Using Technology -- Technology and Continuing Professional Development -- Technology for Enhancing Student Learning -- Assessment of Student Learning with Technology Tools -- The Future of Technology in Education -- Section IV The Reality of Teaching Physical Education -- ch. 18 Professional Development: Staying Alive as a Teacher -- Strategies for All Stages Across the Teaching Continuum -- Mentoring -- School Ethnography -- Self-Analysis -- During Initial Teacher Education -- Teaching Portfolio -- Becoming a Professional -- Beliefs About and Philosophy of Teaching -- Being a Change Agent -- Student Teaching -- During the First Few Years: Induction -- Induction Programs -- Mentors -- Reflection and Self-Assessment -- During the First Few Years: Postinduction -- Ongoing Throughout Your Teaching Career -- Community of Practice -- School--University Partnerships -- In-Service Education -- ch. 19 Advocating for and Promoting Your Program -- Physical Educators' Unrealized Role -- Program Promotion Strategies -- Developing Credible Information to Share About Your Program's Accomplishments -- Maintain Currency with Current Trends, Issues, and Best Available Knowledge -- Inform, Communicate, and Educate the Public -- Advocacy for Physical Education Programs and the Profession -- The Relative Contribution of Policies/Legislation Support in Education and Physical Education -- Advocating for Your Program and Profession: Whose Responsibility? -- Become a Member of Your Professional Association -- Attend Professional Conferences and Workshops -- Work with Professional Colleagues: You Are Not Alone -- Seek Connections with Those Outside the Field with Similar Goals and Interests -- Develop an Advocacy Action Plan -- Actively Participate in Voicing Support for or Opposition to Policy Proposals.
Subject(s)
ISBN
9781449646356
1449646352
9781284021103 (with online access card)
1284021106 (with online access card)
Bibliography Note
Includes bibliographical references and index.
Source of Acquisition
Purchased with funds from the Dorothy V. Harris Libraries Endowment; 2013
Endowment Note
Dorothy V. Harris Libraries Endowment
View MARC record | catkey: 11942319