Loose Leaf Teaching Physical Education for Learning
McGraw Hill Higher Education (Verlag)
978-0-07-802269-2 (ISBN)
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Judith E. Rink is a professor in the Department of Physical Education at the University of South Carolina, Columbia. She has published numerous books, research and articles related to effective teaching of physical education. She has been an editor of both the Journal for Teaching Physical Education and the Research Quarterly for Exercise and Sport. Dr. Rink was the chairperson of the committee to develop national content standards for physical education and has been the recipient of the NASPE Hall of Fame Award, the Curriculum and Instruction Academy Honor Award and the American Education Association Special Interest Group Outstanding Scholar Honor Award. She is currently the program director the South Carolina Physical Education Assessment Program and is working with the National Association for Physical Education and Sport to develop performance indicators and assessment materials for the national standards.
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 PracticeTeaching as a Goal- Oriented ActivityTypes of Goals Establishing Realistic Goals Choosing Instructional Processes to MeetGoals Achieving Goals Through ProcessesCriteria for a Learning Experience Criterion One Criterion Two 10 Criterion Three 11Criterion Four 11Understanding the Instructional Process 12Prelesson and Postlesson Routines 12Movement Task–Student Response Unit of Analysis 13Teaching 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 31Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31Learner Abilities 32Practice Profiles and Success Rates 33Whole or Part 33Practice Variability 33Massed and Distributed Practice 35Motivation and Goal Setting 35Transfer of Learning 36Bilateral Transfer 36Intertask Transfer 36Intratask Transfer 37Learner Characteristics 37Motor Ability 37Intelligence and Cognitive Development 38Summary 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 43Goal-Setting Dimension of the Task 44Organizational 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 57Open Skills 58Summary 59Checking Your Understanding 604 Task Presentation 62Getting the Attention of the Learner 63Establishing Signals and Procedures 64Student Preoccupation with OtherEnvironmental Factors 65Inability to Hear or See 65Inefficient Use of Time 65Sequencing the Content and Organizational Aspects of Tasks 66Improving the Clarity of Communication 67Orient the Learner (Set Induction) 67Sequence the Presentation in Logical Order 68Give Examples and Nonexamples 68Personalize the Presentation 68Repeat Things Difficult to Understand 68Draw on the Personal Experience of Students 68Check for Understanding 68Present Material Dynamically 69Choosing a Way to Communicate 69Verbal Communication 69Demonstration 69Media Materials 72Selecting and Organizing Learning Cues 72Good Cues Are Accurate 73Good Cues Are Brief and Critical to the Skill Being Performed 73Good Cues Are Appropriate to the Learner’s Skill Level and Age 75Good Cues Are Appropriate for Different Types of Content 77Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehearse Them 79Summary 81Checking Your Understanding 815 Content Analysis and Development 82The Process of Content Development—Overview 83Establish a Progression (Extension) 83Demonstrate a Concern for Quality of Performance (Refinement) 84Give Students an Opportunity to Apply/Assess Their Skills (Application) 85Planning for Content Development: The Developmental Analysis 86Developing Extension Tasks—The Teacher’s Progression 88Adding the Qualities of Refinement 92Designing Application/Assessment Experiences for Content 93What Content Development Looks Like in a Real Lesson 95Guidelines for Developing Different Types of Content 95Developing Closed Skills 96Developing Closed Skills Performed in Different Environments 98Developing Open Skills 98Teaching 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 109Establishing Class Rules 113Gaining and Maintaining the Cooperation of Students 114Strategies for Developing Student Self-Control and Responsibility 117Hellison’s Levels of Responsibility 118Behavior Modification 118Authoritative Orientations to Management 122Group Process Strategies for Developing Self-Direction 122Conflict Resolution 123Discipline: What to Do If It Does Not Work 123Deterring Problems Before They Become Problems 124Continued Inappropriate Behavior 124Handling Students Who Continually Misbehave 126Summary 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 137Determining a Plan for Observing Large Groups 137Knowing What to Look For 138Providing Feedback to Learners 139Evaluative and Corrective Feedback 140Congruency of Feedback 140General versus Specific Feedback 141Negative versus Positive Feedback 142The Target of Feedback 143Timing of Feedback 144Use of Feedback to Promote Student Understanding 144Changing and Modifying Tasks for Individuals and Small Groups 144Extending the Task for Individuals 145Designing Applying/Assessment Task for Individuals 145Changing the Task Completely for Individuals 146Refining the Task for Individuals 146Indirectly Contributing Behaviors 146Attending to Injured Students 146Engaging in Off- Topic Discussions 147Dealing with the Personal Needs of Students 147Participating with Students and Officiating 148Noncontributing Behaviors 148Summary 148Checking Your Understanding 1498 Teaching Strategies 151Direct and Indirect Instruction 152The Teaching Strategy as a Delivery System 155Selection of Content 156Communication of Tasks 156Progression of Content 156Provision for Feedback and Evaluation 156The Teaching Strategies Described 156Interactive Teaching 157Station Teaching 160Peer Teaching 162Cooperative Learning 166Self-Instructional Strategies 169Cognitive Strategies 172Team Teaching 175Selecting 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 183Social Learning Theory 183Self-Determination Theory 183Achievement Goal and Social Goals Theory 184Interest Theories 185Designing Experiences to Develop Personal and Situational Interest 186Implications of Theories of Motivation 186Promoting Personal Growth Through Personal Interaction 190Motivation and Personal Growth Through Instructional Decision Making 192Planning 192Selection of Tasks and Design of Learning Experiences 193Presentation of Units and Tasks 194Organizational Arrangements 195Teacher Functions During Activity 195Pacing of Lessons 196Assessment of Tasks, Units, and Lessons 196Teaching Affective Goals as a Lesson Focus 196The Unique and Shared Affective Goals of Physical Education 197Instructional Strategies for Teaching Affect 197Physical Education for Inclusion 199Becoming Aware 200Developing a Climate for Inclusion 201Building Equity 202Gender Equity 202Ethnic and Cultural Differences 203Disadvantaged Students 203Students with Disabilities 204Discussion 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 211Levels of Specificity in Educational Objectives 213Objectives in the Three Learning Domains 215Writing Learning Outcomes Consistent with Content Standards 215Planning Physical Education Experiences 217Planning the Lesson 217Beginning the Lesson 218Developing the Lesson 218Ending the Lesson—Closure 219Format for Lesson Planning 219Planning the Curriculum 225Developing Curriculum from a Set of Standards 226Planning for Units of Instruction 226Considerations in Planning Units 229Developing the Unit 231The Unit Plan 232Summary 238Checking Your Understanding 23811 Assessment in the Instructional Process 239The Role of Assessment in Physical Education Programs 240Formative and Summative Assessment 241Formative Assessment 241Summative Assessment 242 Validity and Reliability Issues of Assessment 243Validity of Assessment Measures 243Reliability of Assessment Measures 244 Collecting Information: Formal and Informal Evaluation 245Alternative Assessment 246Checklists 246Rating Scales 247Scoring Rubrics 247Types of Student Assessment 248Observation 248Event Tasks 250Student Journals 255Portfolio 256Written Test 256Skill Tests 257Student/Group Projects and Reports 258Student Logs 258Student Interviews, Surveys, and Questionnaires 258Parental Reports 260 Making Assessment a Practical and Important Part of Your Program 260Establish Criteria 260Use Self-Testing Tasks Frequently 262Use Simple Check Sheets and Rating Scales 262Use Peer Assessment 263Use Thirty-Second Wonders 263Use DVD/Computers 263Sample Student Behavior 264Get Comfortable with Technology 264Preparing for Formal and High-Stakes Assessment 264Student Grading 266Student Achievement 266Student Improvement 266Student Effort 266Student Conduct 266Summary 267Checking Your Understanding 267Part 3 Context and Reflection 12 Content-Specific Pedagogy 269Developing a Physically Active LifestyleTeaching Lifetime Physical Activity 271Teaching Fitness Concepts in the Classroom 272Curricular 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 290Important Concepts in Physical Education 291Teaching Movement Concepts 295Summary 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 312Collecting Data on the Products and Processes of Teaching 312Observing and Analyzing Your Teaching 313Deciding What to Look For 313Choosing an Observational Method or Tool to Collect Information 315Collecting Data 318Analyzing and Interpreting the Meaning of Data 319Making Changes in the Instructional Process 319Monitoring Change in Teaching 320Summary 320Checking Your Understanding 320 14 Observation Techniques and Tools 322Observational Methods 323Intuitive Observation 323Anecdotal Records 325Rating Scales 327Scoring Rubric 329Event Recording 329Duration Recording 331Time Sampling 332Observational Tools for the Analysis of Teaching 335Student Motor Activity: ALT-PE 335Student Use of Time 337Content Development: OSCD-PE 338Teacher Feedback 339Student Conduct 341Qualitative Measures of Teaching Performance Scale (QMTPS) 343Teacher Movement 347Summary 350Checking Your Understanding 350Glossary 352Index 357
| Erscheint lt. Verlag | 16.3.2013 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 185 x 229 mm |
| Gewicht | 558 g |
| Themenwelt | Sachbuch/Ratgeber ► Gesundheit / Leben / Psychologie |
| Sachbuch/Ratgeber ► Sport | |
| Schulbuch / Wörterbuch | |
| Sozialwissenschaften ► Pädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-07-802269-X / 007802269X |
| ISBN-13 | 978-0-07-802269-2 / 9780078022692 |
| Zustand | Neuware |
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