Amazon no longer offers textbook rentals. We do!

Teaching Physical Education for Learning

by: Rink, Judith

Teaching Physical Education for Learning

by: Rink, Judith

ISBN 13:
9780078022692
ISBN 10:
007802269X
Edition: 7th
Format: Loose-leaf
Copyright: 02/22/2013
Publisher: McGraw-Hill Education
Newer Edition

New From $137.42

Sorry, this item is currently unavailable on Knetbooks.com

Click the link below to purchase this eBook from our trusted partner, eCampus.com.

View eBook

List Price $142.38 Save $4.96

New $137.42

This is a hard-to-find title. We are making every effort to obtain this item, but do not guarantee stock.

We Buy This Book Back!

Included with your book

Free Shipping On Every Order

Add to Cart

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Extend or Purchase Your Rental at Any Time

Need to keep your rental past your due date? At any time before your due date you can extend or purchase your rental through your account.

Summary

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.

Amazon no longer offers textbook rentals. We do!

Teaching Physical Education for Learning

Teaching Physical Education for Learning

9780078022692

007802269X

Summary

Table of Contents

Part 1 Understanding the Teaching/Learning Process

1 Teaching Physical Education: An Orientation

Teaching as a Profession

What Does It Mean to Act Professionally?Professional Teachers Acquire the Skills for Best Practice

Professional Teachers Acquire the Skills for Best Practice

Teaching as a Goal- Oriented ActivityTypes of Goals Establishing Realistic Goals Choosing Instructional Processes to MeetGoals

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 11Criterion Four 11

Criteria for a Learning Experience

Criterion One

Criterion Two 10

Criterion Three 11

Criterion Four 11

Understanding the Instructional Process 12Prelesson and Postlesson Routines 12Movement Task–Student Response Unit of Analysis 13Teaching Functions 14 Management and Content Behavior 15

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

Value Positions and Beliefs in Teaching 16

Personal Characteristics of a Teacher 17

Developing Commitment 18

Summary 19

Checking Your Understanding 19

2 Factors That Influence Learning 21

What Is Learning? 22

How Do People Learn Motor Skills? 23

Understanding the Control of Movement 24

Stages of Motor Learning 25

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

Prerequisites 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

Open and Closed Skills 29

Discrete, Serial, and Continuous Skills 31

Issues of Appropriateness in Skill Development and Learning 31Environmental Conditions 31Learner Abilities 32

Environmental Conditions 31

Learner Abilities 32

Practice Profiles and Success Rates 33Whole or Part 33Practice Variability 33Massed and Distributed Practice 35

Whole or Part 33

Practice Variability 33

Massed and Distributed Practice 35

Motivation and Goal Setting 35

Transfer of Learning 36Bilateral Transfer 36Intertask Transfer 36Intratask Transfer 37

Bilateral Transfer 36

Intertask Transfer 36

Intratask Transfer 37

Learner Characteristics 37Motor Ability 37Intelligence and Cognitive Development 38

Motor Ability 37

Intelligence and Cognitive Development 38

Summary 39

Checking Your Understanding 39

Part 2 Effective Teaching Skills

3 Designing Learning Experiences and Tasks 41

Criteria for a Learning Experience 42

Designing the Movement Task 42Content Dimension of Movement Tasks 43Goal-Setting Dimension of the Task 44Organizational Arrangements for Tasks 46

Content Dimension of Movement Tasks 43

Goal-Setting Dimension of the Task 44

Organizational Arrangements for Tasks 46

Transitions from One Organization to Another 52

Designing Learning Experiences That Are Safe 52

Teacher Legal Liability for Student Safety 53

Student Decision Making in Environmental Arrangements 54

The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55Closed Skills 57Open Skills 58

Closed Skills 57

Open Skills 58

Summary 59

What Does It Mean to Act Professionally?
Professional Teachers Acquire the Skills for Best Practice

Teaching as a Goal- Oriented Activity
Types of Goals

Establishing Realistic Goals

Choosing Instructional Processes to Meet
Goals

Achieving Goals Through Processes
Criteria for a Learning Experience

Criterion One

Criterion Two 10

Criterion Three 11
Criterion Four 11

Understanding the Instructional Process 12
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 16
Value Positions and Beliefs in Teaching 16

Personal Characteristics of a Teacher 17

Developing Commitment 18

Requirements for Learning a Motor Skill 26
Prerequisites 27

Clear Idea of the Task 27

Motivational/Attentional Disposition to the Skill 28

Practice 28

Feedback 28

The Nature of Motor Skill Goals 29
Open and Closed Skills 29

Discrete, Serial, and Continuous Skills 31

Issues of Appropriateness in Skill Development and Learning 31
Environmental Conditions 31
Learner Abilities 32

Practice Profiles and Success Rates 33
Whole or Part 33
Practice Variability 33
Massed and Distributed Practice 35

Transfer of Learning 36
Bilateral Transfer 36
Intertask Transfer 36
Intratask Transfer 37

Learner Characteristics 37
Motor Ability 37
Intelligence and Cognitive Development 38

Designing the Movement Task 42
Content Dimension of Movement Tasks 43
Goal-Setting Dimension of the Task 44
Organizational Arrangements for Tasks 46

The Influence of the Nature of Motor Contenton the Design of a Learning Experience 55
Closed Skills 57
Open Skills 58

Getting the Attention of the Learner 63
Establishing Signals and Procedures 64
Student Preoccupation with Other
Environmental Factors 65
Inability to Hear or See 65
Inefficient Use of Time 65

Choosing a Way to Communicate 69
Verbal Communication 69
Demonstration 69
Media Materials 72

The Process of Content Development—Overview 83
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 86
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

Guidelines for Developing Different Types of Content 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

Establishing and Maintaining a Management System 109
Establishing Routines 109
Establishing Class Rules 113
Gaining and Maintaining the Cooperation of Students 114

Strategies for Developing Student Self-Control and Responsibility 117
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

Discipline: What to Do If It Does Not Work 123
Deterring Problems Before They Become Problems 124
Continued Inappropriate Behavior 124
Handling Students Who Continually Misbehave 126