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Teaching Physical Education for Learning

by: Rink, Judith E.

Teaching Physical Education for Learning

by: Rink, Judith E.

ISBN 13:
9780072973044
ISBN 10:
0072973048
Edition: 5th
Format: Hardcover
Copyright: 07/14/2005
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
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Summary

Focusing on physical education for kindergarten through grade 12, this user-friendly text emphasizes teaching strategies and theories to give students a foundation for designing an effective learning experience.

Preface

PART I Understanding the Teaching/Learning Process

(70)

Teaching Physical Education: An Orientation

(19)

Teaching as a Goal-Oriented Activity

(5)

Types of Goals

(2)

Establishing Realistic Goals

(1)

Choosing Instructional Processes to Meet Goals

(1)

Achieving Goals Through Processes

(1)

Criteria for a Learning Experience

(5)

Criterion One

(11)

Criterion Two

(1)

Criterion Three

(1)

Criterion Four

(1)

Understanding the Instructional Process

(4)

Prelesson and Postlesson Routines

(1)

Movement Task--Student Response Unit of Analysis

(1)

Teaching Functions

(1)

Management and Content Behavior

(1)

Looking to the Future: Becoming a Professional Teacher

(2)

Value Positions and Beliefs in Teaching

(1)

Personal Characteristics of a Teacher

(1)

Developing Commitment

(1)

Summary

(1)

Checking Your Understanding

(1)

Factors That Influence Learning

(19)

What Is Learning?

(1)

How Do People Learn Motor Skills?

(2)

Stages of Motor Learning

(2)

Requirements for Learning a Motor Skill

(2)

Prerequisites

(1)

Clear Idea of the Task

(1)

Motivational/Attentional Disposition to the Skill

(1)

Practice

(1)

Feedback

(1)

The Nature of Motor Skill Goals

(2)

Open and Closed Skills

(1)

Discrete, Serial, and Continuous Skills

(1)

Issues of Appropriateness in Skill Development and Learning

(2)

Environmental Conditions

(1)

Learner Abilities

(1)

Practice Profiles and Success Rates

(2)

Whole or Part

(1)

Practice Variability

(2)

Massed and Distributed Practice

(1)

Motivation and Goal Setting

(1)

Transfer of Learning

(1)

Bilateral Transfer

(1)

Intertask Transfer

(1)

Intratask Transfer

(1)

Learner Characteristics

(2)

Motor Ability

(1)

Intelligence and Cognitive Development

(1)

Summary

(1)

Checking Your Understanding

(1)

Research on Teaching Physical Education

(30)

The Search for Principled Practice

(1)

Reading and Understanding Research

(1)

What Is the Research Question?

(1)

What Variables Have Researchers Identified as Being Important to the Study?

(1)

How Are Researchers Defining and/or Measuring the Concepts and Variables They Are Studying?

(1)

What Methods Did Researchers Use in the Study?

(1)

What Were the Results/Implications of the Study?

(1)

The Teacher as a Researcher

(1)

Research on Teaching: Historical Perspective

(3)

Critical Variables Related to Teaching

(16)

Academic Learning Time

(2)

Teacher Use of Time

(1)

Teacher Management

(3)

Direct and Indirect Instruction

(1)

Expectancy Effects

(1)

Emotional Climate

(1)

Teacher Feedback

(1)

Implicit Curriculum

(2)

Teacher Enthusiasm

(1)

Communication Abilities

(1)

Content and Content Development

(1)

Student Motivation and the Student as the Mediator of Instruction

(2)

Grouping Students

(1)

Summary

(1)

Checking Your Understanding

(5)

PART II Effective Teaching Skills

(226)

Designing Learning Experiences and Tasks

(20)

Criteria for a Learning Experience

(1)

Designing the Movement Task

(9)

Content Dimension of Movement Tasks

(1)

Goal-Setting Dimension of the Task

(3)

Organizational Arrangements for Tasks

(5)

Designing Learning Experiences That Are Safe

(1)

Student Decision Making in Environmental Arrangements

(2)

The Influence of the Nature of Motor Content on the Design of a Learning Experience

(3)

Closed Skills

(2)

Open Skills

(1)

Summary

(2)

Checking Your Understanding

(2)

Task Presentation

(19)

Getting the Attention of the Learner

(2)

Establishing Signals and Procedures

(1)

Student Preoccupation with Other Environmental Factors

(1)

Inability to Hear or See

(1)

Inefficient Use of Time

(1)

Sequencing the Content and Organizational Aspects of Tasks

(2)

Improving the Clarity of Communication

(1)

Orient the Learner (Set Induction)

(1)

Sequence the Presentation in Logical Order

(1)

Give Examples and Nonexamples

(1)

Personalize the Presentation

(1)

Repeat Things Difficult to Understand

(1)

Draw on the Personal Experience of Students

(1)

Check for Understanding

(1)

Present Material Dynamically

(1)

Choosing a Way to Communicate

(4)

Verbal Communication

100

(1)

Demonstration

100

(2)

Media Materials

102

(1)

Selecting and Organizing Learning Cues

103

(8)

Good Cues Are Accurate

103

(1)

Good Cues Are Brief and Critical to the Skill Being Performed

104

(1)

Good Cues Are Appropriate to the Learner's Skill Level and Age

105

(2)

Good Cues Are Appropriate for Different Types of Content

107

(3)

Cues Are More Effective If They Are Organized and Learners Have the Opportunity to Rehearse Them

110

(1)

Summary

111

(1)

Checking Your Understanding

111

(1)

Content Analysis and Development

112

(25)

The Process of Content Development---Overview

113

(4)

Establish a Progression (Extension)

114

(1)

Demonstrate a Concern for Quality of Performance (Refinement)

114

(1)

Give Students an Opportunity to Apply/Assess Their Skills (Application)

114

(3)

Planning for Content Development: The Developmental Analysis

117

(8)

Developing Extension Tasks---The Teacher's Progression

117

(5)

Adding the Qualities of Refinement

122

(1)

Designing Application/Assessment Experiences for Content

123

(1)

What Content Development Looks Like in a Real Lesson

124

(1)

Guidelines for Developing Different Types of Content

125

(10)

Developing Closed Skills

125

(4)

Developing Closed Skills Performed in Different Environments

129

(1)

Developing Open Skills

129

(6)

Summary

135

(1)

Checking Your Understanding

135

(2)

Developing and Maintaining a Learning Environment

137

(22)

The Ecology of the Gymnasium

138

(1)

Establishing and Maintaining a Management System

139

(7)

Establishing Routines

139

(4)

Establishing Class Rules

143

(1)

Gaining and Maintaining the Cooperation of Students

144

(2)

Strategies for Developing Student Self-Control and Responsibility

146

(7)

Hellison's Levels of Responsibility

147

(1)

Behavior Modification

148

(3)

Authoritative Orientations to Management

151

(1)

Group Process Strategies for Developing Self-Direction

152

(1)

Conflict Resolution

153

(1)

Discipline: What to Do If It Does Not Work

153

(4)

Deterring Problems Before They Become Problems

153

(1)

Continued Inappropriate Behavior

154

(1)

Handling Students Who Continually Misbehave

155

(2)

Summary

157

(1)

Checking Your Understanding

158

(1)

Teacher Functions During Activity

159

(20)

I've Sent the Students Off to Practice---Now What?

160

(1)

Setting Priorities of What to Do First

161

(1)

Maintaining a Safe Learning Environment

162

(1)

Clarifying and Reinforcing Tasks for Learners

163

(1)

Maintaining a Productive Learning Environment

163

(2)

Observing and Analyzing Student Responses

165

(3)

Positioning of the Teacher

165

(1)

Determining a Plan for Observing Large Groups

166

(1)

Knowing What to Look For

166

(2)

Providing Feedback to Learners

168

(5)

Evaluative and Corrective Feedback

168

(1)

Congruency of Feedback

168

(2)

General versus Specific Feedback

170

(1)

Negative versus Positive Feedback

171

(1)

The Target of Feedback

171

(1)

Timing of Feedback

172

(1)

Use of Feedback to Promote Student Understanding

172

(1)

Changing and Modifying Tasks for Individuals and Small Groups

173

(2)

Extending the Task for Individuals

173

(1)

Designing Applying/Assessment Task for Individuals

174

(1)

Changing the Task Completely for Individuals

174

(1)

Refining the Task for Individuals

174

(1)

Indirectly Contributing Behaviors

175

(2)

Attending to Injured Students

175

(1)

Engaging in Off-Topic Discussions

175

(1)

Dealing with the Personal Needs of Students

176

(1)

Participating with Students and Officiating

176

(1)

Noncontributing Behaviors

177

(1)

Summary

177

(1)

Checking Your Understanding

177

(2)

Teaching Strategies

179

(30)

Direct and Indirect Instruction

180

(3)

The Teaching Strategy as a Delivery System

183

(1)

Selection of Content

183

(1)

Communication of Tasks

183

(1)

Progression of Content

184

(1)

Provision for Feedback and Evaluation

184

(1)

The Teaching Strategies Described

184

(23)

Interactive Teaching

184

(4)

Station Teaching

188

(2)

Peer Teaching

190

(3)

Cooperative Learning

193

(4)

Self-Instructional Strategies

197

(3)

Cognitive Strategies

200

(3)

Team Teaching

203

(4)

Selecting a Teaching Strategy

207

(1)

Summary

207

(1)

Checking Your Understanding

207

(2)

Student Motivation, Personal Growth, and Inclusion

209

(28)

Motivation in Learning

210

(1)

Theories of Motivation---The Why of Behavior

210

(7)

Need Theory

210

(1)

Intrinsic Motivation

211

(1)

Cognitive Theories

211

(2)

Implications of Theories of Motivation

213

(4)

Promoting Personal Growth Through Personal Interaction

217

(2)

Motivation and Personal Growth Through Instructional Decision Making

219

(5)

Planning

219

(1)

Selection of Tasks and Design of Learning Experiences

220

(1)

Presentation of Units and Tasks

221

(1)

Organizational Arrangements

222

(1)

Teacher Functions During Activity

223

(1)

Pacing of Lessons

223

(1)

Assessment of Tasks, Units, and Lessons

223

(1)

Teaching Affective Goals as a Lesson Focus

224

(2)

The Unique and Shared Affective Goals of Physical Education

224

(1)

Instructional Strategies for Teaching Affect

224

(2)

Physical Education for Inclusion

226

(3)

Becoming Aware

227

(1)

Developing a Climate for Inclusion

228

(1)

Building Equity

229

(4)

Gender Equity

229

(1)

Ethnic and Cultural Differences

230

(1)

Disadvantaged Students

231

(1)

Students with Disabilities

232

(1)

Discussion of Affective Goals for Physical Education

233

(1)

Summary

234

(1)

Checking Your Understanding

234

(3)

Planning

237

(29)

Establishing Goals and Objectives for Learning

239

(4)

Writing Objectives in Terms of What Students Will Learn

239

(1)

Levels of Specificity in Educational Objectives

240

(2)

Objectives in the Three Learning Domains

242

(1)

Planning Physical Education Experiences

243

(1)

Planning the Lesson

243

(22)

Beginning the Lesson

245

(1)

Developing the Lesson

245

(2)

Format for Lesson Planning

247

(5)

Planning the Curriculum

252

(1)

Developing Curriculum from a Set of Standards

253

(1)

Planning for Units of Instruction

253

(2)

Considerations in Planning Units

255

(3)

Developing the Unit

258

(1)

The Unit Plan

259

(6)

Summary

265

(1)

Checking Your Understanding

265

(1)

Assessment in the Instructional Process

266

(31)

The Role of Assessment in Physical Education Programs

267

(1)

Formative and Summative Assessment

268

(2)

Formative Assessment

268

(1)

Summative Assessment

269

(1)

Validity and Reliability Issues of Assessment

270

(2)

Validity of Assessment Measures

270

(1)

Reliability of Assessment Measures

271

(1)

Collecting Information: Formal and Informal Evaluation

272

(1)

Alternative Assessment

272

(4)

Checklists

273

(1)

Rating Scales

273

(1)

Scoring Rubrics

273

(3)

Types of Student Assessment

276

(12)

Observation

276

(3)

Event Tasks

279

(3)

Student Journals

282

(1)

Portfolio

282

(1)

Written Test

283

(1)

Skill Tests

284

(1)

Student/Group Projects and Reports

284

(1)

Student Logs

284

(1)

Student Interviews, Surveys, and Questionnaires

285

(1)

Parental Reports

286

(2)

Making Assessment a Practical and Important Part of Your Program

288

(2)

Establish Criteria

288

(1)

Use Self-Testing Tasks Frequently

288

(1)

Use Simple Check Sheets and Rating Scales

289

(1)

Use Peer Assessment

289

(1)

Use Thirty-Second Wonders

289

(1)

Use Videotape/DVD/Computers

290

(1)

Sample Student Behavior

290

(1)

Get Comfortable with Technology

290

(1)

Preparing for Formal and High-Stakes Assessment

290

(2)

Student Grading

292

(1)

Student Achievement

292

(1)

Student Improvement

292

(1)

Student Effort

292

(1)

Student Conduct

293

(1)

Summary

293

(1)

Checking Your Understanding

294

(3)

PART III Context and Reflection

297

Content-Specific Pedagogy

299

(34)

Teaching Lifetime Physical Activity and Fitness

300

(4)

Teaching Lifetime Physical Activity

300

(1)

Teaching Fitness Concepts in the Classroom

301

(1)

Curricular Alternatives to Teaching Fitness

302

(2)

Teaching Games and Sports

304

(14)

The Games Stages

305

(8)

Considerations Using the Games Stages

313

(1)

Tactical and Skill Approaches to Teaching Games and Sports

313

(2)

Sport Education

315

(1)

Dance

316

(1)

Gymnastics

316

(1)

Outdoor Pursuits

316

(2)

Movement Concepts---Teaching for Transfer

318

(12)

Learning Theory Associated with the Transfer of Learning

319

(1)

Important Concepts in Physical Education

320

(4)

Teaching Movement Concepts

324

(6)

Summary

330

(1)

Checking Your Understanding

331

(2)

The Professional Teacher and the Continuous Learner

333

(17)

Teaching as a Profession

334

(1)

What Does It Mean to Act Professionally?

334

(6)

Professional Teachers Acquire the Skills for Best Practice

334

(3)

Professional Teachers Are Continuous Learners

337

(3)

Collecting Information on Your Teaching

340

(3)

Maintaining a Teaching Portfolio

340

(1)

Collecting Data on the Products and Processes of Teaching

341

(2)

Observing and Analyzing Your Teaching

343

(5)

Deciding What to Look For

343

(1)

Choosing an Observational Method or Tool to Collect Information

343

(3)

Collecting Data

346

(1)

Analyzing and Interpreting the Meaning of Data

347

(1)

Making Changes in the Instructional Process

348

(1)

Monitoring Change in Teaching

348

(1)

Summary

348

(1)

Checking Your Understanding

349

(1)

Observation Techniques and Tools

350

Observational Methods

351

(11)

Intuitive Observation

351

(2)

Anecdotal Records

353

(2)

Rating Scales

355

(1)

Scoring Rubric

356

(1)

Event Recording

357

(2)

Duration Recording

359

(3)

Time Sampling

362

(1)

Observational Tools for the Analysis of Teaching

362

(13)

Student Motor Activity: ALT-PE

363

(2)

Student Use of Time

365

(1)

Content Development: OSCD-PE

366

(2)

Teacher Feedback

368

(2)

Student Conduct

370

(2)

Qualitative Measures of Teaching Performance Scale (QMTPS)

372

(1)

Teacher Movement

373

(2)

Summary

375

(1)

Checking Your Understanding

376

Glossary

(1)

Index

Amazon no longer offers textbook rentals. We do!

Teaching Physical Education for Learning

Teaching Physical Education for Learning

9780072973044

0072973048

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Teaching Physical Education for Learning

Teaching Physical Education for Learning

9780072973044

0072973048

Summary

Table of Contents

Supplemental Materials

Write a Review

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