Efnisyfirlit

• Title Page
• Copyright
• Dedications
• Contents
• Preface
• Acknowledgments
• Part I: Building the Foundation of a Teaching for Learning Approach
  • 1. Developing Physically Literate Individuals
    • Promoting Physical Literacy
    • Academic Links to Physical Literacy
    • Summary
  • 2. Understanding a Teaching for Learning Approach
    • Curricular Alignment in Physical Education
    • Instructional Alignment in Physical Education
    • Summary
  • 3. Examining Student Motivation
    • Establishing a Motivating Environment
    • Retaining Students’ Motivation
    • Intrinsic Versus Extrinsic Motivation
    • Eradicating Amotivation
    • Summary
  • 4. Understanding Social-Emotional Learning and Using Trauma-Informed Practices
    • Social and Emotional Learning (SEL)
    • Trauma-Informed Practices (TIPs)
    • Becoming Self-Aware Through Critical Reflection
    • Strategies on Fostering Resilient Learners
    • Summary
• Part II: Teaching to the National Standards for K-12 Physical Education
  • 5. Standard 1: Developing Motor Skills and Movement Patterns
    • Competency Versus Proficiency
    • Motor Skills and Phases of Performance
    • Elementary School: K-Grade 5
    • Middle School: Grades 6-8
    • High School: Grades 9-12
    • Summary
  • 6. Standard 2: Applying Concepts, Principles, Strategies, and Tactics
    • Elementary School: K-Grade 5
    • Middle School: Grades 6-8
    • High School: Grades 9-12
    • Summary
  • 7. Standard 3: Achieving Health-Enhancing Physical Activity and Fitness
    • Elementary School: K-Grade 5
    • Middle School: Grades 6-8
    • High School: Grades 9-12
    • Summary
  • 8. Standard 4: Exhibiting Responsible Personal and Social Behavior
    • Elementary School: K-Grade 5
    • Middle School: Grades 6-8
    • High School: Grades 9-12
    • Summary
  • 9. Standard 5: Recognizing the Value of Physical Activity
    • Elementary School: K-Grade 5
    • Middle School: Grades 6-8
    • High School: Grades 9-12
    • Summary
• Part III: Building the Curriculum
  • 10. Unit and Lesson Planning
    • Unit Planning
    • Lesson Planning
    • Summary
  • 11. Planning Developmentally Appropriate Content
    • Types of Knowledge
    • Standards, Outcomes, and Assessments
    • Learning Domains
    • Students’ Prior Knowledge and Experiences
    • Sequencing of Content and Task Progressions
    • Modifying Content
    • Summary
  • 12. Curriculum Models as Organizing Frameworks
    • Skill Theme Approach
    • Teaching Personal and Social Responsibility
    • Tactical Games Model
    • Sport Education Model
    • Fitness Education
    • Adventure Education
    • Outdoor Education
    • Cultural Studies
    • Implementing Curriculum Models Within Units of Instruction
    • Summary
• Part IV: Instruction and Assessment
  • 13. Establishing and Managing a Safe Learning Environment
    • Setting Rules for Your Gymnasium
    • Managing Student Behavior
    • Maximizing Learning and Activity Time
    • Managing the Learning Environment During Instruction and Activity
    • Summary
  • 14. Developing Essential Teaching Skills
    • Exploring Instructional Styles
    • Employing Effective Teaching Tactics
    • Summary
  • 15. Assessing Student Learning
    • Purposes of Assessment
    • Grading Schemes
    • Selecting Appropriate Assessments
    • Types of Assessments
    • Organizing and Interpreting Data
    • Summary
• Part V: Developing as a Professional
  • 16. 21st Century Skills in Physical Education
    • Framework for 21st Century Learning
    • 21st Century Student Outcomes
    • 21st Century Support Systems
    • Summary
  • 17. Advocacy, Professionalism, and Professional Development
    • Advocating for Your Profession
    • Professional Development Opportunities
    • Summary
• Glossary
• References
• Index
• About the Authors
• About SHAPE America

UM RAFBÆKUR Á HEIMKAUP.IS

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