Teaching physical education for learning 7th Edition by Judith Rink ISBN 9780077551728 0077551729

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ISBN 10: 0077551729
ISBN 13: 9780077551728
Author: Judith Rink 

Teaching physical education for learning 7th Edition Table of contents:

PART I. 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

Teaching as a Goal-Oriented Activity

Types of Goals

Establishing Realistic Goals

Choosing Instructional Processes to Meet Goals

Achieving Goals Through Processes

Understanding the Instructional Process

Prelesson and Postlesson Routines

Movement Task–Student Response Unit of Analysis

Teaching Functions

Management and Content Behavior

Value Positions and Beliefs in Teaching

Personal Characteristics of a Teacher

Summary

Checking Your Understanding

2. FACTORS THAT INFLUENCE LEARNING

The Relationship Between Motor Skill Competence and Physical Activity

What Is Learning?

How Do People Learn Motor Skills?

Understanding the Control of Movement

Stages of Motor Learning

Requirements for Learning a Motor Skill

Prerequisites

Clear Idea of the Task

Motivational/Attentional Disposition to the Skill

Practice

Feedback

The Nature of Motor Skill Goals

Open and Closed Skills

Discrete, Serial, and Continuous Skills

Issues of Appropriateness in Skill Development and Learning

Environmental Conditions

Learner Abilities

Practice Conditions

Whole or Part

Practice Variability

Massed and Distributed Practice

Motivation and Goal Setting

Transfer of Learning

Bilateral Transfer

Intertask Transfer

Intratask Transfer

Learner Characteristics

Motor Ability

Intelligence and Cognitive Development

Summary

Checking Your Understanding

PART II. Effective Teaching Skills

3. DESIGNING LEARNING EXPERIENCES AND TASKS

Criteria for a Learning Experience

Criterion One

Criterion Two

Criterion Three

Criterion Four

Designing the Movement Task

Content Dimension of Movement Tasks

Goal-Setting Dimension of the Task

Organizational Arrangements for Tasks

Transitions from One Organization to Another

Student Decision Making in Environmental Arrangements

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

Closed Skills

Open Skills

Designing Learning Experiences That Are Safe

Teacher Legal Liability for Student Safety

Summary

Checking Your Understanding

4. TASK PRESENTATION

Getting the Attention of the Learner

Establishing Signals and Procedures

Student Preoccupation with Other Environmental Factors

Inability to Hear or See

Inefficient Use of Time

Sequencing the Content and Organizational Aspects of Tasks

Improving the Clarity of Communication

Orient the Learner (Set Induction)

Sequence the Presentation in Logical Order

Give Examples and Nonexamples

Personalize the Presentation

Repeat Things Difficult to Understand

Draw on the Personal Experience of Students for Transfer

Check for Understanding

Present Material Dynamically

Choosing a Way to Communicate

Verbal Communication

Demonstration

Media Materials

Selecting and Organizing Learning Cues

Good Cues Are Accurate

Good Cues Are Brief and Critical to the Skill Being Performed

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

Good Cues Are Appropriate for Different Types of Content

Cues Are More Effective If They Are Sequentially Organized and Learners Have the Opportunity to Rehe

Summary

Checking Your Understanding

5. CONTENT ANALYSIS AND DEVELOPMENT

The Process of Content Development—Overview

Establish a Progression (Extension)

Demonstrate a Concern for Quality of Performance (Refinement)

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

Planning for Content Development: The Developmental Analysis

Developing Extension Tasks—The Teacher’s Progression

Adding the Qualities of Refinement

Designing Application/Assessment Experiences for Content

What Content Development Looks Like in a Real Lesson

Guidelines for Developing Different Types of Content

Developing Closed Skills

Developing Closed Skills Performed in Different Environments

Developing Open Skills

Teaching Games and Sports

The Games Stages

Considerations Using the Games Stages

Summary

Checking Your Understanding

6. DEVELOPING AND MAINTAINING A LEARNING ENVIRONMENT

The Ecology of the Gymnasium

Establishing and Maintaining a Management System

Establishing Routines

Establishing Class Rules

Gaining and Maintaining the Cooperation of Students

Strategies for Developing Student Self-Control and Responsibility

Hellison’s Levels of Responsibility

Behavior Modification

Authoritative Orientations to Management

Group Process Strategies for Developing Self-Direction

Conflict Resolution

Discipline: What to Do If It Does Not Work

Deterring Problems Before They Become Problems

Continued Inappropriate Behavior

Handling Students Who Continually Misbehave

Summary

Checking Your Understanding

7. TEACHING DURING ACTIVITY

I’ve Sent the Students Off to Practice—Now What?

Setting Priorities of What to Do First

Maintaining a Safe Learning Environment

Clarifying and Reinforcing Tasks for Learners

Maintaining a Productive Learning Environment

Observing and Analyzing Student Responses

Positioning of the Teacher

Determining a Plan for Observing Large Groups

Knowing What to Look For

Providing Feedback to Learners

Evaluative and Corrective Feedback

Congruency of Feedback

General Versus Specific Feedback

Negative Versus Positive Feedback

The Target of Feedback

Timing of Feedback

Use of Feedback to Promote Student Understanding

Changing and Modifying Tasks for Individuals and Small Groups

Extending the Task for Individuals

Designing Applying/Assessment Task for Individuals

Changing the Task Completely for Individuals

Refining the Task for Individuals

Indirectly Contributing Behaviors

Attending to Injured Students

Engaging in Off-Topic Discussions

Dealing with the Personal Needs of Students

Participating with Students and Officiating

Noncontributing Behaviors

Summary

Checking Your Understanding

8. TEACHING STRATEGIES

Direct and Indirect Instruction

The Teaching Strategy as a Delivery System

Selection of Content

Communication of Tasks

Progression of Content

Provision for Feedback and Evaluation

The Teaching Strategies Described

Interactive Teaching

Elementary School

High School

Station Teaching

Peer Teaching

Cooperative Learning

Self-Instructional Strategies

Cognitive Strategies

Team Teaching

Selecting a Teaching Strategy

Summary

Checking Your Understanding

9. STUDENT MOTIVATION, PERSONAL GROWTH, AND INCLUSION

Motivation in Learning

Theories of Motivation—The Why of Behavior

Behaviorism

Social Learning Theory

Self-Determination Theory

Achievement Goal and Social Goals Theory

Interest Theories

Designing Experiences to Develop Personal and Situational Interest

Implications of Theories of Motivation

Promoting Personal Growth Through Personal Interaction

Motivation and Personal Growth Through Instructional Decision Making

Planning

Selection of Tasks and Design of Learning Experiences

Presentation of Units and Tasks

Organizational Arrangements

Teacher Functions During Activity

Pacing of Lessons

Assessment of Tasks, Units, and Lessons

Teaching Affective Goals as a Lesson Focus

The Unique and Shared Affective Goals of Physical Education

Instructional Strategies for Teaching Affect

Physical Education for Inclusion

Becoming Aware

Developing a Climate for Inclusion

Building Equity

Gender Equity

Ethnic and Cultural Differences

Disadvantaged Students

Students with Disabilities

Discussion of Affective Goals for Physical Education

Summary

Checking Your Understanding

10. PLANNING

Establishing Goals and Learning Outcomes

Writing Learning Outcomes in Terms of What Students Will Learn

Levels of Specificity in Educational Objectives

Objectives in the Three Learning Domains

Writing Outcomes Consistent with Content Standards

Planning Physical Education Experiences

Planning the Lesson

Beginning the Lesson

Developing the Lesson

Ending the Lesson—Closure

Format for Lesson Planning

Planning the Curriculum

Developing Curriculum from a Set of Standards

Planning for Units of Instruction

Considerations in Planning Units

Developing the Unit

The Unit Plan

Summary

Checking Your Understanding

11. ASSESSMENT IN THE INSTRUCTIONAL PROCESS

The Role of Assessment in Physical Education Programs

Formative and Summative Assessment

Formative Assessment

Summative Assessment

Validity and Reliability Issues of Assessment

Validity of Assessment Measures

Reliability of Assessment Measures

Collecting Information: Formal and Informal Evaluation

Alternative Assessment

Checklists

Rating Scales

Scoring Rubrics

Types of Student Assessment

Observation

Event Tasks

Student Journals

Portfolio

Written Test

Skill Tests

Student/Group Projects and Reports

Student Logs

Student Interviews, Surveys, and Questionnaires

Parental Reports

Making Assessment a Practical and Important Part of Your Program

Establish Criteria

Use Self-Testing Tasks Frequently

Use Simple Check Sheets and Rating Scales

Use Peer Assessment

Use Thirty-Second Wonders

Use DVD/Computers

Sample Student Behavior

Get Comfortable with Technology

Preparing for Formal and High-Stakes Assessment

Student Grading

Student Achievement

Student Improvement

Student Effort

Student Conduct

Summary

Checking Your Understanding

PART III. Context and Reflection

12. CONTENT-SPECIFIC PEDAGOGY

Developing a Physically Active Lifestyle

Teaching Lifetime Physical Activity in the Physical Education Class

Teaching Fitness Concepts in the Classroom

Curricular Alternatives to Teaching Fitness

Tactical and Skill Approaches to Teaching Games and Sports

Sport Education

Teaching Dance

Gymnastics

Outdoor Pursuits

Movement Concepts—Teaching for Transfer

Learning Theory Associated with the Transfer of Learning

Teaching Movement Concepts

Summary

Checking Your Understanding

13. THE TEACHER AS THE CONTINUOUS LEARNER

Professional Teachers Are Continuous Learners

Stay Current in Your Field

Take Responsibility for Your Growth

Become a Reflective Practitioner

Collecting Information on Your Teaching

Maintaining a Teaching Portfolio

Collecting Data on the Products and Processes of Teaching

Observing and Analyzing Your Teaching

Deciding What to Look For

Choosing an Observational Method or Tool to Collect Information

Collecting Data

Analyzing and Interpreting the Meaning of Data

Making Changes in the Instructional Process

Monitoring Change in Teaching

Summary

Checking Your Understanding

14. OBSERVATION TECHNIQUES AND TOOLS

Observational Methods

Intuitive Observation

Anecdotal Records

Rating Scales

Scoring Rubric

Event Recording

Duration Recording

Time Sampling

Observational Tools for the Analysis of Teaching

Student Motor Activity: ALT-PE

Student Use of Time

Content Development: OSCD-PE

Teacher Feedback

Student Conduct

Qualitative Measures of Teaching Performance Scale (QMTPS)

Teacher Movement

Summary

Checking Your Understanding

Glossary

CREDITS

Index

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