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The Essentials of Teaching PhysicalEducationCurriculum, Instruction, andAssessmentStephen A. Mitchell, PhDJennifer L. Walton-Fisette, EdDHuman Kinetics
Library of Congress Cataloging-in-Publication DataMitchell, Stephen A., 1959- author.The essentials of teaching physical education : curriculum, instruction, and assessment / Stephen A. Mitchell, PhD, Jennifer L.Walton-Fisette, EdD.pages cmIncludes bibliographical references and index.1. Physical education and training--Study and teaching--United States. 2. Physical education and training--Curricula--UnitedStates. I. Walton-Fisette, Jennifer L., 1978- author. II. Title.GV365.M57 2016613.7'07--dc232015023999ISBN: 978-1-4925-0916-5 (print)Copyright © 2016 by SHAPE America – Society of Health and Physical EducatorsAll rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic,mechanical, or other means, now known or hereafter invented, including xerography, photocopying, and recording, and in anyinformation storage and retrieval system, is forbidden without the written permission of the publisher.The web addresses cited in this text were current as of October 2015, unless otherwise noted.Acquisitions Editors: Scott Wikgren and Ray ValleseSHAPE America Editor: Joe McGavinDevelopmental Editor: Bethany J. BentleyManaging Editor: Derek CampbellCopyeditor: Bob ReplingerIndexer: Sharon DuffyPermissions Manager: Dalene ReederGraphic Designer: Joe BuckGraphic Artist: Tara WelschCover Designer: Keith BlombergPhotograph (cover): © Human KineticsPhotographs (interior): © Human Kinetics, unless otherwise noted; photo on p. 157 © Radu Razvan/fotolia.com; photo on p. 219© fjdelvalle/iStock.comPhoto Asset Manager: Laura FitchPhoto Production Manager: Jason AllenArt Manager: Kelly HendrenAssociate Art Manager: Alan L. WilbornIllustrations: © Human Kinetics, unless otherwise notedPrinter: WalsworthSHAPE America – Society of Health and Physical Educators1900 Association DriveReston, VA 20191800-213-7193www.shapeamerica.orgPrinted in the United States of America10 9 8 7 6 5 4 3 2 1
Page 4 and 5: The paper in this book was manufact
Page 6 and 7: ContentsPrefaceAcknowledgmentsHow t
Page 8 and 9: Chapter 10: Planning Developmentall
Page 10 and 11: PrefaceAs a physical educator or fu
Page 12 and 13: of planning units of instruction an
Page 14 and 15: AcknowledgmentsThere are many peopl
Page 16 and 17: Part IBuilding the Foundation of aT
Page 18 and 19: Chapter 1Developing Physically Lite
Page 20 and 21: the exhibiting of responsible perso
Page 22 and 23: because the standards cover the thr
Page 24 and 25: Reprinted from Centers for Disease
Page 26 and 27: In addition to its physical benefit
Page 28 and 29: outcomes in any learning environmen
Page 30 and 31: Figure 1.2 Effect of physical activ
Page 32 and 33: To access supplementary materials,
Page 34 and 35: assessmentcurricular alignmentcurri
Page 36 and 37: your methods and content courses an
Page 38 and 39: design a meaningful curriculum for
Page 40 and 41: goals and ultimately meet the selec
Page 42 and 43: approach, and how have you dealt wi
Page 44 and 45: Figure 2.2 Components included for
Page 46 and 47: daily physical education rules. Sec
Page 48 and 49: the meaning and accountability of p
Page 50 and 51: Chapter 3Examining Student Motivati
Page 52 and 53:
concise summaries of some theories
Page 54 and 55:
Achievement Goal TheoryAnother moti
Page 56 and 57:
implications is also worth a mentio
Page 58 and 59:
can be improved by increasing effor
Page 60 and 61:
keeping them engaged through though
Page 62 and 63:
Encouraging students to focus on ef
Page 64 and 65:
(i.e., to provide information on pe
Page 66 and 67:
connected in your class?To access s
Page 68 and 69:
The use of grade bands (K-2, 3-5, 6
Page 70 and 71:
education program in relation to St
Page 72 and 73:
Competency Versus ProficiencyA defi
Page 74 and 75:
into movement patterns.Manipulative
Page 76 and 77:
on the ball, the contact surface us
Page 78 and 79:
environment.Besides encouraging, in
Page 80 and 81:
Locomotor skills are foundational t
Page 82 and 83:
Nonlocomotor body shape and rotatio
Page 84:
children can be challenging, often
Page 88 and 89:
Elementary program planning for Sta
Page 90 and 91:
Although your students will always
Page 92 and 93:
yoga. In fact, assuming adequate le
Page 94 and 95:
middle school program needs organiz
Page 96 and 97:
across the lifespan.Relative Emphas
Page 98:
A considerable proportion of most h
Page 101 and 102:
3. Use a locomotor or manipulative
Page 103 and 104:
relative to Standard 2.Key Termsmov
Page 105 and 106:
and analyze their own performance a
Page 107 and 108:
In either case, you can observe per
Page 110:
Lastly, Outcome S2.E1.5 requires th
Page 113 and 114:
prepared to give additional input w
Page 115 and 116:
Modified games provide problem-solv
Page 117 and 118:
Outcome S2.M7.8 for grade 8 student
Page 119 and 120:
students come up with their own tac
Page 121 and 122:
Level 1 and 2 outcomes suggest that
Page 123 and 124:
High school programs typically focu
Page 125 and 126:
Chapter 6Standard 3: Achieving Heal
Page 127 and 128:
endurance, flexibility, and body co
Page 129 and 130:
Many terms are used with strength t
Page 131 and 132:
Content ExamplesContent based on ph
Page 133 and 134:
both in and outside school. But for
Page 135 and 136:
activity, fitness, and sport perfor
Page 137 and 138:
formulate an exercise plan that wor
Page 139 and 140:
time outside school.Fitness Knowled
Page 141 and 142:
ways to develop strategies to deal
Page 143 and 144:
plans and know how to access locati
Page 145 and 146:
How do you educate your students ab
Page 147 and 148:
overall physical activity engagemen
Page 149 and 150:
specific fitness and physical activ
Page 151 and 152:
Physical Activity Guidelines for Am
Page 153 and 154:
Chapter 7Standard 4: Exhibiting Res
Page 155 and 156:
nicely with others, be respectful,
Page 157 and 158:
aged children, so you should educat
Page 159 and 160:
performing the movement or activity
Page 161 and 162:
Accepting differences of others is
Page 163 and 164:
Hand out an index card (examples of
Page 165 and 166:
By the time students get to middle
Page 167 and 168:
understand the importance of the de
Page 169 and 170:
be aware of safety issues and appro
Page 171 and 172:
High School: Grades 9-12The differe
Page 173 and 174:
in discourse on current contemporar
Page 175 and 176:
Review Questions1. How is relative
Page 177 and 178:
Key Termsself-expressionsocial inte
Page 179 and 180:
Content ExamplesContent based on va
Page 181 and 182:
positive feelings they receive from
Page 183 and 184:
As indicated in National Standards
Page 185 and 186:
Students at the middle school level
Page 187 and 188:
One of the repeated messages that s
Page 189 and 190:
aligns with social responsibility i
Page 191 and 192:
too.High School: Grades 9-12One of
Page 193 and 194:
or physical education content that
Page 195 and 196:
each category.4. Explain how you wi
Page 197 and 198:
assessment of student learning.With
Page 199 and 200:
lesson planunit of instructionYou h
Page 201 and 202:
Unit PlanningA unit of instruction
Page 204 and 205:
1. Needs AssessmentBefore beginning
Page 206 and 207:
After you have identified the stand
Page 208 and 209:
How a teacher will assess student l
Page 210 and 211:
occur sooner.8. Instructional Mater
Page 212 and 213:
all students in the class have equa
Page 214 and 215:
1. Lesson FocusThe lesson focus is
Page 216 and 217:
4. Management PlanAn effective teac
Page 218 and 219:
What advice do you have for other p
Page 220 and 221:
back and forth to one another as ma
Page 222 and 223:
standards, outcomes, objectives, an
Page 224 and 225:
Chapter 10Planning DevelopmentallyA
Page 226 and 227:
Types of KnowledgeBefore learning a
Page 228 and 229:
Plan Developmentally Appropriate Co
Page 230 and 231:
Providing modifications to meet the
Page 232 and 233:
The section about unit planning in
Page 234 and 235:
where I believe that you must plan
Page 236 and 237:
process is repeated, but this time
Page 238 and 239:
Overhand ThrowPreparationSide (i.e.
Page 240 and 241:
lessons within the unit. When you d
Page 242 and 243:
Teachers can learn a lot from the s
Page 244 and 245:
Key Termsadventure educationcultura
Page 246 and 247:
You might be wondering whether you
Page 248 and 249:
the areas of games, sports, dance,
Page 250 and 251:
students need to be responsible for
Page 252 and 253:
of instruction, and why do you sele
Page 254 and 255:
their game performance by increasin
Page 256 and 257:
After students play game 1, you cal
Page 258 and 259:
enthusiastic sportspersons (Siedent
Page 260 and 261:
literacy is to learn how to record
Page 262 and 263:
over the course of a quarter, semes
Page 264 and 265:
The philosophy of CPE is that stude
Page 266 and 267:
4. Challenge by choice5. Teacher in
Page 268 and 269:
environment and may encounter poten
Page 270 and 271:
If you have content knowledge and p
Page 272 and 273:
integrate these strands with moveme
Page 274 and 275:
content of the models, you need to
Page 276 and 277:
instruction?2. What are the purpose
Page 278 and 279:
indirect, providing you with plenty
Page 280 and 281:
Manage inappropriate student behavi
Page 282 and 283:
expectations for student behavior.
Page 284 and 285:
The most effective teachers are swi
Page 286 and 287:
The most likely beginning (point 1)
Page 288 and 289:
face instances of serious and persi
Page 290 and 291:
Entering the GymnasiumThe way in wh
Page 292 and 293:
Sample Transition StatementsFor Fit
Page 294 and 295:
wall in specific places.To avoid co
Page 296 and 297:
that when you call, “Freeze,” t
Page 298 and 299:
Effective management is important t
Page 300 and 301:
I ultimately want to lead them to d
Page 302 and 303:
who are able to demonstrate, leavin
Page 304 and 305:
Figure 12.4 Sample game rotation fo
Page 306 and 307:
were selected last? If you have eve
Page 308 and 309:
Chapter 13Developing Essential Teac
Page 310 and 311:
refers to this type of teacher as b
Page 312 and 313:
When teaching archery, you would ha
Page 314 and 315:
Self-Check StyleLess direct still i
Page 316 and 317:
Self-check also lends itself nicely
Page 318 and 319:
Essential Teaching SkillsAdvice Fro
Page 320 and 321:
Indirect teaching styles provide st
Page 322 and 323:
and use an appropriate style accord
Page 324 and 325:
movements, fitness activities, and
Page 326 and 327:
Figure 13.4 Revised Bloom’s taxon
Page 328 and 329:
Providing FeedbackBesides providing
Page 330 and 331:
students. Besides using varying ins
Page 332 and 333:
feasibilityformal assessmentformati
Page 334 and 335:
School districts have varying gradi
Page 336 and 337:
The validity of an assessment conce
Page 339 and 340:
The validity and reliability of an
Page 341 and 342:
Shelly Hoffman, Franklin Elementary
Page 343 and 344:
Process assessments in the psychomo
Page 345 and 346:
Fitness assessment is included with
Page 347 and 348:
their physical activity.
Page 349 and 350:
(a) Reprinted, by permission, from
Page 351 and 352:
Assessments for Standard 5 might in
Page 353 and 354:
you provide equitable opportunities
Page 355 and 356:
In contrast to the mean, a measure
Page 357 and 358:
You can determine a percentile rank
Page 359 and 360:
www.HumanKinetics.com/TheEssentials
Page 361 and 362:
Chapter 1521st Century Skills in Ph
Page 363 and 364:
Figure 15.1 Framework to guide phys
Page 365 and 366:
21st Century Student OutcomesThe 21
Page 367 and 368:
chapter 11.Financial, Economic, Bus
Page 369 and 370:
issues, and take individual and col
Page 371 and 372:
for 21st Century Learning, 2011). P
Page 373 and 374:
connecting to Standards 3 and 5 and
Page 375 and 376:
assume various roles and responsibi
Page 377 and 378:
Educating students about cultural a
Page 379 and 380:
21st Century Support SystemsThe 21s
Page 381 and 382:
Developing 21st Century SkillsSocia
Page 383 and 384:
web resource atwww.HumanKinetics.co
Page 385 and 386:
Key Termsadvocacybest practiceprofe
Page 387 and 388:
Association for Sport and Physical
Page 389 and 390:
remaining three studies found no ne
Page 391 and 392:
Effective instruction with sufficie
Page 393 and 394:
example, 22 states require physical
Page 395 and 396:
education program will go a long wa
Page 397 and 398:
Advice From the FieldHow can physic
Page 399 and 400:
prepared to allow others to advocat
Page 401 and 402:
Glossary21st century student outcom
Page 403 and 404:
FITT principle—A training princip
Page 405 and 406:
physical literacy—The ability to
Page 407 and 408:
unit and lesson plans—Units plans
Page 409 and 410:
Chapter 1Center on Education Policy
Page 411 and 412:
Chapter 3Csikszentmihalyi, M. 1975.
Page 413 and 414:
Chapter 4Graham, G., Holt/Hale, S.,
Page 415 and 416:
Chapter 6American College of Sports
Page 417 and 418:
Chapter 7Bain, L.L. 1990. A critica
Page 419 and 420:
Chapter 9Graham, G., Holt/Hale, S.,
Page 421 and 422:
Chapter 11Almond, L. 1986. Reflecti
Page 423 and 424:
Chapter 12Graham, G., Holt/Hale, S.
Page 425 and 426:
Chapter 14Cooper Institute. 2014. F
Page 427 and 428:
Chapter 16Centers for Disease Contr
Page 429 and 430:
Jennifer L. Walton-Fisette, EdD , i
Page 431:
Approximately 50 million students a
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