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ContentsPrefaceAcknowledgmentsHow to Access the Web ResourcePart I: Building the Foundation of a Teaching for Learning ApproachChapter 1: Developing Physically Literate IndividualsPromoting Physical LiteracyAcademic Links to Physical LiteracySummaryChapter 2: Understanding a Teaching for Learning ApproachCurricular Alignment in Physical EducationInstructional Alignment in Physical EducationSummaryChapter 3: Examining Student MotivationEstablishing a Motivating EnvironmentRetaining Students’ MotivationIntrinsic Versus Extrinsic MotivationEradicating AmotivationSummaryPart II: Teaching to the National Standards for K-12 Physical EducationChapter 4: Standard 1: Developing Motor Skills and MovementPatternsCompetency Versus ProficiencyMotor Skills and Phases of PerformanceElementary School: K-Grade 5Middle School: Grades 6-8
High School: Grades 9-12SummaryChapter 5: Standard 2: Applying Concepts, Principles, Strategies, andTacticsElementary School: K-Grade 5Middle School: Grades 6-8High School: Grades 9-12SummaryChapter 6: Standard 3: Achieving Health-Enhancing Physical Activityand FitnessElementary School: K-Grade 5Middle School: Grades 6-8High School: Grades 9-12SummaryChapter 7: Standard 4: Exhibiting Responsible Personal and SocialBehaviorElementary School: K-Grade 5Middle School: Grades 6-8High School: Grades 9-12SummaryChapter 8: Standard 5: Recognizing the Value of Physical ActivityElementary School: K-Grade 5Middle School: Grades 6-8High School: Grades 9-12SummaryPart III: Building the CurriculumChapter 9: Unit and Lesson PlanningUnit PlanningLesson PlanningSummary
Page 2 and 3: The Essentials of Teaching Physical
Page 4 and 5: The paper in this book was manufact
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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The Essentials of Teaching Physical Education Curriculum, Instruction, and Assessment (SHAPE America set the Standard) (2)

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