A text for undergraduate methods courses. A reference for K-12 PE and classroom teachers, before-school and after-school program directors, and in-service teachers.
Table of Contents:
Part I Physical Activity and Mental Development
Chapter 1 Understanding Children's Mental Development
Mental Development
Skill and the Trajectory of Cognitive Development
Understanding Children's Development From Multiple Points of View
Implications for Educators
Chapter 2 How Movement Influences Children's Mental Development
Children's Physical Activity
Physical Activity in Natural, Educational, and Recreational Settings
How Physical Activity and Exercise Enhance Children's Cognition
How Physical Activity Benefits Children's Cognition and Academics
Implication for Educators
Chapter 3 How Movement Games Help Children Think and Learn
Learning
What Influences the Shape of the Learning Curve?
Mental Energy and Children's Learning
Developmental Tasks and Readiness to Learn
Implication for Educators
Chapter 4 Motivating Children to Learn by Playing
Motivation to Play Games
Challenge and Children's Development
Creating a Motivational Climate for Learning and Enjoyment
Implication for Educators
Part II Translating Research to Practice
Chapter 5 Capitalizing on Physical Activity to Benefit Children's Physical and Mental Health
How Physical Movements Create Mental Maps
Childhood Inactivity and Sedentary Behavior
Worldwide Trends in Childhood Obesity and Health
Children's and Adolescents' Mental Health
Implication for Educators
Chapter 6 Engaging Children in Playful Learning
Children's Mental Engagement
Three Principles of Instruction
Teaching for Engagement
Implication for Educators
Chapter 7 Teaching Physical Activity Games for Cognitive Engagement
Who Are Physical Activity Teachers?
Skills Needed by Physical Activity Teachers
Selecting an Approach to Teaching
Enhancing the Effectiveness of Teaching Models
Considerations for Implementing Physical Activity Games Programs
Implication for Educators
Chapter 8 How to Assess Children at Play
What Is Assessment and Why Do It?
Selecting the Right Indicators of Program Success
Indicators of Program Effectiveness
Approaches to and Sources of Data Collection
Individual Differences, Measurement, and Game Development
Implication for Educators
Chapter 9 Integrating Physical Activity Games Into the Home and Community
Ecological Models
Applying Physical Activity Games to Ecological Models
21st-Century Schools
Implication for Educators
Part III Creating Effective Physical Activity Games
Chapter 10 Physical Activity Games for Preschool- and Kindergarten-Age Children
Moving From Play to Games
Games That Challenge Executive Functions
Connecting Games for Preschool- and Kindergarten-Age Children to SHAPE America Standards
Games Highlighting Contextual Interference
Games Emphasizing Mental Control
Games Highlighting Discovery
Implication for Educators
Chapter 11 Physical Activity Games for Elementary School–Age Children
Games That Challenge Executive Functions
Connecting Games for Elementary School–Age Children to SHAPE America Standards
Games Highlighting Contextual Interference
Games Emphasizing Mental Control
Games Promoting Discovery
Implication for Educators
About the Author :
Phillip D. Tomporowski, PhD, is a professor of kinesiology at the University of Georgia. An experimental psychologist, Tomporowski has been involved in the study of learning and the effects of exercise on mental functions for four decades. He has authored, coauthored, or edited five books and contributed chapters to a dozen of other books. He is widely published in journals on cognitive function and exercise issues in children and has received numerous grants to conduct studies in these and related areas. Tomporowski is a sought-after speaker at symposia and conventions. He is a fellow of the American College of Sports Medicine and a member of the American Psychological Society. He enjoys participating and instructing in the martial arts and taking part in triathlons and obstacle races.
Caterina Pesce, PhD, is a professor in the department of movement, human and health science at the Italian University Sport and Movement in Rome. She is a former physical education teacher with higher education in both sport science and experimental psychology. Since 2003 she has taught in higher education on physical activity for children. Her research focus has been on the effects of physical exercise on cognitive functioning. She coauthored a book on exercise and cognitive function and has authored or coauthored more than three dozen research publications in sport and exercise psychology and physical education. Pesce is a member of the Italian Society of Movement and Sport Sciences, associate editor for Journal of Aging and Physical Activity, a board member of the Journal of Sport and Exercise Psychology, and a board member of the Italian national program of motor literacy for elementary schools. She enjoys jogging and singing and, above all, being a mother.
Bryan A. McCullick, PhD, is a professor of kinesiology at the University of Georgia. He is a former physical education teacher and has been a physical education teacher educator since 1997. He has given numerous keynote addresses at conferences related to physical education, physical activity, and teacher training. McCullick has coauthored two books, contributed numerous chapters in books, and written more than 40 journal articles. He has also received numerous grants to conduct research and received awards and recognitions, including winning the Mabel Lee Award from AAHPERD. McCullick is a fellow in the SHAPE America Research Consortium, has been associate editor for Research Quarterly for Exercise and Sport (RQES) and is on the RQES editorial board, was vice president of the Association Internationale des Ecoles Superieures d'Education Physique (AIESEP), and has served on many other editorial boards. Among his joys are being a father and a husband, playing golf (poorly), and following the Alabama Crimson Tide and the Miami Dolphins.
