The Essentials of Teaching Physical Education: Curriculum, Instruction, and Assessment

About the Book

Undergraduate text for physical education teaching methods courses. Resource for current teachers and administrators.

Table of Contents:
Part I. Building the Foundation of a Teaching for Learning Approach
Chapter 1. Developing Physically Literate Individuals
Promoting Physical Literacy
Academic Links to Physical Literacy
Summary

Chapter 2. Understanding a Teaching for Learning Approach
Curricular Alignment in Physical Education
Instructional Alignment in Physical Education
Summary

Chapter 3. Examining Student Motivation
Establishing a Motivating Environment
Retaining Students’ Motivation
Intrinsic Versus Extrinsic Motivation
Eradicating Amotivation
Summary

Chapter 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
Chapter 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

Chapter 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

Chapter 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

Chapter 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

Chapter 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
Chapter 10. Unit and Lesson Planning
Unit Planning
Lesson Planning
Summary

Chapter 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

Chapter 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
Chapter 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

Chapter 14. Developing Essential Teaching Skills
Exploring Instructional Styles
Employing Effective Teaching Tactics
Summary

Chapter 15. Assessing Student Learning
Purposes of Assessment
Grading Schemes
Selecting Appropriate Assessments
Type of Assessments
Organizing and Interpreting Data
Summary

Part V. Developing as a Professional
Chapter 16. 21st Century Skills in Physical Education
Framework for 21st Century Learning
21st Century Student Outcomes
21st Century Support Systems
Summary

Chapter 17. Advocacy, Professionalism, and Professional Development
Advocating for Your Profession
Professional Development Opportunities
Summary

About the Author :
Steve Mitchell, PhD, is a professor of physical education teacher education at Kent State University. He has BS and MA degrees in physical education and education from Loughborough University in England and a PhD in education from Syracuse University. Steve is lead author on Teaching Sport Concepts and Skills, also published by Human Kinetics-a book now in its fourth edition, with previous editions translated into Japanese and Korean. He has numerous refereed journal publications to his credit. He has also made dozens of keynote addresses and scholarly presentations. Steve is a member of SHAPE America, serving on many committees for that organization. He is a past president of the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD). In 2005, he received the NASPE Physical Education Teacher Education Honor Award.

Jennifer L. Walton-Fisette, EdD, is a professor of physical education teacher education in the School of Teaching, Learning, and Curriculum Studies at Kent State University. She obtained her BS in physical education from Rhode Island College, her MS in sport pedagogy from Ithaca College, and her EdD in physical education teacher education from the University of Massachusetts at Amherst. Jennifer has published four books and more than 40 research articles. She served as chair of the Research Council and is actively involved with SHAPE America, OAHPERD, and other associations. Her scholarship explores social justice, equity, and policy issues in physical education and PETE programs locally, nationally, and internationally. In recent years she has been especially active in the areas of social-emotional learning and trauma-informed teaching, and she is well-respected as an expert on these subjects.