Teaching Physical Education
Information Center
What's new
Table of Contents

Student Edition
Instructor Edition
Teaching Physical Education for Learning, 7/e

Judith E. Rink, University of South Carolina

ISBN: 007802269x
Copyright year: 2014

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
         Criteria for a Learning Experience
                Criterion One
                Criterion Two
                Criterion Three
                Criterion Four
      Understanding the Instructional Process
                Prelesson and Postlesson Routines
                Movement Task–Student Response Unit of Analysis
                Teaching Functions
                Management and Content Behavior
      Looking to the Future: Becoming a Professional Teacher
                Value Positions and Beliefs in Teaching
                Personal Characteristics of a Teacher
                Developing Commitment
      Checking Your Understanding

2 Factors That Influence Learning
         What Is Learning?
         How Do People Learn Motor Skills?
         Understanding the Control of Movement
         Stages of Motor Learning
         Requirements for Learning a Motor Skill
                Clear Idea of the Task
                Motivational/Attentional Disposition
                to the Skill
         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 Profiles and Success Rates
                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
         Checking Your Understanding

PART II Effective Teaching Skills
3 Designing Learning Experiences and Tasks
         Criteria for a Learning Experience
         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
         Designing Learning Experiences That Are Safe
         Teacher Legal Liability for Student Safety
         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
         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
                Check for Understanding
                Present Material Dynamically
         Choosing a Way to Communicate
                Verbal Communication
                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 Rehearse Them
         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
         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
         Checking Your Understanding

7 Teacher 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
         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
                Station Teaching
                Peer Teaching
                Cooperative Learning
                Self-Instructional Strategies
                Cognitive Strategies
                Team Teaching
         Selecting a Teaching Strategy
         Checking Your Understanding

9 Student Motivation, Personal Growth, and Inclusion
         Motivation in Learning
         Theories of Motivation—The Why of Behavior
                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
                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
         Checking Your Understanding

10 Planning
         Establishing Goals and Objectives for Learning
              Writing Learning Outcomes in Terms of What Students Will Learn
              Levels of Specificity in Educational Objectives
              Objectives in the Three Learning Domains
         Writing Learning 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
         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
              Rating Scales
              Scoring Rubrics
         Types of Student Assessment
              Event Tasks
              Student Journals
              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
         Checking Your Understanding

PART III Context and Reflection
12. Content-Specific Pedagogy
         Developing a Physically Active Lifestyle
              Teaching Lifetime Physical Activity
              Teaching Fitness Concepts in the Classroom
         Curricular Alternatives to Teaching Fitness
         Tactical and Skill Approaches to Teaching Games and Sports
         Sport Education
         Teaching Dance
         Outdoor Pursuits
         Movement Concepts—Teaching for Transfer
              Learning Theory Associated with the Transfer of Learning
              Important Concepts in Physical Education
              Teaching Movement Concepts

         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
         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
         Checking Your Understanding

To obtain an instructor login for this Online Learning Center, ask your local sales representative. If you're an instructor thinking about adopting this textbook, request a free copy for review.