Dynamic Physical Education for Secondary School Students
Human Kinetics (Verlag)
978-1-4925-9109-2 (ISBN)
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Dynamic Physical Education for Secondary School Students (DPE) has been the go-to textbook for preparing future secondary physical educators for more than 30 years. Now in its ninth edition, this trusted resource has been thoroughly updated to maintain its high quality and continue to meet the needs of preservice and in-service teachers in developing curricula that meet SHAPE America physical education standards and grade-level outcomes.
DPE offers the best of both worlds: in-depth explorations of critical concepts to provide readers the foundational knowledge they need to teach quality physical education, combined with a host of ready-to-use activities. The result is a resource that will help preservice physical educators feel confident in the class setting from day one.
Doctors Timothy Brusseau and Heather Erwin, coauthors for the previous edition, have taken the helm as lead authors this time. Improvements to this new edition include the following:
Reorganized chapters that provide a clear, comprehensive description of effective secondary physical education
New chapters on supporting and advocating for physical education (including budgeting, fundraising, facilities and equipment, communicating with stakeholders, professional development, and more) and on developing a comprehensive school physical activity program (CSPAP)
Updated chapters on assessment and teaching students with disabilities
The Dynamic PE ASAP website, which gives teachers access to examples of ready-to-use activities and complete lesson plans, as well as the ability to build their own lesson plans from the provided activities
DPE will help current and future educators learn how to promote physical activity throughout the school day and beyond, and they will be able to rely on a vast array of evidence-based activities and instructional strategies to shape and deliver quality physical education programs.
The text is organized into four parts, with part I exploring the factors involved in designing a quality physical education program. Part II delves into how to deliver that program—effective instruction, classroom management, assessment and evaluation, inclusion of students with disabilities, and more. In part III, readers investigate administrative issues, including safety and liability, advocacy, and intramurals and sport clubs. Part IV offers strategies, ideas, and examples for a variety of activities and units, including introductory activities, nontraditional activities, and outdoor and adventure activities.
This latest edition of DPE features a full-color interior for the first time as well as an improved design. The book provides many features geared to helping readers get the most out of the content:
Learning objectives that set the stage for reading the chapter
Teaching tips from experienced teachers and teacher educators
Review questions to help students learn and prepare for exams
Website lists and suggested readings to guide students toward additional helpful content
A glossary to help students learn the language of the profession
The content is designed to help students prepare for the edTPA, which is required in 18 states for PETE graduates before they can receive their teaching license.
DPE comes with an integrated set of instructional tools, including an instructor guide, a test package, and a presentation package with PowerPoint lecture outlines that include key figures and tables from the book.
DPE continues to be one of the most widely used and influential secondary physical education texts in the field. It helps readers implement current best practices and equips students with the information they need to create engaging and meaningful PE programs.
Timothy A. Brusseau, PhD, is an associate professor and director of health and kinesiology at the University of Utah. Tim is a national expert on school-based multicomponent interventions, particularly comprehensive school physical activity programs (CSPAPs). He has received numerous awards and recognition for his teaching and research. He has 128 peer-reviewed publications on the topics of physical education, physical activity, and health and has made more than 175 conference presentations on topics related to physical education and physical activity programs. Heather Erwin, PhD, is department chair and a professor in the department of kinesiology and health promotion at the University of Kentucky. She is widely published in journals devoted to physical education and activity and has made more than 100 presentations to state, national, and international audiences on quality physical education programs and related topics. Heather also has been recognized throughout her career for her scholarship and teaching, most recently as a Teacher Who Made a Difference at the University of Kentucky and as KAHPERD’s University Physical Education Teacher of the Year in 2019. Paul W. Darst is a professor emeritus at Arizona State University in the area of physical education teacher preparation. His research and teaching focus on secondary school physical education curriculum, methods of teaching in the secondary schools, and activity habits of middle and high school students. He has been active professionally at the state, district, and national levels of SHAPE America—formerly known as American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)—and has received numerous honors and speaking invitations. In addition to coauthoring multiple editions of Dynamic Physical Education for Secondary School Students with Bob Pangrazi, Darst also authored Outdoor Adventure Activities for School and Recreation Programs (Waveland Press), Analyzing Physical Education and Sport Instruction (Human Kinetics), and Cycling (Scott, Foresman and Company, Sport for Life Series). He has written many articles and made numerous presentations to teachers on new ideas in teaching and on working with students. Robert P. Pangrazi, PhD, taught for 31 years at Arizona State University in the department of exercise science and physical education and is now a professor emeritus. An honor fellow of SHAPE America—formerly known as American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)—Dr. Pangrazi was also presented with that organization’s Margie Hanson Distinguished Service Award. Dr. Pangrazi is also a fellow in the American Kinesiology Association, formerly known as the Academy of Kinesiology and Physical Education. He is a best-selling author of numerous books and texts over the years, including multiple editions of Dynamic Physical Education for Elementary School Children and Dynamic Physical Education for Secondary School Children. He and Chuck Corbin coedited Toward a Better Understanding of Physical Fitness and Activity: Selected Topics for the President’s Council on Physical Fitness and Sports. In addition to numerous other books and texts, he has written many journal articles and scholarly papers for publication.
Part I. Designing an Effective Physical Education Program
Chapter 1. Physical Education in the Secondary School
What Is Physical Education?
Rationale for Physical Education
Major Outcomes for Physical Education
Physical Education Content Standards
Perspectives Influencing Physical Education
Issues Affecting Physical Education Programs
Essential Components of a Quality Program
Characteristics of Successful Physical Education Programs
Learning Aids
Chapter 2. Curriculum Approaches
Promoting Skill Development and Physical Activity Approach
Sport Education Approach
Tactical Games Approach
Knowledge Concepts Approach
Fitness Education Approach
Personal and Social Responsibility Approach
Learning Aids
Chapter 3. Steps in Developing an Effective Curriculum
Designing a Quality Curriculum
An Articulated Curriculum: Grades K Through 12
Learning Aids
Part II. Teaching Students in an Effective Physical Education Program
Chapter 4. Planning for Effective Instruction
Develop Departmental Policies
Factors Influencing Preinstructional Decisions
Making Preinstructional Decisions
Teach Each Student as a Whole Person
Plan for Optimal Skill Learning
Design Comprehensive Unit Plans
Create Quality Lesson Plans
Major Instructional Components of the Lesson
Reflect on the Completed Lesson
Learning Aids
Chapter 5. Improving Instructional Effectiveness
Defining Effective Instruction
Demonstrate a Caring Attitude Toward Students
Develop Effective Listening Skills
Maintain Student Interest
Communicate Effectively With Your Class
Use Nonverbal Communication
Demonstrate and Model Skills
Facilitate Learning With Instructional Cues
Use Effective Instructional Feedback
Consider the Personal Needs of Students
Improving Teaching Skills
Evaluating Effective Teaching
Systematically Observing to Improve Quality of Instruction
Learning Aids
Chapter 6. Teaching Styles
Direct Instruction Style
Task (Station) Style
Mastery Learning (Outcomes-Based) Style
Individualized Style
Cooperative Learning
Reciprocal Teaching Style
Inquiry Style
Teaching Styles and Student Learning
A Framework for Using Multiple Teaching Styles
Dynamic Instruction: Elements Common to All Styles
Learning Aids
Chapter 7. Management
Strive for a Well-Managed Class
Use Effective Class Organization Strategies
Teach Responsible Student Behavior
Implement a Proactive Behavior Management Approach
Maintain and Promote Acceptable Behavior
Decrease Unacceptable Behavior
Deal With Severe Misbehavior
Use Criticism Cautiously
Make Punishment a Last Resort
Know the Legal Consequences of Expulsion
Learning Aids
Chapter 8. Assessment, Evaluation, Grading, and Program Accountability
Assessment of Student Performance
Physical Activity Assessments
Cognitive Assessment
Affective Assessment
Types of Assessments
Student Self-Evaluation
Other Assessments
Criteria and Uses for Student Evaluation
Uses for Student Evaluation
Grading Considerations
Learning Aids
Chapter 9. Including Students With Disabilities
Defining Adapted Physical Education and Sport
Laws Related to Adapted Physical Education
Least Restrictive Environment
Inclusion
Development of the IEP
A Systematic Approach to Successful Inclusion
Fitness and Posture for Students With Disabilities
Parental Support
Recruiting and Training Paraeducators and Aides
Learning Aids
Part III. Developing and Administrating a Total Program
Chapter 10. Safety and Liability
Safety
Supervision
Equipment and Facilities
Torts
Liability
Personal Protection: Minimizing the Effects of a Lawsuit
Learning Aids
Chapter 11. Supporting and Advocating for Physical Education
Advocacy and Effective Methods for Physical Education
Budget Strategies for Physical Education
Professional Development
Learning Aids
Chapter 12. Comprehensive School Physical Activity Programs
Strategies for Development, Implementation, and Evaluation of a CSPAP
Learning Aids
Chapter 13. Intramurals, Physical Activity Programs, and Athletics
Intramurals
Physical Activity Programs
Interscholastic Athletics
Learning Aids
Part IV. Implementing Instructional Activities
Chapter 14. Introductory Activities
Agility Activities
Locomotor Challenges
Individual Activities
Partner and Small-Group Activities
Learning Aids
Chapter 15. Physical Fitness
Fitness of America’s Youth
Health-Related and Skill-Related Physical Fitness
Creating a Positive Fitness Experience
Exercises for Developing Balanced Fitness Routines
Avoiding Harmful Practices and Exercises
Activities and Routines for Developing Fitness
Health Club Workouts
Learning Aids
Chapter 16. Healthy Lifestyles
Integrating Health Concepts
How Does the Body Work?
Barriers to Healthy Living
Teaching Health Maintenance
Learning Aids
Chapter 17. Nontraditional Activities
Individual, Partner, and Small-Group Units of Instruction
Novel Team Games and Activities
Recreational Activities
Relays
Cooperative Activities
Learning Aids
Chapter 18. Sports
Archery
Badminton
Basketball
Field Hockey
Flag Football
Lacrosse
Rugby
Soccer
Softball
Speed-a-Way
Team Handball
Track and Field
Volleyball
Learning Aids
Chapter 19. Lifestyle Activities
Bowling
Disc Games
Golf
In-Line Skating
Jogging
Racquetball
Rhythmic Activity
Rope Jumping
Strength Training
Swimming and Aquatics
Tennis
Learning Aids
Chapter 20. Adventure Activities
Group Initiative Activities
Orienteering
Traverse Climbing-Wall Activities
Ropes Course Activities
Learning Aids
| Erscheinungsdatum | 10.07.2020 |
|---|---|
| Verlagsort | Champaign, IL |
| Sprache | englisch |
| Maße | 216 x 279 mm |
| Gewicht | 1588 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II |
| ISBN-10 | 1-4925-9109-2 / 1492591092 |
| ISBN-13 | 978-1-4925-9109-2 / 9781492591092 |
| Zustand | Neuware |
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