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Dynamic Physical Education for Secondary School Students 7th edition [Hardback]

  • Formāts: Hardback, 552 pages, height x width x depth: 224x282x33 mm, weight: 1483 g
  • Izdošanas datums: 21-Apr-2011
  • Izdevniecība: Pearson
  • ISBN-10: 0321722493
  • ISBN-13: 9780321722492
Citas grāmatas par šo tēmu:
  • Formāts: Hardback, 552 pages, height x width x depth: 224x282x33 mm, weight: 1483 g
  • Izdošanas datums: 21-Apr-2011
  • Izdevniecība: Pearson
  • ISBN-10: 0321722493
  • ISBN-13: 9780321722492
Citas grāmatas par šo tēmu:

Dynamic Physical Education for Secondary School Students, Seventh Edition provides secondary school physical education pre-service teachers everything they need to create an exciting and thoughtful PE program for their students. Using accessible, everyday language, authors Paul Darst, Robert Pangrazi, Mary Jo Sariscsany, and Timothy Brusseau cover foundational teaching elements as well as current issues in physical education. A focus on important issues facing today’s PE teachers includes topics such as the effects of overweight on youth, sensitively addressing different ability ranges, and teaching culturally diverse students. Updated research, recommended readings, and a variety of study tools throughout the text make this book a comprehensive resource for teachers of physical education. The text, when tied to the accompanying Lesson Plans book, becomes a comprehensive curriculum guide for pre-service and in-service teachers for grades 7-12. Enhancing the curriculum and instruction in secondary physical education, the text includes a wealth of both practical and theoretical resources and many motivating ideas, strategies, and activities.

With the addition of two new coauthors, Tim Brusseau and Mary Jo Sariscany, the four member author team brings both highly experienced and fresh perspectives to the revision. Included in this edition are new Teaching Hint and Safety Tip features, and content on the expanding role of PE teachers outside the gym.

Preface xiii
SECTION 1 Justifying a Physical Education Program
Chapter 1 Physical Education in the Secondary School
1(24)
Chapter Summary
2(1)
Student Outcomes
2(1)
What Is Physical Education?
3(1)
Rationale for Physical Education
4(1)
Major Outcomes for Physical Education
5(1)
Physical Education Content Standards
6(4)
Perspectives Influencing Physical Education
10(1)
Issues Affecting Physical Education Programs
11(5)
Essential Components of a Quality Program
16(2)
Characteristics of Successful Physical Education Programs
18(4)
Study Stimulators and Review Questions
22(1)
Websites
23(1)
References and Suggested Readings
23(2)
Chapter 2 The Impact of Physical Activity on Adolescents
25(17)
Chapter Summary
26(1)
Student Outcomes
26(2)
Growth and Development of Adolescents
28(6)
The Impact of Activity on Health
34(1)
Physical Education Dropouts
35(1)
Intellectual Development and Physical Education
36(1)
Safety Guidelines for Exercise and Physical Activity
36(4)
Study Stimulators and Review Questions
40(1)
Websites
40(1)
References and Suggested Readings
40(2)
SECTION 2 Designing a Physical Education Program
Chapter 3 Steps in Developing a Curriculum
42(24)
Chapter Summary
43(1)
Student Outcomes
43(1)
Designing a Quality Curriculum
44(18)
An Articulated Curriculum: Grades K--12
62(3)
Study Stimulators and Review Questions
65(1)
Websites
65(1)
References and Suggested Readings
65(1)
Chapter 4 Curriculum Approaches
66(31)
Chapter Summary
67(1)
Student Outcomes
67(1)
Promoting Physical Activity/Skill Development Approach
67(12)
Sport Education Approach
79(3)
Tactical Games Approach
82(2)
Knowledge Concepts Approaches
84(1)
Fitness Education Approaches
84(7)
Personal and Social Responsibility Approach
91(5)
Study Stimulators and Review Questions
96(1)
Websites
96(1)
References and Suggested Readings
96(1)
SECTION 3 Teaching a Physical Education Program
Chapter 5 Planning for Effective Instruction
97(26)
Chapter Summary
98(1)
Student Outcomes
98(1)
Develop Departmental Policies
98(8)
Make Pre-Instructional Decisions
106(4)
Teach Each Student as a Whole Person
110(2)
Plan for Optimal Skill Learning
112(4)
Design Comprehensive Unit Plans
116(2)
Create Quality Lesson Plans
118(2)
Reflect on the Completed Lesson
120(2)
Study Stimulators and Review Questions
122(1)
Websites
122(1)
References and Suggested Readings
122(1)
Chapter 6 Improving Instructional Effectiveness
123(17)
Chapter Summary
124(1)
Student Outcomes
124(1)
Maintain Student Interest
124(2)
Develop Effective Listening Skills
126(2)
Communicate Effectively with Your Class
128(1)
Demonstrate a Caring Attitude Toward Students
129(1)
Use Nonverbal Communication
130(1)
Demonstrate and Model Skills
131(1)
Facilitate Learning with Instructional Cues
131(1)
Use Effective Instructional Feedback
132(3)
Consider the Personal Needs of Students
135(4)
Study Stimulators and Review Questions
139(1)
Websites
139(1)
References and Suggested Readings
139(1)
Chapter 7 Management and Discipline
140(27)
Chapter Summary
141(1)
Student Outcomes
141(1)
Strive for a Well-Managed Class
141(1)
Use Effective Class Organization Strategies
142(5)
Teach Responsible Student Behavior
147(3)
Implement a Proactive Behavior Management Approach
150(4)
Maintain and Promote Acceptable Behavior
154(4)
Decrease Unacceptable Behavior
158(5)
Deal with Severe Misbehavior
163(1)
Use Criticism Cautiously
164(1)
Make Punishment a Last Resort
164(1)
Know the Legal Consequences of Expulsion
165(1)
Study Stimulators and Review Questions
165(1)
Websites
166(1)
References and Suggested Readings
166(1)
Chapter 8 Teaching Styles
167(26)
Chapter Summary
168(1)
Student Outcomes
168(1)
Direct Style
169(1)
Task (Station) Style
170(4)
Mastery Learning (Outcomes-Based) Style
174(4)
Individualized Style
178(5)
Cooperative Learning Style
183(2)
Inquiry Style
185(3)
Teaching Styles and Student Learning
188(1)
A Framework for Using Multiple Teaching Styles
189(1)
Dynamic Instruction: Elements Common to All Styles
190(1)
Study Stimulators and Review Questions
191(1)
Websites
191(1)
References and Suggested Readings
191(2)
Chapter 9 Improving Instruction Systematically
193(25)
Chapter Summary
194(1)
Student Outcomes
194(1)
Defining Effective Instruction
194(1)
Improving Teaching Skills
194(1)
Explaining the Need for Goals and Feedback
195(1)
Explaining the Need for Systematic Evaluation
195(1)
Evaluating Effective Teaching
195(2)
Introducing Methods for Systematically Observing Instruction
197(1)
Systematically Observing for Self-Improvement
198(1)
Improving the Quality of Instruction
198(12)
Observation Systems for Research and Supervision
210(7)
Study Stimulators and Review Questions
217(1)
Websites
217(1)
References and Suggested Readings
217(1)
Chapter 10 Assessment, Evaluation, and Grading
218(32)
Chapter Summary
219(1)
Student Outcomes
219(1)
Assessment of Student Performance
219(1)
Objective Assessment of Physical Skills
220(6)
Assessment of Performance Outcomes
226(10)
Assessment of Knowledge
236(1)
Assessment of Attitudes and Values
237(6)
Evaluation of Student Performance
243(1)
Norm-Referenced Evaluations
243(1)
Criterion-Referenced Evaluations
243(1)
Uses for Student Evaluation
244(1)
Grading---Differing Viewpoints
245(1)
Educational Objectives versus Administrative Tasks
245(1)
Process versus Product
246(1)
Relative Improvement
247(1)
Grading On Potential
247(1)
Negative versus Positive Grading
247(1)
Pass-Fail versus Letter Grades
248(1)
Study Stimulators and Review Questions
248(1)
Websites
248(1)
References and Suggested Readings
249(1)
SECTION 4 Developing a Total Program
Chapter 11 Students with Disabilities
250(16)
Chapter Summary
251(1)
Student Outcomes
251(1)
Defining Adapted Physical Education and Sport
251(1)
Laws Related to Adapted Physical Education
251(1)
Least Restrictive Environment
252(1)
Inclusion Movement
253(1)
Screening and Assessment
253(4)
Development of the IEP
257(1)
A Systematic Approach to Successful Inclusion
258(5)
Fitness and Posture for Students with Disabilities
263(1)
Parental Support
263(1)
Recruiting and Training Paraeducators and Aides
264(1)
Study Stimulators and Review Questions
264(1)
Websites
264(1)
References and Suggested Readings
264(2)
Chapter 12 Safety and Liability
266(14)
Chapter Summary
267(1)
Student Outcomes
267(1)
Safety
267(2)
Supervision
269(5)
Equipment and Facilities
274(1)
Torts
275(1)
Liability
275(2)
Personal Protection: Minimizing the Effects of a Lawsuit
277(2)
Study Stimulators and Review Questions
279(1)
Websites
279(1)
References and Suggested Readings
279(1)
Chapter 13 Activity Outside of the Physical Education Class: Intramurals, Sport Clubs, School Programs, and Athletics
280(15)
Chapter Summary
281(1)
Student Outcomes
281(1)
Intramurals
282(6)
Sport Clubs
288(2)
School Physical Activity Programs (Out-of-Class Time)
290(1)
Interscholastic Athletics
290(4)
Study Stimulators and Review Questions
294(1)
Websites
294(1)
References and Suggested Readings
294(1)
SECTION 5 Implementing Instructional Activities
Chapter 14 Introductory Activities
295(13)
Chapter Summary
296(1)
Student Outcomes
296(1)
Agility Activities
297(3)
Sport Movement Challenges
300(1)
Individual Activities
301(1)
Partner and Small-Group Activities
302(5)
Study Stimulators and Review Questions
307(1)
Websites
307(1)
Chapter 15 Promoting and Monitoring Lifestyle Physical Activity
308(17)
Chapter Summary
309(1)
Student Outcomes
309(1)
Physical Activity for Adolescents
309(2)
The Physical Activity Pyramid
311(2)
Pedometers and Moderate to Vigorous Physical Activity
313(7)
Walking: The "Real" Lifetime Activity
320(3)
Study Stimulators and Review Questions
323(1)
Websites
323(1)
References and Suggested Readings
323(2)
Chapter 16 Physical Fitness
325(40)
Chapter Summary
326(1)
Student Outcomes
326(1)
The Fitness of America's Youth
326(2)
Health-Related and Skill-Related Physical Fitness
328(2)
Creation of a Positive Fitness Experience
330(2)
Exercises for Developing Balanced Fitness Routines
332(1)
Avoidance of Harmful Practices and Exercises
333(5)
Activities and Routines for Developing Fitness
338(12)
Health Club Workouts
350(13)
Study Stimulators and Review Questions
363(1)
Websites
363(1)
References and Suggested Readings
363(2)
Chapter 17 Healthy Lifestyles: Activities for Instruction
365(19)
Chapter Summary
366(1)
Student Outcomes
366(1)
Integrating Health Concepts
367(1)
How Does the Body Work?
367(6)
Barriers to Healthy Living
373(7)
Teaching Health Maintenance
380(2)
Study Stimulators and Review Questions
382(1)
Websites
382(1)
References and Suggested Readings
383(1)
Chapter 18 Promoting Motivation, Cooperation, and Inclusion: Nontraditional Ideas for Instruction
384(20)
Chapter Summary
385(1)
Student Outcomes
385(1)
Individual, Partner, and Small-Group Units of Instruction
385(13)
Novel Team Games and Activities
398(2)
Recreational Activities
400(1)
Relays
400(1)
Cooperative Activities
401(2)
Websites
403(1)
References and Suggested Readings
403(1)
Chapter 19 Sports
404(48)
Chapter Summary
405(1)
Student Outcomes
405(1)
Archery
405(3)
Badminton
408(5)
Basketball
413(5)
Field Hockey
418(4)
Flag Football
422(4)
Gymnastics
426(1)
Lacrosse
426(4)
Soccer
430(6)
Softball
436(5)
Speed-a-Way
441(1)
Team Handball
442(4)
Track and Field
446(1)
Volleyball
446(4)
Websites
450(1)
References and Suggested Readings
450(2)
Chapter 20 Lifestyle Activities
452(45)
Chapter Summary
453(1)
Student Outcomes
453(1)
Bowling
453(3)
Frisbee
456(7)
Golf
463(3)
In-line Skating Mini-Unit
466(2)
Jogging
468(1)
Racquetball
469(4)
Rhythmic Activity
473(1)
Rope Jumping
473(4)
Strength Training
477(5)
Swimming/Aquatics
482(6)
Tennis
488(6)
Websites
494(1)
References and Suggested Readings
494(3)
Chapter 21 Outdoor Adventure Activities
497(18)
Chapter Summary
498(1)
Student Outcomes
498(1)
Ropes Course Activities
498(4)
Group Initiative Activities
502(3)
Orienteering
505(6)
Transverse Climbing Wall Activities
511(3)
Websites
514(1)
References and Suggested Readings
514(1)
Index 515
Paul Darst received a Ph.D from the Ohio State University in the field of Physical Education. He is a professor and Department Chair at Arizona State University at the Polytechnic Campus in the area of Physical Education-Teacher Preparation. His research and teaching focuses on secondary school physical education curriculum, methods of teaching in the secondary schools, and activity habits of middle and high school students. Darst has been active professionally at the state, district and national levels of AAHPERD and has received numerous honors and invitations to speak at the various levels.

 

Darstis the co-author with Robert Pangrazi on the popular book, Dynamic Physical Education for Secondary School Students, now in its sixth edition (Benjamin Cummings, 2009). He has 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 authored many articles and made numerous presentations to teachers about new ideas on teaching and working with students in the schools.

 

Robert Pangrazi is professor emeritus at Arizona State University and an Educational Consultant for Gopher Sport and The U.S. Tennis Association. Dr. Pangrazis physical education textbooks have sold more than 750,000 copies. Pangrazi has published over 50 textbooks and 100 research and professional articles. He has been a keynote speaker for 39 state and district conventions and an invited speaker at nearly 400 national and international conferences. He regularly conducts training sessions for schools and universities and is regarded as a motivational speaker. His approach to elementary school physical education has been used worldwide by the Department of Defense Dependents Schools, nationally by the Edison Project, and is used in hundreds of public, private and charter schools across the U.S.

Pangrazi has received numerous awards including the Distinguished Service Award from the Presidents Council on Physical Fitness and Sports, the National Distinguished Service Award presented by the AAHPERD Council on Physical Education for Children, and the Curriculum and Instruction Emeritus Honor Award from the NASPE Curriculum and Instruction Academy He is a Fellow in the American Academy of Kinesiology and Physical Education and an AAHPERD Honor Fellow.

Mary Jo Sariscsany is an associate professor of Physical Education Teacher Education in the Department of Kinesiology at California State University, Northridge.  She taught physical education and coached for 10 years prior to entering higher education. During her career she has held a variety of leadership positions in physical education and currently serves on the NASPE Board of Directors. She has published works in physical education teacher education, and her research and instructional interests include teacher effectiveness, health related fitness, technology and assessment, and professional development. She has been recognized for national, university and community service.

 

Tim Brusseau is an assistant professor of physical education at the College at Brockport, State University of New York in the department of Kinesiology, Sport Studies, & Physical Education. His teaching focuses on secondary physical education curriculum and methodology, as well as coaching and diversity. His research interests include children and youth physical activity and programming to increase physical activity. Brusseau received a Ph.D. from Arizona State University in Physical Education Pedagogy. He is actively involved in AAHPERD and New York State AHPERD, regularly making teaching and research presentations. Brusseau has authored numerous articles related to teaching and physical activity.