A practical guide to teaching physical education in the secondary school / edited by Susan Capel, Joanne Cliffe and Julia Lawrence.

Format:

Book

Contributor:

Capel, Susan Anne, 1953- editor.

Cliffe, Joanne, editor.

Lawrence, Julia, editor.

Series:

Routledge teaching guides.

Routledge teaching guides

Language:

English

Subjects (All):

Physical education and training--Study and teaching (Secondary).

Physical education and training.

Physical Description:

1 online resource (475 pages).

Edition:

Third edition.

Place of Publication:

London ; New York, New York : Routledge, [2021]

Summary:

This book offers a wealth of tried and tested strategies together with practical activities and materials to support your teaching to enhance pupils' learning. It is designed for you to dip in and out of, to enable you to focus on specific areas of teaching or foci on your programme.

Contents:

Intro

Half Title

Series Page

Title Page

Copyright Page

Table of Contents

List of figures

List of tables

List of activities

Case studies

Notes on contributors

Series editors' introduction

Acknowledgements

Introduction

The book

Terminology

Practices on ITE programmes

Focus on England

Activities

Record of your development

Using this book

Chapter 1 The nature of physical education

Aims, objectives and learning outcomes

Aims, value and justifications

Defining terms such as physical education and sport

Aims of physical education: as ends in themselves or means to other ends?

Relationship between objectives and teaching

Objectives and content

Objectives and teaching approaches

Summary and key points

Further Resources

Chapter 2 Your philosophy of physical education

Your views about physical education

Understanding the influence of your background on your views about physical education

Taking into account your views to enable you to focus on what and how you teach physical education

Chapter 3 Enacting a physical literacy approach

Physical literacy

Addressing the principles

Key principle 1: The holistic nature of each individual

Showing an appreciation of the holistic nature of the pupil in teaching

Key principle 2: The importance of experience in a range of movement forms

Ways to achieve experience of a range of movement forms

Key principle 3: The need to engage with each and every pupil

Ways to ensure that each pupil is catered for

The need to address each of the elements in the definition

Chapter 4 Long-term planning:: Schemes of work

Introduction.

Factors which influence planning a scheme of work

The school's culture, ethos, values and aims

The culture, ethos, values and aims of the physical education department

The head of department's physical education philosophy

The physical and cognitive development of pupils

Statutory requirements

The wider requirements of the curriculum

A broad and balanced curriculum which has both continuity and progression

Curriculum breadth and balance

Continuity and progression

Mapping the scheme of work

Chapter 5 Medium- and short-term planning:: Units of work and lesson plans

Medium-term planning

Writing unit of work objectives

Planning learning activities for units of work

Short-term planning

Lesson observations

Planning your lesson

Evaluating your lesson

Chapter 6 Health-related learning in physical education

Rationale for health within physical education

Health-related requirements within physical education

Health-related learning in physical education

Approaches to teaching about health in physical education

Effective teaching of health in physical education

Fitness testing

Assessing health-related learning in physical education

Chapter 7 Planning for pupils' learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development

Developing a clear commitment to promote pupils' learning in the broader dimensions of the curriculum

Identifying pupils' learning in broader dimensions of the curriculum

Developing effective teaching and learning strategies to promote pupils' learning in broader dimensions of the curriculum.

Reacting to opportunities which promote pupils' learning in broader dimensions of the curriculum

Chapter 8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum

The broader range of learning opportunities to which physical education contributes

Examples of learning opportunities to support the development of pupils' skills and attributes in relation to experiences beyond the curriculum

Social skills (including working alone and with others)

Problem solving/decision making

Communication

Verbal communication

Written communication

Leadership

Adopting healthy lifestyles

Developing self, including characteristics that recognise right and wrong

Developing confidence and resilience

Reflection (including improving their own and others' performance)

Planning to incorporate a broader range of learning opportunities in your lessons for pupils to become successful learners, confident individuals and responsible citizens

Chapter 9 Planning for the contribution of physical education to cross-curricular teaching

What is cross-curricular teaching?

Planning for cross-curricular teaching

Engaging other subjects in cross-curricular teaching

Extending cross-curricular learning opportunities

Chapter 10 Using digital technologies to enhance your teaching of physical education

Pedagogy before technology

Assessment and feedback

Engagement

Supporting movement

Collaboration and communication

Professional development

Further uses of technology

Critical thinking

Further Resources.

Chapter 11 Safe practice, risk assessment and risk management

The law and documentation for safe practice

Safe practice in the physical education environment

Risk assessment and management

Support to ensure safe practice

In conclusion

Chapter 12 Teaching for intentional learning

The curriculum: A framework for intentional learning

Intentional learning in physical education: the NC and NCPE

Teaching different knowledges and intentional learning

Teaching approaches and intentional learning

Chapter 13 Creating an effective learning environment

What is an effective learning environment?

Maximising learning time

Organising and managing a lesson

Features of an effective learning environment

You as the teacher

The environment

The pupils

Appendix: Academic learning time-physical education (ALT-PE)

Purpose

Definitions of categories

Recording procedures

Example of ALT-PE using the interval recording method

Chapter 14 Applying theories of learning to your practice

Thinking about learning theories

Thinking about strategies in relation to learning theories

Thinking about starting points

Thinking about planning

Thinking about the use of teaching strategies to recognise achievement

Thinking about thinking

Chapter 15 Assessing pupils' learning

Assessment for learning or assessment of learning?

Planning learning outcomes

Strategies and criteria for assessment

Teacher observation

The effective use of questioning

Peer- and self-assessment

Self-assessment and the use of digital technology.

Target setting

Judging the quality of learning in your lessons

Recording pupils' learning

Chapter 16 Teaching to promote positive behaviour

Developing a learning environment that promotes positive behaviour

Establishing clear rules, routines and expectations for positive behaviour

Promoting positive behaviour

Rules, rewards and consequences

Chapter 17 Overcoming barriers and maximising the achievement of all pupils

Inclusive education

Recognising diversity

Equality of opportunity

Inclusive policy and inclusive practice in physical education

Using differentiation to meet the needs of all pupils

Extending and challenging the most talented pupils in physical education

Towards an inclusive pedagogy

Reflecting upon your own practices

Chapter 18 Working with others

Working with colleagues

Working with teaching colleagues with specific expertise in an activity

Working with school colleagues without QTS who support learning in physical education through curricular and extra-curricular provision

Working with other adults without QTS who contribute to learning in physical education curricular and extra-curricular time

Chapter 19 Viewing physical education from a different perspective:: An alternative approach to planning for learning

Fundamental movement skills (FMS) as the starting point for learning in physical education

Development of social and cognitive learning through diversity in physical education

Making the connection between FMS, social and cognitive development in physical education.

Learning through alternative activities and different environments.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9780429590160

0429590164

9780429061318

0429061315

OCLC:

1203040634