A practical guide to teaching physical education in the secondary school /
A practical guide to teaching physical education in the secondary school /
Edited by Susan Capel, Joanne Cliffe and Julia Lawrence.
- Third edition.
- NY : Routledge, c2021.
- 1 online resource
- Routledge teaching guides .
Includes bibliographical references and index.
PART 1
The nature of physical education
Margaret Whitehead
Aims, value and justifications – Defining terms – Aims of Physical Education – Relationships between objectives and teaching, content and teaching approaches -
2 Your philosophy of physical education
Joanne Cliffe
Your views about physical education – Understanding the influence of your background on your views – Taking into account your views to enable you to focus on what and how you teach
3 Enacting a physical literacy approach
Margaret Whitehead
Physical literacy – Addressing the principles -
4 Long-term planning: Schemes of work
Joanne Cliffe
Factors which influence planning a scheme of work – Culture, ethos, values and aims – Philosophy – Development of pupils – Statutory requirements – Wider requirements of the National Curriculum – Breadth and balance – Continuity and progression – Mapping the scheme of work -
5 Medium- and short-term planning: Units of work and lesson plans
Joanne Cliffe
Medium term planning – Writing unit of work objectives – Short term planning
6 Health-related learning in physical education
Jo Harris
Health within physical education – Requirements – Health-related learning - Approaches to teaching Learning– Effective teaching – Fitness testing – Assessment of Learning
7 Planning for pupils’ learning in broader dimensions of the curriculum 1: citizenship, social, moral, spiritual, cultural, personal and mental development
Andrew Theodoulides
Committing to promoting learning – Identifying pupils’ learning – Effective teaching and learning strategies – Reacting to opportunities
8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum
Julie Money and Barbara Walsh
The broader range of learning opportunities to which education contributes – Learning opportunities to support the development of pupils skills and attributes – Planning to incorporate a broader range of learning opportunities -
9 Planning for the contribution of physical education to cross-curricular teaching
Suzanne Everley and Andy Wild
What is cross-curricular teaching – The planning process – Engaging other subjects in cross-curricular teaching – Extending cross-curricular learning opportunities
10 Using Digital Technologies To Enhance Your Teaching Of Physical Education
Julia Sargent and Ashley Casey
Pedagogy before technology – Assessment and Feedback – Engagement – Supporting movement – Collaboration and communication – Professional development – Further uses of technology – Critical thinking
11 Safe practice, risk assessment and risk management
Anne Chappell
The Law and documentation for safe practice – Safe practice in the physical education environment – Risk assessment and management – Support to ensure safe practice
12 Teaching for Intentional Learning
Richard Blair and Susan Capel
The Curriculum ––The NC and NCPE – Teaching different knowledges – Teaching approaches
13 Creating an effective learning environment
Julia Lawrence
What is an effective learning environment? – Maximising learning time – Organising and managing a lesson – Features of an effective learning environment -
14 Applying theories of learning to your practice
Leverne Barber, Karen Williams, Vanessa Jones
Learning theories – Strategies in relation to learning theories – Starting points – Planning – The use of teaching strategies to recognise achievement – Thinking about thinking
15 Assessing pupils’ learning
Mark Bowler, Sophy Bassett and Angela Newton
Assessment for and 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 information and communication technology – Target setting – Judging the quality of learning – Recording pupils’ learning
16 Teaching to promote positive behaviour
Kerry Whitehouse
Developing a learning environment that promotes positive behaviour – establishing clear rules, routines and expectations for positive behaviour – promoting positive behaviour – Rules, rewards and consequences
17 Overcoming barriers and maximising the achievement of all pupils
Gill Golder
Inclusive Education – Recognising diversity – Equality of opportunity – Inclusive policy and inclusive practice – Using differentiation to meet the needs of all pupils – Extending and challenging the most talented pupils – Towards and inclusive pedagogy – Reflecting upon your own practices
18 Working with others
Richard Blair and Lee C. Beaumont
Experts in an activity – Without QTS – To support curricular and extra-curricular
19 Viewing physical education from a different perspective – an alternative approach to planning for learning
Gill Golder and Jackie Arthur
Fundamental movement skills (FMS) as the start point for learning – Development of social and cognitive learning through diversity – Making the connection between FMS, social and cognitive development – Learning through alternative activities and different environments
20 The reflective practitioner
Paula Zwozdiak-Myers
How reflections might be conceptualised – Where reflection can take place – Engage in reflective practice – Why reflecting on your practice is important -
21 Action research
Paula Zwozdiak-Myers
Characteristics of action research – Identify a focus for action research – Engage in the action research process – Assess the validity of action research -
22 Working with your mentor
Peter Mellor
Key elements of mentoring that impact on your development as a teacher – Mentor support - The importance of the mentor / student teacher relationship – Working with your mentor to maximise your learning opportunities for short and long term development -
23 Managing your workload, resilience, health and well-being
Declan Hamblin
Managing your workload – Teacher efficacy – Teacher resilience – Emotional resilience – Strategies to develop your resilience – Your health and well-being -
"A Practical Guide to Teaching Physical Education in the Secondary School is written for all student teachers on university and school-based initial teacher education programmes. It 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. This third edition is fully updated with the most recent developments in the field and features five brand new chapters. Key topics covered include: Lesson planning and schemes of work, Safe practice, risk assessment and risk management, Promoting positive behaviour, Applying theories of learning to your practice, Overcoming barriers and maximising the achievement of all pupils, Assessing learning, Physical literacy NEW, Health related learning NEW, Using digital technologies NEW, Reflective practice and action research, Managing your workload, resilience, health and well-being NEW, Working with your mentor NEW Photocopiable resources offer assistance in lesson observation, planning, preparation, teaching and evaluation. An annotated further resources section at the end of each chapter provides information about some useful resources on the web and elsewhere. Illustrated throughout with examples of existing good practice, this highly practical resource offers valuable support and guidance to all student teachers as well as those in the early years of their teaching career. Although A Practical Guide to Teaching Physical Education in the Secondary School, 3rd edition can be used successfully on its own, it is also is a companion to Learning to Teach Physical Education in the Secondary School, 5th edition and can be used to reinforce the basic teaching skills covered in that core textbook"--
9780429061318
2020024198
Physical education and training--Study and teaching (Secondary)
Physical education and training--Curricula.
GV361
613.707 / CAP
Includes bibliographical references and index.
PART 1
The nature of physical education
Margaret Whitehead
Aims, value and justifications – Defining terms – Aims of Physical Education – Relationships between objectives and teaching, content and teaching approaches -
2 Your philosophy of physical education
Joanne Cliffe
Your views about physical education – Understanding the influence of your background on your views – Taking into account your views to enable you to focus on what and how you teach
3 Enacting a physical literacy approach
Margaret Whitehead
Physical literacy – Addressing the principles -
4 Long-term planning: Schemes of work
Joanne Cliffe
Factors which influence planning a scheme of work – Culture, ethos, values and aims – Philosophy – Development of pupils – Statutory requirements – Wider requirements of the National Curriculum – Breadth and balance – Continuity and progression – Mapping the scheme of work -
5 Medium- and short-term planning: Units of work and lesson plans
Joanne Cliffe
Medium term planning – Writing unit of work objectives – Short term planning
6 Health-related learning in physical education
Jo Harris
Health within physical education – Requirements – Health-related learning - Approaches to teaching Learning– Effective teaching – Fitness testing – Assessment of Learning
7 Planning for pupils’ learning in broader dimensions of the curriculum 1: citizenship, social, moral, spiritual, cultural, personal and mental development
Andrew Theodoulides
Committing to promoting learning – Identifying pupils’ learning – Effective teaching and learning strategies – Reacting to opportunities
8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum
Julie Money and Barbara Walsh
The broader range of learning opportunities to which education contributes – Learning opportunities to support the development of pupils skills and attributes – Planning to incorporate a broader range of learning opportunities -
9 Planning for the contribution of physical education to cross-curricular teaching
Suzanne Everley and Andy Wild
What is cross-curricular teaching – The planning process – Engaging other subjects in cross-curricular teaching – Extending cross-curricular learning opportunities
10 Using Digital Technologies To Enhance Your Teaching Of Physical Education
Julia Sargent and Ashley Casey
Pedagogy before technology – Assessment and Feedback – Engagement – Supporting movement – Collaboration and communication – Professional development – Further uses of technology – Critical thinking
11 Safe practice, risk assessment and risk management
Anne Chappell
The Law and documentation for safe practice – Safe practice in the physical education environment – Risk assessment and management – Support to ensure safe practice
12 Teaching for Intentional Learning
Richard Blair and Susan Capel
The Curriculum ––The NC and NCPE – Teaching different knowledges – Teaching approaches
13 Creating an effective learning environment
Julia Lawrence
What is an effective learning environment? – Maximising learning time – Organising and managing a lesson – Features of an effective learning environment -
14 Applying theories of learning to your practice
Leverne Barber, Karen Williams, Vanessa Jones
Learning theories – Strategies in relation to learning theories – Starting points – Planning – The use of teaching strategies to recognise achievement – Thinking about thinking
15 Assessing pupils’ learning
Mark Bowler, Sophy Bassett and Angela Newton
Assessment for and 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 information and communication technology – Target setting – Judging the quality of learning – Recording pupils’ learning
16 Teaching to promote positive behaviour
Kerry Whitehouse
Developing a learning environment that promotes positive behaviour – establishing clear rules, routines and expectations for positive behaviour – promoting positive behaviour – Rules, rewards and consequences
17 Overcoming barriers and maximising the achievement of all pupils
Gill Golder
Inclusive Education – Recognising diversity – Equality of opportunity – Inclusive policy and inclusive practice – Using differentiation to meet the needs of all pupils – Extending and challenging the most talented pupils – Towards and inclusive pedagogy – Reflecting upon your own practices
18 Working with others
Richard Blair and Lee C. Beaumont
Experts in an activity – Without QTS – To support curricular and extra-curricular
19 Viewing physical education from a different perspective – an alternative approach to planning for learning
Gill Golder and Jackie Arthur
Fundamental movement skills (FMS) as the start point for learning – Development of social and cognitive learning through diversity – Making the connection between FMS, social and cognitive development – Learning through alternative activities and different environments
20 The reflective practitioner
Paula Zwozdiak-Myers
How reflections might be conceptualised – Where reflection can take place – Engage in reflective practice – Why reflecting on your practice is important -
21 Action research
Paula Zwozdiak-Myers
Characteristics of action research – Identify a focus for action research – Engage in the action research process – Assess the validity of action research -
22 Working with your mentor
Peter Mellor
Key elements of mentoring that impact on your development as a teacher – Mentor support - The importance of the mentor / student teacher relationship – Working with your mentor to maximise your learning opportunities for short and long term development -
23 Managing your workload, resilience, health and well-being
Declan Hamblin
Managing your workload – Teacher efficacy – Teacher resilience – Emotional resilience – Strategies to develop your resilience – Your health and well-being -
"A Practical Guide to Teaching Physical Education in the Secondary School is written for all student teachers on university and school-based initial teacher education programmes. It 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. This third edition is fully updated with the most recent developments in the field and features five brand new chapters. Key topics covered include: Lesson planning and schemes of work, Safe practice, risk assessment and risk management, Promoting positive behaviour, Applying theories of learning to your practice, Overcoming barriers and maximising the achievement of all pupils, Assessing learning, Physical literacy NEW, Health related learning NEW, Using digital technologies NEW, Reflective practice and action research, Managing your workload, resilience, health and well-being NEW, Working with your mentor NEW Photocopiable resources offer assistance in lesson observation, planning, preparation, teaching and evaluation. An annotated further resources section at the end of each chapter provides information about some useful resources on the web and elsewhere. Illustrated throughout with examples of existing good practice, this highly practical resource offers valuable support and guidance to all student teachers as well as those in the early years of their teaching career. Although A Practical Guide to Teaching Physical Education in the Secondary School, 3rd edition can be used successfully on its own, it is also is a companion to Learning to Teach Physical Education in the Secondary School, 5th edition and can be used to reinforce the basic teaching skills covered in that core textbook"--
9780429061318
2020024198
Physical education and training--Study and teaching (Secondary)
Physical education and training--Curricula.
GV361
613.707 / CAP