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Graber and Thomas J. Templin&$00Z2$FfH H 0޽h ? ̙33t l ___PPT10L +D '  = @B DC ' = @BA?%,( < +O%,( < +Dz' =%(%(D' =%(DL' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*H%(D' =-{6Bslide(fromTop)*<3<*HD' =%(DN' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*H%(D' =-}6B!slide(fromLeft)*<3<*HD' =%(DP' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*H%(D' =-6B#slide(fromRight)*<3<*H++0+H0 ++0+H0 ++0+H0 + 0 L0 O(  .   x( 0e0eT?Rectangle 4   b(Why Study Pedagogy of Physical Activity?) (   x 0e0eT?Rectangle 5kA    Pedagogy of physical activity is the study of teaching physical activity. Effective instructors understand their subject and know how to convey it in a manner that will lead to better learning in students.8Z2 H  0޽h ? ̙33y___PPT10Y+D='  = @B + 0 L0 0](     x< 0e0eT?Rectangle 28   S#Importance of Pedagogical Knowledge$ $   x,L 0e0eT?Rectangle 3h8   2A person with a background in pedagogy should be able to answer these questions: How will you get and keep the students attention? How much time should you spend talking, and how much time should students spend practicing? Will your methods work? How will you structure class to ensure that students have adequate time during class to improve their fitness levels? How will you motivate students to engage in physical activity outside of the school setting and make appropriate nutritional selections? (Q P PH  0޽h ? ̙3380___PPT10.Ev " 0 L0 P(  .   xH 0e0eT?Rectangle 28   b2Physical Education Sphere of Professional Practice3 3!   xN 0e0eT?Rectangle 3h8   U%\insert ID#321975, figure 15.1, here\& &H  0޽h ? ̙3380___PPT10.],"  0 L0   p (      z`> 0e0eT?Rectangle 14" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!wӑ drs/shapexml.xmlVmk#7^ZrNbĐ`scj=ku>#m'qWQ Hz晗ݫZ2:}ΤMQu?=ܞ9s^B(e񏳟jaجݴIf|#k>FJuIE%3wfﱹ˪ݒd<qE{ek%`{g$daSX ajkkF2/h5fL_y%9S>J&e296Fo a龴Ÿ])K`0D)81{rѨTp " #eDLڝ9vQl2'+5h 3eŞZSnQ!gB85幷EeSn_U+EX0:sgV v )㧾AD!?(vfjCXP-" >jC `ZW,Dz'}bo6[æL8ZYwflvAC-[ȱ" keNy=u{7l^:kΕ}^v|oQH .^d1b 26-.nۺ*rS.٧F$KRY +)׸&ڬVZ:Ēg[PnU 5 rQYƪ\IN$JSJiFU-Ů32#+GOdYb.tG_Ktr0K/3廡#ܽ3+ pM=>>PF%F}3rΆx 3b^զxbj(R>(wT0+K*x*BRsLK+)D}ac}*z6iNz^^- fPK!g drs/downrev.xmlD1O0Fw$uHl!B uR@ IX؎X>c1xz-דđB4)e ȵ^)h7si#g^]^,*:܉$q@=XH۞,ƙ%"3tR<%deҢqiǑzjUx|>46ew5[[*u}5m@0M^uj02)0& rPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!wӑ *drs/shapexml.xmlPK-!g drs/downrev.xmlPK   BWhat Does a Physical Activity Pedagogue Do? Teaching or Coaching @C +      zph 0e0eT?Rectangle 15n>    Physical educators in public schools Swim instructors, recreation leaders Instructors at corporate fitness centers or community recreation centers Specialists (golf or tennis pros) Professors&  H  0޽h ? ̙33y___PPT10Y+D='  = @B +"b 0 L0  :(      xŠ 0e0eT?Rectangle 28   ,Key Pedagogical Principles Based on Research- -p          Z   xl 0e0eT?Rectangle 3h8   <1. Begin to develop expertise by acquiring experience and new knowledge. 2. Provide appropriate practice. 3. Provide a high amount of academic learning time. 4. Always be concerned about class management and discipline. 5. Hold learners accountable. 6. Provide clear, specific feedback. 7. Develop knowledge about alternative curricular models. 8. Ensure an equitable learning environment that addresses the individual needs of all learners. 9. Consider how your expectations influence students. 10. Be mindful of teacher coach role conflict. Z H  0޽h ? ̙3380___PPT10.T"+ 0 L0 sk$(  $ $  x 0e0eT?Rectangle 28   BTeaching Expertise  $  xw 0e0eT?Rectangle 3;h8   Continue to learn about teaching by reading and by attending professional conferences. Teaching experience alone does not guarantee expertise (burnout and boredom are potential risks). H $ 0޽h ? ̙3380___PPT10.^("j 0 L0 (B(  () (  xՠ 0e0eT?Rectangle 28   ]-Appropriate Practice Experiences for Students. . (  x\ 0e0eT?Rectangle 3h8   For students to succeed at any skill, they must be exposed to appropriate practice. (The principle of quality and the principle of quantity are discussed in chapter 3.) H  >VH ( 0޽h ? ̙3380___PPT10.>" 0 L0  ,(  , ,  x@2 0e0eT?Rectangle 28   DActive Learning Time J ,  x 0e0eT?Rectangle 3h8   ~.Time on task, also called engaged time, is defined as the time students spend actually doing physical activity or sport. Students should spend at least 50% of the time appropriately engaged (performing correctly with frequent success); this is called academic learning, or functional learning, time. 4-   zH , 0޽h ? ̙3380___PPT10.2{<"l  0 L0 0D(  0% 0  x 0e0eT?Rectangle 28   Y)Effective Class Management and Discipline* * 0  x 0e0eT?Rectangle 3h8   Class management involves organizing students in such a way that learning is most likely to occur, whereas discipline involves teaching rules, enforcing them when they are broken, and rewarding exceptional behavior. Instructors can best assist students as they learn rules and routines by (1) having high expectations, (2) being firm but warm, (3) developing clear rules, and (4) describing how rules will be enforced. R  [ .H 0 0޽h ? ̙3380___PPT10.RD"  0 L0 PH04(  4  4  xT( 0e0eT?Rectangle 2l   >Accountability  4  xX= 0e0eT?Rectangle 3zb  >6___PPT9 LStudents manipulate the learning environment when they engage in off-task behaviors or become competent bystanders (well-behaved students who consistently avoided participation without attracting notice). Educators that ignore off-task behavior encourage further manipulation. Students learn accountability through clearly stated and consistently enforced expectations. Instructors demonstrate  with-it-ness by knowing what s happening in the learning environment and by displaying this awareness through oral or other communication with students. ' " 'H 4 0޽h ? ̙3380___PPT10.𹅋"  0 L0 -%P8(  8 8  xi 0e0eT?Rectangle 28   BSpecific Feedback  o 8  x 0e0eT?Rectangle 3h8   ;Common instructor mistakes when providing feedback: Feedback is often incorrect. Teachers sometimes focus on an aspect of performance that does not require feedback while neglecting an area that does require feedback. Teachers provide less feedback during game play. Feedback provided during game play can be valuable; it gives all students information about ways to improve. Teachers can increase the probability that instruction will be effective by providing appropriate learning activities; maximal active learning time; and correct, prompt, and specific feedback.L4 ZF Z Z4FH 8 0޽h ? ̙3380___PPT10.@Uf"w  0 L0 p<O(  < <  x0P 0e0eT?Rectangle 28   GAlternative Curriculums  <  xc 0e0eT?Rectangle 3h8   0hThe elective curriculum The fitness curriculum The sport education model The wilderness and adventure education curriculum The social development model The teaching games for understanding model Effective teachers are concerned with implementing curricular models that are interesting to students and produce the greatest opportunity for student learning. P P " !H < 0޽h ? ̙3380___PPT10.#"  0 L0 ME@(  @ @  x 0e0eT?Rectangle 28   OEquity Issues and Student Needs   @  x 0e0eT?Rectangle 3h8   rCommon forms of discrimination: Having a bias against students with less ability (e.g., using elimination games) Singling out obese and out-of-shape students in negative ways Allowing other students to ridicule or embarrass low-skilled or obese students Neglecting to adjust the teaching approach for students who carry personal problems into the learning environment (  ZS ZsH @ 0޽h ? ̙3380___PPT10.j2" 0 L0 \TD(  D D  xY 0e0eT?Rectangle 28   IExpectations for Students  D  x 0e0eT?Rectangle 3h8   cSelf-fulfilling prophecy, or the Pygmalion effect Context is equally likely to create impressions about performance. Learned helplessness may manifest as exerting little effort, becoming abusive, blaming others, or quickly conceding failure. Teachers must continually assess their expectations and be cautious when communicating expectations to learners.Ld Z2H D 0޽h ? ̙3380___PPT10.P57v": 0 L0 zH(  H2 H  x 0e0eT?Rectangle 28   f6Teacher Coach Role Conflict  H  x 0e0eT?Rectangle 3h8   <Role conflict is defined as two or more incompatible roles that are difficult to perform simultaneously. Role withdrawal or retreatism Both teaching and coaching are satisfying career choices, but people must be careful to fulfill the obligations of each role if they elect to engage in both simultaneously. Z  \ } H H 0޽h ? ̙3380___PPT10.u6"? 0 L0 6.L(  L L  x, 0e0eT?Rectangle 5   FKnowledge and Research t L  xo 0e0eT?Rectangle 6j(   @ Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.8A(2)H H L 0޽h ? ̙33y___PPT10Y+D='  = @B +  0 L0 P(  P P  ~w 0e0eT?Rectangle 2_   ATeaching Settings < P  ~ 0e0eT?Rectangle 3zv/   j:The enjoyment of the instructor is influenced by many factors, including their work environment (i.e., teaching setting). The environment in which teachers work can facilitate their success. Gymnasiums that are cheerful and well equipped also send a message to students about the importance of the subject matter.; ;H P 0޽h ? ̙33y___PPT10Y+D='  = @B +"t 0 L0 g_0T(  T" T F ?Text Box 7 Yx dWorkplace conditions have the potential to facilitate or constrain the physical activity instructor.e0Z2e  T  z$ 0e0eT?Rectangle 10   DWorkplace Conditions { T  z; 0e0eT?Rectangle 11h8   }Characteristics of positive work environments Characteristics of negative work environments Overcoming a negative environment~ ~H T 0޽h ? ̙33y___PPT10Y+D='  = @B +" 0 L0 PX(  X( X  x 0e0eT?Rectangle 58   \,Workplace Conditions Influencing the Teacher- -! X  xh 0e0eT?Rectangle 9h8   U%\insert ID#321734, figure 15.2, here\& &H X 0޽h ? ̙33y___PPT10Y+D='  = @B +"  0 L0 p\v(  \) \  x@P 0e0eT?Rectangle 38   ]-Current State of Secondary Physical Education. . \  xT 0e0eT?Rectangle 4h    Teachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating. PZ \  x4 0e0eT?Rectangle 6 8   ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[ P[  \ F\A ?Text Box 5^ :O Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph]. Journal of Teaching in Physical Education, 13, 323-441., f/  H \ 0޽h ? ̙33y___PPT10Y+D='  = @B +"s 0 L0 f^`(  ` `  x@ 0e0eT?Rectangle 28   LExemplary Physical Education  `  x5{ 0e0eT?Rectangle 3h    Innovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate funding Z `  x9{ 0e0eT?Rectangle 4 8   Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settings ZH ` 0޽h ? ̙33y___PPT10Y+D='  = @B +"? 0 L0 2*d(  d6 d  ~E{ 0e0eT?Rectangle 2.n   d2Becoming an Outstanding Physical Education Teacher3 3 L d  ~J{ 0e0eT?Rectangle 3   z2Develop teaching expertise. Design appropriate practice experiences for students. Provide active learning time. Manage and discipline classes effectively. Hold students accountable. Supply students with specific feedback. Consider incorporating alternative curriculums in your program. Address equity issues and student needs. Maintain realistic expectations of students. Minimize teacher coach role conflict., P H d 0޽h ? ̙33y___PPT10Y+D='  = @B +" 0 L0 hg(  h h  ~X{ 0e0eT?Rectangle 2U  {  BEffective Teachers  h  ~{ 0e0eT?Rectangle 3  {  Approachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting   Z} h  ~:{ 0e0eT?Rectangle 4~ S {  {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant| |H h 0޽h ? ̙33y___PPT10Y+D='  = @B +"_ 0 L0 RJp(  p  p  x6 0e0eT?Rectangle 3   >Career Options  p  xH> 0e0eT?Rectangle 4'    Physical education teacher in the schools Teacher in higher education settings Adapted physical education teacher Coach (public schools or higher education) H p 0޽h ? ̙33y___PPT10Y+D='  = @B +" 0 L0 F>Px(  x5 x  xH 0e0eT?Rectangle 48   i9NASPE Standards for Beginning Physical Education Teachers: :] x  xLN 0e0eT?Rectangle 5h    aContent knowledge Growth and development Diverse learners Management and motivation Communicationb bK x  xLR 0e0eT?Rectangle 6 8   OPlanning and instruction Student assessment Reflection Technology CollaborationP P x FTa ?Text Box 7Dm 3National Standards for Beginning Physical Education Teachers, 2nd Edition (2003) reprinted with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA 20191-1599." = H x 0޽h ? ̙3380___PPT10.>`" 0 L0 p|$(  | |  xj 0e0eT?Rectangle 2   JAdvice for Future Teachers  |  xp 0e0eT?Rectangle 3'    nNever stop learning to teach. Join professional associations (student membership). Read research literature.x Z Z5 Z Z Z5H | 0޽h ? ̙33y___PPT10Y+D='  = @B +" 0 L0 }(  o  F ?Text Box 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!#uB8=drs/shapexml.xmlUn1}Z\!AD5P zkl/|}gKHT`v=9sg}ip {x Fb~@Ĭ]nVv @P+h#`W]Y2{39;d|0N# ^o%"P1F Y*w6(2TBL)0uژs=7 efQJGUƯIDMKcsa!k8Ti&z*4F Q qF8:YPq*gA 5mRB0+-Yʥp!8-3zdO8J OE-}r.# {sꃓÃ*?߹Z<&eK-!]͛=177*y{xmn4O(@s'wl*[̅mJWNBWej&D66/7m-l<^ 8.ֱ%`EȻxus\Iv}XJq.PK9ʁt"{߻/Ŏ.B/4*ۃx!a)5Y4-|ڝ·׷Cffj}kSxU)$02Z@+˵AQҡ*[e/H$çZ(&,5iQSHfPK!J{drs/downrev.xmlDJ1@FfUYj-7&&=ox3o:|'AHPGBaxq " HÑ2g'SL<57, B 2ז0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!(8>drs/shapexml.xmlUn1}Z\ AD5P zkl/|}gKHT`v=9sC8`ҨwOcPO!u{@)0.`ԹI*~q$00[C %d 2\| gۻc>&o%foȽt6NhK.̀2N=9vQDȶϮw'I?RAHkWfjrO|J@1  sfҕPvƕxY*drs/shapexml.xmlPK-!Kdrs/downrev.xmlPK,x F0Z2, )   x 0e0eT?Rectangle 48   ]-Journals That Publish Sport Pedagogy Research. .   xą 0e0eT?Rectangle 5   xAction in Teacher Education American Educational Research Journal College Student Journal Educational Technology Elementary School Journal High School Journal International Journal of Physical Education Journal of Educational Research Journal of Physical Education, Recreation and Dance Journal of Research and Development in Education Journal of Teacher Education (continued)4m   m H  0޽h ? ̙33y___PPT10Y+D='  = @B +"~ 0 L0 V(  ?   x( 0e0eT?Rectangle 28   s9Journals That Publish Sport Pedagogy Research (continued): .    xĢ 0e0eT?Rectangle 3h8   Journal of Teaching in Physical Education Physical Education and Health Journal Physical Educator Quest Research Quarterly for Exercise and Sport Sport Education and Society Strategies Teaching and Teacher Education H  0޽h ? ̙3380___PPT10.z"p  0 L0 H(  *   x 0e0eT?Rectangle 28   ^$Make a Commitment to Sport Pedagogy% $   x 0e0eT?Rectangle 3h8   Remain committed to student learning, effective teaching practices, ongoing development of subject matter expertise, professional involvement, and believing you can make a difference in the lives of children."  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Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[P[  \ Fi ?Text Box 5^ :O Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph]. 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More than half of students like physical education less and value it less than other subjects.[P[Exemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic ExcitingZ {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 56789:;<=>@BCDEFG (PK!V[Content_Types].xml (|N0H+8 (8ĪVEBpֻ3iVwbl VLly Ё9!u{yL IuF^k2#z cẽN`0[mb` \!#s,Hё9}~TU 6Ul¼;{-dۡx/ ftΓCR}o v|i@T;\/E_PK! K& _rels/.rels ( 0nS=H^DtiUۛc a)hěBUrdk)Dd gIDr*dS("QlT3Q4b̜'օ9I]e3\0ťQ.D=vtr5aƓI+D#V0;f[e!/PK!tableStyles.xml I0@Ὁwh}-CQ$ +w*!@he/?JXd45ݤ{c@qqi` yߥ0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!wӑ drs/shapexml.xmlVmk#7^ZrNbĐ`scj=ku>#m'qWQ Hz晗ݫZ2:}ΤMQu?=ܞ9s^B(e񏳟jaجݴIf|#k>FJuIE%3wfﱹ˪ݒd<qE{ek%`{g$daSX ajkkF2/h5fL_y%9S>J&e296Fo a龴Ÿ])K`0D)81{rѨTp " #eDLڝ9vQl2'+5h 3eŞZSnQ!gB85幷EeSn_U+EX0:sgV v )㧾AD!?(vfjCXP-" >jC `ZW,Dz'}bo6[æL8ZYwflvAC-[ȱ" keNy=u{7l^:kΕ}^v|oQH .^d1b 26-.nۺ*rS.٧F$KRY +)׸&ڬVZ:Ēg[PnU 5 rQYƪ\IN$JSJiFU-Ů32#+GOdYb.tG_Ktr0K/3廡#ܽ3+ pM=>>PF%F}3rΆx 3b^զxbj(R>(wT0+K*x*BRsLK+)D}ac}*z6iNz^^- fPK!g drs/downrev.xmlD1O0Fw$uHl!B uR@ IX؎X>c1xz-דđB4)e ȵ^)h7si#g^]^,*:܉$q@=XH۞,ƙ%"3tR<%deҢqiǑzjUx|>46ew5[[*u}5m@0M^uj02)0& rPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!wӑ *drs/shapexml.xmlPK-!g drs/downrev.xmlPK(  j  e+What Does a Physical Activity Pedagogue Do?,+   z|5j 0e0eT?Rectangle 15n>  j  Physical educators in public schools Swim instructors, recreation leaders Instructors at corporate fitness centers or community recreation centers Specialists (golf or tennis pros) Professors$ H  0޽h ? ̙33y___PPT10Y+D=' 8 = @B +"J 0 L0 ("(  (  (  xj 0e0eT?Rectangle 28  j  A-Appropriate Practice Experiences for Students (  xj 0e0eT?Rectangle 3y j  For students to succeed at any skill, they must be exposed to appropriate practice. (The principle of quality and the principle of quantity are discussed in chapter 3.) D>VH ( 0޽h ? ̙3380___PPT10.>"  0 L0 0g(  0  0  xj 0e0eT?Rectangle 28  j  =)Effective Class Management and Discipline 0  xki 0e0eT?Rectangle 3h8 ` j <4___PPT9 Class management involves organizing students in such a way that learning is most likely to occur, whereas discipline involves teaching rules, enforcing them when they are broken, and rewarding exceptional behavior. Instructors can best assist students as they learn rules and routines by (1) having high expectations, (2) being firm but warm, (3) developing clear rules, and (4) describing how rules will be enforced. N" [ .H 0 0޽h ? ̙3380___PPT10.RD"  0 L0 P8(  8 8  xi 0e0eT?Rectangle 2  i  %Specific Feedbackd 8  x(i 0e0eT?Rectangle 3h8 i  :Common instructor mistakes when providing feedback: Feedback is often incorrect. Teachers sometimes focus on an aspect of performance that does not require feedback while neglecting an area that does require feedback. Teachers provide less feedback during game play. Feedback provided during game play can be valuable; it gives all students information about ways to improve. Teachers can increase the probability that instruction will be effective by providing appropriate learning activities; maximal active learning time; and correct, prompt, and specific feedback.B4ZFZZ4FH 8 0޽h ? ̙3380___PPT10.@Uf"R  0 L0 p<*(  < <  xi 0e0eT?Rectangle 28  i  +Alternative Curriculums <  xi 0e0eT?Rectangle 3h8 i  'gThe elective curriculum The fitness curriculum The sport education model The wilderness and adventure education curriculum The social development model The teaching games for understanding model Effective teachers are concerned with implementing curricular models that are interesting to students and produce the greatest opportunity for student learning. " !H < 0޽h ? ̙3380___PPT10.#" 0 L0 >6D(  D D  xXi 0e0eT?Rectangle 28  i  -Expectations for Students D  x,h 0e0eT?Rectangle 3h8 i  cSelf-fulfilling prophecy, or the Pygmalion effect Context is equally likely to create impressions about performance. Learned helplessness may manifest as exerting little effort, becoming abusive, blaming others, or quickly conceding failure. Teachers must continually assess their expectations and be cautious when communicating expectations to learners.JdZ2H D 0޽h ? ̙3380___PPT10.P57v" 0 L0  L(  L L  xi 0e0eT?Rectangle 5 i  *Knowledge and Researchf L  xth 0e0eT?Rectangle 6( i  @ Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.*A(2)H H L 0޽h ? ̙33y___PPT10Y+D=' 4 = @B + 0 L0 0T!(  T T  zdi 0e0eT?Rectangle 10  i  (Workplace Conditions T  zi 0e0eT?Rectangle 11h8 i  Characteristics of positive work environments Characteristics of negative work environments Overcoming a negative environment Workplace conditions have the potential to facilitate or constrain the physical activity instructor.~fH T 0޽h ? ̙33y___PPT10Y+D=' 4 = @B +"%  0 L0 PX(  X X  x$i 0e0eT?Rectangle 58  i   X S &Z Th8 c  *\insert fig15_02 here\H X 0޽h ? ̙33y___PPT10Y+D=' 4 = @B +"a  0 L0 TLp\(  \ \  xh 0e0eT?Rectangle 38  h   \  xh 0e0eT?Rectangle 4h / h   \  xh 0e0eT?Rectangle 6 8/ h    \ FdZh ?Text Box 5 :O Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph]. Journal of Teaching in Physical Education, 13, 323-441., f/  H \ 0޽h ? ̙33y___PPT10Y+D=' 4 = @B +"M  0 L0 @8`(  ` `  x\h 0e0eT?Rectangle 28  h   `  xxh 0e0eT?Rectangle 3kh  h   `  xh 0e0eT?Rectangle 4k 8  h  H ` 0޽h ? ̙33y___PPT10Y+D=' 4 = @B +"A 0 L0 4,d(  d4 d  ~Dgh 0e0eT?Rectangle 2.n  h  b2Becoming an Outstanding Physical Education Teacher33 P d  ~Dwh 0e0eT?Rectangle 3@9 h  ~2Develop teaching expertise. Design appropriate practice experiences for students. Provide active learning time. Manage and discipline classes effectively. Hold students accountable. Supply students with specific feedback. Consider incorporating alternative curriculums in your program. Address equity issues and student needs. Maintain realistic expectations of students. Minimize teacher coach role conflict.0P"H d 0޽h ? ̙33y___PPT10Y+D=' j = @B +"_  0 L0 RJh(  h h  ~`kh 0e0eT?Rectangle 2  h   h  ~mh 0e0eT?Rectangle 3h  h   h  ~h 0e0eT?Rectangle 4 8{ h  H h 0޽h ? ̙33y___PPT10Y+D=' j = @B +"' 0 L0 p(  p p  x z 0e0eT?Rectangle 3  z  "Career Options| p  x z 0e0eT?Rectangle 4'  z  Physical education teacher in the schools Teacher in higher education settings Adapted physical education teacher Coach (public schools or higher education)H p 0޽h ? ̙33y___PPT10Y+D=' j = @B +"  0 L0 Px(  x x  xz 0e0eT?Rectangle 48  z   x  x8z 0e0eT?Rectangle 5h \ z   x  xxz 0e0eT?Rectangle 6 8\ z   x Fz ?Text Box 7Dm 3National Standards for Beginning Physical Education Teachers, 2nd Edition (2003) reprinted with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA 20191-1599." = H x 0޽h ? ̙3380___PPT10.>`"; 0 L0 .&p|(  | |  xoz 0e0eT?Rectangle 2  z  .Advice for Future Teachers |  x0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!#uB8=drs/shapexml.xmlUn1}Z\!AD5P zkl/|}gKHT`v=9sg}ip {x Fb~@Ĭ]nVv @P+h#`W]Y2{39;d|0N# ^o%"P1F Y*w6(2TBL)0uژs=7 efQJGUƯIDMKcsa!k8Ti&z*4F Q qF8:YPq*gA 5mRB0+-Yʥp!8-3zdO8J OE-}r.# {sꃓÃ*?߹Z<&eK-!]͛=177*y{xmn4O(@s'wl*[̅mJWNBWej&D66/7m-l<^ 8.ֱ%`EȻxus\Iv}XJq.PK9ʁt"{߻/Ŏ.B/4*ۃx!a)5Y4-|ڝ·׷Cffj}kSxU)$02Z@+˵AQҡ*[e/H$çZ(&,5iQSHfPK!J{drs/downrev.xmlDJ1@FfUYj-7&&=ox3o:|'AHPGBaxq " HÑ2g'SL<57, B 2זHJL672     UXY?R$`Q^Ƣ̢dy:nb$kZ=t؃wnR$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBdQ 0ppp@ <4!d!d4w 0h0G4BdBdS 0<4BdBd4w 0h0 ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd`0(4ZWE51."i[WoCt.c;m+:2de]' k΍}c\Z]Yywgo):DNhD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@DDD@EphU{qGR<Oظ{L]fwm:/Xo#݇-"grԥ8D.w_TbMj|% bxU -nչ^+Mkv14ִ`9Ym^{oS 9L?wvY:xRڟBLtcNp0wK7oa8vu]|n{AiW7nI͚ }u+}qgSê}]@~њyڻMlا`ժ"{,67kF3ܵ{Y;ιdr=F #i$2ǂAekKa2\3cNEmEv/^VLbH $-?hx.}WܠI+MtQgqk5 Xceh#^1W00U{,I40pާRdm`%`p9Nx$hKڤoSNCھ%ZW49+97@FYIaqP qmXF\ 0{4Fs rۇO +$msX[tIu6L=1T /UXh;5S\Ę<8.I(HXC7_3ţ# 5-gd2+Ք$127ivS@8;DRg3mZ}a }S".;Eu>#}Yz$hC128zS L{ь@eL87Uxu~ɳXbgRV㉅xM+ fY/p)geUA,|}H^ǖ8-' T;VYI^"uXR`YG ~̳}ߌ[ksVlڬ=f{npKש+mW]3I,5u=hhV4:(|'A%ybZT=i2b6౸iJ2OR6|y2'~UsCQ76m[Rz̖ "2yrȖ`$fmfH}vאV?PHnydZlS`7'Gy~V F^dN!k˸\wKAԝnݷZ}+/lnt=)nst6[&- .[#Ƿ§zVvm3_K/{TNoqdZt4eg^5^լ9Ǻ=b9^ֿNqV*3>Ѻ)#;<h b_^ngTϒ6\N%]m,f{v N3[ ?iC+UP]n٠aiӕv[⯯Čg.Z6& MkB?&}]v8*SWIaPݽuaV=;|FVdZ.6Mih>sM$4sdr8Zg鶽ҞF-‹ˡ^Ǵ|r4kZE[/;/3h|DZ(""" """ """ """ """ """ """ """ """ """ """ """ """ ""Q<+U*E,`$ Oyl{|K8,:c1绀ː^ի.wwMf&<9'"s{ ֙YV#|e[n-jTa&@{"ۓԤdiȱd߅0bDDR;㨌Cd|Xc]c'oupT,}o(7͞hHCK.y㟓UvڌKFDgm=f[9 HAh#D&1rvofsmwU+.dgχf s7ͽ٦L\*&Sfˉ c ƞ+vշ,s˝Bk`U$䰽 <Xl{5y{_sݛ#ې fqrVH/$H#w=ݳ]`Sp5گб'H`V\s糂$6ynTa^\rtFcD:q ;n{j0Xy΍QJDD@DD[VX|j~_`(VܪKFK^-= 2TAB ӲvݖY<˩Ά'u_ 2hvK}Ig#-yfa0b/a;+C>e=V*! q7$;Cp|fT9jF2yH͙Y%90AτO?:o{}#O?DFFN*4٢F .{eS|?Q>E*eV\n|q>rDUߵx7"N׹78#G2qM.iV feE+{᤭r3+2/78f\^Yv(<%z{|~K[yk<v&&"ctyNDE nat٬8Da8F313p-~z}v_mo|v-yx8[֚aVuۦosZ0f^oiv>#*2Hyz朴{8QNGƵZctv4wOkx/8Y J1RH͍׷|=bG\1*O>. 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O   I43 2 Figure 15.1  - $ /%.&'()*+   Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. 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O   I43 2 Figure 15.1  - $ /%.&'()*+   Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[P[Exemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/d()*+,-./0 1 2 3 4 56789:;<=>@BCDEFG J!sx,, ` e(HH(dh rt'tJ'(@ d/ 0DArialNew Romanhh0 0DTimes New Romanhh.  @n?" dd@  @@``  x_@%!#_')+-1/79;9^EGKO! #$'()*+,-.6;:3=4>HJL672     UAY?R$`Q^Ƣ̢dy:nb$kZ=t؃wn      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~R$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBd(Q  0|ppp@ <4!d!d4w 0h7 G4BdBdR  0<4BdBd4w 0h7  ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography<4Xȅ___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[P[Exemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 5689:;<=>@BCDEFG J!q 0 L0 0I(     xVg 0e0eT?Rectangle 28  g  7#Importance of Pedagogical Knowledge   xXg 0e0eT?Rectangle 3h8 g  :A person with a background in pedagogy should be able to answer these questions: How will you get and keep the students attention? How much time should you spend talking, and how much time should students spend practicing? Will your methods work? How will you structure class to ensure that students have adequate time during class to improve their fitness levels? How will you motivate students to engage in physical activity outside of the school setting and make appropriate nutritional selections? 0QPPQH  0޽h ? ̙3380___PPT10.Ev "  0 L0 91@(  @ @  xhK 0e0eT?Rectangle 28   3Equity Issues and Student Needs @  xM 0e0eT?Rectangle 3h8   rCommon forms of discrimination: Having a bias against students with less ability (e.g., using elimination games) Singling out obese and out-of-shape students in negative ways Allowing other students to ridicule or embarrass low-skilled or obese students Neglecting to adjust the teaching approach for students who carry personal problems into the learning environment 0 ZSZ SH @ 0޽h ? ̙3380___PPT10.j2"<  0 L0 x$(  xr x S j T8  j  r x S [j Th8 j  H x 0޽h ? ̙3380___PPT10.2t  0 L0 L(  (   x 0e0eT?Rectangle 28   \$Make a Commitment to Sport Pedagogy%$   x 0e0eT?Rectangle 3h8   Remain committed to student learning, effective teaching practices, ongoing development of subject matter expertise, professional involvement, and believing you can make a difference in the lives of children.(H  0޽h ? ̙3380___PPT10.z")     hnamd` Arial&Monotype Typography    hnamd` Arial&Mono 0  9(     f, kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  f7 kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~? kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c3) 0 @9(     f`L kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fV kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~_ kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c8) 0 `9(     fl kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fxv kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~g kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c3) 0 9(     f kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fl kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~T kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c8) 0 9(     fԫ kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  f` kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~H kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c8) 0 9(     f kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fT kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~< kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c3) 0 9(     f kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fH kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK      ~DW kk?Rectangle 3 M)   N   H  0.k ? ̙3380___PPT10.c3) 0  9(     f( kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fW kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~H W kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.c})" 0 `9(     f,W kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  f7W kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~?W kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.?]) 0 9(     f`LW kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fVW kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~_W kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.c}) 0 9(     flW kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  fxvW kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~gW kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.cPO7) 0  9(       f,W kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K   fW kk?Rectangle 7 @  r*  K    r0e0e?Rectangle 2XK   W     ~W kk?Rectangle 3 M)  W  N   H   0.k ? ̙3380___PPT10.cPO7)! 0 9(     fW kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  flW kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~W kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.{E)# 0 9(     fW kk?Rectangle 6z   cChapter 15 - Hoffman (2005)  K  f`W kk?Rectangle 7 @  r*  K   r0e0e?Rectangle 2XK   W    ~HW kk?Rectangle 3 M)  W  N   H  0.k ? ̙3380___PPT10.{Erl*1&n8pL}@AB`r 6gK*4K1'(@ d/ 0DArialNew Romanhh0 0DTimes New Romanhh0 0@ .  @n?" dd@  @@``  x_@%!#[')+-1/19;9ZEGKO! #$'()*+,-.6;:3=4>HJL672     UAY?R$`Q^Ƣ̢dy:nb$kZ=t؃wnR$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBdR 0|ppp@ <4!d!d4w 0h0G4BdBdS 0<4BdBd4w 0h0 ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography )___PPT12 %h___PPT2001D<4Xȅ___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[P[Exemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 5689:;<=>@BCDEFG J!N 0 L0  &(      xȒZ 0e0eT?Rectangle 28  Z  ,Key Pedagogical Principles Based on Researchp          b   xZ 0e0eT?Rectangle 3h8f Z B:___PPT9 LBegin to develop expertise by acquiring experience and new knowledge. Provide appropriate practice. Provide a high amount of academic learning time. Always be concerned about class management and discipline. Hold learners accountable. Provide clear, specific feedback. Develop knowledge about alternative curricular models. Ensure an equitable learning environment that addresses the individual needs of all learners. Consider how your expectations influence students. Be mindful of teacher coach role conflict." ZP@08@H  0޽h ? ̙3380___PPT10.T"  0 L0 ,$04(  4 4  xHZ 0e0eT?Rectangle 2l  Z  "Accountability 4  xL` 0e0eT?Rectangle 3z` Z <4___PPT9 ~HStudents manipulate the learning environment when they engage in off-task behaviors or become competent bystanders (well-behaved students who consistently avoid participation without attracting notice). Educators that ignore off-task behavior encourage further manipulation. Students learn accountability through clearly stated and consistently enforced expectations. Instructors demonstrate  with-it-ness by knowing what s happening in the learning environment and by displaying this awareness through oral or other communication with students. %" %H 4 0޽h ? ̙3380___PPT10.𹅋"R  0 L0 p<*(  < <  x)` 0e0eT?Rectangle 28  `  +Alternative Curriculums <  x0` 0e0eT?Rectangle 3h8 `  'gThe elective curriculum The fitness curriculum The sport education model The wilderness and adventure education curriculum The social development model The teaching games for understanding model Effective teachers are concerned with implementing curricular models that are interesting to students and produce the greatest opportunity for student learning. " !H < 0޽h ? ̙3380___PPT10.#"  0 L0 UMH(  H H  x,` 0e0eT?Rectangle 28  `  J6Teacher Coach Role Conflict H  x8` 0e0eT?Rectangle 3h8 `  ;Role conflict is defined as two or more incompatible roles that are difficult to perform simultaneously. Role withdrawal or retreatism Both teaching and coaching are satisfying career choices, but people must be careful to fulfill the obligations of each role if they elect to engage in both simultaneously. J<\ } H H 0޽h ? ̙3380___PPT10.u6"  0 L0 Pxt(  x x  xI 0e0eT?Rectangle 48    x  x`J 0e0eT?Rectangle 5h \    x  xLK 0e0eT?Rectangle 6 8\    x FL ?Text Box 7Dm &National Standards for Beginning Physical Education Teachers (2003) reprinted with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA 20191-1599." < H x 0޽h ? ̙3380___PPT10.>`"r00 FOWZ\!oa" gK1'(@ d/ 0DArialNew Romanhh0 0DTimes New Romanhh0 0@ .  @n?" dd@  @@``  x_@%!#[')+-1/19;9ZEGKO! #$'()*+,-.6;:3=4>HJL672     UAY?R$`Q^Ƣ̢dy:nb$kZ=t؃wnR$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBdR 0|ppp@ <4!d!d4w 0h0G4BdBdS 0<4BdBd4w 0h0 ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography )___PPT12 %h___PPT2001D<4Xȅ___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P ZGymnasiums are well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects.[P[Exemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 5689:;<=>@BCDEFG J! 0 L0 _(  o  F` ?Text Box 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!#uB8=drs/shapexml.xmlUn1}Z\!AD5P zkl/|}gKHT`v=9sg}ip {x Fb~@Ĭ]nVv @P+h#`W]Y2{39;d|0N# ^o%"P1F Y*w6(2TBL)0uژs=7 efQJGUƯIDMKcsa!k8Ti&z*4F Q qF8:YPq*gA 5mRB0+-Yʥp!8-3zdO8J OE-}r.# {sꃓÃ*?߹Z<&eK-!]͛=177*y{xmn4O(@s'wl*[̅mJWNBWej&D66/7m-l<^ 8.ֱ%`EȻxus\Iv}XJq.PK9ʁt"{߻/Ŏ.B/4*ۃx!a)5Y4-|ڝ·׷Cffj}kSxU)$02Z@+˵AQҡ*[e/H$çZ(&,5iQSHfPK!J{drs/downrev.xmlDJ1@FfUYj-7&&=ox3o:|'AHPGBaxq " HÑ2g'SL<57, B 2זHJL672     UAY?R$`Q^Ƣ̢dy:nb$kZ=t؃wnR$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBdR 0|ppp@ <4!d!d4w 0h0G4BdBdS 0<4BdBd4w 0h0 ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography )___PPT12 %h___PPT2001D<4Xȅ___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P Gymnasiums can be well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects. See full description on page 425 in the textbook.PExemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 5689:;<=>@BCDEFG J!a  0 L0 TLp\(  \ \  xa 0e0eT?Rectangle 38  a   \  xa 0e0eT?Rectangle 4h / a   \  xa 0e0eT?Rectangle 6 8/ a    \ F ?Text Box 5 :O Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph]. Journal of Teaching in Physical Education, 13, 323-441., f/  H \ 0޽h ? ̙33y___PPT10Y+D=' Y = @B +"r4IK1'(@ d/ 0DArialNew RomanhhLrY  0DTimes New RomanhhLrY  0@ .  @n?" dd@  Root EntrydO){V3sPicturesqCurrent UserGSummaryInformation(U@@``  x_@]!#]')+-1/19;9\EGKO! #$'()*+,-.6;:3=4>HJL672     U\Y?R$`Q^Ƣ̢dy:nb$kZ=t؃wnR$$śM?pz$ML% 0 3fpY@H{<ʚ;YY|3ʚ;<4dddd4 x 04g4BdBdpY  0|ppp@ <4!d!d4w 0h(rY G4BdBdY  0<4BdBd4w 0h(rY  ___PPTMAC11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography )___PPT12 %h___PPT2001D<4Xȅ___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P Gymnasiums can be well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects. See full description on page 425 in the textbook.PExemplary Physical EducationInnovative instructional strategies Novel curriculums Integration of physical education and other subjects High-profile public relations programs Supportive colleagues and administrators Adequate fundingZ Exemplary classroom management strategies Involvement in professional development After-school programs for students and adults Modeling of athletic skill and fitness Promotion of equitable learning settingsZEffective TeachersApproachable Challenging Competent Contagious Courteous Caring and loving Energetic Engaging Entertaining Enthusiastic Exciting Z {Experienced Fun and goofy Informative Inspiring Knowledgeable Meaningful Motivating Passionate Personable Positive Relevant!"9NASPE Standards for Beginning Physical Education TeachersaContent knowledge Growth and development Diverse learners Management and motivation Communication OPlanning and instruction Student assessment Reflection Technology Collaboration"#$%!&#/H()*+,-./0 1 2 3 4 5689:;<=>@BCDEFG J!a  0 L0 TLp\(  \ \  xZ 0e0eT?Rectangle 3  Z   \  xZ 0e0eT?Rectangle 4h / Z   \  xZ 0e0eT?Rectangle 6# 8 Z    \ F@Z ?Text Box 5 :O Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph]. Journal of Teaching in Physical Education, 13, 323-441., f/  H \ 0޽h ? ̙33y___PPT10Y+D=' Y = @B +"rLaK1'(@ d/ 0DArialNew Romanhh7  0DTimes New Romanhh7  0@       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxy{T|}~type Typography    hnamd` Arial&Monotype Typography )___PPT12 %h___PPT2001D<4XȅR agogy  Fonts UsedDesign Template%_6 Jillian EvansJillian Evans Slide Titles     U !"#$%&'()*+,-./0123456789:;<=>?ABCDEFGHIJKLMNOwrVWXYZ[\]^_`abcdefghijklmnopq@vtu{xyz|}~___PPTMac11@ pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation  pnamdh Arial0The Monotype Corporation ( ʚ;&)ʚ;dd0___PPT10 ?  O   I43 2 Figure 15.1  - $ /%.&'()*+K5Knowledge and Research>Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching. The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.$?)H  Figure 15.2-Current State of Secondary Physical EducationTeachers and students have similar views of the purpose of physical education: exposure to lifetime activities. Fitness activities have little relationship to development of health- or skill-related fitness. Teachers spend too much time on class management. Teacher autonomy born out of benign neglect. Teachers have limited goals for students. Teachers validate self-worth through coaching and officiating.P Gymnasiums can be well-managed and happy places. Physical education curriculum is consistent among teachers. Instruction is casual; premium on learning is mostly absent. Student evaluation not based on measurement of performance but behavioral standards. More than half of students like physical education less and value it less than other subjects. 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