Complete Guide to Sport Education
Heftet /
2019
/ Engelsk
Produktdetaljer
ISBN
9781492562511
Publisert
2019-03-12
Utgave
3. utgave
Utgiver
Vendor
Human Kinetics
Vekt
930 gr
Høyde
279 mm
Bredde
216 mm
AldersnivĂĽ
G, P, 01, 06
SprĂĽk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
328
Biographical note
Daryl Siedentop, PED, is a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, Sport Education, in 1994. He is also the author of several books on physical education, curriculum planning, and sport coaching. Dr. Siedentop earned the 1984 International Olympic Committee Presidentâs Award (Samaranch Award), which is the highest honor for work in sport pedagogy. He is a fellow in the National Academy of Kinesiology and has received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the Alliance Scholar Award from American Alliance for Physical Education, Recreation and Dance (AAHPERD) in 1994; the Curriculum and Instruction Academy Honor Award from the National Association for Sport and Physical Education (NASPE) in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the McCloy Award from the AAHPERD Research Consortium in 1998.Peter A. Hastie, PhD, is a professor at Auburn University and has conducted numerous seasons of Sport Education in schools. He also has published more than 40 papers on the topic. He completed the first series of empirical studies on the Sport Education model and has presented keynote speeches on the topic at the conferences in the United States and throughout the world. Dr. Hastie is a fellow in the National Academy of Kinesiology as well as the International Association for Physical Education in Higher Education (AIESEP).
Hans van der Mars, PhD, is a professor of physical education at Arizona State University. He also taught at the University of Maine and Oregon State University. He has published extensively on teaching and teacher education in physical education, coauthoring 100 research and professional papers, books, and book chapters. He also has made over 220 invited, keynote, research, and professional development presentations at international-, national-, regional-, and state-level conferences. Dr. van der Mars is a fellow of the National Academy of Kinesiology and a research fellow of SHAPE America.
Complete Guide to Sport Education, Third Edition, offers a thoroughly updated version of the evidence-based curriculum and instruction model pioneered by Daryl Siedentop, universally acknowledged as the Father of Sport Education. Lead author Siedentop first articulated his Sport Education model back in the late 1970s; it has evolved ever since and has been expressed through three editions of this book. This third edition is backed by substantial research that supports the idea that Sport Education is a valuable and motivating approach to delivering quality physical education experiences for students from the early elementary grades through the university years.New and Revised MaterialComplete Guide to Sport Education, Third Edition, offers readers a significant amount of revised and new material, including enhanced guidance for Sport Education programming across a year. Also noteworthy is the updated alignment of Sport Educationâs goals and objectives with the SHAPE America standards and the national learning objectives from other countries. In addition, the text provides six brand-new chapters on the following topics: Including students with special needsImplementing Sport Education beyond physical education (e.g., school-based after-school programs, intramurals, community-based programs, and university basic instruction programs)Evidence-based research on Sport EducationDeveloping effective program-level policies and proceduresManaging equipment, facilities, and suppliesSport Educationâs link with international objectivesUnique Approach to Sport EducationComplete Guide to Sport Education represents a departure from traditional curriculum and instruction (C&I) models because it takes an effective student-centered approach, providing students with opportunities to take ownership and responsibility for various aspects of their class experiences. This approach better prepares students to be lifelong participants in healthy physical activity and sportâand to be more engaged in class. The text targets more in-depth and authentic learning experiences than most C&I models, giving students time to develop the skills they need and to learn to fulfill the team roles required for successful seasons. This latest edition introduces new readers to the idea of Sport Education and gives previous users of the model some fresh ways to expand their seasons and make them even more engaging and attractive to their students. Through Sport Education, students are shown effective and meaningful ways to learn about sport, to take part in sport, and to view sport as something they can connect with and find meaning in.Updated AncillariesComplete Guide to Sport Education comes with several useful and updated ancillaries: A web resource that provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other toolsA test package that houses 447 multiple-choice and short-answer questionsA presentation package with 225 slides outlining the bookâs content, including select tables and illustrations from the bookAn instructor guide that includes course syllabus templates for instructors of undergraduate and graduate students, and provides core course assignments, optional course assignments, graduate student course assignments, and signature assignmentsBook Organization The text is organized into three parts, with part I outlining the essential features of the Sport Education model and identifying the key aspects upon which the model is based. The importance of sport as a cultural phenomenon is then introduced to explain why it should be a part of school physical education programs. This part also addresses how to identify and select season outcomes, how to use instructional alignment to gain quality season experiences, and how to promote physical activity beyond physical education.Part II explores all the important considerations in designing and implementing Sport Education seasons. This includes modifying games and activities, designing competition formats, selecting teams and roles, teaching fair play, developing competent players, and more.Part III delves into key program design considerations, showing the links between Sport Education and U.S. content standards as well as learning objectives from a number of other countries, guiding readers through the assessment process, and examining the various aspects involved in managing a physical education program based on Sport Education. It also shows how to integrate classroom content with Sport Education.Authoritative and Affordable This popular text, whose first edition was published in 1994, is very affordable compared to similar texts. But the greatest benefit is the enduring quality of an evidence-based, student-centered text that has proven to be of high value to instructors and students alike. Through the bookâs Sport Education model, students develop sport skills, grow in leadership and responsibility, and learn about the nonplaying roles of the sport experience (e.g., coach, trainer, publicist, equipment manager, choreographer). All of this leads to being more engaged in classâand to continuing a healthy physical activity engagement beyond the school years.
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Complete Guide to Sport Education, Third Edition, offers the research-backed Sport Education model for use with students from the early elementary grades through the university years. The book is thoroughly revised, has six new chapters, and is aligned with the SHAPE America standards and other countriesâ learning objectives.
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Part I. The What and Why of Sport EducationChapter 1. Key Features of the Sport Education Model What Sport Education Looks Like The Sport in Sport Education How Sport Education Differs From Youth or Interscholastic Sport The Goal of Sport Education The Nature of Competition in Sport Education Getting Started With Sport EducationChapter 2. Curriculum and Instruction Foundations of Sport Education How Sport Education Fits With Current Educational Thought The Curricular Role of the Teacher in Sport Education The Instructional Role of the Teacher in Sport Education SummaryChapter 3. Why Sport Education in Todayâs Context Sport as a Form of Play The Evolution and Dominance of Sport Problems and Critical Issues in Sport Why Sport Should Be Central in School Physical Education Technology and Developing Play Behavior SummaryChapter 4. Identifying and Selecting Season Outcomes First Steps in Season Design Selecting Season Outcomes Sport Educationâs Competence Objectives Sport Educationâs Literacy Objectives Sport Educationâs Enthusiasm Objectives SummaryChapter 5. Instructional Alignment as the Road Map to Quality Season Experiences Alignment Across Levels Season-Level Instructional Alignment Lesson-Level Instructional Alignment Additional Considerations for Establishing Instructional Alignment Identifying Weak or Absent Instructional Alignment SummaryChapter 6. Promoting Physical Activity Beyond Physical Education Comprehensive Physical Activity Programs in Schools The National Focus on Promoting Physical Activity Physical Activity Beyond Physical Education Sport Education in Settings Other Than Physical Education and Schools SummaryPart II. The How of Sport EducationChapter 7. Modifying Games and Activities Key Strategies for Modifying Games Game Modifications: Event and Performance Sports Game Modifications: Target Games Game Modifications: Wall and Net Court Games Game Modifications: Striking and Fielding Games Game Modifications: Invasion Games Student-Designed Modifications Modifications to Include Students With Disabilities Graded Competition SummaryChapter 8. Designing Competition Formats Progressive Competition Event Model Setting Up a League Scoring System SummaryChapter 9. Selecting Teams and Roles Deciding on the Number of Teams and Team Size Selecting Students for Teams Placing Students Into Teams Student Roles Important Considerations When Using Roles SummaryChapter 10. Teaching Protocols and Building Fair Play Class Entry and First Activity From Practice to Games End of Games Class Closure Developing Positive Behavior Within a Culture of Fair Play Strategies for Teaching Fair Play and Responsibility SummaryChapter 11. Developing Competent Players The Teacher: Early Lessons The Student Coach: Early Lessons The Teacher: Early Independent Team Practices The Student Coach: Early Independent Team Practices The Teacher: Later Lessons The Student Coach: Later Lessons SummaryChapter 12. Learning to Officiate, Keep Score, and Assess Fair Play Developing Quality Officials Practicing Duty Roles Assessing Fair Play SummaryChapter 13. Making Sport Education Festive Teams Team Portfolios Awards Culminating Events Developing Culminating Events SummaryChapter 14. Meaningful Inclusion of Students With Special Needs Access to Education for Students With Disabilities The Use of IEPs and the Role That Physical Educators Play The Role of Paraeducators Knowing the Disabilities Facilitating an Inclusive Sport Education Setting Behavior Management Considerations Meaningful Participation in Sport Education for Students With Disabilities The Role of Typically Developing Peers Within Sport Education Adapted Sport SummaryChapter 15. Promoting Student Voice and Choice Sport Board A Sport Education Season Developed by Committees A Sport Education Season Created Exclusively by Students The Teacherâs Role in Creating Autonomy-Supportive Environments SummaryPart III. Key Program Design ConsiderationsChapter 16. Sport Educationâs Link With U.S. Content Standards How Sport Educationâs Objectives Link With U.S. Content Standards Standard 1: Demonstrates Competency in a Variety of Motor Skills and Movement Patterns Standard 2: Applies Knowledge of Concepts, Principles, Strategies, and Tactics Related to Movement and Performance Standard 3: Demonstrates the Knowledge and Skills to Achieve and Maintain a Health-Enhancing Level of Physical Activity and Fitness Standard 4: Exhibits Responsible Personal and Social Behavior That Respects Self and Others Standard 5: Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self-Expression, and Social Interaction Sport Educationâs Objectives and Grade-Level Outcomes How Important Is the Link Between Content Standards and Sport Educationâs Objectives? SummaryChapter 17. Sport Educationâs Link With International Outcomes Australia England Ireland New Zealand Portugal Scotland Spain SummaryChapter 18. Building Program Credibility and Legitimacy Through Assessment Assessment Defined Assessment in Sport Education Infusing Authentic and Workable Assessments Into Seasons Types of Assessment Tools Assessing In-Class Physical Activity Assessing Out-of-Class Physical Activity Making a Case for Your Program SummaryChapter 19. Organizing a Sport Education-Themed Physical Education Program Developing a Program Mission Statement Establishing a Distinct Program Theme Selecting and Organizing the Program Content Developing a Yearly Block Plan SummaryChapter 20. Managing a Sport Education Program Developing Program Policies and Procedures Management of Equipment, Facilities, and Supplies Program Budgeting Supervision, Safety, and Liability SummaryChapter 21. Integrating Classroom Content With Sport Education The Concept of Parallel Design A School-Wide Parallel Sport Education Season An Olympic Values Curriculum Using Sport Education Resources to Enhance Classroom Learning Summary
Les mer
Produktdetaljer
ISBN
9781492562511
Publisert
2019-03-12
Utgave
3. utgave
Utgiver
Vendor
Human Kinetics
Vekt
930 gr
Høyde
279 mm
Bredde
216 mm
AldersnivĂĽ
G, P, 01, 06
SprĂĽk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
328
Biographical note
Daryl Siedentop, PED, is a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, Sport Education, in 1994. He is also the author of several books on physical education, curriculum planning, and sport coaching. Dr. Siedentop earned the 1984 International Olympic Committee Presidentâs Award (Samaranch Award), which is the highest honor for work in sport pedagogy. He is a fellow in the National Academy of Kinesiology and has received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the Alliance Scholar Award from American Alliance for Physical Education, Recreation and Dance (AAHPERD) in 1994; the Curriculum and Instruction Academy Honor Award from the National Association for Sport and Physical Education (NASPE) in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the McCloy Award from the AAHPERD Research Consortium in 1998.Peter A. Hastie, PhD, is a professor at Auburn University and has conducted numerous seasons of Sport Education in schools. He also has published more than 40 papers on the topic. He completed the first series of empirical studies on the Sport Education model and has presented keynote speeches on the topic at the conferences in the United States and throughout the world. Dr. Hastie is a fellow in the National Academy of Kinesiology as well as the International Association for Physical Education in Higher Education (AIESEP).
Hans van der Mars, PhD, is a professor of physical education at Arizona State University. He also taught at the University of Maine and Oregon State University. He has published extensively on teaching and teacher education in physical education, coauthoring 100 research and professional papers, books, and book chapters. He also has made over 220 invited, keynote, research, and professional development presentations at international-, national-, regional-, and state-level conferences. Dr. van der Mars is a fellow of the National Academy of Kinesiology and a research fellow of SHAPE America.