There are five phases in teaching junkyard sports:
Playing the demonstration game
Inventing a variation
Your participation as a coach differs from phase to
Learn how to provide the experiences that help students succeed in a much broader sense than is usually associated with a physical education class.
Teaching Self-Defense in Secondary Physical Education
Simple crime prevention tips that will help reduce your chance of becoming a victim.
Players learn the trapping technique in this fun training ground for soccer or football.
Student-Designed Games eBook
Any quality assessment scheme will entail three parts. These will include (1) determining what outcomes you would like to see from the unit of instruction, (2) selecting and then implementing appropriate measures to determine student
progress toward meeting these outcomes, and (3) developing an evaluation scheme that provides direction to the program and whatever modifications can be made to increase both student and instructional success.
More Teaching Games for Understanding eBook
This book is a collection of essays written by teacher educators with a passion for sharing knowledge, research, and insights about the Teaching Games for Understanding (TGfU) approach.
Physical Education for Lifelong Fitness-3rd Edition
Regular participation in physical activity has a significant positive effect on people’s health and well-being. In turn, improved health and well-being positively influence quality of life and society as a whole.
A spirit of spontaneous creativity is essential to dance improvisation. Improvisation is like a quick conversation that demands immediate responses, or movement answers. To stay creative within that demand, dancers need to know that no movement answer is wrong. This new books helps teachers provide dance improvisation experiences to students.
Best New Games-Updated Edition
New Games in general don’t have quite the same hard edge as traditional team-building exercises because they are played first for fun.
Teaching Sport Concepts and Skills-3rd Edition
We have four major beliefs about assessment: (a) it should be ongoing and regular, (b) it should be authentic, (c) planning what to teach is the same as planning what to assess, and (d) assessment should serve as a system of checks and balances for teaching and learning.