There are five phases in teaching junkyard sports:
Playing the demonstration game
Inventing a variation
Your participation as a coach differs from phase to
Service Learning for Health, Physical Education, and Recreation
Determining whether a potential service-learning opportunity is a good fit for your class can be complicated. There�s more to finding a good service-learning project than just locating an agency that needs volunteers. A poor project fit can result in a neutral effect or a negative effect.
Planet Health-2nd Edition
Putting these five health messages into practice can help everyone, children and adults, improve their current well-being and decrease their risks for many chronic conditions and diseases.
Youth Strength Training eBook
Balance the demands of training with children�s need for recovery.
Student-Designed Games eBook
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
For goal setting to be effective, teachers must demonstrate that goals are important so that students learn how to set appropriate goals. Time must be provided in class for evaluation and reestablishment of new goals. Teachers can help students identify fitness areas that they need to develop.
Complete Guide to Sport Education With Online Resources-2nd Edition
When learning to play a sport, practices should mirror the conditions of the game as much as possible (e.g., either a modified form of the game or the parent game depending on the previous experiences of the students) and provide students with maximum opportunities to actively engage in the activity (Launder, 2001).
101 Classroom Games eBook
With 101 Classroom Games: Energize Learning in Any Subject, not only can you help your students improve their study skills, but you can also aid them in reviewing what they already know about a topic or subject, prepare them for formal and informal assessments, and see them embrace learning experiences as enjoyable.
This is a trust-based task that you can use as an introduction to contact improvisation. It asks dancers to remember what it felt like to be moved in terms of force, timing, correct use of space and quality. It can also get dancers thinking about how they can create original movement material.