One of the most radical of the implications of junkyard sports is the notion that regardless of what gets invented or played or who wins, the only thing that really counts is how much fun it is for everyone. As a criterion for success, especially for
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.
Youth Strength Training eBook
Considering a youth strength training program? Important information to read before you do.
Student-Designed Games eBook
It is the purpose of this book to introduce you to the process of teaching games making as a way of engaging all students in your classes, essentially by making games for learning instead of playing games for learning.
Complete Guide to Sport Education With Online Resources-2nd Edition
In the last two decades, the promotion of physical activity has emerged as a primary outcome variable for all school physical education programs. Thus, they apply to any physical education program, regardless of its curricular orientation.
Complete Guide to Sport Education 2nd Edition eBook With Online Resources
Regardless of skill or confidence level, your students will learn how to get children to work together, support each other, and gain competence in sport and fitness skills so that they can stay moving now and throughout their lifetime.
Dance Improvisations eBook
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.
Best New Games-Updated Edition
Ka-mu-ni-kay-shon. Even simple messages get confused and muddled in the best of times, and this game is one of the best examples of that.
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.