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In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Urban Physical Education presents 40 ready-to-use cultural games, modified sports, and contemporary sport and performance activities. The text provides a broad background on issues facing PE teachers working in urban settings and outlines culturally responsive instructional strategies to help PE teachers become effective teachers and leaders of a diverse student body.
Urban Physical Education targets the teaching circumstances and conditions of urban schools with innovative instructional practices and culturally diverse and contemporary activities. You’ll find games and modified sports from around the world as well as sport and performance activities such as urban dances, parkour, urban golf, freestyle basketball, and fitness routines.
Each of the 39 activities includes a brief description, a simplified teaching process, key instructional points, alignment with NASPE national standards, and a basic closure activity. An activity finder makes it easy to find activities to fit in your curriculum, and ready-made rubrics help you assess readiness of preservice teachers, partner and group interactions, and lesson effectiveness.
Authors Clements and Rady combine their expertise and experience to help you better understand urban school environments and become a more effective leader, instructor, and mentor to the diverse students in your school. More than an activity book, Urban Physical Education identifies the common challenges facing today’s urban physical education teachers and presents culturally responsive instructional practices developed by experienced teachers working in urban schools.
Suggestions and tools in the book will help you improve your teaching demeanor, respond to behavioral problems, implement protocols for large classes, and address the needs of English language learners. With Urban Physical Education, you’ll learn how to generate a new level of student enthusiasm and participation; develop and reinforce effective teaching practices; and enhance your existing curriculum with innovative, contemporary, and culturally diverse activities for middle and high school students.
Part One: Considerations for Physical Education Teachers in Urban Settings
Chapter 1. Culturally Responsive Teaching Practices
Practice 1: Recognize Cultural Characteristics Reflecting Race and Ethnicity
Practice 2: Become Acquainted with the Students’ Native Countries
Practice 3: Recognize Intercultural Differences in Gestures and Body Language
Practice 4: Address the Needs of English Language Learners
Practice 5: Use Nondiscriminatory Selection Techniques, International Skill Practice Formations, and Urban Ways to Start a Game
Practice 6: Enhance the Learning Environment with Themed Bulletin Boards and Greetings
Chapter 2. Urban Physical Education Teachers as Leaders
Examining One’s Teaching Demeanor
Responding to Life Skills Questions
Responding to Behaviors with PRIDE
Common Trigger Scenarios
Gangs in Urban Schools
Protocols for Teaching Large Classes
Part Two: Physical Education Activities for Urban Settings
Chapter 3. Culturally Diverse Activities and Challenges
African Bolo Ball
Egyptian Group Bowling
El Circulo Handball
Scottish Clock Golf
Italian Fence or Palificata
Four Goals Futbal
Four-Team Rip Flag Challenge
Modified English Rounders
Finnish Baseball or Pesapallo
Modified German Fistball
Culturally Diverse Cooperative Challenges
Culturally Diverse Stretching and Exercise Challenges
Culturally Diverse Fitness Challenges
Culturally Diverse Race Challenges
Japanese Group Fitness Challenges
Japanese Team Rock, Paper, Scissors
Chapter 4. Physical Activities of Special Interest to Urban Settings
Freestyle Basketball Ball-Handling Skills
Street Basketball Tricks
Urban Freestyle Soccer Skills
Modified Ultimate Frisbee
Inner-City Workout: Beat Down
Ace, King, Queen, or Jack
Ultimate Keep Away
The Harlem Shake
Chapter 5. Assessing Diversity Outcomes
Sample Rubric 1: Preparing Physical Education Candidates to Teach in Diverse Settings
Sample Rubric 2: Assessing Individual Interaction With a Partner or Peer
Sample Rubric 3: Assessing a Student’s Group Interactive Skills
Sample Rubric 4: Assessing the Extent to Which Objectives Have Been Achieved in a Class
About the Authors
As a supplementary or primary textbook to prepare undergraduate physical education majors to teach in urban settings. Also as a reference for physical education teachers working in urban schools or others working with youth in activity programs in urban settings.
Rhonda L. Clements, EdD, is a professor and the director of the master of arts in teaching (MAT) in physical education and sport pedagogy graduate program at Manhattanville College in Purchase, New York, where she conducts research and teaches about historical and sociocultural issues in sport and physical education.
Clements is the author of nine books on movement, play, and games. She is past president of the American Association for the Child's Right to Play, a UN-recognized association composed of experts in play, games, and sports in 49 countries. The association’s primary purpose is to protect, preserve, and promote play and leisure activities throughout the world.
Clements has written numerous articles related to physical education, including 20 on sport and play factors. She is also a consultant for numerous manufacturers of sport equipment and toys and has been interviewed by more than 300 journalists regarding children's right to leisure and physical play. She has presented at 40 international or national conferences and over 60 state or local conferences on topics related to cultural understanding through play and sport. Clements lives in New York City.
Amy Meltzer Rady, EdD, is an assistant professor in the department of kinesiology at a state university in New Jersey. In addition to her teaching responsibilities in movement education and curriculum and teaching physical education in secondary schools, she regularly observes teachers and supervises student teachers in New Jersey's public schools.
Rady has extensive experience teaching physical education activity classes at Barnard College of Columbia University in New York and at the SUNY at Stony Brook. She has also taught physical education in public and private schools, most recently in the Scarsdale Public Schools of Westchester, New York.
Rady has presented at the National Association of Kinesiology and Physical Education in Higher Education Conference; the Eastern District Association of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); and the state conference of the New Jersey Association for Health, Physical Education, Recreation and Dance. Her presentations focus on multicultural activities and urban activities. Rady has expertise in Project Adventure and cooperative learning experiences.
Both authors are longtime members of AAHPERD and their state and local physical education associations, and both serve on the National Associaiton for Sport and Physical Education (NASPE) Diversity and Inclusiveness Task Force.