Senior Physical Education: An Integrated Approach, Second Edition, includes the following:
• Updated information to help you organise your instruction based on current Queensland Syllabus Physical Education guidelines
• An attractive design that involves students in the content and highlights important information for greater student retention
• New and updated elements that expand students’ learning and develop concepts further through real-life examples relevant to students
• Chapter-by-chapter study aids to create deeper connections for students and provide opportunities to apply concepts to real life
• Everything you need to create and deliver an effective course – including a free instructor guide that contains additional information on how to organise and present the materials
Senior Physical Education, Second Edition, a powerful learning tool for studying physical education, is now updated to reflect the latest Queensland Board of Senior Secondary School Studies Physical Education Syllabus. The student text is now in full colour and comes with a revised and expanded hardcopy instructor guide.
The student text has been redesigned and includes new photos and illustrations that involve students in the content while highlighting important information for greater student retention. The text guides students to
• apply scientific information about movement in relation to specific physical activities and real-life situations;
• relate new information to their own experiences through focus activities;
• make connections among content areas through sample learning experiences;
• further personalise information while reviewing the main points within each chapter through extension activities; and
• explore body image, leisure and recreation, and media and power issues and then assess and respond appropriately to inequitable situations in sport, exercise, and physical recreation.
In addition, the text includes new learning outcomes, test yourself applications, and an updated glossary.
Part I explores the theories and psychological factors of learning physical activity. It also examines the motion and forces involved in learning physical skills.
Part II covers physiological aspects of physical activity, including the energy required for activity and methods for improving physiological capacity.
Part III delves into the socio-cultural dimensions of physical activity. Students will examine issues of equity in physical activity and sport and learn about the changing conceptions of the body, shaped through cultural and media views, as they relate to physical activity. In this section students also explore issues relating to lifestyle, leisure, and physical recreation and consider how money, media, and power affect sport, recreation, and exercise.
In addition to the student text, course adopters receive a free instructor guide. In the guide, teachers will find the supplemental activities they need to teach the course effectively:
• Additional teaching guidance in personalisation and integration
• New Syllabus organisers for the three major focus areas, sub-areas, and physical activity categories, which include 49 hands-on activities (e.g., case studies, learning experiences, teaching points and teaching links)
• Suggestions and models for implementing the Syllabus (e.g., how to integrate and personalise the instruction; how to sequentially develop complexity; how to diversify learning styles, including enhancing oral learning experiences)
These features create deeper connections for students and provide a wealth of opportunities to apply physical education concepts to real life.
Part I. Learning Physical Activity Chapter 1. Theories of Learning Physical Activity
Traditional Approaches to Motor Learning and Skill Acquisition
Constructivist Approaches to Learning
The Teacher or Coach As a Facilitator of Learning
Chapter 2. Psychological Factors in Learning Physical Skills
Defining a Good Performance
Motivation and Performance
Goal Setting: A Strategy for Increasing Motivation
Anxiety, Arousal and Performance
Chapter 3. Describing Motion When Learning Physical Skills
Kinematics: Describing Motion
Centre of Mass
Chapter 4. Understanding Forces and Torques in Learning Physical Skills
Force Has Magnitude and Direction
Torque: The Turning Effect of Force
Resultant Forces and Torques
Impulse and Momentum
Work, Power and Energy
Part II. Physiological Dimensions of Physical Activity Chapter 5. Energy for Physical Activity
Energy Systems and Movement
Fuel for Physical Activity
Nutrition for Physical Activity
Chapter 6. Physiological Factors Affecting Physical Activity
Physiological Capacity and Age
Physiological Capacity and Sex
Chapter 7. Improving Physiological Capacity for Physical Activity
Principles of Training
Training Program Design
Training for Health
Part III. Sociocultural Dimensions of Physical Activity Chapter 8. Equity in Physical Activity, Physical Education and Sport
Targeting Groups and Providing for Individuals
Individual Differences: A Problem or an Asset?
Commitment to Equity
Promoting Equity: A Framework for Understanding and Action
Chapter 9. Body, Culture and Physical Activity
Social Construction of Bodies
Naturalistic and Constructionist Views of the Body
Changing Conceptions of the Body and Physical Activity
Body Image and Physical Activity
Media Representations of the Body
Social Regulation of the Body Through Physical Activity
Scientific Regulation of the Body
Chapter 10. Lifestyle, Leisure and Physical Recreation
Changing Conceptions of Lifestyle, Leisure and Recreation
Commodification of Lifestyle
Patterns of Participation in Recreational Physical Activity
Social Factors Affecting Participation in Physical Recreation
Patterns of Participation in Sport
Spectatorship in Sport
Chapter 11. Money, Media and Power in Sport, Recreation and Exercise
Changes to Sport, Recreation and Exercise
Commodification of Sport
Commodification of Exercise
Technology and Sport
Physical Activity, Gender and Power
Politics and Power in Sport
Globalisation of Sport
Test Yourself Answers
Bibliography and Suggested Readings
About the Authors
Text for Queensland senior physical education students and teachers.
David Kirk, PhD, has been a physical education teacher, an educator of physical education teachers and a researcher in physical education since 1979. He held the position of professor of human movement studies at the University of Queensland, Australia, from 1995 to 1998. He is now professor of physical education and youth sport at Loughborough University, England. Professor Kirk is recognised internationally for his research in physical education, having published many articles in academic and professional journals. He has authored or co-authored seven texts, including the critically acclaimed Schooling Bodies: School Practice and Public Discourse, 1880-1950 (1998). Professor Kirk has worked extensively as an editor and reviewer for journals and publishers.
Professor Kirk earned his PhD from Loughborough University, England, in 1986. He was a founding member of the Queensland Junior Sport Council, a member of the HPE Advisory Committee of the Queensland Board of Senior Secondary School Studies, and coordinator of the Australian Council for Health, Physical Education and Recreation (ACHPER) / the Australian Association (AARE) Special Interest Group Research in Education. Professor Kirk was awarded the President's Prize of the International Olympic Committee in 2001 for his research and development work in physical education.
Robin Burgess-Limerick, PhD, is a lecturer in biomechanics in the department of human movement studies at the University of Queensland, Australia, where he earned his doctorate in biomechanics in 1994. Dr. Burgess-Limerick has conducted research on diverse topics including field hockey, locomotion and manual lifting. He has published many research articles in journals of biomechanics, motor behaviour and ergonomics. He is a member of the International Society of Biomechanics and the Ergonomics Society of Australia. In his spare time, Dr. Burgess-Limerick enjoys playing field hockey.
Michael Kiss graduated with a BHMS (Ed) from the University of Queensland in 1986. He has taught senior health and physical education since 1987 and has been head of the department of health and physical education at Bundaberg North State High School since 1995. In 1990 he was appointed as a Board of Senior Secondary School Studies (BSSSS) district review panellist for Wide Bay region. In 1992 he joined the State Review Panel, a position he held for five years before continuing BSSSS duties on the Wide Bay and Queensland Country District Review Panel for the new senior physical education curriculum. In this capacity, Mr. Kiss reviews school samples of work, advises schools on the maintenance of syllabus standards and provides assistance to schools regarding curriculum development.
Mr. Kiss' school was one of 25 in the state of Queensland selected to participate in the pilot phase of syllabus development for physical education. Mr. Kiss was involved in the early stages of the subject's evolution, and he has expertise as a registered physical education teacher and department head. In addition, he has been an advisor on curriculum development and quality standards.
In his spare time, Mr. Kiss enjoys playing golf, volleyball, tennis and all types of football, as well as listening to music and playing guitar.
Janine Lahey has been head of the department for health and physical education at Sunshine Beach State High School in Noosa since 2001. Ms. Lahey has been a high school physical education teacher since 1979. During that time, she has gained valuable experience in creating personalized content for high school students. She was involved in the pilot stage of the syllabus development.
Ms. Lahey has been a member of the District Review Panel for Health and Physical Education since 1992 and a member of the State Panel of Physical Education since 1996. She is a member of ACHPER. In her spare time, she enjoys bushwalking, snorkelling, scuba diving, Surflifesaving (ADD) and canoeing.
Since 1990, Dawn Penney has conducted research centering on policy and curriculum development in physical education and junior sport in the United Kingdom and Australia. As a research scholar at the University of Southampton and subsequently a research fellow at Loughborough University, Dr. Penney was involved in research that tracked the development of the National Curriculum for Physical Education in England and Wales. In 1996 Ms. Penney took up a two-year appointment as a research fellow in the department of human movement studies at the University of Queensland. There she studied the implementation of the national statement and profile in health and physical education, evaluated the new senior school physical education syllabus in Queensland and studied the socio-economic determinants of participation in junior sport. In 1998 Dr. Penney returned to the United Kingdom as a senior research fellow in physical education at De Montfort University and subsequently Loughborough University. She has retained her interest in curriculum developments in physical education in England and internationally. In July 2003 Dr. Penney joined the staff at Edith Cowan University in Perth, Australia.
Dr. Penney earned her doctorate in education in 1994. She is a member of ACHPER and the Physical Education Association of the United Kingdom. In her spare time, she enjoys running, cycling and swimming.