Children moving: a reflective approach to teaching physical education
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| Hauptverfasser: | , , , , |
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| Format: | Buch |
| Sprache: | English |
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New York, NY
McGraw-Hill Education
[2020]
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| Ausgabe: | Tenth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Auf dem Umschlag: This international student edition is for use outside of the U.S. |
| Beschreibung: | xxix, 714, 18 Seiten Illustrationen, Diagramme |
| ISBN: | 1260566145 9781260566147 |
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MARC
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| 100 | 1 | |a Graham, George |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Children moving |b a reflective approach to teaching physical education |c George Graham, Pinehurst, North Carolina; Shirley Ann Holt/Hale (Ret.), Linden Elementary School, Oak Ridge, Tennessee; Melissa Parker, University of Limerick, Limerick, Ireland; Tina Hall, Middle Tennessee State University, Murfreesboro, Tennessee; Kevin Patton, California State University, Chico, California |
| 250 | |a Tenth edition | ||
| 264 | 1 | |a New York, NY |b McGraw-Hill Education |c [2020] | |
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Datensatz im Suchindex
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| adam_text | Preface xxiii Where Is Fitness In the Skill Theme Approach? PART ONE Where Does the Affective Domain Fit Into the Skill Theme Approach? 27 Introduction and Content Overview 1 What about Dance and Gymnastics? The Value and Purpose of Physical Education for Children 3 The Importance of Physical Activity 5 The Importance of Physical Education How Do Middle (Junior) and High School Physical Education Teachers Feel about the Skill Theme Approach? 28 Summary 6 Quality Physical Education and Children Moving 28 Reading Comprehension Questions 8 References/Suggested Readings 14 Reading Comprehension Questions References/Suggested Readings 14 The Skill Theme Approach 29 Skill Themes, Movement Concepts, and the National Standards 31 Characteristics of Themes 17 33 Skill Themes and Movement Concepts 18 What Are the Characteristics of the Skill Theme Approach? 29 CHAPTER 3 14 CHAPTER 2 What Are Skill Themes? 27 How Do Classroom Teachers Feel about the Skill Theme Approach? 28 CHAPTER 1 Summary 26 Where Does the Cognitive Domain Fit Into the Skili Theme Approach? 26 34 The Wheel (Movement Analysis Framework) Progression Spiral 39 18 The National Standards and the Skill Theme Approach 39 Characteristic 1 18 Characteristic 2 21 Characteristic 3 22 Characteristic 4 22 Background of National Standards Development 39 National Standards Grade-Level Outcomes 40 Skill Themes and the National Standards 42 What Is Developmental^ Appropriate Physical Education? 23 Summary Children Develop at Different Rates 23 Age Does Not Predict Motor Ability 23 Children Develop Fundamental Movement Skills
Naturally through Play 23 The Myth of the Natural Athlete 23 Differences in Physical Abilities between Boys and Girls Why Don’t You Describe Such Activities as Duck, Duck, Goose, and Klckball? 24 What Is the Curriculum Diamond? 38 43 Reading Comprehension Questions References/Suggested Readings 43 44 PART TWO 23 Becoming a Reflective Teacher 45 24 Building a Foundation (Preschool through Grade 5) Exploring Possibilities (Grades 6-8) 25 Developing Expertise (Grades 9-12) 25 25 Is It Difficult to Maintain Youngsters’ Interest in a Program That Emphasizes the Fundamentals? 25 What Does “Adjusting the Activities” Mean? 26 CHAPTER 4 Reflective Teaching What Is Reflective Teaching? 47 49 The Need for Reflective Teaching Values of the Teacher 50 49
x Contents Class Size 51 Class Time and Sessions per Week Facilities and Equipment Student Behavior 52 53 Context of the School 54 Do I Want to Become a Reflective Teacher? How Do I Become a Reflective Teacher? Summary Insights About Cues and Refinements (Column Three) 80 Insights About Challenges (Applications) (Column Four) 81 Insights About Additional Ideas (Content) for Lessons 82 Insights About Assessment 82 Insights About Organization/Management/Safety (Column Five) 83 Insights About Lesson Reflection 83 Keeping Track of Your Lessons 83 52 54 54 Making Planning Enjoyable 56 Lesson Design Reading Comprehension Questions References/Suggested Readings CHAPTER 5 Parting Thought Determining Generic Levels of Skill Proficiency 58 Summary 60 85 References/Suggested Readings Active Teaching Skills Multiple Skill Levels in a Class 64 Control Level in Two Days a Week Proficiency Level Is Rare 64 Assessment Using the GLSP? 65 CHAPTER 7 64 Establishing an Environment for Learning Gymnasium Atmosphere 65 Reading Comprehension Questions 65 66 CHAPTER 6 67 95 97 101 Developing Protocols 101 Establishing Rules and Expectations That Reflect a Positive Environment 101 Establishing Gymnasium Routines 104 Getting Off to a Good Start 108 School-Wide Programs 110 Teaching Skills for Establishing the Managerial Aspects of the Learning Environment 110 69 A Four-Step Planning Process 93 64 The Managerial Component Reflective Planning 86 PART THREE 63 References/Suggested Readings 86 Appendix A: Sample School-Year Content Overviews (Pacing Guides) 87 61 Insights about the Generic Levels of
Skill Proficiency Planning 85 Reading Comprehension Questions Using the Generic Levels of Skill Proficiency in Teaching 62 Summary 84 The Relationship Between Planning and Content Development 85 Identifying Generic Levels of Skill Proficiency Which Task? 62 How to Know if a Task Works 84 Motor Competence 84 Social Interaction 84 Enjoyable and Challenging Lessons Relevant 85 56 56 Precontrol Level 60 Control Level 60 Utilization Level 61 Proficiency Level 61 One Child, More than One Level 83 69 Question 1: What Do You Want Students to Learn Over the Entire Program (Four to Six Years)? 70 Question 2: What Are Along-the֊Way Learning Indicators or Benchmarks to Determine Whether the Children Are Learning What Is Being Taught? 72 Question 3: What Do You Want Your Students to Learn in a Given Year? 73 Question 4: What Do You Want the Students to Learn in Each Lesson You Teach? 75 Planning Insights Gained from Years of Teaching Experience 80 Insights About Developing Lesson Objectives 80 Insights About Task Development (Column Two) 80 Teaching Protocols 110 The Instructional Component 112 Content Development 112 Communication 112 Congruent Feedback 113 Accommodating Individual Differences 114 Teaching by Invitation 114 Intratask Variation 114 Safety 115 Elements of Negligence 115 Areas in Which Negligence Might Occur Summary 117 116
Contents Reading Comprehension Questions References/Suggested Readings Gender Equity 162 Religious Differences 162 Children Living in Poverty 163 118 119 Children with Disabilities, Impairments, and Disorders 164 CHAPTER 8 Maintaining Appropriate Behavior Preventing Misbehavior 120 Individualized Education Program 165 Implementing the IEP 165 Physical Disabilities 166 Intellectual Disabilities 167 Emotional and Behavioral Disorders 169 Social Interaction Disorders 169 Visual Impairments 170 Hearing Impairments 170 Health-Related Disorders 171 Creating an Inclusive Environment 172 121 Increasing Appropriate Behavior 123 Proactive Strategies 123 Reactive Approaches 125 Decreasing Inappropriate Behavior 126 Positive Practice 127 Desists 127 Working Independently Away from the Group Time-outs 128 Conflict Resolution Strategies 128 Behavior Contracts 130 Communication to Parents 130 Involving the Principal 131 127 A Final Thought Summary References/Suggested Readings Reward Systems 134 Developing Personal and Social Responsibility Reflecting on Student Responses What to Observe References/Suggested Readings 137 178 How to Observe 137 182 Positioning 182 Strategies 183 CHAPTER 9 Instructional Approaches Direct versus Indirect Instruction Summary 139 References/Suggested Readings 141 Reading Comprehension Questions 186 186 CHAPTER 12 Assessing Student Learning Assessment for Learning 187 188 Understanding Assessment for Learning 189 Linking of Assessment and Instruction 190 Assessment Is Learner Centered 190 Assessment Is an Ongoing Process 190 Assessment Comprises Meaningful
Tasks 191 Criteria for Assessment Are Known in Advance 153 154 References/Suggested Readings 185 Reading Comprehension Questions 140 Interactive Teaching 141 Task Teaching 143 Peer Teaching 145 Guided Discovery 147 Convergent Inquiry 147 Divergent inquiry 148 Cooperative Learning 149 Child-Designed Instruction 151 Choosing the “Right“ Instructional Approach 155 Making It Work 155 191 What Has Been Learned? Selecting Assessment Options 193 CHAPTER 10 Adapting the Content for Diverse Learners Inclusion as a Philosophy 176 Safety 178 On-Task Behavior 179 Class Movement Patterns 179 Individual Movement Patterns 181 136 Reading Comprehension Questions Summary 174 CHAPTER 11 135 135 Instructional Approaches 174 132 Teaching Skills to Maintain a Productive Learning Environment 135 Summary 173 Reading Comprehension Questions Maintaining Appropriate Behavior in Entire Classes Corporal Punishment 173 158 Overweight Children 160 Cultural Differences 161 157 Informal Assessments Formal Assessments Teacher Observation Exit (or Entrance) Slips Student Journals 196 193 194 194 195 191 xi
xii Contents Homework 198 Peer Observation 199 Self-Assessment 201 Event Tasks 202 Digital Recordings 203 Technology and Assessment 204 Student Drawings 205 Student Displays 205 Portfolios 205 Exploring Self-Space 245 Curling, Stretching, and Twisting in Self-Space Moving the Whole Body in Self-Space 246 Developing the Component of General Space Assessing How Well Something Was Learned 206 Writing Rubrics 206 Assessing All Three Domains 208 Fitness Assessments 209 A Word about Assessing Movement Concepts Assessment of Students with Disabilities 210 209 What to Do with the Results of Assessment, or StandardsBased Summarizing and Reporting Progress 213 Grading Summary 218 220 Reading Comprehension Questions References/Suggested Readings 220 221 CHAPTER 13 222 Self-Reflection: Describing Your Teaching 224 Systematic Observation: Critiquing Your Teaching 224 Getting Started 224 Unassisted Techniques 224 Assisted Techniques 227 Making Sense of It All: Combining and Adapting Techniques and Setting Goals 234 Being Observed 235 Professional Learning Communities Summary 235 236 Reading Comprehension Questions References/Suggested Readings 236 236 PART FOUR Movement Concepts Development 239 244 Developing the Component of Self-Space 250 Teaching the Concept of Levels 251 Learning Experiences Leading to Movement Concept Understanding 251 Traveling and Freezing at Different Levels 251 Traveling with Body Parts at Different Levels 251 Rising and Sinking to Create Different Levels 251 Traveling While Rising and Sinking 251 Developing the Concept of Pathways 252 Teaching the Concept of
Pathways 252 Learning Experiences Leading to Movement Concept Understanding 252 Exploring Pathways 252 Using Pathway Maps 252 Designing Pathways 253 Creating Follow-the-Leader Pathways 253 Traveling Pathways and Obstacles 253 Following-the-Dots Pathways 254 Combining Pathways, Levels, and Directions 255 256 Teaching the Concept of Extensions in Space 256 Learning Experiences Leading to Movement Concept Understanding 256 Exploring Extensions 256 Traveling and Extensions 256 Changing from One Extension to Another 256 Using Extensions and Imagery 256 241 Developing the Concept of Location 249 Developing the Concept of Extensions in Space CHAPTER 14 Space Awareness Developing the Concept of Directions Developing the Concept of Levels Reflecting on Teaching 246 Teaching the Component of General Space 246 Learning Experiences Leading to Movement Concept Understanding 246 Exploring General Space 246 Open Spaces 247 Reducing the Size of the General Space 247 Reducing the Size of General Space and Changing Speed 247 Dodging in General Space 247 Traveling Over, Under, and Around Obstacles in General Space 248 Space Awareness Obstacle Course 248 Teaching the Concept of Directions 249 Learning Experiences Leading to Movement Concept Understanding 249 Traveling in Different Directions 249 Moving Clockwise and Counterclockwise 249 Exploring Directions 250 Changing Directions on Signal 250 Turning While Moving in Different Directions 250 213 Finding the Time for Assessment 245 244 Teaching the Component of Self-Space 244 Learning Experiences Leading to Movement Concept Understanding 245
Applying the Space Awareness Concepts Reading Comprehension Questions References/Suggested Readings 257 258 257
Contents Developing the Concept of the Relationships with Objects 283 CHAPTER IS Effort 259 Developing the Concept of Time 261 Teaching the Concept of Time 262 Learning Experiences Leading to Movement Concept Understanding 262 Exploring Time 262 Using Different Speeds in Self-Space 262 Moving at Different Speeds 263 Traveling and Freezing by Using Changes in Time 264 Combining Imagery and Time 265 Differentiating Among Time Words 265 Combining Sport Skills and Time 265 Continually Changing in Time While Traveling 265 Developing the Concept of Force 267 Teaching the Concept of Force 268 Learning Experiences Leading to Movement Concept Understanding 268 Exploring Force 268 Traveling and Changing Force Qualities 268 Using Imagery and Force 268 Showing Contrasts of Force 268 Developing the Concept of Flow 269 Teaching the Concept of Flow 269 Learning Experiences Leading to Movement Concept Understanding 269 Traveling and Flow 269 Eliciting Flow Qualities 270 Following Flow Sentences 270 Practicing Flow Sequences 271 Using Flow for Movement Conversations 271 Combining Time, Force, and Flow 271 Applying the Effort Concepts 272 Reading Comprehension Questions References/Suggested Readings 273 273 Teaching the Concept of the Relationships with Objects 283 Learning Experiences Leading to Movement Concept Understanding 283 Traveling Over, Close to, Far Away, Inside 283 Traveling Over, Under, Close to, and Far Away from Equipment 284 Onto/Off Concepts 284 Over, Under, Around, In Front Of, and Behind Concepts 285 Traveling on Equipment 285 Traveling Through Obstacles 286 Going Over and
Under the Obstacle Course 287 Developing the Concept of the Relationships with People 287 Alone in a Mass 287 Solo 287 Partners 287 Groups 288 Between Groups 288 Teaching the Concept of the Relationships with People 288 Learning Experiences Leading to Movement Concept Understanding 288 Matching 288 Leading and Following 289 Traveling and Matching 289 Mirroring 289 Matching and Mirroring 290 Traveling Alongside/Following 290 Following with a Group 290 Meeting/Parting 291 Forming Cooperative and Collaborative Relationships 291 Meeting and Parting in a Cooperative Group 292 Performing Solo 292 Applying the Concept of Relationships Competition v Relationships References/Suggested Readings 274 Developing the Concept of the Relationships of Body Parts 275 Teaching the Concept of the Relationships of Body Parts 277 Learning Experiences Leading to Movement Concept Understanding 277 Identifying Body Parts 277 Freezing on Different Body Parts 278 Traveling on Different Body Parts 278 Balancing on Matching and Nonmatching Parts 278 Round, Narrow, Wide, and Twisted Body Shapes 278 Changing from One Body Shape to Another 279 Traveling and Freezing in Different Body Shapes 280 Making Symmetrical and Nonsymmetrical Shapes 280 Creating Postcard Sculptures 281 Creating Body Shapes in the Air 281 292 293 Reading Comprehension Questions CHA1· xiii 293 294 PART FIVE Skill Theme Development 295 CHAPTER 1? Traveling 297 Fundamental Locomotor Skills Walking 299 Flopping 299 Skipping 299 Galloping 300 Sliding 300 Running 300 Leaping 301 298
xiv Contents Precontrol Level (GLSP): Experiences for Exploration 303 CHAPTER 18 Chasing, Fleeing, and Dodging Traveling in General Space 303 Traveling with Different Locomotor Movements 304 Traveling in Different Ways 304 Traveling with Imagery 304 Traveling Through Rope Pathways 304 Traveling Among Wide and Narrow Shapes 305 325 Control Level (GLSP): Learning Experiences Leading to Skill Development 327 Dodging in Response to a Signal 328 Dodging and Tagging in a Small Space 328 Fleeing from a Partner 328 Dodging the Obstacles 329 Dodging with Quick Changes of Speed: Darting Overtaking a Fleeing Person 329 Fleeing a Chaser 329 329 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 330 Dodging Stationary Obstacles 330 Dodging and Faking Moves to Avoid a Chaser 331 Dodging Limited Movement Obstacles 331 Dodging and Chasing One Person in a Mass 332 Dodging in a Dynamic Situation 333 Dodging While Manipulating an Object 333 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 333 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 318 322 325 Moving Obstacles 326 Traveling to Flee 327 Traveling to Dodge 327 Make-Believe Chase 327 Traveling with a Partner: Matching Pathways 314 Traveling with a Partner: Copying Locomotors and Directions 316 Traveling with a Partner: Changing Speed and Direction 316 Shadowing a Partner’s Travel 316 Meeting and Parting While Traveling with a Partner 316 Performing Rhythmical Patterns 317 Traveling to Tell a Story: The Fountain of Youth Dance 317 Traveling in Bound and Free
Flow 317 References/Suggested Readings 325 Precontrol Level (GLSP): Experiences for Exploration 326 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 314 322 Fleeing Levels of Skill Proficiency Traveling with Different Locomotor Patterns 305 Hopping 306 Skipping 306 Galloping 306 Sliding 306 Running 307 Leaping 307 Traveling to Open Spaces 308 Performing Locomotor Sequences 308 Moving to Rhythms 309 Traveling with Music 309 Traveling an Obstacle Course 309 Traveling in Different Directions 310 Skip and Balance Dance 310 Traveling in Different Pathways 311 Locomotors and Rhythm: The Follow-Ме Dance 311 The Locomotors, Directions, and Pathways Dance 312 Traveling Using Different Directions, Levels, Pathways, and Locations 312 Changing Speeds to Music 313 Traveling with Changes in Speed: A Dance of Water, Steam, and Ice 313 Traveling in Slow-Motion: The Sports Dance 314 Combination Locomotors 314 Reading Comprehension Questions 325 Dodging Control Level (GLSP): Learning Experiences Leading to Skill Development 305 Traveling with Shapes and Actions: A Story Without Words Body Shapes and Group Travel: A Study in Form 318 Performing Rhythmical Patterns: Jump Bands/Aerobic Tinikling 319 Traveling in Games and Sports 321 Traveling in Gymnastics 321 Chasing 323 Child-Designed Dance 334 Continual Fleeing and Chasing with a Large Group 334 Dodging While Maintaining Possession of an Object 334 Chasing and Dodging Simultaneously 335 Chasing and Fleeing in an Invasion Gamelike Situation 335 Dodging in a Gamelike Situation 336 Dodging in a Target Gamelike
Situation 337 Using Team Strategy for Chasing, Fleeing, and Dodging in an Invasion Game/ike Situation 337 Dodging While Manipulating an Object in an Invasion Gamelike Situation 338 Self-Designed Chasing, Fleeing, and Dodging Game 338 Reading Comprehension Questions 318 References/Suggested Readings 339 339 CHAPTER 19 Bending, Stretching, Curling, and Twisting Precontrol Level (GLSP): Experiences for Exploration 341 Stretching in Self-Space 341 Curling in Self-Space 342 340
Contents Curling to Roll Like a Ball 342 Bending Body Parts 342 Twisting in Self-Space 343 Stretching, Body Shapes, and Locomotion Stretching and Curling 343 343 Control Level (GLSP): Learning Experiences Leading to Skill Development 344 Balancing with Bends, Stretches, Twists, and Curls 344 Bending, Stretching, Twisting, and Curling in Mime 345 Jumping Off While Stretching and Twisting 345 Jumping Over While Stretching, Bending and Twisting 345 A Dance of Stretching, Bending, Twisting, and Curling 346 Performing Jumping Sequences with Bending, Twisting, Curling, and Stretching 346 Catching with a Stretch and Curl 347 Stretching to Catch a Ball with a Partner 347 Stretching for the Jump Ball 348 Twisting to Catch a Ball with a Partner 348 Twisting While Striking with a Bat 348 Twisting While Striking a Tossed Ball 348 Twisting for Placement When Batting 349 Stretching, Curling, and Twisting into Weight Transfers 349 Balancing on Apparatus with Body Actions 350 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 350 Transferring Weight to Hands and Twisting 350 Transferring Weight to Hands and Forming a Bridge 351 Stretching to Catch with a Partner While Traveling 351 Stretch, Catch, Release 351 Stretching to Catch Against an Opponent 351 Stretching, Curling, Bending, and Twisting Against an Opponent 352 Stretching, Curling, Bending, and Twisting Against Multiple Opponents 352 Jumping for Height 361 Jumping over Low Obstacles: Hoops 362 Jumping over Low Obstacles: Hurdles 362 Jumping Rhythmically 363 Jumping in Rhythmical Sequences 363 Jumping a
Turned Rope 363 Jumping a Self-Turned Rope 364 Jumping Using Buoyant and Yielding Landings 364 Jumping to Form a Body Shape During Flight 365 Traveling, Jumping, and Body Shapes 366 Performing Jumping Sequences and Making Body Shapes 366 Jumping over Equipment Using Buoyant Landings 367 Jumping On and Off Equipment Using Buoyant and Yielding Landings 367 Jump, Squash, TaDa 367 Jumping and Landing Task Sheet 368 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 368 Jumping to Catch 368 Jumping to Throw 370 Jumping on a Bench 370 Throwing and Catching While Jumping Jumping to an Accented Beat 371 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 372 Jumping with a Partner to Mirror Actions 372 Jumping with a Partner to Match Actions 372 Jumping with a Springboard 373 Jumping as Part of a Dance Creation 373 Jumping, Dancing, and Imagery 373 Jumping Hurdles 374 Reading Comprehension Questions References/Suggested Readings Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 352 CHAPTER 21 Reading Comprehension Questions Balancing Reference/Suggested Reading 353 Fundamental Jumping Patterns 374 375 Balancing on Different Bases of Support 377 Balancing on a Wide Base of Support 378 Balancing in Different Body Shapes 378 Traveling and Stopping in Balanced Positions 378 Traveling on Low Gymnastics Equipment 379 Balancing on Boards 379 354 355 Precontrol Level (GLSP): Experiences for Exploration 357 Jumping and Landing: Exploring Different Patterns Jumping Far 359 Jumping High 359 Jumping over a Swinging Rope
359 357 Control Level (GLSP): Learning Experiences Leading to Skill Development 359 Jumping and Landing: Basic Patterns Jumping for Distance 361 374 Precontrol Level (GLSP): Experiences for Exploration 377 353 CHAPTER 20 Jumping and Landing 370 360 Control Level (GLSP): Learning Experiences Leading to Skill Development 379 Balancing on Different Bases of Support 380 Tightening the Gymnastics Muscles 380 Counterbalance 380 Balancing Symmetrically and Nonsymmetrically 381 Balancing in Different Body Shapes 381 Balances and Shapes: The Gymnastics Dance 384 Performing Inverted Balances 384 XV
xvi Contents Alignment of Body Parts 385 Doing Kickups 385 Traveling and Stopping in Balanced Positions Stationary Balances on Equipment 386 Traveling on Large Apparatus 388 Traveling While Balanced 389 Balancing Sequence 389 Balancing on Stilts 390 Balance Boards 391 386 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 392 Balancing on Crates 393 Moving out of and into Balances by Stretching, Curling, and Twisting 393 Traveling into and out of Balances by Rolling 394 Performing Inverted Balances on Equipment 395 Performing Sequences That Combine Stationary Balances and Traveling on Mats 395 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 396 Balancing While Supporting the Weight of a Partner 397 Balancing on Hanging Ropes 397 Transferring Off Equipment with Weight on Hands 398 Performing Apparatus Sequences That Combine Stationary Balances and Traveling with Movement Concepts 398 Reading Comprehension Questions References/Suggested Readings Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 416 Rolling 416 Precontrol Level (GLSP): Experiences for Exploration 417 Making Curled Shapes 418 Rocking on Different Body Parts 418 Rolling Sideways 419 Curling to Roll 419 399 Control Level (GLSP): Learning Experiences Leading to Skill Development 419 Rocking to Match a Partner 419 Rolling in a Long, Narrow Position (Log Roll) 419 Rolling Sideways on Different Body Parts 420 Forward Shoulder Roll 420 Rocking Backward 421 Forward Straddle Roll 421 Rolling Over 421 Rolling Forward 422 Rocking Backward over
the Shoulders 423 Rolling from Different Positions 424 Rolling at Different Speeds 424 Back Shoulder Roll 425 Rolling in Different Directions 425 Rolling from Different Directions and Positions 426 Linking Rolls 427 Rolling Using Different Directions and Speeds 427 Rolling After Jumping Off Equipment and Landing 428 Rolling After Jumping for Height and Landing 428 Rolling After Jumping from Different Heights 429 Rolling After Jumping over Equipment and Landing 429 Rolling, Levels, Directions, and Jumping 430 Rolling While Traveling, Jumping, and Landing 430 400 CHAPTER 22 Transferring Weight and Rolling Transferring Weight Utilization Level (GLSP): Learning Experiences Leading to Skill Development 409 Transferring Weight to Hands: Walking 410 Transferring Weight to Hands and Twisting 410 Transferring Weight to Hands and Forming a Bridge 410 Transferring Weight onto Large Apparatus 411 Transferring Weight to Head and Hands on Apparatus (Box, Beam, Table) 412 Transferring Weight onto Bars (Parallel Bars, Climbing Frame) 412 Transferring Weight over Apparatus (Vaulting Box) 412 Transferring Weight Along Apparatus 414 Transferring Weight to Hands on Low Apparatus 414 Transferring Weight on Bars 414 Combining Skills on Mats 414 Combining Weight Transfer and Balances into Sequences on Mats and Apparatus 415 401 402 Precontrol Level (GLSP): Experiences for Exploration 403 Locomotor Actions 403 Transferring Weight with a Rocking Action 403 Transferring Weight to Hands Momentarily 404 Transferring Weight onto and off Equipment 404 Control Level (GLSP): Learning Experiences Leading
to Skill Development 404 Transferring Weight from Feet to Hands to Feet 404 Transferring Weight from Feet to Back with a Rocking Action 404 Transfers with Stretching, Curling, and Twisting 405 Performing Spring/Step Takeoffs 406 Performing Spring/Step Takeoffs onto Crates and/or Benches 406 Transferring off Low Apparatus (Benches, Crates, or Low Tables) 406 Making Spring/Step Takeoffs with Sequences 407 Traveling over Low Apparatus 407 Transferring onto Low Apparatus 408 Maintaining Transfer from Feet to Hands 408 Transferring Weight to Hands by Stepping: Cartwheels 409 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 431 Rolling and Traveling Quickly 432 Rolling, Jumping, and Traveling in Relationship to Others Rolling over Low Hurdles 432 Rolling on Low Equipment 433 432
Contents Rolling off Low Equipment 433 Traveling and Rolling Between Pieces of Equipment Rolling, Balancing, and Rolling 434 Rolling to Express an Idea 434 Rolling While Throwing and Catching 435 Rolling onto Low Equipment 435 Rolling and Balancing on Equipment 435 Rolling to Meet and Part 436 Rolling and Striking 436 Catching, Throwing, and Rolling 436 Playing Alley Soccer 456 Playing Cone Soccer 456 434 Punting References/Suggested Readings Dropping, Bouncing, and Kicking Lightweight Balls Dropping and Punting 459 Kicking Punting for Consistency 459 Punting over Low Ropes 460 Punting with an Approach 460 Punting Different Types of Balls 460 Punting for Distance 461 Using Punting Zones 461 Punting for Accuracy 462 Punting for Height 462 437 437 438 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 463 440 Precontrol Level (GLSP): Experiences for Exploration Kicking a Stationary Ball from a Stationary Position Approaching a Stationary Ball and Kicking 441 Тар/Dribble the Ball 441 Punting at Angles 463 Punting to a Partner 463 Receiving a Pass, Then Punting 463 Punting Within a Limited Time 464 Punting Quickly: Rush the Circle 465 441 441 Control Level (GLSP): Learning Experiences Leading to Skill Development 442 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 465 Kicking on the Ground 442 Kicking In the Air 442 Kicking for Distance Along the Ground and in the Air 443 Kicking to a Distance Zone 444 Kicking a Rolling Ball from a Stationary Position 444 Kicking a Rolling Ball from a Running Approach 445 Kicking at Low
Targets 445 Kicking to Targets 445 Kicking/Passing to a Partner 447 Dribbling the Ball along the Ground 447 Dribble: Starting and Stopping 448 Dribble: Traveling in Pathways 449 Dribbling Around Stationary Obstacles 449 Dribble: Control of Ball and Body 449 Receiving and Punting Against Opponents 465 Punting While Traveling 466 Punting for Distance and Accuracy: Punt Over 466 Reading Comprehension Questions References/Suggested Readings Changing Directions: Dribble 450 Performing a Continuous Dribble and Change of Direction Traveling and Kicking for a Goal 451 Playing One-on-One Soccer 451 Dribble and Kick: Playing Soccer Golf 452 Kicking to a Partner from Various Angles 453 Kicking to a Traveling Partner 453 Passing to a Partner in General Space 454 Playing Two-on-One Soccer 454 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 454 455 467 467 CHAPTER 24 Throwing and Catching Throwing 470 Catching 472 468 Precontrol Level (GLSP): Experiences for Exploration 473 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 450 Kicking at Small Stationary Targets Kicking at a Moving Target 455 Playing Mini Soccer 455 Playing Soccer Keep-Away 456 458 Control Level (GLSP): Learning Experiences Leading to Skill Development 459 CHAPTER 23 Kicking and Punting 457 Precontrol Level (GLSP): Experiences for Exploration 458 Proficiency Level: Learning Experiences Leading to Skill Development 437 Reading Comprehension Questions xvii 450 Throwing a Yarn Ball Against the Wall 473 Throwing at a Large Target 474 Catching a Rolling Ball 474 Catching
from a Skilled Thrower 474 Drop-Catch 475 Tossing to Self and Catching 475 Control Level (GLSP): Learning Experiences Leading to Skill Development 475 Throwing Underhand 476 Throwing Overhand 476 Throwing Sidearm 476 All Three Throwing Patterns: Over, Under, and Side 477 Bouncing a Ball to Self and Catching It 477 Throwing an Object to Different Levels and Catching It 478 Catching in Different Places Around the Body 478
xviii Contents Throwing Underhand for Distance (Varying the Force) 479 Overhand Throwing for Distance 480 Throwing Overhand at a High Stationary Target 480 Throwing Overhand at a Low Stationary Target 480 Throwing Underhand to Low Targets 481 Throwing Underhand to Targets: Hoops 481 Throwing to High Targets 482 Throwing Backhand to a Target 482 Throwing and Catching a Flying Disc 482 Catching with a Scoop 483 Catching off the Fly 483 Throwing a Ball Against a Wall and Catching the Rebound 484 Throwing and Catching with a Partner 484 Throwing and Catching over a Net with a Partner 485 Catching off a Bounce 485 Utilization Level: Learning Experiences Leading to Skill Development 486 Catching at Different Levels 487 Moving to Catch 487 Throwing and Catching While Traveling 488 Throwing and Catching Different Objects 488 Throwing on the Move 489 Throwing to Make a Partner Move to Catch 490 Throwing to a Moving Target 491 Throwing for Distance and Accuracy 491 Throwing at a Target from Different Distances 492 Throwing Flying Discs at Targets 493 Catching to Throw Quickly to a Partner 493 Catching to Throw Quickly to a Target 494 Throwing While in the Air 494 Proficiency Level: Learning Experiences Leading to Skill Development 494 Throwing and Catching a Flying Disc in Different Places Around the Body with a Partner 495 Throwing and Catching in a Field, Run, and Score Game-like Situation 495 Throwing to Avoid a Defender 496 Throwing and Catching in a Small-Sided invasion Game 496 Throwing at a Stationary Object While Being Defended 497 Throwing and Catching in a Small-Sided Keep-
Away Type Invasion Game 497 Throwing and Catching with a Flying Disc in a Small-Sided Invasion Game 498 Throwing and Catching with a Football in a Small-Sided Invasion Game 498 Throwing, Catching, and Dribbling in a Small-Sided Invasion Game 499 Throwing and Catching While Using Simple Offense and Defense in a Small-Sided Invasion Game 500 Reading Comprehension Questions References/Suggested Readings 500 501 CHAPTER 25 Volleying and Dribbling Volleying 503 502 Precontrol Level (GLSP): Experiences for Exploration 504 Volleying Balloons in the Air 504 Volleying a Balloon Forward 504 Volleying with Different Body Parts 505 Volleying Lightweight Objects 505 Control Level (GLSP): Learning Experiences Leading to Skill Development 506 Volleying a Bail Noncontinuously with Different Body Parts 506 Volleying a Ball Upward (Underhand Pattern) 506 Volleying a Ball Upward with the Forearms 507 Volleying a Ball to the Wall (Underhand Pattern) 507 Volleying to a Partner (Underhand Pattern) 508 Volleying for Force and Angle (Underhand Pattern) 508 Volleying for Direction and Accuracy: Four Square, Two Square 509 Volleying over a Low Net (Underhand Pattern) 509 Volleying to the Wall (Overhead Pattern) 510 Volleying a Bail Upward (Overhead Pattern) 510 Volleying to a Partner (Overhead Pattern) 511 Cooperative Volleys (Overhead Pattern) 511 Volleying with a Bounce 511 Obstacle-Course Volley 511 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 512 Volleying Game: Child-Designed 513 Volleying a Ball Continuously with Different Body Parts 513 Volleying with the Foot
513 Volleying from Head to Foot: Aerial Soccer 514 Volleying with a Volleybird 515 Striking to the Wall-Varying Levels, Force, and Body Position 515 Volleying over a High Net (Overhead Pattern) 516 Volleying Continuously to a Partner 516 Volleying Three-on-Three 517 Volleying over a High Net (Underhand Pattern) 517 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 518 Volleying with Different Body Parts While Traveling 518 Striking Downward with Force 518 Volleying in a Line Formation 518 Volleying Game: Modified Teacher-Designed Game 519 Dribbling 519 Precontrol Level (GLSP): Experiences for the Exploration 520 Bouncing a Ball Down and Catching It 520 Bouncing a Ball Down (Dribbling) Continuously Dribbling and Walking 521 521 Control Level (GLSP): Learning Experiences Leading to Skill Development 521 Dribbling in Self-Space 522 Continuous Dribbling 522 Dribbling at Different Levels 522 Dribbling and Looking 523
xix Contents Dribbling While Switching Hands 524 Dribbling with the Body in Different Positions 524 Dribbling in Different Places Around the Body While Stationary 524 Dribble While Changing Directions in Self Space 525 Dribbling and Traveling 526 Dribbling, Traveling, and Switching Hands 526 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 526 Dribbling and Changing Speed of Travel 527 Dribbling in General Space While Changing Directions 527 Dribbling in Different Pathways 527 Mirroring and Matching While Dribbling 529 Dribbling While Stopping, Starting, and Turning (Pivots and Fakes) 529 Dribbling Around Stationary Obstacles in General Space 530 Dribbling Around Stationary Obstacles in Limited Space 530 Dribbling and Passing with a Partner 530 Dribbling Against an Opponent: One-on-One 531 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 532 Dribbling Against Opponents: Stationary Defenders 532 Dribble Tag 532 Dribbling While Dodging 533 Maintaining Possession While Dribbling and Passing 533 Child-Designed Dribbling/Passing Routines 533 Dribbling and Throwing at a Target 534 Dribble/Pass Keep-Away 534 Child-Designed Invasion Game 534 Reading Comprehension Questions References/Suggested Readings 535 Striking to Different Places 549 Striking Through a Target 549 Striking an Object to Send It over a Net 550 Striking Backhand to the Wall 551 Striking Continuously Over and Through a Target Striking a Ball Rebounding from a Wall 552 551 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 553 Hitting
from Different Places 553 Hitting Cooperatively and Continuously with a Partner 553 Striking to Different Places Around a Partner 554 Striking Overhead 554 Striking Overhead over a Net 554 Striking Continuously Upward with a Group 555 Striking in Various Aerial Pathways in Dynamic Situations 555 Striking Upward in a Dynamic Situation 556 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 557 Striking to One Wall with a Partner 557 Striking at Angles to Two Walls with a Partner 557 Striking to and from Different Places 558 Partner Striking Across a Net 558 Aerial Striking over a Net 559 Team Striking Across a Net 559 Group Striking Across a Net 560 Child-Designed Racket Games 560 Reading Comprehension Questions References/Suggested Readings 560 561 CHAPTER 27 535 Striking with Long-Handled Implements CHAPTER ֊:7 Striking with Rackets and Paddles 536 Precontrol Level (GLSP): Experiences for Exploration 538 Paddle Balance 539 Balloon Strike (Lightweight Paddle) 540 Striking a Suspended Ball 540 Hit the Wall 541 Upward Bound 541 Control Level (GLSP): Learning Experiences Leading to Skill Development 542 Striking Down 542 Striking Up 543 Striking Up and Down 543 Striking Underhand Against a Wall 544 Striking Up, Down, and Underhand Forward 545 Striking to Self on Both Sides of the Body 545 Striking Underhand to Wall Targets 546 Striking Underhand for Distance (Varying the Force) 546 Striking Underhand to Hoops (Varying the Distance) 546 Striking Forehand to the Wall 547 Striking at High and Low Targets 547 562 Striking with Long-Handled Implements—Hockey
Sticks 564 Precontrol Level (GLSP): Experiences for Exploration 565 Striking a Stationary Ball 565 Striking (Dribbling) a Ball in Self-Space 565 Traveling Slowly While Striking a Ball 565 Control Level (GLSP): Learning Experiences Leading to Skill Development 566 Striking a Stationary Ball on the Ground 566 Striking to Targets 567 Striking Toward a Target (Around the World) 567 Striking to a Stationary Partner 568 Traveling Slowly While Striking a Ball 568 Traveling, Stopping, and Controlling the Ball 569 Traveling and Changing Speeds 569 Traveling and Striking While Changing Pathways 570 Striking While Dodging Stationary Obstacles 570 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 571 Striking to Small Targets 571
xx Contents Performing a Continuous Dribble with Changes in Direction and Speed 571 Pathways, Speeds, and Directions 572 Traveling and Striking for a Goal 573 One-on-One Hockey 573 Striking from a Stationary Position to a Moving Target 573 Passing and Receiving on the Move 574 Keeping It Moving 574 Two-on֊One Hockey 574 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 575 Striking to Dodge an Opponent 575 Keep-Away 576 Small-Sided Hockey Invasion Game 576 Striking with Long-Handled Implements—Bats Reading Comprehension Questions References/Suggested Readings 594 594 Skill Theme Application 578 Control Level (GLSP): Learning Experiences Leading to Skill Development 578 Striking a Stationary Ball 579 Level Swings 580 Striking a Stationary Ball for Distance 581 Striking Suspended Objects 581 Hit and Run 582 Striking a Self Tossed Ball 582 Striking a Self-Tossed Ball to Different Distances Striking a Self-Tossed Ball for Accuracy 583 Striking a Pitched Ball 584 595 CHAPTER 28 Teaching Physical Fitness, Physical Activity, and Wellness 597 Fitness: Past and Present 599 Health-Related Fitness for Children FITT for Children 600 599 Fitness in the Physical Education Curriculum Focus Lessons 602 583 Utilization Level (GLSP): Learning Experiences Leading to Skill Development 585 Grounders and Flies 585 Directing the Placement of an Object 585 Striking a Pitched Ball Varying the Distance 586 Hitting a Pitched Ball to Open Spaces 586 Batting, Combining Distance and Placement 587 Proficiency Level (GLPS): Learning Experiences Leading to Skill Development 587
Directing the Pathway, Distance, and Speed of an Object 587 Six-Player Striking and Fielding in a Game-like Situation 588 One-Base Baseball 588 Striking with Long-Handled Implements—Golf Clubs 589 Precontrol Level (GLSP): Experiences for Exploration 589 Putting 589 First Swings 590 Control Level (GLSP): Learning Experiences Leading to Skill Development 590 Striking a Ball so It Travels in the Air: Air Ball 590 591 Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 593 577 578 Striking to Varying Distances Putting for Accuracy 591 Striking for Accuracy 591 Playing Hoop Golf 592 Whiffle Ball Golf 592 Box Golf 593 PART SIX Precontrol Level (GLSP): Experiences for Exploration Striking Offa Batting Tee Utilization Level (GLSP): Learning Experiences Leading to Skill Development 592 Assessing Health-Related Fitness 600 602 After the Assessment 605 Final Thoughts on Fitness 607 Importance of Physical Activity Physical Inactivity 608 Guidelines for Physical Activity 607 608 Comprehensive School Physical Activity Program (CSPAP) 609 Goals of CSPAP 610 CSPAP in Elementary Schools 610 Breaks in the Classroom and Movement Opportunities to Teach Academic Content 611 Community Programs and Events 611 Working with Parents 612 CSPAP: Who Is Responsible? 612 Getting Started with CSPAP 612 Wellness for Children 613 School Wellness Programs 614 Mental and Emotional Health 614 Personal and Social Responsibility 615 Nutrition 615 MyPlate 616 The Good Health Balance 616 A Final Note on Wellness 617 Summary 617 Reading Comprehension Questions References/Suggested Readings
618 618 Appendix 28A: Family Fitness Activities 621 Appendix 28B: Prescriptions for Fitness 622
Contents Reading Comprehension Questions CHAPTER 29 Teaching Educational Dance The Purpose of Dance in Elementary School The Content of Dance References/Suggested Readings 624 626 The Nature of Games Content of Games Games-Playing Experiences 638 639 Appendix 29A: Rhythmic Routines 640 Appendix 29B: Children Designing Their Own Dance: A Description of a Process 643 Appendix 29C: 671 Teaching Invariant and Dynamic Game-like Skill Development Experiences 674 Teaching Games-Playing Experiences 675 Considerations for Planning 675 Considerations While Teaching 676 After-School Sport Programs 678 Child Development and Games 678 638 References/Suggested Readings 670 The Teaching of Invariant Games Skill Development, Dynamic Game-llke Skill Development, and GamesPlaying Experiences 674 638 Reading Comprehension Questions 669 Predesigned Games-Playing Experiences Child-Designed Games 672 637 667 668 Skills in a Changing Environment Combinations of Skills 669 Tactics 670 638 Dance and Fitness 638 Dance and the Affective Domain Summary Dynamic Game-llke Experiences 636 665 665 Invariant Game Skill Development Experiences 636 Begin Gradually 637 Start with a Cooperative Class 637 Start with Exciting Movement Experiences Dance to the Music 637 Hesitant Learners 637 663 664 The Purpose of Games in the Elementary School Teaching Predesigned Rhythms 632 Teaching Predesigned Cultural Dance 632 Teaching Child-Designed Rhythms 633 Teaching Creative Dance 634 Final Thoughts 662 Teaching Educational Games The Teaching of Predesigned and Child-Designed Dance 632 Use Imagery 661 CHAPTER 31 626
Predesigned Dance Experiences 627 Child-Designed Dance Experiences 629 Use Books or Stories A Final Thought Summary 679 680 Reading Comprehension Questions 645 References/Suggested Readings 680 681 CHAPTER 30 Teaching Educational Gymnastics The Nature of Gymnastics Integrating the Skill Theme Approach Across the Curriculum 682 650 Creating a Safe Learning Environment Expectations of Safe Practice Gymnastics Equipment 652 Selection of Tasks 653 Defining Interdisciplinary Learning 683 Benefits of Interdisciplinary Education 683 The Teaching of Educational Gymnastics Summary 661 661 Integrating Physical Education and Other Curricula Content 684 654 Floor Experiences 654 Apparatus Experiences 655 Creating Sequences 656 Outdoor Play Equipment as Gymnastics Apparatus A Final Thought Connecting Physical Education and the Classroom Curriculum Through Interdisciplinary Learning 683 652 652 The Content of Educational Gymnastics Demonstrating 659 Stations 659 Club Gymnastics 660 CHAPTER 32 649 650 Gymnastics in Elementary School xxi 657 Benefits of Integration 684 Important Considerations 685 657 The Process ofTeachlng Using an Interdisciplinary Learning Approach 686 Content Linkage Approach 686 Shared Integration Approach 686 Developing an Integrated Learning Experience Thematic Unit Approach 687 686
xxii Contents Understanding the Scope and Sequence of Subject Area Content 691 The Connection Between Physical Activity and Academic Performance 692 What the Research Suggests: Physical Activity, Fitness, and Physical Education 692 What the Research Suggests: Brain-Based Learning 693 A Final Thought Summary 694 703 706 The Community at Large Legislators 707 Children as Advocates Summary 707 708 709 Reading Comprehension Questions 694 References/Suggested Readings Reading Comprehension Questions References/Suggested Readings The Future 709 CHAPTER 34 695 Physical Education for Tomorrow’s Children 711 697 Index CP Building Support for Your Program 700 Teachers in the School 709 694 PART SEVEN The Principal Parents The School Board 702 699 1-1
|
| any_adam_object | 1 |
| author | Graham, George Holt/Hale, Shirley Ann Parker, Melissa Hall, Tina Patton, Kevin |
| author_facet | Graham, George Holt/Hale, Shirley Ann Parker, Melissa Hall, Tina Patton, Kevin |
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| building | Verbundindex |
| bvnumber | BV046031634 |
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| ctrlnum | (OCoLC)1110092963 (DE-599)BVBBV046031634 |
| discipline | Sport |
| edition | Tenth edition |
| format | Book |
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| id | DE-604.BV046031634 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:33:17Z |
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| isbn | 1260566145 9781260566147 |
| language | English |
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| physical | xxix, 714, 18 Seiten Illustrationen, Diagramme |
| publishDate | 2020 |
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| publisher | McGraw-Hill Education |
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| spelling | Graham, George Verfasser aut Children moving a reflective approach to teaching physical education George Graham, Pinehurst, North Carolina; Shirley Ann Holt/Hale (Ret.), Linden Elementary School, Oak Ridge, Tennessee; Melissa Parker, University of Limerick, Limerick, Ireland; Tina Hall, Middle Tennessee State University, Murfreesboro, Tennessee; Kevin Patton, California State University, Chico, California Tenth edition New York, NY McGraw-Hill Education [2020] © 2020 xxix, 714, 18 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Auf dem Umschlag: This international student edition is for use outside of the U.S. Kind (DE-588)4030550-8 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Bewegungserziehung (DE-588)4069418-5 gnd rswk-swf Sportunterricht (DE-588)4077704-2 gnd rswk-swf Bewegungserziehung (DE-588)4069418-5 s Grundschule (DE-588)4022349-8 s 1\p DE-604 Sportunterricht (DE-588)4077704-2 s Kind (DE-588)4030550-8 s 2\p DE-604 Holt/Hale, Shirley Ann Verfasser aut Parker, Melissa Verfasser aut Hall, Tina Verfasser aut Patton, Kevin Verfasser aut Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031413497&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Graham, George Holt/Hale, Shirley Ann Parker, Melissa Hall, Tina Patton, Kevin Children moving a reflective approach to teaching physical education Kind (DE-588)4030550-8 gnd Grundschule (DE-588)4022349-8 gnd Bewegungserziehung (DE-588)4069418-5 gnd Sportunterricht (DE-588)4077704-2 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4022349-8 (DE-588)4069418-5 (DE-588)4077704-2 |
| title | Children moving a reflective approach to teaching physical education |
| title_auth | Children moving a reflective approach to teaching physical education |
| title_exact_search | Children moving a reflective approach to teaching physical education |
| title_full | Children moving a reflective approach to teaching physical education George Graham, Pinehurst, North Carolina; Shirley Ann Holt/Hale (Ret.), Linden Elementary School, Oak Ridge, Tennessee; Melissa Parker, University of Limerick, Limerick, Ireland; Tina Hall, Middle Tennessee State University, Murfreesboro, Tennessee; Kevin Patton, California State University, Chico, California |
| title_fullStr | Children moving a reflective approach to teaching physical education George Graham, Pinehurst, North Carolina; Shirley Ann Holt/Hale (Ret.), Linden Elementary School, Oak Ridge, Tennessee; Melissa Parker, University of Limerick, Limerick, Ireland; Tina Hall, Middle Tennessee State University, Murfreesboro, Tennessee; Kevin Patton, California State University, Chico, California |
| title_full_unstemmed | Children moving a reflective approach to teaching physical education George Graham, Pinehurst, North Carolina; Shirley Ann Holt/Hale (Ret.), Linden Elementary School, Oak Ridge, Tennessee; Melissa Parker, University of Limerick, Limerick, Ireland; Tina Hall, Middle Tennessee State University, Murfreesboro, Tennessee; Kevin Patton, California State University, Chico, California |
| title_short | Children moving |
| title_sort | children moving a reflective approach to teaching physical education |
| title_sub | a reflective approach to teaching physical education |
| topic | Kind (DE-588)4030550-8 gnd Grundschule (DE-588)4022349-8 gnd Bewegungserziehung (DE-588)4069418-5 gnd Sportunterricht (DE-588)4077704-2 gnd |
| topic_facet | Kind Grundschule Bewegungserziehung Sportunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031413497&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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