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Library | Materyal Türü | Barkod | Yer Numarası | Durum |
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Children of all ages can learn many valuable lessons through participation in sport, dance, fitness, and adventure activities. Complete Guide to Sport Education helps teachers present those lessons in ways that positively affect their students and prepare them to be physically active and healthy as adults.
Complete Guide to Sport Education presents a curriculum and instruction model through which
- boys and girls learn fairness, teamwork, and compassion as they participate in sport;
- teachers learn effective strategies for helping lower-skilled students and nonparticipants to become active and valued team members; and
- students learn to recognize the qualities of good sport experiences and gain the perspective needed to become advocates for quality sport and physical activity programs in their communities as adults.
Internationally recognized Sport Education experts Daryl Siedentop, Peter A. Hastie, and Hans van der Mars provide teachers with the essential tools and strategies they need for planning and implementing a Sport Education curriculum:
- Ready-to-use, teacher-tested plans for applying the Sport Education model to sport, fitness, dance, and adventure activities
- Season plans that help teachers and students prepare for a season of games and activities and that involve students taking responsibility for portions of the plans
- A CD-ROM that allows teachers to print all the charts, forms, assessments, handouts, and other materials
- Selected material on the CD-ROM in both English and Spanish
Teachers will learn how to select activities, organize teams, decide which student roles to use, modify activities, design competition formats, and finally, use all this information to design Sport Education seasons. The text includes a detailed plan for building class-management routines that are necessary for implementing the Sport Education model and a comprehensive behavior-development system based on the concept of fair play. The book also devotes chapters to creating a festive environment for Sport Education, integrating other subjects into the model, and extending student participation outside of class time. Finally, the book includes detailed information on assessment to help teachers build in the accountability and positive outcomes that will ensure the program's continued success.
Complete Guide to Sport Education contains everything teachers need to know about Sport Education, providing practical, immediately useful, and effective material to make the sport experience positive and meaningful for all students.
Author Notes
Daryl Siedentop, PED, is a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, Sport Education, in 1994. He is also the author of several books on physical education, curriculum planning, and sports coaching.
Dr. Siedentop earned the 1984 International Olympic Committee President Prize (Samaranch Award) for work in sport pedagogy. He is a fellow of the American Academy of Kinesiology and Physical Education and has received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the American Alliance for Physical Education, Recreation and Dance (AAHPERD) Alliance Scholar Award in 1994; the National Association for Sport and Physical Education (NASPE) Curriculum and Instruction Academy Honor Award in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the AAHPERD Research Consortium McCloy Award in 1998. In his spare time, Dr. Siedentop enjoys golf, exercise, and reading.
Peter A. Hastie, PhD, professor in the department of health and human performance at Auburn University, has conducted numerous seasons of Sport Education in schools and has published more than 10 papers on the topic. He completed the first series of empirical studies on the Sport Education model and presented a keynote speech on the topic at the 2000 Pre-Olympic Scientific Congress. Dr. Hastie is a member of AAHPERD, American Educational Research Association (AERA), and International Association for Physical Education in Higher Education (AIESEP). He enjoys whitewater rafting, traveling, and overland trekking.
Hans van der Mars, PhD, professor in the department of exercise and sport science at Oregon State University, has been a physical education teacher educator for 20 years. He received an Excellence in Teaching Award from Oregon State University in 2001. He has also received two Outstanding Research Presentation Awards from the Association for Behavior Analysis and has been both coeditor and editorial board member of the Journal of Teaching in Physical Education as well as reviewer for numerous other research journals. Dr. van der Mars has published extensively on teaching and teacher education in physical education and made more than 100 presentations on teacher education topics at conferences and professional workshops. He enjoys playing golf, jogging and working out, reading, and listening to music in his spare time.
Table of Contents
| Preface |
| Introduction |
| How to Use the CD-ROM |
| Chapter 1 The Sport Education Model |
| Major Features of the Sport Education Model |
| Sport Education Goals |
| Sport Education Objectives |
| Differences From Youth, Community, and Interscholastic Sport |
| The Nature of Competition in Sport Education |
| Getting Started in Sport Education |
| Chapter 2 Sport Education Curriculum and Instruction Strategies |
| Sport Education Foundations |
| How Sport Education Fits in With Current Educational Thought |
| Organizing the Sport Education Curriculum |
| Deciding Which Activities to Include |
| Sport Education As Small Group Learning |
| Key Instructional Features of Sport Education |
| Helping Students Develop Games Sense |
| Developing Knowledgeable Games Players |
| Customizing Sport Education to Fit School Goals |
| Chapter 3 Defining Student Roles |
| Primary Student Roles |
| A Note on Refereeing |
| Choosing Roles for a Season |
| A Word on Statistics |
| Creating Conditions for Successful Performance |
| Including All Students |
| Sports Board and Dispute Resolution Committee |
| Chapter 4 Selecting Teams and Coaches |
| Team Size and Number of Teams |
| Selecting Students to Teams |
| Team Affiliation |
| Team Portfolios |
| Chapter 5 Creating Modified Games |
| Key Strategies for Modifying Games |
| Modifying Individual Sports |
| Modifying Dual Sports |
| Modifying Team Sports |
| Modifying Games Within Class |
| Including Students With Disabilities |
| Creating a Modified Sports, Games, and Activities Curriculum |
| Chapter 6 Designing Competition Formats |
| Guiding Principles |
| Progressive Competition Formats |
| Event Model |
| Dual-Meet Format |
| Round-Robin Format |
| Tournament Format |
| Nonsport Competition Formats |
| Culminating Events |
| Chapter 7 Class Management and Behavior Development |
| Class Management Techniques and Tactics |
| Developing Appropriate Behavior: Toward a Culture of Fair Play |
| Creating and Sustaining Energy in Sport Education |
| Supporting and Celebrating Management and Behavior Development |
| Chapter 8 Designing the Season to Accomplish Goals |
| Local Considerations |
| Defining Outcomes |
| Key Features for Designing a Successful Season |
| Preparing for the Season |
| A Seventh to Ninth Grade Example |
| Daily Schedule |
| Sample Lessons |
| A Note for First-Time Users |
| Chapter 9 Assessment |
| Authentic Assessment |
| Planning a Workable Assessment System |
| League Scoring Systems |
| Chapter 10 Making Sport Education Festive |
| Developing a Festive Daily Environment for Sport Education |
| Developing Culminating Events |
| Chapter 11 Integrating Academic Goals With Sport Education and Extending Participation |
| Using Sport Education Resources to Enhance Classroom Learning |
| Applying Classroom Studies to the Sport Education Season |
| Interdisciplinary Season Plans |
| An Integrated Curriculum: The Olympic Curriculum |
| Extending Participation Outside of Class |
| References |
| Index |
| About the Authors |