Efnisyfirlit

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• List of figures
• List of tables
• List of activities
• Case studies
• Notes on contributors
• Series editors’ introduction
• Acknowledgements
• Introduction
  • The book
  • Terminology
  • Practices on ITE programmes
  • Focus on England
  • Activities
  • Record of your development
  • Using this book
• Chapter 1 The nature of physical education
  • Introduction
  • Aims, objectives and learning outcomes
  • Aims, value and justifications
  • Defining terms such as physical education and sport
  • Aims of physical education: as ends in themselves or means to other ends?
    • Relationship between objectives and teaching
    • Objectives and content
  • Objectives and teaching approaches
  • Summary and key points
  • Further Resources
• Chapter 2 Your philosophy of physical education
  • Introduction
  • Your views about physical education
  • Understanding the influence of your background on your views about physical education
  • Taking into account your views to enable you to focus on what and how you teach physical education
  • Summary and key points
  • Further Resources
• Chapter 3 Enacting a physical literacy approach
  • Introduction
  • Physical literacy
  • Addressing the principles
    • Key principle 1: The holistic nature of each individual
      • Showing an appreciation of the holistic nature of the pupil in teaching
    • Key principle 2: The importance of experience in a range of movement forms
      • Ways to achieve experience of a range of movement forms
    • Key principle 3: The need to engage with each and every pupil
      • Ways to ensure that each pupil is catered for
    • The need to address each of the elements in the definition
  • Summary and key points
  • Further Resources
• Chapter 4 Long-term planning:: Schemes of work
  • Introduction
  • Factors which influence planning a scheme of work
    • The school’s culture, ethos, values and aims
    • The culture, ethos, values and aims of the physical education department
    • The head of department’s physical education philosophy
    • The physical and cognitive development of pupils
    • Statutory requirements
    • The wider requirements of the curriculum
    • A broad and balanced curriculum which has both continuity and progression
      • Curriculum breadth and balance
      • Continuity and progression
  • Mapping the scheme of work
  • Summary and key points
  • Further Resources
• Chapter 5 Medium- and short-term planning:: Units of work and lesson plans
  • Introduction
  • Medium-term planning
    • Writing unit of work objectives
    • Planning learning activities for units of work
  • Short-term planning
    • Lesson observations
    • Planning your lesson
    • Evaluating your lesson
  • Summary and key points
  • Further Resources
• Chapter 6 Health-related learning in physical education
  • Introduction
  • Rationale for health within physical education
  • Health-related requirements within physical education
  • Health-related learning in physical education
  • Approaches to teaching about health in physical education
  • Effective teaching of health in physical education
  • Fitness testing
  • Assessing health-related learning in physical education
  • Summary and key points
  • Further Resources
• Chapter 7 Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development
  • Introduction
  • Developing a clear commitment to promote pupils’ learning in the broader dimensions of the curriculum
  • Identifying pupils’ learning in broader dimensions of the curriculum
  • Developing effective teaching and learning strategies to promote pupils’ learning in broader dimensions of the curriculum
  • Reacting to opportunities which promote pupils’ learning in broader dimensions of the curriculum
  • Summary and key points
  • Further Resources
• Chapter 8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum
  • Introduction
  • The broader range of learning opportunities to which physical education contributes
  • Examples of learning opportunities to support the development of pupils’ skills and attributes in relation to experiences beyond the curriculum
    • Social skills (including working alone and with others)
    • Problem solving/decision making
    • Communication
      • Verbal communication
      • Written communication
    • Leadership
    • Adopting healthy lifestyles
    • Developing self, including characteristics that recognise right and wrong
    • Developing confidence and resilience
    • Reflection (including improving their own and others’ performance)
  • Planning to incorporate a broader range of learning opportunities in your lessons for pupils to become successful learners, confident individuals and responsible citizens
  • Summary and key points
  • Further Resources
• Chapter 9 Planning for the contribution of physical education to cross-curricular teaching
  • Introduction
  • What is cross-curricular teaching?
  • Planning for cross-curricular teaching
  • Engaging other subjects in cross-curricular teaching
  • Extending cross-curricular learning opportunities
  • Summary and key points
  • Further Resources
• Chapter 10 Using digital technologies to enhance your teaching of physical education
  • Introduction
  • Pedagogy before technology
  • Assessment and feedback
  • Engagement
  • Supporting movement
  • Collaboration and communication
  • Professional development
  • Further uses of technology
  • Critical thinking
  • Summary and key points
  • Further Resources
• Chapter 11 Safe practice, risk assessment and risk management
  • Introduction
  • The law and documentation for safe practice
  • Safe practice in the physical education environment
  • Risk assessment and management
  • Support to ensure safe practice
  • In conclusion
  • Summary and key points
  • Further Resources
• Chapter 12 Teaching for intentional learning
  • Introduction
  • The curriculum: A framework for intentional learning
  • Intentional learning in physical education: the NC and NCPE
  • Teaching different knowledges and intentional learning
  • Teaching approaches and intentional learning
  • Summary and key points
  • Further Resources
• Chapter 13 Creating an effective learning environment
  • Introduction
  • What is an effective learning environment?
  • Maximising learning time
  • Organising and managing a lesson
  • Features of an effective learning environment
    • You as the teacher
    • The environment
    • The pupils
  • Summary and key points
  • Further Resources
  • Appendix: Academic learning time-physical education (ALT-PE)
  • Purpose
  • Definitions of categories
  • Recording procedures
  • Example of ALT-PE using the interval recording method
• Chapter 14 Applying theories of learning to your practice
  • Introduction
  • Thinking about learning theories
  • Thinking about strategies in relation to learning theories
  • Thinking about starting points
  • Thinking about planning
  • Thinking about the use of teaching strategies to recognise achievement
  • Thinking about thinking
  • Summary and key points
  • Further Resources
• Chapter 15 Assessing pupils’ learning
  • Introduction
  • Assessment for learning or assessment of learning?
  • Planning learning outcomes
  • Strategies and criteria for assessment
  • Teacher observation
  • The effective use of questioning
  • Peer- and self-assessment
  • Self-assessment and the use of digital technology
  • Target setting
  • Judging the quality of learning in your lessons
  • Recording pupils’ learning
  • Summary and key points
  • Further Resources
• Chapter 16 Teaching to promote positive behaviour
  • Introduction
  • Developing a learning environment that promotes positive behaviour
  • Establishing clear rules, routines and expectations for positive behaviour
  • Promoting positive behaviour
  • Rules, rewards and consequences
  • Summary and key points
  • Further Resources
• Chapter 17 Overcoming barriers and maximising the achievement of all pupils
  • Introduction
  • Inclusive education
  • Recognising diversity
  • Equality of opportunity
  • Inclusive policy and inclusive practice in physical education
  • Using differentiation to meet the needs of all pupils
  • Extending and challenging the most talented pupils in physical education
  • Towards an inclusive pedagogy
  • Reflecting upon your own practices
  • Summary and key points
  • Further Resources
• Chapter 18 Working with others
  • Introduction
  • Working with colleagues
    • Working with teaching colleagues with specific expertise in an activity
    • Working with school colleagues without QTS who support learning in physical education through curricular and extra-curricular provision
    • Working with other adults without QTS who contribute to learning in physical education curricular and extra-curricular time
  • Summary and key points
  • Further Resources
• Chapter 19 Viewing physical education from a different perspective:: An alternative approach to planning for learning
  • Introduction
  • Fundamental movement skills (FMS) as the starting point for learning in physical education
  • Development of social and cognitive learning through diversity in physical education
  • Making the connection between FMS, social and cognitive development in physical education
  • Learning through alternative activities and different environments
  • Summary and key points
  • Further Resources
• Chapter 20 The reflective practitioner
  • Introduction
  • How reflection might be conceptualised
  • Where in teaching could reflection take place
    • Reflection in action
    • Reflection on action
      • Post lesson
      • Post unit of work
    • Reflection on the development of your teaching
  • Engage in reflective practice
  • Why reflecting on your practice is important
  • Summary and key points
  • Further Resources
• Chapter 21 Action research
  • Introduction
  • Characteristics of action research
    • Ethical considerations
  • Identify a focus for action research
    • Reviewing the literature
  • Engage in the action research process
    • Plan of action
    • Account of experience
    • Collation and analysis of data
  • Assess the validity of action research
  • Summary and key points
  • Further Resources
• Chapter 22 Working with your mentor
  • Introduction
  • Key elements of mentoring that impact on your development as a teacher
    • Mentor support
  • Recognising the importance of the mentor/student teacher relationship
  • Working with your mentor to maximise your learning opportunities for short- and long-term development
    • When things are not working well with your mentor
    • Supporting your longer-term development
  • Summary and key points
  • Further Resources
• Chapter 23 Managing your workload, resilience, health and well-being
  • Introduction
  • Managing your workload
  • Teacher efficacy
  • Teacher resilience
  • Emotional resilience
  • Strategies to develop your resilience
  • Your health and well-being
  • Summary and key points
  • Further Resources
• References
• Author Index
• Subject Index

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