By Susan Capel, Peter Breckon
This e-book presents more than a few useful actions designed to aid actual schooling academics’ studying. The actions contain case stories, examples of scholars’ paintings, examples of current sturdy perform, and a number of tried-and-tested instructing ideas. The ebook additionally contains priceless photocopiable assets and coaching fabrics. actions in each one bankruptcy supply a toolkit to aid student physical education teachers to examine their studying and performance.
This e-book extends the popular studying to educate PE within the Secondary School textbook, supplying exact examples of idea in perform. it truly is filled with examples of the way to examine perform to make sure student studying is maximised. those examples are according to the easiest study and perform at the moment to be had. moreover, the ebook offers web-based hyperlinks to assets of recent wisdom helping evidence-based practice.
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Extra info for A Practical Guide to Teaching Physical Education in the Secondary School
1 . See also: Murdoch, E. (2004) NCPE 2000 – Where are we so far? In S. ) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience, London: RoutledgeFalmer, pp. 280–300. This chapter provides a very useful guide to help you understand the essential aspects of progression from one level to another. 49 Chapter 6 Medium- and short-term planning in physical education PETER BRECKON AND CATHY GOWER INTRODUCTION In Chapter 5 we considered inﬂuences that shape the overall physical education curriculum of a school and hence pupils’ total learning experiences.
Do any of the activities through which the strands are delivered receive a larger proportion of time than others? What is the balance of competitive and co-operative activities? Is there a balance of individual and team activities? Does the curriculum ensure there is a balanced use of the body? Using your ﬁndings, ask the following questions: Question What are the reasons for the differences in curriculum balance? What is the rationale for choosing the activities offered? What are the practical constraints on offering certain areas of activity?
3c continued Focused observation schedule 2: MOTIVATION Name of Teacher/Student Teacher Observed: . . . . . . . . . . . . . Date: . . . . . . . . Name of Observer: . . . . . . . . . . . . . . . . . . Concentrate on ONE pupil throughout the lesson and complete the record for that one pupil only during each teacher episode. The teacher should not know which pupil you have chosen. Record of praise and criticism: Name of pupil . . . . . . . . . . .
A Practical Guide to Teaching Physical Education in the Secondary School by Susan Capel, Peter Breckon