This document summarizes a 1984 paper that examined the adequacy of teacher/coach preparation programs. It found that programs offered far more teaching courses than coaching courses, with an average of only 1.3 coaching courses required. Nearly 60% of programs offered no coaching courses at all. This imbalance fails to properly prepare physical education teachers for the coaching roles they are often expected to take on. The document argues that assumptions that teaching preparation is sufficient for coaching are misguided, and that more formal coaching curriculum is needed. Many of the issues it raised around role conflicts and stakeholder expectations faced by teacher/coaches remain relevant topics of discussion today.
This study examined the experiences of students and a teacher with implementing cooperative learning in an elementary physical education program. The researcher observed classes and interviewed the teacher and students. They found that assigning specific roles to group members helped students work together to learn motor skills and develop social skills. Both lower- and higher-skilled students benefited from collaborating in this format. The teacher concluded that cooperative learning can effectively aid motor skill development and social skill enhancement when students are given well-structured roles and responsibilities.
This study analyzed the coaching behaviors of experienced and inexperienced high school basketball coaches during practice sessions. Researchers observed 20 coaches and analyzed their planning, demonstrations, instructions, feedback, and sequencing of skills. Experienced coaches provided more instructional cues and sequential skill-related feedback compared to inexperienced coaches. The study aimed to understand the coaching process and how what coaches say and do impacts player skill acquisition.
The document discusses the need for physical education teacher education (PETE) programs to infuse diversity training throughout their curricula. It argues that novice teachers currently enter multicultural classrooms unprepared to work with students of diverse backgrounds. The paper advocates for recruitment of minority faculty and students to PETE programs, and calls for analysis of how occupational socialization and culturally relevant pedagogy impact intercultural sensitivity. It concludes that awareness of multicultural issues must go beyond being color-blind to embrace cultural differences.
This study examined the participation and perceptions of 35 sixth grade girls in a floor hockey unit using the Sport Education model in physical education. The Sport Education model aims to help students become skilled sports participants through seasons of competition similar to intramural sports. The study found that while girls enjoyed participating and their involvement increased over the unit, gender issues like limited leadership roles for girls and the promotion of gender stereotypes persisted. The researchers call for further examination of models like Sport Education to establish more gender-equitable physical education experiences.
The document summarizes the history and development of physical education curriculum and discusses future considerations given the current climate in schools. It highlights events that shaped physical education, from its historical roots to the "New PE" era to recent emphasis on educating the whole child. However, the author argues that innovative curriculum models still require qualified teachers, sufficient time, and facilities to support physical activity, which are often lacking. She questions whether physical education would be better valued if located in community centers rather than schools.
The document summarizes an article that reviewed descriptive-analytic research (DAR) in physical education. It identified characteristics of DAR and called for its increased use in physical education research to help guide improvements in teaching. The article outlined a five-stage framework for building a comprehensive research effort in physical education, beginning with developing analysis systems specific to PE, testing them in large-scale studies, and culminating in enriching teacher education programs.
The document discusses the need for physical education teachers to view themselves as lifelong learners and engage in ongoing professional development. It argues that the current models of initial teacher training and continuing professional development are often inadequate. It suggests physical education researchers need to collaborate more and focus their work on generating practical knowledge to support teachers' career-long learning and development, especially as expectations for health and youth development outcomes increase. Refocusing the profession around the concept of teachers as learners throughout their careers could help physical education better serve students.
This document summarizes and discusses a keynote address given by Siedentop in 1989 calling for clearer definitions of content knowledge in physical education. It outlines how at the time, physical education programs were being cut with criticisms over what the field's importance is. Siedentop argues that the study of sport performance should be considered worthy of academic credit and that teacher education programs need to better prepare teachers in physical education content, not just methods, in order to improve school physical education programs.
Pet 735 wallhead and o'sullivan presentationkathleen_wack
?
This document summarizes a literature review on the Sport Education (SE) curriculum model for physical education. It analyzed 62 peer-reviewed studies on the theoretical underpinnings and empirical evidence of SE's impact on student learning based on the 5 aims of physical education: motor skill development, knowledge, fitness, social development, and values/attitudes. The review found some evidence that SE enhances tactical knowledge, social development, and student attitudes, but more research is still needed to validate claims regarding motor skills, fitness, and leadership development. It concludes that SE shows promise as a curriculum model to intrinsically motivate students and foster peer-learning, but future studies should further examine its ability to promote lifelong physical activity and skills outside of class.
This document summarizes a literature review that proposes a plan to reform physical education by moving it from "Easy Street" characteristics to being more meaningful. It outlines the development of PE over 30 years and describes "Easy Street" PE as introducing many short activities without actual practice or experience. The significance is that this proposal adds to successful PE development by providing steps to move from "busy, happy, good" PE to meaningful PE. It then lists numerous possible solutions across different categories like location, curb appeal, resale value, features, square footage and price range to enact this change. The conclusions question why teachers and principals would want to make this change and barriers to implementation. It calls for professional development, community involvement, and using
Fierce Membership: 7 Ways to Keep Your Best Members From LeavingKiKi L'Italien
?
This document discusses 7 ways to keep engaged members from leaving an organization. It addresses what makes members fierce and likely to leave, the importance of likability and trustworthiness, telling your organization's story, overcoming resistance to change, using push and pull technology appropriately, and avoiding certain actions that could drive members away. The overall goal is providing guidance to retain an organization's most engaged and committed members.
The document summarizes the food safety management efforts and results in Mengjin County. It discusses four measures taken: 1) clarifying management responsibilities, 2) strengthening publicity and training on food safety laws, 3) conducting special inspections of schools and food products, and 4) focusing on clean kitchen initiatives. As a result of these measures, no food safety incidents occurred and the county ranked third in the city's food safety evaluation.
The document summarizes the history and development of physical education curriculum and discusses future considerations given the current climate in schools. It highlights events that shaped physical education, from its historical roots to the "New PE" era to recent emphasis on educating the whole child. However, the author argues that innovative curriculum models still require qualified teachers, sufficient time, and facilities to support physical activity, which are often lacking. She questions whether physical education would be better valued if located in community centers rather than schools.
The document summarizes an article that reviewed descriptive-analytic research (DAR) in physical education. It identified characteristics of DAR and called for its increased use in physical education research to help guide improvements in teaching. The article outlined a five-stage framework for building a comprehensive research effort in physical education, beginning with developing analysis systems specific to PE, testing them in large-scale studies, and culminating in enriching teacher education programs.
The document discusses the need for physical education teachers to view themselves as lifelong learners and engage in ongoing professional development. It argues that the current models of initial teacher training and continuing professional development are often inadequate. It suggests physical education researchers need to collaborate more and focus their work on generating practical knowledge to support teachers' career-long learning and development, especially as expectations for health and youth development outcomes increase. Refocusing the profession around the concept of teachers as learners throughout their careers could help physical education better serve students.
This document summarizes and discusses a keynote address given by Siedentop in 1989 calling for clearer definitions of content knowledge in physical education. It outlines how at the time, physical education programs were being cut with criticisms over what the field's importance is. Siedentop argues that the study of sport performance should be considered worthy of academic credit and that teacher education programs need to better prepare teachers in physical education content, not just methods, in order to improve school physical education programs.
Pet 735 wallhead and o'sullivan presentationkathleen_wack
?
This document summarizes a literature review on the Sport Education (SE) curriculum model for physical education. It analyzed 62 peer-reviewed studies on the theoretical underpinnings and empirical evidence of SE's impact on student learning based on the 5 aims of physical education: motor skill development, knowledge, fitness, social development, and values/attitudes. The review found some evidence that SE enhances tactical knowledge, social development, and student attitudes, but more research is still needed to validate claims regarding motor skills, fitness, and leadership development. It concludes that SE shows promise as a curriculum model to intrinsically motivate students and foster peer-learning, but future studies should further examine its ability to promote lifelong physical activity and skills outside of class.
This document summarizes a literature review that proposes a plan to reform physical education by moving it from "Easy Street" characteristics to being more meaningful. It outlines the development of PE over 30 years and describes "Easy Street" PE as introducing many short activities without actual practice or experience. The significance is that this proposal adds to successful PE development by providing steps to move from "busy, happy, good" PE to meaningful PE. It then lists numerous possible solutions across different categories like location, curb appeal, resale value, features, square footage and price range to enact this change. The conclusions question why teachers and principals would want to make this change and barriers to implementation. It calls for professional development, community involvement, and using
Fierce Membership: 7 Ways to Keep Your Best Members From LeavingKiKi L'Italien
?
This document discusses 7 ways to keep engaged members from leaving an organization. It addresses what makes members fierce and likely to leave, the importance of likability and trustworthiness, telling your organization's story, overcoming resistance to change, using push and pull technology appropriately, and avoiding certain actions that could drive members away. The overall goal is providing guidance to retain an organization's most engaged and committed members.
The document summarizes the food safety management efforts and results in Mengjin County. It discusses four measures taken: 1) clarifying management responsibilities, 2) strengthening publicity and training on food safety laws, 3) conducting special inspections of schools and food products, and 4) focusing on clean kitchen initiatives. As a result of these measures, no food safety incidents occurred and the county ranked third in the city's food safety evaluation.
3. Todos viv¨ªan felices ata que un d¨ªa deu en entrar unha
peste.
A peste das ratas. Aqueles roedores met¨ªanse por todas
partes , com¨ªan toda a comida , ro¨ªan nas roupas, nas
casas, andaban por todas partes e eran tantas que ata os
gatos marcharon do pobo porque non eran quen de
asustalas.. Hab¨ªa ratas de todas as cores ¡¡¡¡¡¡¡
4. Os cidad¨¢ns acud¨ªan ao concello cada d¨ªa para lle reclamar ao alcalde
e aos concelleiros que buscaran unha soluci¨®n para aquel desastre
que os levaba cara a ru¨ªna.
5. ? Os rapaces non pod¨ªan ir a escola pois os
ratos lles com¨ªan os libros e todos os
materiais ..
6. ? Os m¨¦dicos ti?an que pasar a consulta
subidos das mesas xa que as ratas
ench¨ªan o chan .
E as¨ª cada un dos
traballadores daquel
marabilloso Hamelin ti?an
que facer quendas nas
noites para coidar das
ferramentas do traballo
7. ? O carniceiro pasaba a noite prendendo
lume preto da carne pois se non as ratas
so lle deixaban os osos.
8. Por aquelas terras de Alema?a andaba un frautista. Era un home estra?o. O¨ªu as novas de
Hamelin e presentouse diante do alcalde .- ¡°Se?or eu son quen de libralo deste andazo ¡±
d¨ªxolle ao alcalde.
O alcalde p¨²xose tan contento que non reparou no prezo.
O Frautista ti?a o poder de embobar aos que escoitaban a s¨²a m¨²sica , de tal xeito que
empezou a tocar uns sons axeitados para os ratos e estes seguirono ata o r¨ªo , onde pereceron
afogados.
9. Unha vez rematada a faena o frautista presentouse diante do alcalde e reclamou
o seu.
O alcalde que non medira o prezo decatouse de que non pod¨ªa pagar. O frautista
sentiuse estafado e marchou alporizado. Cando chegou a noite volveu pero esta
vez non tocaba a m¨²sica dos ratos , se non que tocaba a m¨²sica que embobaba
aos nenos.
10. E as¨ª foi como o frautista
enganado castigou as xentes
de Hamelin.
11. -Que pensas que fixo o frautista cos nenos?
-Que edificios hai nos pobos e non
aparecen no conto?
- Como pensas que actuou o alcalde? Foi
responsable ou irresponsable?
- Pensas que pod¨ªa haber outra forma de
solucionar o problema?
12. ? A quen lle reclama a xente?
? Por que llo din a esa persoa?
? Como se elixe esa persoa?
? En que edificio traballa?
? Cantos oficios diferentes aparecen na
presentaci¨®n?
? Que soluci¨®n dar¨ªas para solucionar este
problema?
