By Susan Capel, Peter Breckon
This publication presents various sensible actions designed to help actual schooling academics’ studying. The actions contain case stories, examples of scholars’ paintings, examples of current strong perform, and a variety of tried-and-tested instructing concepts. The publication additionally contains useful photocopiable assets and coaching fabrics. actions in every one bankruptcy offer a toolkit to assist student physical education teachers to examine their studying and performance.
This e-book extends the popular studying to coach PE within the Secondary School textbook, delivering unique examples of conception in perform. it really is filled with examples of the way to examine perform to make sure scholar studying is maximised. those examples are according to the easiest learn and perform presently on hand. moreover, the publication offers web-based hyperlinks to resources of recent wisdom helping evidence-based practice.
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Additional resources for A Practical Guide to Teaching Physical Education in the Secondary School
By the end of this chapter you should be able to: • • • • understand the factors that inﬂuence planning in physical education and engage in a critical review of existing planning models; understand the constraints on a physical education curriculum and planning issues that result; analyse a physical education curriculum and determine the extent to which it presents pupils with a broad and balanced experience and takes account of continuity and progression; undertake the long-term planning of a physical education curriculum, taking account of statutory requirements.
Name of Observer: . . . . . . . . . . . . . Note as many questions as you can. Try to reproduce exactly what is said. Question Who answers? Comment here if question is extensive or unexpected Teacher No Pupils Many answer pupils 1 2 3 4 5 6 7 8 9 10 At end of observation ﬁll in: Number of open questions . . . . . . . . Number of recall questions . . . . . . . . . . Number of pupil questions . . . . . . . . . Number of questions requiring thinking . . . . .
Number of question sequences (guided discovery) . . . . . . . . . . . . . . . . . . . . . 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.
A Practical Guide to Teaching Physical Education in the Secondary School by Susan Capel, Peter Breckon