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| Preface | |
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| Acknowledgments | |
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| Successful Teaching | |
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| The Teacher, Not Only the Contents | |
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| How Is Children's Physical Education Different? | |
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| Analogies of Teaching | |
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| Changing and Dynamic | |
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| Difficult to Capture in Words | |
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| The Challenge of Teaching Children's Physical Education | |
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| The Teacher Makes the Difference | |
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| Pedagogy Tool Box | |
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| Working Definition of "Successful" | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Planning to Maximize Learning | |
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| The Need for Planning | |
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| Tendencies to Avoid Planning | |
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| Personalized Planning | |
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| Planning Formats and Components | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Creating a Positive Learning Environment | |
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| Teacher Expectancy | |
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| Teacher Stereotypes | |
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| Creating an Emotionally Safe Environment | |
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| Determining Management Protocols for Your Classes | |
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| Teaching Behavior Protocols | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Minimizing Off-Task Behavior and Discipline Problems | |
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| Strategies for Minimizing Off-Task Behavior | |
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| Discipline Problems | |
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| Discipline Systems | |
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| Characteristics of Effective Discipline Systems | |
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| The Discipline Confrontation | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Getting the Lesson Started | |
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| Instant Activity | |
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| Why Instant Activity? | |
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| Communicating the Purpose of the Lesson | |
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| Traditional Ways to Start a Lesson | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Instructing and Demonstrating | |
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| Instructing | |
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| Demonstrating | |
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| Checking for Understanding | |
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| Students' Use of Time | |
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| Definition of Categories | |
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| Pinpointing | |
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| Play-Teach-Play | |
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| CDs and DVDs | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Motivating Children to Practice | |
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| Three Keys to Motivating Children | |
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| Eight Techniques for Motivating Children | |
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| Helping Children Develop Realistic Expectations | |
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| Teacher as Cheerleader | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Observing and Analyzing | |
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| Child-Centered and Subject-Centered Decisions | |
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| Observing Individuals | |
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| Techniques for Observing | |
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| Four Key Observation Questions | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Developing the Content | |
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| Teacher Choices in Developing the Content | |
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| Content Development Patterns | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Providing Feedback | |
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| Types of Feedback | |
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| Who Gets Your Feedback? | |
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| Research on Physical Education Teacher Feedback | |
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| Summary | |
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| Questions for Reflections | |
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| References | |
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| Building Critical-Thinking Skills | |
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| Value for the Children | |
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| Convergent Problem Solving | |
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| Divergent Problem Solving | |
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| Verbal Problem Solving | |
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| Effective Questioning and Problem Setting | |
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| Should I Use a Direct or an Indirect Approach? | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Building Positive Feelings | |
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| Intentional and Ever Present | |
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| Techniques and Strategies | |
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| Selection of Activities | |
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| Competition for Children | |
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| Testing | |
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| Understanding Feelings | |
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| Learned Helplessness | |
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| Concluding Thoughts | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Assessing and Reporting Children's Progress | |
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| Why Assess? | |
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| Grading | |
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| New Ways to Assess in Physical Education | |
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| What to Assess | |
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| How to Assess | |
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| Reporting What Has Been Assessed | |
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| Informal Assessments | |
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| Fitness Testing | |
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| Summary | |
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| Questions for Reflection | |
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| References | |
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| Continuing to Develop as a Teacher | |
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| Stages of Teaching | |
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| Techniques for Continuing to Improve as a Teacher | |
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| Seven Habits of Highly Effective Teachers | |
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| What Type of Teacher Will You Become? | |
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| Parting Thoughts | |
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| Questions for Reflection | |
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| References | |
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| Appendix | |
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| Index | |
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| About the Author | |
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| DVD User Instructions | |