Table of contents for Learning to teach physical education in the secondary school : a companion to school experience / edited by Susan Capel.


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LEARNING TO TEACH PHYSICAL EDUCATION IN THE SECONDARY SCHOOL: 
A companion for the student physical education teacher (Second edition)
CONTENTS
 
1
Starting out as a PE teacher
Susan Capel 
2
Aims of PE
Margaret Whitehead 
3
Planning in PE 
Cathy Gower 
4
Observation of pupils in PE
Andrea Lockwood and Angie Newton 
5
Communicating in PE
Roger Strangwick and Paula Zwozdiak-Myers
6
Lesson organisation and management
Julia Lawrence, Susan Capel and Margaret 
Whitehead
7
Developing and maintaining an effective learning 
environment
Susan Capel, Paula Zwozdiak-Myers and 
Margaret Whitehead
8
Teaching safely and safety in PE
Geoff Edmondson and Will Katene
9
Designing teaching approaches to achieve 
intended learning outcomes
Margaret Whitehead with Paula Zwozdiak-Myers
10
Planning for an inclusive approach to your 
teaching and learning
Phillip Vickerman
11
Assessment, recording and reporting
Andrea Lockwood and Angie Newton
12
14-19 accredited qualifications in PE
Gill Golder 
13
Extending your expertise as a teacher
Peter Breckon and Susan Capel
14
The use of information and communications 
technology (ICT) in PE
Gary Stidder
15
Your wider role as a PE teacher
Paula Zwozdiak-Myers, Margaret Whitehead and 
Susan Capel 
16
From School to Community: PE beyond the 
classroom: The Past, the Present and the Future 
- Potential and the Challenge
Pat Shenton and Nicky Hepworth
17
National Curriculum for Physical Education 
2000 - where are we so far?: A consideration of 
some of the concepts that are challenging us in 
the revised curriculum
Elizabeth Murdoch
18
Continuing professional development in PE
Will Katene
Appendices
1
Gathering information: examples of questions 
and observation schedules
Peter Breckon (and De Montfort University 
Bedford)
2
Sample apparatus plans for Gymnastics
Kevin Morgan
3
Day visits and residential field work
Tim Hewitt
Glossary
Useful addresses
Bibliography
Author index
Subject index
 
FIGURES
3.1: Template for a unit of work
3.2: Lesson plan outline
4.1: Observation of movement in PE
5.1: Who is going to demonstrate?
5.2: Observing a demonstration
5.3: Hearing the explanation of a demonstration
5.4: Focusing pupils' attention in a demonstration
6.4: Some examples of rules, routines and procedures
8.1: Sample risk assessment form for teaching physical education
8.2: Example of a school accident report form 
9.1: Possible pattern of strategies that could be used in different sections/episodes of a lesson
11.1: Swimming lesson plan
11.2: Chart for recording pupil achievement
11.3: Recording of pupil achievement
11.4: Assessing levels of attainment
11.5: The Attainment Target for Physical Education
13.1: Background information for lesson observation
13.2: A procedure for effective observation
13.3: Observation schedule: Identifying the purpose of tasks
13.4: Example of completed observation schedule used in a Gymnastics lesson
16.1: The sports development continuum
16.2: Primary-secondary cluster development model (Shenton, 1998)
17.1: Interpretation of the first strand of the NCPE 2000: Acquiring and developing skills
17.2: Interpretation of the second strand of the NCPE 2000: Applying and selecting skills, tactics 
and compositional ideas
17.3: Interpretation of the third strand of the NCPE 2000: Evaluating and improving
17.4: Interpretation of the fourth strand of the NCPE 2000: Knowledge and understanding of 
fitness and health
17.5: verbal summary of integration of strands and levels
17.6: profile of attainment showing the unevenness in John's progression
17.7: the logical process of learning and its assessment
TABLES
6.1: Some tasks that need to be completed before, during and after a lesson
8.1: Descriptions of health and safety legislation and regulations
10.1: The statutory inclusion statements of the National Curriculum
12.1: National Qualifications Framework (adapted from QCA, 2000b)
12.2: The structure of qualification - unitary awarding bodies
12.3: Accredited qualifications in PE and related areas in the 14-19 curriculum
12.4: Using key skills
12.5: Internally assessed coursework
12.6: Leadership qualifications (adapted from BST, 2002a, b, c, d, e)
13.1: An example of a simple questionnaire on pupils perceptions of learning
15.1: Characteristics of spiritual, moral, social, cultural and citizenship elements of the 
curriculum and how PE might contribute
15.2: Key skills in the National Curriculum and how this may be promoted in PE
15.3: Thinking skills in the National Curriculum and how this may be promoted in PE
8.1: Five Steps to Risk Assessment
8.2: Sample Risk Assessment Form for Teaching Physical Education'
8.3: Example of a School Accident Report Form
TASKS
1.1: Why do people want to become PE teachers?
1.2: What is the role of PE teachers?
1.3: Activities in the PE curriculum
1.4: Addressing your subject content weaknesses
1.5: What happens in a PE lesson?
1.6: Teaching skills
1.7: working with your tutor
2.1: Defining what is meant by being physically educated
2.2: Considering the concept of physical literacy
2.3: Recognising the difference between aims and justifications
2.4: Justifying aims
2.5: Recognising the two types of aims
2.6: Teaching approaches to enable aims to be met
2.7: The requirements of the NCPE
3.1: Curriculum planning based on the four strands
3.2: Understanding a unit plan
3.3: Setting lesson intended learning outcomes
3.4: Beginning and end of lessons
3.5: Planning progressions
3.6: Managing lesson time
3.7: Structuring lessons
3.8: Lesson Planning
3.9: Assessing and evaluating lessons
4.1: Checking your knowledge of movement in different activities
4.2: Improving the performance of your pupils
4.3: Planning a programme of skill/performance improvement
5.1: Your voice
5.2: Voice variation
5.3: The clothes you wear
5.4: Observation of people
5.5: Your non-verbal behaviour
5.6: Your movement in a lesson
5.7: Technical language
5.8: Teacher talk / posing questions
5.9: Using written language
5.10: Group talk
5.11: Observation of a demonstration
5.12: Clarifying your use of demonstration
6.1: Time spent on different tasks
6.2: Reasons for differences in time on-task in lessons in different activities
6.3: Academic learning time
6.4: Routines in PE lessons
6.5: Teacher positioning
6.6: Organisation of your working space
6.7: Organisation of pupils and equipment
6.8: Managing behaviour
7.1: What messages are PE teachers sending?
7.2: Positive and negative verbal communication
7.3: An effective PE teacher
7.4: Learning pupils' names
7.5: Effective self presentation
7.6: Your habits and mannerisms
7.7: The PE spaces
7.8: Purposefulness of a lesson
7.9: Lesson climate
7.10: Motivating pupils
7.11: Use of praise
7.12: Enhancing self-esteem in your pupils
8.1 health and safety policy statements of the school and PE department
		
8.2: Risk assessment
8.3: Risk assessment of a PE lesson
8.4: Reporting accidents
9.1: Observation of teachers' individual styles
	9.2: Observation of aspects of teaching that facilitate learning
9.3: Selecting elements of teaching to achieve learning outcomes
9.4: Key stage 3 national strategy and teaching strategies for PE
9.5: Matching feedback to learning outcomes
9.6: Giving feedback in lessons that matches intended learning outcomes
9.7: Matching other aspects of teaching to learning outcomes
10.1: Reviewing the philosophy of inclusion
10.2: Strategies for inclusion
10.3: Developing your own inclusive PE framework
11.1: identifying criteria for assessment
11.2: matching assessment to learning outcomes
11.3: Points for assessment
11.4: observing assessment in action
11.5: principles of good assessment
12.1: An investigation into 14-19 accredited qualifications and the national qualifications 
framework
12.2: Observation of class based lessons
12.3: Opportunities through accredited qualifications in PE
12. 4: Possible changes to the qualifications framework
13.1: An observation schedule for looking at the purpose of tasks set by the teacher
13.2: Developing an observation schedule
13.3: Analysing a teaching episode using video
13.4: An action research project
14.1: Using ICT in your lessons
14.2: Using ICT in your teaching
14.3: Using ICT to support assessment, recording and reporting
14.4: Using ICT to include non-participants in lessons
14.5: Audit of ICT resources
14.6: Using ICT to support administration in PE
14.7: ICT resources to support administration
14.8: Future developments of ICT
15.1: How cross-curricular elements are incorporated into the PE curriculum
15.2: Promoting desirable spiritual, moral, social, cultural and citizenship behaviour in PE
15.3: using the TPSR model in teaching PE
15.4: promoting health related aspects of the curriculum
15.5: introducing key skills
15.6: Principal influences on the PE curriculum
15.7: Extra-curricular activities in your school experience school
15.8: Pupils' participation in extra-curricular activities
15.9: Role and focus of extra-curricular activities
16.1: From school to community
16.2: Influence of national organisations on school and community developments
16.3: Documents related to PE and school sport
16.4: Issues about becoming a sports college
16.5: Evidence of the success of sports colleges
16.6 Partnerships in physical education and school sport
16.7: Location of sports colleges/school sport coordinator partnerships
16.8: School sport coordinator partnerships
16.9: Criteria for Sportsmark and Activemark
16.10: Raising the profile of the benefits of PE and sport in a school
16.11: Encouraging pupils to join sports clubs
16.12: The first year of a school sport coordinator programme
16.13: Managing a school sport coordinator partnership
17.1: checking your understanding of progression through the levels
17.2: Developing pupils observation skills
17.3: Progression form one level to the next in assessment in the NCPE
17.4: Integration of strands
18.1: Your PDP
18.2: Assessing your subject knowledge for teaching PE
18.3: Your preferred learning style
18.4: Engaging in peer teaching
18.5: Mock interviews




Library of Congress Subject Headings for this publication: Physical education and training Study and teaching (Secondary) Great Britain, Physical education teachers Training of Great Britain