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

Bibliographic record and links to related information available from the Library of Congress catalog. Note: Contents data are machine generated based on pre-publication information provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

A companion for the student physical education teacher (Second edition)
Starting out as a PE teacher
Susan Capel 
Aims of PE
Margaret Whitehead 
Planning in PE 
Cathy Gower 
Observation of pupils in PE
Andrea Lockwood and Angie Newton 
Communicating in PE
Roger Strangwick and Paula Zwozdiak-Myers
Lesson organisation and management
Julia Lawrence, Susan Capel and Margaret 
Developing and maintaining an effective learning 
Susan Capel, Paula Zwozdiak-Myers and 
Margaret Whitehead
Teaching safely and safety in PE
Geoff Edmondson and Will Katene
Designing teaching approaches to achieve 
intended learning outcomes
Margaret Whitehead with Paula Zwozdiak-Myers
Planning for an inclusive approach to your 
teaching and learning
Phillip Vickerman
Assessment, recording and reporting
Andrea Lockwood and Angie Newton
14-19 accredited qualifications in PE
Gill Golder 
Extending your expertise as a teacher
Peter Breckon and Susan Capel
The use of information and communications 
technology (ICT) in PE
Gary Stidder
Your wider role as a PE teacher
Paula Zwozdiak-Myers, Margaret Whitehead and 
Susan Capel 
From School to Community: PE beyond the 
classroom: The Past, the Present and the Future 
- Potential and the Challenge
Pat Shenton and Nicky Hepworth
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
Continuing professional development in PE
Will Katene
Gathering information: examples of questions 
and observation schedules
Peter Breckon (and De Montfort University 
Sample apparatus plans for Gymnastics
Kevin Morgan
Day visits and residential field work
Tim Hewitt
Useful addresses
Author index
Subject index
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
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
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 
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