Physical and health education in Canada : integrated approaches for elementary teachers

著者

    • Barrett, Joe
    • Scaini, Carol

書誌事項

Physical and health education in Canada : integrated approaches for elementary teachers

editors, Joe Barrett, Carol Scaini

Human Kinetics, c2019

大学図書館所蔵 件 / 全3件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 227-238) and index

Includes access code for the supplemental web resource

内容説明・目次

内容説明

Physical and Health Education in Canada: Integrated Approaches for Elementary Teachers is a comprehensive text for Canadian teacher candidates preparing for responsibilities associated with physical and health education teaching in the elementary grades (K through 8). The book also serves as a practical reference for in-service elementary teachers responsible for physical and health education. Editors Joe Barrett and Carol Scaini called upon a distinguished group of physical and health education teacher educators, researchers, and field leaders from across Canada's provinces and territories to provide expertise for this book. These contributors have synthesized the relevant research on physical and health education teaching, as well as strategies rooted in decades of practical experience, to provide valuable insights from a variety of perspectives. Integrated and Evidence-Based Approach Physical and Health Education in Canada offers a comprehensive collection of integrated approaches informed by evidence and designed to support emerging and established physical and health education pedagogies. It includes the following features: * Learning outcomes at the beginning of each chapter to help readers focus on the primary concepts * Discussion questions at the end of each chapter that help students reflect on and apply the content they have learned * Voices From the Field sidebars that provide examples of activities and approaches that work for the teachers, describe why those approaches work, and connect theory to practice Organization of the Text Physical and Health Education in Canada is organized into three parts. Part I offers insights on health and physical literacy, long-range planning, promoting safe practices, and inclusion and diversity issues. Part II examines the keys to teaching health education, offering recommendations for health education teachers and outlining a comprehensive school health plan that incorporates contemporary topics such as mental health and wellness. Part III presents numerous strategies and considerations, including team building activities, movement skills and concepts, the Teaching Games for Understanding approach, game design, and curricular integration. Useful Resources The book comes with a presentation package available to course adopters that includes key concepts and illustrations from the book. It also offers a web resource with activities, examples, and templates that in-service teachers can use in their efforts to organize and deliver quality physical and health education experiences. The activities range in level from kindergarten through grade 8 and focus on a wide range of topics, including team building, functional fitness, and indigenous games. These web resource materials are laid out in easy-to-use templates that can be used as they are or customized to suit your situation. Whether you are a new physical and health educator, a generalist teacher seeking proven practices, or a seasoned specialist pursuing variety in your approach to physical and health education programming, the materials in the text and the web resource will help you organize and deliver informed, evidence-based, and effective physical and health educaation teaching experiences for your students.

目次

Part I. Preparing to Teach Physical and Health Education Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy Teresa Socha and Erin Cameron What Is Health Literacy? What Is Physical Literacy? Health in the Context of Physical Literacy Common Practices and Alternatives Infusing HPE Curriculum With a Sociocultural Perspective Summary Voices From the Field Chapter 2. Long-Range Planning Joe Barrett and Daniel B. Robinson Definitions and Meaning Long-Range Planning Backward Design model Step 1: Identifying Provincial or Territorial Learning Outcomes Step 2: Considering the Scope of the PE Program Step 3: Sequencing Potential Unit Topics Across the Calendar Step 4: Planning Unit Overviews Step 5: Considering the Culminating Unit Task Step 6: Selecting an Evaluation Tool Step 7: Determining Criteria for Success Step 8: Calculating Teaching Time Step 9: Reviewing the Unit and Incorporating Outcomes Step 10: Completing Daily Info Summary Voices From the Field Chapter 3. Promoting Safe Practices Greg Rickwood Space and Facilities Equipment Safety Rules Summary Voices From the Field Chapter 4. Including Everyone Carol Scaini and Jeannine Bush Instructional Supports Teaching Methods and Instructional Strategies Modifying the Environment and Equipment Building Partnerships Modifying Games and Sports Summary Voices From the Field Chapter 5. Addressing Diversity Erin Cameron Creating Sociocultural Connections Social Justice Education Addressing Diversity: Becoming Aware of the Water Race and Ethnicity Disability Gender Body Size Summary Voices From the Field Chapter 6. Infusing Indigenous Games and Perspectives Within HPE Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas Creating a New Narrative for Turtle Island Mino' Pimatisiwin: Living a Balanced Life Teaching Active Life and Learning Playing It Forward With Games and Activities: The Original Intent of Play The Circle We All Share as a Way of Being Affirming Indigenous Pathways to Health and Wellness Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment Summary Voices From the Field Part II. Teaching Health Education Chapter 7. Recommendations for Quality Health Education Teaching Joe Barrett, Chunlei Lu, and Jillian Janzen Why Do We Teach Health Education in Our Schools? Relationship Between Health Literacy and School Health Education Improving Health Literacy Recommendations to Support Quality Health Education Summary Voices From the Field Chapter 8. Promoting Positive Mental Health Susan Rodger Developing Mental Health Literacy Understanding Mental Health and Resilience Understanding Resilience Noticing Student Mental Health and Behaviour Helping Students Manage Stress Adverse Effects on Well-Being Normalizing Mental Health Discussion Summary Voices From the Field Chapter 9. Comprehensive School Health Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley What Is Comprehensive School Health? World Health Organization Joint Consortium for School Health Physical and Health Education Canada Whole School, Whole Community, Whole Child Becoming a Champion of CSH: Forming a Community of Practice Creating Partnerships Between Schools and Communities Becoming a Champion of CSH: A Mindfulness Example Creating Ongoing Opportunities to Promote CSH Concluding Exercise Summary Voices From the Field Part III. Teaching Physical Education Chapter 10. Teaching Team Building Activities Carol Scaini and Catherine Casey Organizing Teams Summary Voices From the Field Chapter 11. Teaching Movement Skills and Concepts Helena Baert and Matthew Madden Movement Education Motor Development and Learning Phases and Stages of Motor Development Movement Skill Posters Summary Voices From the Field Chapter 12. Teaching Games Using a TGfU Approach Nathan Hall and Brian Lewis Defining Games in Physical Education Strategies for Selecting and Designing Games in Physical Education Teaching Games for Understanding Summary Voices From the Field Chapter 13. Incorporating Activities for Functional Fitness Brian Justin Starting With Why Components of Physical Fitness Implementing Physical Fitness Activities Fitness Variables Focused Fitness Qualities by Age Guide to Using Activities Summary Voices From the Field Chapter 14. Designing Games Carol Scaini and Catherine Casey Designing Cooperative Games Designing Tag Games Designing Games Through TGfU Summary Voices From the Field Chapter 15. A Wellness Approach to Teaching Physical Education Michelle Kilborn and Kim Hertlein Rethinking Physical Education A Wellness Way of Being a Teacher Mindfulness Interconnectedness: Kindness and Compassion Balance Summary Voices From the Field Chapter 16. Education for Sustainability and Well-Being Thomas Falkenberg, Michael Link, and Catherine Casey Physical Well-Being in Complex Systems Appreciation for the Natural Environment Guide to Using Activities Summary Voices From the Field Chapter 17. Curricular Integration Carol Scaini and Carolyn Evans What Does It Mean to Integrate? Potential Benefits of Integration in Health and Physical Education Integrating Academic Subjects Into Physical Activities Integrating Physical Activity Into Academic Subjects Summary Voices From the Field Chapter 18. Taking Physical Education Outside Andrew Foran Three Teachers in the Outdoors Scope and Benefits of Outdoor Education Planning and Preparation Planning Phase Site Assessment Preparing Students At-a-Glance Checklist Student Medical Form Assessing and Managing Risk Equipment and Instructional Resource Checks Managing Groups Outside Locations Activities Summary Voices From the Field Chapter 19. Teaching Dance and Movement Education Michelle Hillier Why Teach Dance? Who Can Teach Dance? What Does Dance Look Like in HPE? 1. Move It 2. Learn It 3. Live It Summary Voices From the Field Chapter 20. Enhancing Teaching With Technology Camille Rutherford Tech-Enabled HPE Aligning HPE With 21st-Century Competencies Collaboration Creativity Communication Critical Thinking Citizenship Summary Voices From the Field

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