Developmental Physical Education for All Children: Theory into Practice 5th Ed.

681 Pages·2014·23.701 MB·English

by  David L. Gallahue, Suzanne S. Mueller, Frances Cleland Donnelly

Developmental
Physical Education
for All Children
Theory Into Practice
FIFTH EDITION
Frances Cleland Donnelly, PED
West Chester University
Suzanne S. Mueller, EdD
Professor Emeritus
East Stroudsburg University
David L. Gallahue, EdD
Dean Emeritus and Professor Emeritus
Indiana University
Library of Congress Cataloging-in-Publication Data
Names: Donnelly, Frances Cleland, 1951- author. | Mueller, Suzanne S., 1947-
author. | Gallahue, David L., author. | Gallahue, David L. Developmental
physical education for all children.
Title: Developmental physical education for all children : theory into
practice / Frances Cleland Donnelly, PEd, West Chester University, Suzanne
S. Mueller, EdD, Professor Emeritus, East Stroudsburg University, David L.
Gallahue, EdD, Dean Emeritus and Professor Emeritus, Indiana University.
Description: Fifth Edition. | Champaign : Human Kinetics, [2016] | "This book
is a revised edition of Developmental Physical Education for All Children,
published in 2003 by David L. Gallahue and Frances Cleland Donnelly"--T.p.
verso. | Includes bibliographical references, webography and index.
Identifiers: LCCN 2016017790| ISBN 9781450441575 (print) | ISBN 1492533300
(ebook)
Subjects: LCSH: Physical education for children. | Movement education. |
Motor learning. | Physical education for children--Study and teaching.
Classification: LCC GV443 .G232 2016 | DDC 372.86/044--dc23 LC record available at https://lccn.loc.gov/2016017790
ISBN: 978-1-4504-4157-5 (print)
Copyright © 2017 by Frances Cleland Donnelly, Suzanne Mueller, and David Gallahue
Copyright © 2003 by David L. Gallahue and Frances Cleland Donnelly
Copyright © 1996 by Times Mirror Higher Education Group, Inc.
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including xerography, photocopying, and recording, and in any information storage
and retrieval system, is forbidden without the written permission of the publisher.
This book is a revised edition of Developmental Physical Education for All Children, published in 2003 by David L.
Gallahue and Frances Cleland Donnelly.
The web addresses cited in this text were current as of March 2016, unless otherwise noted.
Acquisitions Editor: Ray Vallese; Developmental Editor: Jacqueline Eaton Blakley; Managing Editors: Anne E. Mrozek,
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I wish to dedicate the fi fth edition of Developmental Physical Education for All
Children: Theory Into Practice to physical educators who touch the lives of chil-
dren every day (Cathy Hill you rock!) and to future physical educators who will
have this amazing opportunity. I also dedicate this textbook to my grandchildren,
George Everett Cattell, Max Allen Cattell, Benjamin Joseph Cattell, Brooks Paul
King, and Georgia Grace King, in hopes that their physical education teachers
will provide them with meaningful and developmentally appropriate movement
experiences. A special thanks to a friend and colleague, Jackie Lund, for urging
me to pursue this project. I thank my husband Jim Donnelly for his support
through the four years it has taken to write this textbook. I also thank my co-
author Suzanne Mueller for her amazing depth of knowledge in the fi eld of motor
development and motor learning and also for some delicious new recipes! And
fi nally, I thank my mentor, David Gallahue for his support and encouragement
throughout my career. - Fran Cleland
I dedicate this edition to my grandchildren, Colton Mueller and Jaimie and Ange-
line Flogel, members of the generation who will benefi t from quality developmental
physical e ducation and be physically active for life. I am especially grateful to
Fran and David for inviting me to join in the creation of the 5th edition. A special
thanks to my husband, Norm MacIntyre for always understanding the writing
process and to my family and friends for their love and support throughout the
journey. – Suzanne Mueller
As always, to the sunshine of my life: Ellie, and to family, colleagues and friends
who have supported our efforts on behalf of children for so many years. Pass-
ing the lead authorship torch to such a respected former student and colleague,
Fran Cleland Donnelly, and to Suzanne Mueller is a genuine honor and privi-
lege. – David Gallahue
iii
This page intentionally left blank
Contents
Preface xi | Acknowledgments xvi
PART I THE LEARNER 1
1
Quality Developmental Physical Education. . . . . . . . . . . . . . . . . . . 3
The Case for Quality Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Overview of Developmental Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
2
The Healthy Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Fitness Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Nutrition Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
3
The Thinking, Feeling, and Socializing Child. . . . . . . . . . . . . . . . . .19
The Thinking Child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
The Feeling and Socializing Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Teaching Personal and Social Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
4
The Moving Child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Motor Development and Motor Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
The Process of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Perceptual–Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Phases and Stages of Motor Skill Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Learning New Movement Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Making Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
PART II MOVEMENT CONTENT AND THE LEARNING ENVIRONMENT 49
5
The Movement Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Rationale for the Movement Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Movement Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Movement Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Putting It All Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
6
The Environment and the Task . . . . . . . . . . . . . . . . . . . . . . . . . . 73
The Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
The Task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Making Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Building Movement Task Progressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
vv
vi Contents
7
Designing Movement Skill Practice . . . . . . . . . . . . . . . . . . . . . . . 89
Focusing Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Classifying Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Feedback. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
PART III INSTRUCTIONAL DESIGN 97
8
Standards-Based Physical Education . . . . . . . . . . . . . . . . . . . . . . 99
Development of Standards, Outcomes, and Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . .100
National Standards and Outcomes for Physical Education . . . . . . . . . . . . . . . . . . . . . . . .100
Unpacking Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Guidelines for Preschool Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Alignment Charts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
9
Assessing Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Understanding Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
What to Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
How to Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
When to Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
10
Designing and Implementing Learning Experiences . . . . . . . . . . .147
Choosing Movement Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
Choosing Practice Conditions and Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
Choosing Instructional Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150
Reproduction Cluster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Production Cluster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158
Mobility Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
Universal Design for Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
11
Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Marjorie Ellis
What’s in a Name?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
Impact of Federal Laws on Physical Education for Students With Disability. . . . . . . . . . .170
Categories of Disability, Characteristics, and Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173
Dimensions of Diversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
12
Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
Teaching Personal and Social Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202
Positive Teacher Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
The Social Contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210
The Physical Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Establishing Developmentally Appropriate Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . .215
Effective Management Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220
Contents vii
PART IV STANDARDS-BASED LEARNING EXPERIENCES FOR PRE-K
THROUGH GRADE 2 221
13
Designing Learning Experiences for Pre-K Students . . . . . . . . . . .223
Development of Pre-K Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224
Designing Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
Assessing Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230
Providing Feedback. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
Activities to Reinforce Personal and Social Responsibility. . . . . . . . . . . . . . . . . . . . . . . . .232
Movement Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .233
14
Designing Learning Experiences for K-2 Students. . . . . . . . . . . . .251
Development of K-2 Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Standards-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Assessing Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Designing Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Practice and Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
Activities to Reinforce Personal and Social Responsibility. . . . . . . . . . . . . . . . . . . . . . . . .259
15
K-2 Learning Experiences for Locomotor Skills. . . . . . . . . . . . . . .267
Traveling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270
Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283
16
K-2 Learning Experiences for Stability Skills . . . . . . . . . . . . . . . .291
Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293
Rolling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .303
Step-Like Actions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .310
17
K-2 Learning Experiences for Manipulative Skills. . . . . . . . . . . . .317
Throwing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320
Catching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .325
Rolling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327
Kicking and Dribbling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .329
Bouncing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .334
Striking With Body Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .337
Striking With Paddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .339
Striking With Bats and Polo Sticks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342
PART V STANDARDS-BASED LEARNING EXPERIENCES FOR
GRADES 3 THROUGH 5 347
18
Designing Learning Experiences for Students in
Grades 3 Through 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .349
Development of Learners in Grades 3 Through 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Standards-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Assessing Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Designing Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Practice and Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .354
Activities to Reinforce Personal and Social Responsibility. . . . . . . . . . . . . . . . . . . . . . . . .354
viii Contents
19
Developmental Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363
Developmentally Appropriate Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
Best Practices When Teaching Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .365
Game Classifi cation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .365
Designing Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .367
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .375
Target Games: Combination Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .376
Target Games: Application Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .383
Striking and Fielding Games: Combination Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .388
Striking and Fielding Games: Application Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .394
Net and Wall Games: Combination Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .404
Net and Wall Games: Application Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .410
Invasion Games: Combination Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Invasion Games: Application Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .434
20
Developmental Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .449
Movement Framework for Developmental Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .450
The Role of Dance in Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451
Outcomes of Developmental Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .452
Rhythmic Fundamentals and the Elements of Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . .454
Dance and the Spectrum of Teaching Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .456
Developmental Progression for Teaching Creative Dance . . . . . . . . . . . . . . . . . . . . . . . . .457
Designing Instruction for Developmental Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .458
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .461
Learning Experiences for Developmental Dance: Combination Level . . . . . . . . . . . . . . . .462
Learning Experiences for Developmental Dance: Application Level . . . . . . . . . . . . . . . . .474
21
Developmental Gymnastics. . . . . . . . . . . . . . . . . . . . . . . . . . . . .487
Movement Framework for Developmental Gymnastics . . . . . . . . . . . . . . . . . . . . . . . . . . .488
Best Practices When Teaching Gymnastics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .489
Designing Instruction for Developmental Gymnastics . . . . . . . . . . . . . . . . . . . . . . . . . . . .490
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .494
Combination-Level Task Progressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .494
Application-Level Task Progressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .514
22
Fitness Education for Grades 3 Through 5 . . . . . . . . . . . . . . . . . .525
Debra Ballinger
FITT Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .526
Exercise Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .526
Skill-Related Fitness Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .527
Best Practices for Fitness Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .528
Fitness Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .530
Fitness Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .536
Enhancing Physical Activity and Fitness With Technology. . . . . . . . . . . . . . . . . . . . . . . . .537
Designing Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .539
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .558
Exercise Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .559
Contents ix
PART VI PROFESSIONAL DEVELOPMENT 563
23
Developmental Physical Education Curriculum . . . . . . . . . . . . . . .565
Steps in Curriculum Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .566
Comprehensive School Physical Activity Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .573
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .577
24
Professionalism, Leadership, and Advocacy . . . . . . . . . . . . . . . . .579
Professional Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .580
Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .583
Appendix A 585 | Appendix B 617 | Glossary 629 | References 639
Index 649 | About the Authors 663