{"product_id":"developmental-physical-education-for-all-children-9781450441575","title":"Developmental Physical Education for All Children","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDevelopmental Physical Education for All Children, Fifth Edition, will help you deliver developmentally appropriate physical education for kids in pre-K through grade 5. Lessons for all levels are based on the new national standards, and a host of ancillaries supplement the learning.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: The Learner\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eQuality Developmental Physical Education \u003c\/p\u003e\u003cp\u003e The Case for Quality Physical Education \u003c\/p\u003e\u003cp\u003e Overview of Developmental Physical Education \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eThe Healthy Child \u003c\/p\u003e\u003cp\u003e Physical Activity \u003c\/p\u003e\u003cp\u003e Fitness Education \u003c\/p\u003e\u003cp\u003e Nutrition Education \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eThe Thinking, Feeling, and Socializing Child \u003c\/p\u003e\u003cp\u003e The Thinking Child \u003c\/p\u003e\u003cp\u003e The Feeling and Socializing Child \u003c\/p\u003e\u003cp\u003e Teaching Personal and Social Responsibility \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eThe Moving Child \u003c\/p\u003e\u003cp\u003e Motor Development and Motor Learning \u003c\/p\u003e\u003cp\u003e The Process of Learning \u003c\/p\u003e\u003cp\u003e Perceptual-Motor Development \u003c\/p\u003e\u003cp\u003e Phases and Stages of Motor Skill Development \u003c\/p\u003e\u003cp\u003e Learning New Movement Skills \u003c\/p\u003e\u003cp\u003e Making Connections \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Movement Content and Learning Environment\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eThe Movement Framework \u003c\/p\u003e\u003cp\u003e Rationale for the Movement Framework \u003c\/p\u003e\u003cp\u003e Movement Content \u003c\/p\u003e\u003cp\u003e Movement Concepts \u003c\/p\u003e\u003cp\u003e Putting it All Together \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eThe Environment and the Task \u003c\/p\u003e\u003cp\u003e The Environment \u003c\/p\u003e\u003cp\u003e The Task \u003c\/p\u003e\u003cp\u003e Making Connections \u003c\/p\u003e\u003cp\u003e Building Movement Task Progressions \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Designing Movement Skill Practice \u003c\/p\u003e\u003cp\u003e Focusing Practice \u003c\/p\u003e\u003cp\u003e Classifying Practice \u003c\/p\u003e\u003cp\u003e Feedback \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Instructional Design\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eStandards-Based Physical Education \u003c\/p\u003e\u003cp\u003e Development of Standards, Outcomes, and Guidelines \u003c\/p\u003e\u003cp\u003e National Standards and Outcomes for Physical Education \u003c\/p\u003e\u003cp\u003e Unpacking Standards \u003c\/p\u003e\u003cp\u003e Guidelines for Preschool Children \u003c\/p\u003e\u003cp\u003e Alignment Charts \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Assessing Student Learning \u003c\/p\u003e\u003cp\u003e Understanding Assessment \u003c\/p\u003e\u003cp\u003e What to Assess \u003c\/p\u003e\u003cp\u003e How to Assess \u003c\/p\u003e\u003cp\u003e When to Assess \u003c\/p\u003e\u003cp\u003e Grading \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Effective Teaching: Designing and Implementing Learning Experiences \u003c\/p\u003e\u003cp\u003e Choosing Movement Activities \u003c\/p\u003e\u003cp\u003e Choosing Practice Conditions and Feedback \u003c\/p\u003e\u003cp\u003e Choosing Instructional Strategies \u003c\/p\u003e\u003cp\u003e Reproduction Cluster \u003c\/p\u003e\u003cp\u003e Production Cluster \u003c\/p\u003e\u003cp\u003e Mobility Ability \u003c\/p\u003e\u003cp\u003e Universal Design for Learning \u003c\/p\u003e\u003cp\u003e Homework \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Diverse Learners \u003c\/p\u003e\u003cp\u003e Marjorie Ellis \u003c\/p\u003e\u003cp\u003e What’s in a Name? \u003c\/p\u003e\u003cp\u003e Differentiated Instruction \u003c\/p\u003e\u003cp\u003e Impact of Federal Laws on Physical Education for Students With Disability \u003c\/p\u003e\u003cp\u003e Categories of Disability, Characteristics, and Needs \u003c\/p\u003e\u003cp\u003e Dimensions of Diversity \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eClassroom Management \u003c\/p\u003e\u003cp\u003e Teaching Personal and Social Responsibility \u003c\/p\u003e\u003cp\u003e Positive Teacher Attributes \u003c\/p\u003e\u003cp\u003e The Social Contract \u003c\/p\u003e\u003cp\u003e The Physical Environment \u003c\/p\u003e\u003cp\u003e Establishing Developmentally Appropriate Protocols \u003c\/p\u003e\u003cp\u003e Effective Management Practices \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV: Standards-Based Learning Experiences for Pre-K Through Grade 2\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 13. \u003c\/b\u003eDesigning Learning Experiences for Pre-K Students \u003c\/p\u003e\u003cp\u003e Development of Pre-K Learners \u003c\/p\u003e\u003cp\u003e Designing Instruction \u003c\/p\u003e\u003cp\u003e Assessing Learning \u003c\/p\u003e\u003cp\u003e Providing Feedback \u003c\/p\u003e\u003cp\u003e Activities to Reinforce Personal and Social Responsibility \u003c\/p\u003e\u003cp\u003e Movement Activities \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eDesigning Learning Experiences for K-2 Students \u003c\/p\u003e\u003cp\u003e Standards-Based Learning \u003c\/p\u003e\u003cp\u003e Assessing Learning \u003c\/p\u003e\u003cp\u003e Designing Instruction \u003c\/p\u003e\u003cp\u003e Practice and Feedback \u003c\/p\u003e\u003cp\u003e Activities to Reinforce Personal and Social Responsibility \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eK-2 Learning Experiences for Locomotor Skills \u003c\/p\u003e\u003cp\u003e Traveling \u003c\/p\u003e\u003cp\u003e Flight \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e K-2 Learning Experiences for Stability Skills \u003c\/p\u003e\u003cp\u003e Balance \u003c\/p\u003e\u003cp\u003e Rolling \u003c\/p\u003e\u003cp\u003e Step-Like Actions \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e K-2 Learning Experiences for Manipulative Skills \u003c\/p\u003e\u003cp\u003e Throwing \u003c\/p\u003e\u003cp\u003e Catching \u003c\/p\u003e\u003cp\u003e Rolling \u003c\/p\u003e\u003cp\u003e Kicking and Dribblin \u003c\/p\u003e\u003cp\u003e Bouncing \u003c\/p\u003e\u003cp\u003e Strikes With Body Parts \u003c\/p\u003e\u003cp\u003e Striking With Paddles \u003c\/p\u003e\u003cp\u003e Striking With Bats and Polo Sticks \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart V: Standards-Based Learning Experiences for Grades 3 Through 5\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Designing Learning Experiences for Grades 3 Through 5 \u003c\/p\u003e\u003cp\u003e Development of Learners in Grades 3 Through 5 \u003c\/p\u003e\u003cp\u003e Standards-Based Learning \u003c\/p\u003e\u003cp\u003e Assessing Learning \u003c\/p\u003e\u003cp\u003e Designing Instruction \u003c\/p\u003e\u003cp\u003e Practice and Feedback \u003c\/p\u003e\u003cp\u003e Activities to Reinforce Personal and Social Responsibility \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Developmental Games \u003c\/p\u003e\u003cp\u003e Developmentally Appropriate Games \u003c\/p\u003e\u003cp\u003e Best Practices When Teaching Games \u003c\/p\u003e\u003cp\u003e Game Classification \u003c\/p\u003e\u003cp\u003e Designing Instruction \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e Target Games: Combination Level \u003c\/p\u003e\u003cp\u003e Target Games: Application Level \u003c\/p\u003e\u003cp\u003e Striking and Fielding Games: Combination Level \u003c\/p\u003e\u003cp\u003e Striking and Fielding Games: Application Level \u003c\/p\u003e\u003cp\u003e Net and Wall Games: Combination Level \u003c\/p\u003e\u003cp\u003e Net and Wall Games: Application Level \u003c\/p\u003e\u003cp\u003e Invasion Games: Combination Level \u003c\/p\u003e\u003cp\u003e Invasion Games: Application Level \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Developmental Dance \u003c\/p\u003e\u003cp\u003e Movement Framework for Developmental Dance \u003c\/p\u003e\u003cp\u003e The Role of Dance in Physical Education \u003c\/p\u003e\u003cp\u003e Outcomes of Developmental Dance \u003c\/p\u003e\u003cp\u003e Rhythmic Fundamentals and the Elements of Rhythm \u003c\/p\u003e\u003cp\u003e Dance and the Spectrum of Teaching Styles \u003c\/p\u003e\u003cp\u003e Developmental Progression for Teaching Creative Dance \u003c\/p\u003e\u003cp\u003e Designing Instruction for Developmental Dance \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e Learning Experiences for Developmental Dance: Combination Level \u003c\/p\u003e\u003cp\u003e Learning Experiences for Developmental Dance: Application Level \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Developmental Gymnastics \u003c\/p\u003e\u003cp\u003e Movement Framework for Developmental Gymnastics \u003c\/p\u003e\u003cp\u003e Best Practices When Teaching Gymnastics \u003c\/p\u003e\u003cp\u003e Designing Instruction for Developmental Gymnastics \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e Combination-Level Task Progressions \u003c\/p\u003e\u003cp\u003e Application-Level Task Progressions \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Fitness Education for Grades 3 Through 5 \u003c\/p\u003e\u003cp\u003e Debra Ballinger \u003c\/p\u003e\u003cp\u003e FITT Guidelines \u003c\/p\u003e\u003cp\u003e Exercise Principles \u003c\/p\u003e\u003cp\u003e Skill-Related Fitness Development \u003c\/p\u003e\u003cp\u003e Best Practices for Fitness Education \u003c\/p\u003e\u003cp\u003e Fitness Assessment \u003c\/p\u003e\u003cp\u003e Fitness Education Programs \u003c\/p\u003e\u003cp\u003e Enhancing Physical Activity and Fitness With Technology \u003c\/p\u003e\u003cp\u003e Designing Instruction \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e Exercise Glossary \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart VI: Professional Development\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 23. \u003c\/b\u003eDevelopmental Physical Education Curriculum \u003c\/p\u003e\u003cp\u003e Steps in Curriculum Planning \u003c\/p\u003e\u003cp\u003e Comprehensive School Physical Activity Program \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 24. \u003c\/b\u003eProfessionalism, Leadership, and Advocacy \u003c\/p\u003e\u003cp\u003e Professional Standards \u003c\/p\u003e\u003cp\u003e Big Ideas \u003c\/p\u003e","brand":"Human Kinetics Publishers","offers":[{"title":"Default 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