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• Title Page
• Copyright
• Dedications
• Contents
• Preface
• Acknowledgments
• Part I: Building the Foundation of a Teaching for Learning Approach
• 1. Developing Physically Literate Individuals
• Promoting Physical Literacy
• Academic Links to Physical Literacy
• Summary
• 2. Understanding a Teaching for Learning Approach
• Curricular Alignment in Physical Education
• Instructional Alignment in Physical Education
• Summary
• 3. Examining Student Motivation
• Establishing a Motivating Environment
• Retaining Students’ Motivation
• Intrinsic Versus Extrinsic Motivation
• Eradicating Amotivation
• Summary
• 4. Understanding Social-Emotional Learning and Using Trauma-Informed Practices
• Social and Emotional Learning (SEL)
• Trauma-Informed Practices (TIPs)
• Becoming Self-Aware Through Critical Reflection
• Strategies on Fostering Resilient Learners
• Summary
• Part II: Teaching to the National Standards for K-12 Physical Education
• 5. Standard 1: Developing Motor Skills and Movement Patterns
• Competency Versus Proficiency
• Motor Skills and Phases of Performance
• Elementary School: K-Grade 5
• Middle School: Grades 6-8
• High School: Grades 9-12
• Summary
• 6. Standard 2: Applying Concepts, Principles, Strategies, and Tactics
• Elementary School: K-Grade 5
• Middle School: Grades 6-8
• High School: Grades 9-12
• Summary
• 7. Standard 3: Achieving Health-Enhancing Physical Activity and Fitness
• Elementary School: K-Grade 5
• Middle School: Grades 6-8
• High School: Grades 9-12
• Summary
• 8. Standard 4: Exhibiting Responsible Personal and Social Behavior
• Elementary School: K-Grade 5
• Middle School: Grades 6-8
• High School: Grades 9-12
• Summary
• 9. Standard 5: Recognizing the Value of Physical Activity
• Elementary School: K-Grade 5
• Middle School: Grades 6-8
• High School: Grades 9-12
• Summary
• Part III: Building the Curriculum
• 10. Unit and Lesson Planning
• Unit Planning
• Lesson Planning
• Summary
• 11. Planning Developmentally Appropriate Content
• Types of Knowledge
• Standards, Outcomes, and Assessments
• Learning Domains
• Students’ Prior Knowledge and Experiences
• Sequencing of Content and Task Progressions
• Modifying Content
• Summary
• 12. Curriculum Models as Organizing Frameworks
• Skill Theme Approach
• Teaching Personal and Social Responsibility
• Tactical Games Model
• Sport Education Model
• Fitness Education
• Adventure Education
• Outdoor Education
• Cultural Studies
• Implementing Curriculum Models Within Units of Instruction
• Summary
• Part IV: Instruction and Assessment
• 13. Establishing and Managing a Safe Learning Environment
• Setting Rules for Your Gymnasium
• Managing Student Behavior
• Maximizing Learning and Activity Time
• Managing the Learning Environment During Instruction and Activity
• Summary
• 14. Developing Essential Teaching Skills
• Exploring Instructional Styles
• Employing Effective Teaching Tactics
• Summary
• 15. Assessing Student Learning
• Purposes of Assessment
• Grading Schemes
• Selecting Appropriate Assessments
• Types of Assessments
• Organizing and Interpreting Data
• Summary
• Part V: Developing as a Professional
• 16. 21st Century Skills in Physical Education
• Framework for 21st Century Learning
• 21st Century Student Outcomes
• 21st Century Support Systems
• Summary
• 17. Advocacy, Professionalism, and Professional Development
• Advocating for Your Profession
• Professional Development Opportunities
• Summary
• Glossary
• References
• Index
• About the Authors
• About SHAPE America