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• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• List of figures
• List of tables
• List of activities
• Case studies
• Notes on contributors
• Series editors’ introduction
• Acknowledgements
• Introduction
• The book
• Terminology
• Practices on ITE programmes
• Focus on England
• Activities
• Record of your development
• Using this book
• Chapter 1 The nature of physical education
• Introduction
• Aims, objectives and learning outcomes
• Aims, value and justifications
• Defining terms such as physical education and sport
• Aims of physical education: as ends in themselves or means to other ends?
• Relationship between objectives and teaching
• Objectives and content
• Objectives and teaching approaches
• Summary and key points
• Further Resources
• Chapter 2 Your philosophy of physical education
• Introduction
• Your views about physical education
• Understanding the influence of your background on your views about physical education
• Taking into account your views to enable you to focus on what and how you teach physical education
• Summary and key points
• Further Resources
• Chapter 3 Enacting a physical literacy approach
• Introduction
• Physical literacy
• Addressing the principles
• Key principle 1: The holistic nature of each individual
• Showing an appreciation of the holistic nature of the pupil in teaching
• Key principle 2: The importance of experience in a range of movement forms
• Ways to achieve experience of a range of movement forms
• Key principle 3: The need to engage with each and every pupil
• Ways to ensure that each pupil is catered for
• The need to address each of the elements in the definition
• Summary and key points
• Further Resources
• Chapter 4 Long-term planning:: Schemes of work
• Introduction
• Factors which influence planning a scheme of work
• The school’s culture, ethos, values and aims
• The culture, ethos, values and aims of the physical education department
• The head of department’s physical education philosophy
• The physical and cognitive development of pupils
• Statutory requirements
• The wider requirements of the curriculum
• A broad and balanced curriculum which has both continuity and progression
• Curriculum breadth and balance
• Continuity and progression
• Mapping the scheme of work
• Summary and key points
• Further Resources
• Chapter 5 Medium- and short-term planning:: Units of work and lesson plans
• Introduction
• Medium-term planning
• Writing unit of work objectives
• Planning learning activities for units of work
• Short-term planning
• Lesson observations
• Planning your lesson
• Evaluating your lesson
• Summary and key points
• Further Resources
• Chapter 6 Health-related learning in physical education
• Introduction
• Rationale for health within physical education
• Health-related requirements within physical education
• Health-related learning in physical education
• Approaches to teaching about health in physical education
• Effective teaching of health in physical education
• Fitness testing
• Assessing health-related learning in physical education
• Summary and key points
• Further Resources
• Chapter 7 Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development
• Introduction
• Developing a clear commitment to promote pupils’ learning in the broader dimensions of the curriculum
• Identifying pupils’ learning in broader dimensions of the curriculum
• Developing effective teaching and learning strategies to promote pupils’ learning in broader dimensions of the curriculum
• Reacting to opportunities which promote pupils’ learning in broader dimensions of the curriculum
• Summary and key points
• Further Resources
• Chapter 8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum
• Introduction
• The broader range of learning opportunities to which physical education contributes
• Examples of learning opportunities to support the development of pupils’ skills and attributes in relation to experiences beyond the curriculum
• Social skills (including working alone and with others)
• Problem solving/decision making
• Communication
• Verbal communication
• Written communication
• Leadership
• Adopting healthy lifestyles
• Developing self, including characteristics that recognise right and wrong
• Developing confidence and resilience
• Reflection (including improving their own and others’ performance)
• Planning to incorporate a broader range of learning opportunities in your lessons for pupils to become successful learners, confident individuals and responsible citizens
• Summary and key points
• Further Resources
• Chapter 9 Planning for the contribution of physical education to cross-curricular teaching
• Introduction
• What is cross-curricular teaching?
• Planning for cross-curricular teaching
• Engaging other subjects in cross-curricular teaching
• Extending cross-curricular learning opportunities
• Summary and key points
• Further Resources
• Chapter 10 Using digital technologies to enhance your teaching of physical education
• Introduction
• Pedagogy before technology
• Assessment and feedback
• Engagement
• Supporting movement
• Collaboration and communication
• Professional development
• Further uses of technology
• Critical thinking
• Summary and key points
• Further Resources
• Chapter 11 Safe practice, risk assessment and risk management
• Introduction
• The law and documentation for safe practice
• Safe practice in the physical education environment
• Risk assessment and management
• Support to ensure safe practice
• In conclusion
• Summary and key points
• Further Resources
• Chapter 12 Teaching for intentional learning
• Introduction
• The curriculum: A framework for intentional learning
• Intentional learning in physical education: the NC and NCPE
• Teaching different knowledges and intentional learning
• Teaching approaches and intentional learning
• Summary and key points
• Further Resources
• Chapter 13 Creating an effective learning environment
• Introduction
• What is an effective learning environment?
• Maximising learning time
• Organising and managing a lesson
• Features of an effective learning environment
• You as the teacher
• The environment
• The pupils
• Summary and key points
• Further Resources
• Appendix: Academic learning time-physical education (ALT-PE)
• Purpose
• Definitions of categories
• Recording procedures
• Example of ALT-PE using the interval recording method
• Chapter 14 Applying theories of learning to your practice
• Introduction
• Thinking about learning theories
• Thinking about strategies in relation to learning theories
• Thinking about starting points
• Thinking about planning
• Thinking about the use of teaching strategies to recognise achievement
• Thinking about thinking
• Summary and key points
• Further Resources
• Chapter 15 Assessing pupils’ learning
• Introduction
• Assessment for learning or assessment of learning?
• Planning learning outcomes
• Strategies and criteria for assessment
• Teacher observation
• The effective use of questioning
• Peer- and self-assessment
• Self-assessment and the use of digital technology
• Target setting
• Judging the quality of learning in your lessons
• Recording pupils’ learning
• Summary and key points
• Further Resources
• Chapter 16 Teaching to promote positive behaviour
• Introduction
• Developing a learning environment that promotes positive behaviour
• Establishing clear rules, routines and expectations for positive behaviour
• Promoting positive behaviour
• Rules, rewards and consequences
• Summary and key points
• Further Resources
• Chapter 17 Overcoming barriers and maximising the achievement of all pupils
• Introduction
• Inclusive education
• Recognising diversity
• Equality of opportunity
• Inclusive policy and inclusive practice in physical education
• Using differentiation to meet the needs of all pupils
• Extending and challenging the most talented pupils in physical education
• Towards an inclusive pedagogy
• Reflecting upon your own practices
• Summary and key points
• Further Resources
• Chapter 18 Working with others
• Introduction
• Working with colleagues
• Working with teaching colleagues with specific expertise in an activity
• Working with school colleagues without QTS who support learning in physical education through curricular and extra-curricular provision
• Working with other adults without QTS who contribute to learning in physical education curricular and extra-curricular time
• Summary and key points
• Further Resources
• Chapter 19 Viewing physical education from a different perspective:: An alternative approach to planning for learning
• Introduction
• Fundamental movement skills (FMS) as the starting point for learning in physical education
• Development of social and cognitive learning through diversity in physical education
• Making the connection between FMS, social and cognitive development in physical education
• Learning through alternative activities and different environments
• Summary and key points
• Further Resources
• Chapter 20 The reflective practitioner
• Introduction
• How reflection might be conceptualised
• Where in teaching could reflection take place
• Reflection in action
• Reflection on action
• Post lesson
• Post unit of work
• Reflection on the development of your teaching
• Engage in reflective practice
• Why reflecting on your practice is important
• Summary and key points
• Further Resources
• Chapter 21 Action research
• Introduction
• Characteristics of action research
• Ethical considerations
• Identify a focus for action research
• Reviewing the literature
• Engage in the action research process
• Plan of action
• Account of experience
• Collation and analysis of data
• Assess the validity of action research
• Summary and key points
• Further Resources
• Chapter 22 Working with your mentor
• Introduction
• Key elements of mentoring that impact on your development as a teacher
• Mentor support
• Recognising the importance of the mentor/student teacher relationship
• Working with your mentor to maximise your learning opportunities for short- and long-term development
• When things are not working well with your mentor
• Supporting your longer-term development
• Summary and key points
• Further Resources
• Chapter 23 Managing your workload, resilience, health and well-being
• Introduction
• Managing your workload
• Teacher efficacy
• Teacher resilience
• Emotional resilience
• Strategies to develop your resilience
• Your health and well-being
• Summary and key points
• Further Resources
• References
• Author Index
• Subject Index