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Designing and Teaching Fitness Education Courses With HKPropel Access

Designing and Teaching Fitness Education Courses With HKPropel Access

Author:
$69.00 USD

Available As



    Book

    Fitness education is often overlooked for various reasons: no equipment, no weight room, large class size, or lack of professional development.

    Designing and Teaching Fitness Education Courses provides real solutions for all these issues. This book offers secondary-level physical educators innovative ideas, practical answers, and guidance in implementing fitness education programming that will meet the needs of all students.

    Designing and Teaching Fitness Education Courses is packed with highly useful tools and resources:
    • 211 instructional photos showing exercises and stretches that require no equipment and are easily adapted for varying abilities
    • 18 pacing guides that form a week-by-week blueprint for implementing a semester-long fitness education course
    • A robust online resource with
      • all 18 pacing guides, as well as a blank template for developing your own;
      • 139 video demonstrations of all the book’s exercises and stretches;
      • PowerPoint presentations to show in PE classes, including video demonstrations of the book’s exercises and stretches; and
      • teacher aids and student handouts, including assignments, assessments, posters, and a 12-week personal fitness plan
    Teachers can use the pacing guides to develop a semester-long fitness education course that can be implemented in either a traditional or block schedule. These guides offer objectives, class discussion topics, activities, assessments, and teaching strategies for each week of an 18-week semester. All topics in the guides are aligned with SHAPE America’s National Standards and Grade-Level Outcomes for K–12 Physical Education.

    The authors guide teachers in addressing the following priorities within a fitness education course: social and emotional learning; behavior modification principles and adherence to fitness activities; social cognitive theory; classroom management; student safety; equity, diversity, and inclusion; and social justice.

    Designing and Teaching Fitness Education Courses also includes a detailed chapter on nutrition education written by internationally recognized sport nutritionist Lisa Dorfman, who provides teachers a wealth of information to integrate into fitness courses.

    Teachers will learn how to integrate a quality fitness education curriculum into any setting (rural, urban, or suburban) and any learning model (remote, hybrid, or in-person learning).

    Designing and Teaching Fitness Education Courses is organized into three sections:
    • Part I presents both theoretical and practical knowledge of fitness education; its importance in a standards-based curriculum; pedagogical and content knowledge considerations; nutrition, wellness, and consumer issues; and the general components of fitness education.
    • Part II focuses on various components of fitness education: flexibility, strength, and cardiorespiratory fitness. This part includes stretching and muscular strength and endurance workouts, illustrated with photos in the book and videos in the online resource.
    • Part III guides readers in enabling students to participate in community fitness and activity events to support the development of lifelong fitness habits.
    Through Designing and Teaching Fitness Education Courses, teachers will be able to provide appropriate fitness activities that will lead to the elevated health and wellness of students and a greater appreciation for participating in lifelong activities.

    Note: A code for accessing HKPropel is included with all new print books.

    Audience

    Resource for secondary-level physical educators, physical education district directors, and curriculum writers. Undergraduate text for physical education teacher education (PETE) courses. Ideal textbook for fitness education PETE courses.

    Table of Contents

    Part I. Foundations of Fitness Education

    Chapter 1. Introduction to Fitness Education
    Introduction
    Physical Education and Fitness Education: What Is the Difference?
    Why Fitness Education?
    Implementing Fitness Education
    Fitness Education Barriers and Solutions
    Roles and Responsibilities in Fitness Education
    Conclusion
    Review Questions

    Chapter 2. Fitness Components and Training Principles
    Introduction
    The Components of Physical Fitness
    The Basic Principles of Training
    Exercise Fitness Planning: Designing the Training to FITT the Goal
    Training Methods for the Components of Fitness
    Conclusion
    Review Questions

    Chapter 3. Curricular and Instructional Considerations in Fitness Education
    Introduction
    Content Knowledge and Pedagogical Content Knowledge
    Designing an Instructional Framework
    Employing a Variety of Teaching Strategies
    Modifying Learning Tasks: A Universal Design for Learning Approach
    The Instructional Delivery Process
    Providing Performance Feedback
    Characteristics of Effective Feedback
    Conclusion
    Review Questions

    Chapter 4. Classroom Considerations and Teaching Tips
    Introduction
    General Class and Teaching Considerations
    Supervision, Safety, and Environmental Factors
    Equity, Diversity, Inclusion, and Social Justice
    Conclusion
    Review Questions

    Chapter 5. Nutrition, Wellness, and Consumer Issues
    Introduction
    Nutritional Needs in Adolescence
    Nutrition Education
    Daily Calorie Needs for Weight Management
    Healthy Weight Range
    Dieting and Eating Disorders
    Dietary Composition
    Special Diet Concerns
    Gluten Intolerance and Sensitivity
    Vegetarian Diets
    Supplements and Steroids
    Adolescent Stress
    Sleep
    Alcohol
    Breakfast and Snacks for Optimal Health and Performance
    Becoming a Smart Consumer
    Sample Menus
    Conclusion

    Chapter 6. Social and Emotional Learning
    Introduction
    Creating a Positive and Motivational Learning Environment
    Trauma-Informed Teaching
    Developing Social and Emotional Learning
    Interpersonal Competencies: Social Awareness
    Interpersonal Competencies: Relationship Skills
    Cognitive Competencies: Responsible Decision Making
    Intrapersonal Competencies: Self-Awareness
    Intrapersonal Competencies: Self-Management Skills
    Conclusion
    Review Questions

    Chapter 7. Standards, Grade-Level Outcomes, and Assessment
    Introduction
    Fitness Education Assessment Strategies
    Rubrics
    SOFIT Observation Assessment
    Alternative Assessments
    Use of Technology in Student Learning and Assessment
    Fitness Education Grading
    Health-Related Fitness Assessments
    FitnessGram
    Brockport Physical Fitness Test
    Lab Fitness Assessments and Career Opportunities
    Developing an Individual Fitness Plan
    Conclusion
    Review Questions

    Part II. Fitness Elements and Lesson Plans

    Chapter 8. Cardiorespiratory Fitness
    Introduction
    Benefits of Cardiorespiratory Fitness
    Starting Points for a Fitness Education Course
    Cardiorespiratory Endurance, Aerobic and Anaerobic Activities, and MVPA
    Inclusion
    Methods of Cardiorespiratory Training
    Safety Guidelines
    Monitoring and Assessment
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 9. Upper-Body Stretching Exercises
    Introduction
    Warm-Up Dynamic and Static Stretches for the Upper Body
    Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 10. Core Stretching Exercises
    Introduction
    Warm-Up Dynamic and Static Stretches for the Core
    Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 11. Lower-Body Stretching Exercises
    Introduction
    Warm-Up Dynamic and Static Stretches for the Lower Body Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 12. Upper-Body Muscular Strength and Endurance Exercises
    Introduction
    Warm-Up Dynamic Stretches
    Upper-Body Muscular Strength and Endurance Exercises
    Cool-Down Static Stretches
    Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 13. Core Muscular Strength and Endurance Exercises
    Introduction
    Warm-Up Dynamic Stretches
    Core Muscular Strength and Endurance Exercises
    Cool-Down Static Stretches
    Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 14. Lower-Body Muscular Strength and Endurance Exercises
    Introduction
    Warm-Up Dynamic Stretches
    Lower-Body Muscular Strength and Endurance Exercises
    Cool-Down Static Stretches
    Routines: Stringing Them Together
    Teaching Tips
    Conclusion
    Review Questions

    Chapter 15. Implementing the Fitness Education Program
    Incorporating Cardiorespiratory Fitness Into Routines and Circuits
    Methods of Fitness Training
    Sample Lesson Plans
    Teaching Tips
    Conclusion
    Review Questions

    Part III. Extending Fitness Education
    Chapter 16. Extending Fitness Education Into the Community
    Introduction
    Connecting Community Events to Schools
    Community-Based Programs and Activities
    Inclusion Tips for Community-Based Programs
    Training for a Road Race
    Conclusion
    Review Questions

    Chapter 17. Pacing Guides for Semester Planning
    How to Use the Pacing Guides
    Pacing Guides: Weeks 1-18
    Conclusion

    About the Author

    Jayne Greenberg, EdD, has served as program director for the I Can Do It! program for the U.S. Department of Health and Human Services. Prior to that position, Dr. Greenberg served as the district director of physical education and health literacy for Miami-Dade County Public Schools from 1995 to 2017. During her career in education, she has worked as an elementary, middle, and high school physical education teacher in both public and private schools; a region physical education coordinator; a high school and middle school administrator; and an adjunct professor teaching both undergraduate and graduate courses in teaching methods, sport psychology, and research.

    Dr. Greenberg has served as president of the Florida Association of Health, Physical Education, Recreation and Dance. She also has chaired the Sport Development Committee for the United States Olympic Committee and USA Field Hockey. She assisted the U.S. Department of Health and Human Services in the development of the I Can Do It, You Can Do It! program, a national initiative to address the physical activity levels of youth with disabilities. Dr. Greenberg was named the 2005 National Physical Education Administrator of the Year by the National Association for Sport and Physical Education and received the 2005 Highest Recognition Award from the U.S. Secretary of Health and Human Services, Michael Leavitt. In 2009, she received the Point of Light Award from Florida Governor Charlie Crist and was appointed to the Governor’s Council on Physical Fitness. In 2011, Dr. Greenberg was appointed by President Barack Obama to serve on the President’s Council on Sports, Fitness, and Nutrition. In 2015, she was named as the North America chair for the International Sport and Culture Association. In 2016, she was named as an Aspen Institute Scholar and received the 2016 North America Society of HPERD Professionals Award. In 2017, she received the Lifetime of Giving Award from Delta Psi Kappa and was named as the education sector chair for the National Physical Activity Plan. Dr. Greenberg was inducted into the SHAPE America Hall of Fame in 2019.

    Dr. Greenberg serves as an international consultant in many capacities. She coordinated Olympic education programs in Canada; developed the sport science curriculum at the University of Malaya in Kuala Lumpur, Malaysia; and developed a math and science sailing curriculum for the National Maritime Museum and Royal Observatory in London and Sydney, Australia.

    Dr. Greenberg coauthored the Human Kinetics text Organization and Administration of Physical Education and the handbook Developing School Site Wellness Centers and has published numerous articles. She also has been a featured speaker at several state, national, and international conventions and meetings. In the past 12 years, Dr. Greenberg has secured more than $39 million in federal and foundation grants for educational programs.

    Nichole Calkins, EdD, is an assistant professor of physical education pedagogy and the program director of the kinesiology department at Gonzaga University in Spokane, Washington. She was a high school health and physical education teacher and a sports coach in the public school system for more than 14 years, and she was a district health and physical education instructional specialist for two years. Dr. Calkins is a curriculum writer and works with various school districts and organizations as a consultant on curriculum design and instructional practices. She is certified by the NSCA as Certified Strength and Conditioning Specialist.

    Lisa S. Spinosa, MS, is a physical education teacher for Miami-Dade County Public Schools. She received both her bachelor’s and master’s of education from Florida International University, where she was part of the women’s basketball team. She later pursued her leadership degree from Nova University. In addition to being a physical education teacher, Spinosa has worked in many capacities, including as a girls’ and boys’ high school basketball coach, athletic trainer, assistant athletic director, and athletic business manager. She was recruited to open a new high school, where she later became the athletic director and department chair. Ms. Spinosa presently has returned to the classroom to further pursue her goal of finding and implementing new, innovative, and motivating ways to transform children’s ways of thinking regarding health and fitness.

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