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Teaching Sport Concepts and Skills-4th Edition

Teaching Sport Concepts and Skills-4th Edition

Author:
$92.00 USD

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    Book

    Note: The web resource is included with all new print books and some ebooks. For ebook formats that don’t provide access, the web resource is available separately.

    This worldwide top-selling text on the tactical games approach is stronger than ever.

    The fourth edition of Teaching Sport Concepts and Skills: A Tactical Games Approach adds four new chapters, more lesson and unit plans, and more detailed guidance in addressing broad ranges of student abilities than ever before. It offers the same stellar foundation for understanding the principles behind the approach, and instruction in applying the approach, to help students learn the concepts and develop the skills involved in a variety of sports.

    Elementary school teachers will use games to teach the basic concepts and tactics of invasion sports, net and wall sports, striking and fielding sports, and target sports. Middle school and high school instructors will guide students in developing sport-specific technical skills for 12 sports, including soccer, lacrosse, flag football, tennis, basketball, and volleyball.

    The book has four new chapters that will help you do the following:
    • Align the tactical games approach to content standards in the United States and other countries
    • Use technology in tactical games teaching and assessment
    • Use the games to teach social justice
    • Develop approaches to teaching social and emotional learning (SEL) through tactical games
    Teaching Sport Concepts and Skills offers more than 350 detailed lesson and unit plans that can be used as is or be easily modified and incorporated into an existing curriculum. More than 240 diagrams throughout the lessons make it easy to set up and execute the games. A companion web resource includes 14 video clips that show some lessons in action—for example, the volleyball segments show complete question-and-answer sessions, highlighting an effective way to make sure students are understanding the lesson.

    The web resource also offers reproducible forms, including a team contract, assessments, and game scenario worksheets for tactical problem solving. (For each thumbnail reproducible worksheet shown in the book, readers can download the full-size versions from the web resource.) These resources will help teachers put concepts from the text into use with their students.

    Teaching Sport Concepts and Skills is organized into three parts:
    • Part I offers a thorough understanding of the tactical games approach—preparing and teaching students, transferring tactical knowledge, planning the curriculum, assessing learner performance, using games to teach social justice and to take social emotional learning into account, and more.
    • Part II provides lesson plans for varying levels of complexity—with modifications and progressions—for invasion games, net and wall games, striking and fielding games, and target games, all at the elementary school level. The authors take great care in helping readers understand how to individualize instruction for novice, developing, and advanced performers by either reducing or increasing the challenges involved with the tasks.
    • In part III, secondary-level teachers can choose from lesson plans for various levels of play in 12 sports.
    Teaching Sport Concepts and Skills offers expert instruction and an array of multilevel games that provide an exciting and interactive environment for learning in all domains. Current and future teachers will learn how to structure positive and engaging learning experiences that set the stage for students to improve their performance, develop problem-solving skills, and enhance their lifelong enjoyment of sport.

    Audience

    Textbook for undergraduate K-12 physical education teaching methods courses. Reference for K-12 physical education teachers and sport coaches.

    Table of Contents

    Part I. Tactical Games Teaching

    Chapter 1. Tactical Games Explanation and Review
    Rationale for a Tactical Approach
    Game Frameworks
    Game Performance
    Levels of Tactical Complexity
    Teaching Tactical Awareness and Skill Acquisition
    Implementing a Tactical Games Approach Using This Book
    Summary

    Chapter 2. Preparing Students for a Tactical Games Approach
    Training Students to Play Small-Sided Games
    Teaching Appropriate Sport Behavior
    Teaching Rules and Routines
    Teaching During Game Play
    Physical Activity Considerations in Games Teaching and Learning
    Pedagogical Considerations and Strategies for Promoting Moderate to Vigorous Physical Activity
    Summary

    Chapter 3. Getting Started With Tactical Games Teaching
    Conceptual Framework for Planning Tactical Teaching
    Putting the Planning Framework Into Action
    The Teacher and the Change Process
    Implementing Practices
    Summary

    Chapter 4. Transfer as a Principle of Games Teaching and Learning
    Transfer of Tactical Knowledge in Games
    Implications for Curriculum Development
    Ultimate as an Example of Transfer in Action
    Summary

    Chapter 5. Tactical Games Curriculum Model
    Assumptions Underpinning a Tactical Games Curriculum
    Conceptual Framework
    Model-Based Instruction
    Summary

    Chapter 6. Assessing Outcomes
    Assessment Beliefs
    Assessment Strategies
    Assessing Learning Outcomes
    Summary

    Chapter 7. Aligning a Tactical Games Model With Content Standards
    Content Standards in the United States
    Content Standards in England
    Content Standards in Australia
    Content Standards in Singapore
    Tactical Games Alignment With the International Baccalaureate
    Summary

    Chapter 8. Digital Technology for Tactical Games and Enhancing Skill Development
    Digital Planning
    Tactical Awareness and Skill Development
    Formative Assessment and Self-Assessment
    Summary

    Chapter 9. Teaching and Learning Social Justice Through Inventing Games
    Revisiting the True Meaning of Competition
    Teaching Social Justice and Democracy in Action
    Summary

    Chapter 10. Integrating Social and Emotional Learning Into a Tactical Games Approach
    Overview of Social and Emotional Learning
    Overview of SEL Teachers and Their Classrooms
    Situating Social and Emotional Learning Within a Tactical Games Approach
    Summary

    Part II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport Foundations

    Chapter 11. Invasion Games at the Elementary Level
    Elementary Invasion Games Tactics
    Levels of Elementary Invasion Game Complexity
    Modifications for Elementary Invasion Games
    Progressions for Teaching Elementary Invasion Games
    Scope and Sequence
    Level I
    Level II
    Level III
    Teaching Cues for Invasion Game Skills
    Summary

    Chapter 12. Net and Wall Games at the Elementary Level
    Elementary Net Games Tactics and Levels of Game Complexity
    Modifications for Elementary Net and Wall Games
    Progressions for Teaching Elementary Net and Wall Games
    Level I
    Level II
    Level III
    Summary

    Chapter 13. Striking and Fielding Games at the Elementary Level
    Elementary Striking and Fielding Games Tactics
    Levels of Elementary Striking and Fielding Game Complexity
    Modifications for Elementary Striking and Fielding Games
    Progressions for Teaching Elementary Striking and Fielding Games
    Level I
    Level II
    Level III
    Level IV
    Summary

    Chapter 14. Target Games at the Elementary Level
    Elementary Target Games Tactics and Levels of Game Complexity
    Modifications for Elementary Target Games
    Progressions for Teaching Elementary Target Games
    Bowling as an Exemplar for Teaching Target Games
    Target Games Lessons
    Level I
    Level II
    Level III
    Summary

    Part III. Lesson Plans for a Tactical Games Approach at the Secondary Level: Developing Sport Performance

    Chapter 15. Soccer
    Level I
    Level II
    Level III
    Level IV
    Level V
    Summary

    Chapter 16. Basketball
    Level I
    Level II
    Level III
    Level IV
    Summary

    Chapter 17. Lacrosse
    Level I
    Level II
    Level III
    Level IV
    Summary

    Chapter 18. Rugby
    Level I
    Level II
    Level III
    Summary

    Chapter 19. Flag Football
    Level I
    Level II
    Summary

    Chapter 20. Volleyball
    Volleyball Tactics
    Teaching Volleyball
    Levels of Tactical Complexity
    Level I
    Level II
    Level III
    Level IV
    Level V
    Summary

    Chapter 21. Badminton
    Level I
    Level II
    Level III
    Summary

    Chapter 22. Tennis
    Level I
    Level II
    Level III
    Summary

    Chapter 23. Softball
    Level I
    Level II
    Level III
    Level IV
    Summary

    Chapter 24. Cricket
    Level I
    Level II
    Level III
    Summary

    Chapter 25. Golf
    Safety
    Instruction Tips
    Tactical Reality Golf
    Level I
    Level II
    Summary

    Chapter 26. Bowling
    Organization of Lanes and Equipment
    Instruction Tips
    Level I
    Level II
    Level III
    Level IV
    Summary

    About the Author

    Steve Mitchell, PhD, is associate dean in the College of Education, Health and Human Services, and a professor of physical education, at Kent State University in Ohio. He received his undergraduate and master's degrees from Loughborough University (England), where Teaching Games for Understanding was developed. He earned a doctorate in teaching and curriculum at Syracuse University. An avid soccer player and licensed coach, he has employed a tactical approach in teaching and coaching at the elementary, middle school, high school, and college levels since 1982. Mitchell is a member of SHAPE America and the Ohio Association for Health, Physical Education, Recreation and Dance.

    Judy Oslin, PhD, is a professor emeritus at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a doctorate in sport pedagogy at Ohio State University. Oslin has more than 35 years of experience as a physical educator and teacher educator. She has used the tactical approach with elementary, middle school, high school, and university students. Oslin has also presented numerous papers and workshops focusing on implementation of the tactical approach and the Game Performance Assessment Instrument at the international, national, regional, state, and local levels. Having retired in 2007, she now enjoys playing games (particularly golf and pickleball), traveling, hiking, camping, and staying fit by walking and weight training.

    Linda Griffin, PhD, is a professor in the College of Education at the University of Massachusetts at Amherst. She earned her bachelor’s degree from Black Hills State University, her master’s degree from Ithaca College, and her doctorate from Ohio State University. She has more than 35 years of experience as a physical educator and teacher educator. Her research and scholarly interest for over 20 years have focused on the teaching and learning of sport-related games through a games-centered approach grounded in constructivist learning. Throughout the United States and abroad, Linda has presented numerous papers and workshops focused on the tactical approach. Griffin served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. She is a member of SHAPE America, National Association of Sport and Physical Education (NASPE), National Association for Girls and Women in Sport (NAGWS), and American Educational Research Association (AERA). Griffin has also served as chair for the Curriculum and Instruction Academy, president of the Research Consortium, and a reviewer for various professional journals, including the Journal of Teaching in PE and Research Quarterly.

    Ancillaries

    Web Resource. Features 14 video clips that show examples of lessons in action as well as reproducible forms, including a team contract, assessments, and game scenario worksheets for tactical problem solving. For each thumbnail reproducible worksheet shown in the book, readers can download the full-size versions from the web resource. These resources will help teachers put concepts from the text into use with their students.

    The web resource is included with all new print books and some ebooks. For ebook formats that don't provide access, the web resource is available separately.

    The web resource is also available for purchase separately • ISBN 978-1-7182-0001-2