Download A Practical Guide to Teaching Physical Education in the by Susan Capel, Peter Breckon PDF

By Susan Capel, Peter Breckon

This publication offers a number of functional actions designed to help actual schooling lecturers’ studying. The actions comprise case stories, examples of scholars’ paintings, examples of present strong perform, and a number tried-and-tested educating recommendations. The booklet additionally contains invaluable photocopiable assets and coaching fabrics. actions in every one bankruptcy offer a toolkit to assist student physical education teachers to examine their studying and performance.

This booklet extends the popular studying to coach PE within the Secondary School textbook, offering special examples of concept in perform. it's choked with examples of the way to examine perform to make sure student studying is maximised. those examples are in keeping with the easiest examine and perform at present to be had. furthermore, the e-book presents web-based hyperlinks to assets of latest wisdom aiding evidence-based practice.

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Extra resources for A Practical Guide to Teaching Physical Education in the Secondary School

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Add some exemplars from your own experience. Pupil response Action(s) you might take Why is this action being taken? g. extension tasks are set To ensure all are working at their own ability • Confused by task • Inattentive • Pairs working through progressions at different rates • One pupil being physically bullied • Chatty group is off-task • Some individuals appear disinterested • Whether pupil/s for whom English is an additional language (EAL) respond to a given task appropriately • • • • 20 THE REFLECTIVE PRACTITIONER Reflection on action Reflection on action is usually undertaken once you have taught a lesson or a series of lessons (end of unit of work).

This information provides the basis of a lesson-by-lesson account of your action research experience. Data collection is crucial. The nature of the data and the collection techniques you select should be described and justified, along with some indication of their strengths and limitations, and a detailed account of how they are to be applied within the context of your study. For example, how questionnaires have been constructed or a description of the pilot run for an observation schedule (an observation can be undertaken by yourself or, for example, your mentor or another student teacher).

Factors which need to be taken into account when planning a unit of work What recognition/information is provided of prior learning? Are the ILOs for pupil learning mapped against all four NCPE strands? Do the ILOs provide clear criteria to assess pupil learning, identifying aspects of quality expected in pupils’ responses? How much time is available to teach the unit? How does the department take these factors into account in the selected unit? How are these factors represented in the QCA units?

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