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Complete Guide to Sport Education 3rd Edition epub With Web Resource

Complete Guide to Sport Education 3rd Edition epub With Web Resource

$72.95 CAD


Product Format
    Complete Guide to Sport Education, Third Edition, offers a thoroughly updated version of the evidence-based curriculum and instruction model pioneered by Daryl Siedentop, universally acknowledged as the Father of Sport Education.

    Lead author Siedentop first articulated his Sport Education model back in the late 1970s; it has evolved ever since and has been expressed through three editions of this book. This third edition is backed by substantial research that supports the idea that Sport Education is a valuable and motivating approach to delivering quality physical education experiences for students from the early elementary grades through the university years.

    New and Revised Material
    Complete Guide to Sport Education, Third Edition, offers readers a significant amount of revised and new material, including enhanced guidance for Sport Education programming across a year. Also noteworthy is the updated alignment of Sport Education’s goals and objectives with the SHAPE America standards and the national learning objectives from other countries.

    In addition, the text provides six brand-new chapters on the following topics:
    • Including students with special needs
    • Implementing Sport Education beyond physical education (e.g., school-based after-school programs, intramurals, community-based programs, and university basic instruction programs)
    • Evidence-based research on Sport Education
    • Developing effective program-level policies and procedures
    • Managing equipment, facilities, and supplies
    • Sport Education’s link with international objectives
    Unique Approach to Sport Education
    Complete Guide to Sport Education represents a departure from traditional curriculum and instruction (C&I) models because it takes an effective student-centered approach, providing students with opportunities to take ownership and responsibility for various aspects of their class experiences. This approach better prepares students to be lifelong participants in healthy physical activity and sport—and to be more engaged in class.

    The text targets more in-depth and authentic learning experiences than most C&I models, giving students time to develop the skills they need and to learn to fulfill the team roles required for successful seasons. This latest edition introduces new readers to the idea of Sport Education and gives previous users of the model some fresh ways to expand their seasons and make them even more engaging and attractive to their students. Through Sport Education, students are shown effective and meaningful ways to learn about sport, to take part in sport, and to view sport as something they can connect with and find meaning in.

    Updated Ancillaries
    Complete Guide to Sport Education comes with several useful and updated ancillaries:
    • A web resource that provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other tools
    • A test package that houses 447 multiple-choice and short-answer questions
    • A presentation package with 225 slides outlining the book’s content, including select tables and illustrations from the book
    • An instructor guide that includes course syllabus templates for instructors of undergraduate and graduate students, and provides core course assignments, optional course assignments, graduate student course assignments, and signature assignments
    Book Organization
    The text is organized into three parts, with part I outlining the essential features of the Sport Education model and identifying the key aspects upon which the model is based. The importance of sport as a cultural phenomenon is then introduced to explain why it should be a part of school physical education programs. This part also addresses how to identify and select season outcomes, how to use instructional alignment to gain quality season experiences, and how to promote physical activity beyond physical education.

    Part II explores all the important considerations in designing and implementing Sport Education seasons. This includes modifying games and activities, designing competition formats, selecting teams and roles, teaching fair play, developing competent players, and more.

    Part III delves into key program design considerations, showing the links between Sport Education and U.S. content standards as well as learning objectives from a number of other countries, guiding readers through the assessment process, and examining the various aspects involved in managing a physical education program based on Sport Education. It also shows how to integrate classroom content with Sport Education.

    Authoritative and Affordable
    This popular text, whose first edition was published in 1994, is very affordable compared to similar texts. But the greatest benefit is the enduring quality of an evidence-based, student-centered text that has proven to be of high value to instructors and students alike. Through the book’s Sport Education model, students develop sport skills, grow in leadership and responsibility, and learn about the nonplaying roles of the sport experience (e.g., coach, trainer, publicist, equipment manager, choreographer). All of this leads to being more engaged in class—and to continuing a healthy physical activity engagement beyond the school years.


    Undergraduate text for curriculum and teaching methods courses. Resource for physical education teachers as well as community recreational sport coaches and directors.
    Part I. The What and Why of Sport Education

    Chapter 1. Key Features of the Sport Education Model
    What Sport Education Looks Like
    The Sport in Sport Education
    How Sport Education Differs From Youth or Interscholastic Sport
    The Goal of Sport Education
    The Nature of Competition in Sport Education
    Getting Started With Sport Education

    Chapter 2. Curriculum and Instruction Foundations of Sport Education
    How Sport Education Fits With Current Educational Thought
    The Curricular Role of the Teacher in Sport Education
    The Instructional Role of the Teacher in Sport Education

    Chapter 3. Why Sport Education in Today’s Context
    Sport as a Form of Play
    The Evolution and Dominance of Sport
    Problems and Critical Issues in Sport
    Why Sport Should Be Central in School Physical Education
    Technology and Developing Play Behavior

    Chapter 4. Identifying and Selecting Season Outcomes
    First Steps in Season Design
    Selecting Season Outcomes
    Sport Education’s Competence Objectives
    Sport Education’s Literacy Objectives
    Sport Education’s Enthusiasm Objectives

    Chapter 5. Instructional Alignment as the Road Map to Quality Season Experiences
    Alignment Across Levels
    Season-Level Instructional Alignment
    Lesson-Level Instructional Alignment
    Additional Considerations for Establishing Instructional Alignment
    Identifying Weak or Absent Instructional Alignment

    Chapter 6. Promoting Physical Activity Beyond Physical Education
    Comprehensive Physical Activity Programs in Schools
    The National Focus on Promoting Physical Activity
    Physical Activity Beyond Physical Education
    Sport Education in Settings Other Than Physical Education and Schools

    Part II. The How of Sport Education

    Chapter 7. Modifying Games and Activities
    Key Strategies for Modifying Games
    Game Modifications: Event and Performance Sports
    Game Modifications: Target Games
    Game Modifications: Wall and Net Court Games
    Game Modifications: Striking and Fielding Games
    Game Modifications: Invasion Games
    Student-Designed Modifications
    Modifications to Include Students With Disabilities
    Graded Competition

    Chapter 8. Designing Competition Formats
    Progressive Competition
    Event Model
    Setting Up a League Scoring System

    Chapter 9. Selecting Teams and Roles
    Deciding on the Number of Teams and Team Size
    Selecting Students for Teams
    Placing Students Into Teams
    Student Roles
    Important Considerations When Using Roles

    Chapter 10. Teaching Protocols and Building Fair Play
    Class Entry and First Activity
    From Practice to Games
    End of Games
    Class Closure
    Developing Positive Behavior Within a Culture of Fair Play
    Strategies for Teaching Fair Play and Responsibility

    Chapter 11. Developing Competent Players
    The Teacher: Early Lessons
    The Student Coach: Early Lessons
    The Teacher: Early Independent Team Practices
    The Student Coach: Early Independent Team Practices
    The Teacher: Later Lessons
    The Student Coach: Later Lessons

    Chapter 12. Learning to Officiate, Keep Score, and Assess Fair Play
    Developing Quality Officials
    Practicing Duty Roles
    Assessing Fair Play

    Chapter 13. Making Sport Education Festive
    Team Portfolios
    Culminating Events
    Developing Culminating Events

    Chapter 14. Meaningful Inclusion of Students With Special Needs
    Access to Education for Students With Disabilities
    The Use of IEPs and the Role That Physical Educators Play
    The Role of Paraeducators
    Knowing the Disabilities
    Facilitating an Inclusive Sport Education Setting
    Behavior Management Considerations
    Meaningful Participation in Sport Education for Students With Disabilities
    The Role of Typically Developing Peers Within Sport Education
    Adapted Sport

    Chapter 15. Promoting Student Voice and Choice
    Sport Board
    A Sport Education Season Developed by Committees
    A Sport Education Season Created Exclusively by Students
    The Teacher’s Role in Creating Autonomy-Supportive Environments

    Part III. Key Program Design Considerations

    Chapter 16. Sport Education’s Link With U.S. Content Standards
    How Sport Education’s Objectives Link With U.S. Content Standards
    Standard 1: Demonstrates Competency in a Variety of Motor Skills and Movement Patterns
    Standard 2: Applies Knowledge of Concepts, Principles, Strategies, and Tactics Related to Movement and Performance
    Standard 3: Demonstrates the Knowledge and Skills to Achieve and Maintain a Health-Enhancing Level of Physical Activity and Fitness
    Standard 4: Exhibits Responsible Personal and Social Behavior That Respects Self and Others
    Standard 5: Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self-Expression, and Social Interaction
    Sport Education’s Objectives and Grade-Level Outcomes
    How Important Is the Link Between Content Standards and Sport Education’s Objectives?

    Chapter 17. Sport Education’s Link With International Outcomes
    New Zealand

    Chapter 18. Building Program Credibility and Legitimacy Through Assessment
    Assessment Defined
    Assessment in Sport Education
    Infusing Authentic and Workable Assessments Into Seasons
    Types of Assessment Tools
    Assessing In-Class Physical Activity
    Assessing Out-of-Class Physical Activity
    Making a Case for Your Program

    Chapter 19. Organizing a Sport Education-Themed Physical Education Program
    Developing a Program Mission Statement
    Establishing a Distinct Program Theme
    Selecting and Organizing the Program Content
    Developing a Yearly Block Plan

    Chapter 20. Managing a Sport Education Program
    Developing Program Policies and Procedures
    Management of Equipment, Facilities, and Supplies
    Program Budgeting
    Supervision, Safety, and Liability

    Chapter 21. Integrating Classroom Content With Sport Education
    The Concept of Parallel Design
    A School-Wide Parallel Sport Education Season
    An Olympic Values Curriculum
    Using Sport Education Resources to Enhance Classroom Learning
    Daryl Siedentop, PED, is a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, Sport Education, in 1994. He is also the author of several books on physical education, curriculum planning, and sport coaching. Dr. Siedentop earned the 1984 International Olympic Committee President’s Award (Samaranch Award), which is the highest honor for work in sport pedagogy. He is a fellow in the National Academy of Kinesiology and has received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the Alliance Scholar Award from American Alliance for Physical Education, Recreation and Dance (AAHPERD) in 1994; the Curriculum and Instruction Academy Honor Award from the National Association for Sport and Physical Education (NASPE) in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the McCloy Award from the AAHPERD Research Consortium in 1998.

    Peter A. Hastie, PhD, is a professor at Auburn University and has conducted numerous seasons of Sport Education in schools. He also has published more than 40 papers on the topic. He completed the first series of empirical studies on the Sport Education model and has presented keynote speeches on the topic at the conferences in the United States and throughout the world. Dr. Hastie is a fellow in the National Academy of Kinesiology as well as the International Association for Physical Education in Higher Education (AIESEP).

    Hans van der Mars, PhD, is a professor of physical education at Arizona State University. He also taught at the University of Maine and Oregon State University. He has published extensively on teaching and teacher education in physical education, coauthoring 100 research and professional papers, books, and book chapters. He also has made over 220 invited, keynote, research, and professional development presentations at international-, national-, regional-, and state-level conferences. Dr. van der Mars is a fellow of the National Academy of Kinesiology and a research fellow of SHAPE America.
    All ancillaries are free to adopting instructors and available online.

    Test Package. Houses 447 multiple-choice and short-answer questions.

    Instructor Guide. Includes course syllabus templates for undergraduate and graduate students and provides core course assignments, graduate student course assignments, and a signature assignment.

    Presentation Package. Features 225 slides outlining the book’s content, including select tables and illustrations from the book.

    Web Resource. Provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other tools.

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