| Description |
1 online resource (429 pages) |
| Contents |
Cover ; Title ; Copyright ; Contents ; Preface ; ACKNOWLEDGMENTS; Chapter 1 The Importance of Psychology to the Physical Educator; INTRODUCTION; WHAT IS THE PSYCHOLOGY OF TEACHING PHYSICAL EDUCATION?; WHY STUDY THE PSYCHOLOGY OF TEACHING PHYSICAL EDUCATION?; To Help Teachers Address Their Concerns; To Achieve Program Goals; To Establish a Positive Learning Environment; To Acquire Information and Applications Specific to Physical Education; CHAPTER ORGANIZATION; Theory Explanation; Research Description; Practical Applications; STUDY TOOLS; Scenario; Focus Points; Connected Concepts |
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Key Concepts and GlossaryApplication Exercises; SUMMARY; KEY CONCEPTS; Chapter 2 Reinforcement; INTRODUCTION; REINFORCEMENT THEORIES; Behavioral Theory; Intrinsic Motivation and Extrinsic Rewards; Cognitive Evaluation Theory; REINFORCEMENT RESEARCH; Student Characteristics Related to the Use of Teacher Feedback; Reinforcement and Students' Motor Skill Performance; Teacher Feedback and Student Self-Perceptions; Reinforcement, Behavior Management, and Prosocial Behaviors; Reinforcement, Behavior Management, and Physical Activity; Cognitive Evaluation Theory Research |
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PRACTICAL GUIDELINES FOR REINFORCEMENT IN PHYSICAL EDUCATIONGuidelines for Using Punishment; Guidelines for Giving Teacher Verbal Feedback; Guidelines for Giving Extrinsic Rewards; Example of the Effective Use of Extrinsic Rewards; Create a Behavior Management Program; Use the Personalized System of Instruction Model; SUMMARY; KEY CONCEPTS; APPLICATION EXERCISES; Chapter 3 Modeling; INTRODUCTION; MODELING THEORIES; Social Learning Theory; Cognitive Mediation Theory; Learning from Observing a Model; MODELING RESEARCH; The Effectiveness of Modeling; Model Characteristics |
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Modeling Frequency and TimingUse of Verbal Cues with Modeling; Rehearsal Strategies and Modeling; Auditory Modeling; EFFECTIVE MODELING IN PHYSICAL EDUCATION; Use a Variety of Models; Use Peer Coping Models; Explain That Perfection Is Not Required; Demonstrate Frequently; Repeat Verbal Cues During Demonstrations; Students Should Verbally Rehearse Cues ; Give the Model Feedback During Demonstrations; Increase Motivation; Peer Teaching Instructional Model; Use Auditory Modeling with Temporal Tasks; Combine Reinforcement with Modeling to Enhance Prosocial Behaviors; SUMMARY; KEY CONCEPTS |
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APPLICATION EXERCISESChapter 4 Moral Development; INTRODUCTION; DEFINING SPORTSPERSONSHIP AND MORAL REASONING; MORAL DEVELOPMENT THEORIES; Social Learning Theory; Structural Developmental Approaches; MORAL DEVELOPMENT RESEARCH; Age, Gender, and Moral Reasoning; Traditional Physical Education and Moral Development; Effectiveness of Social Learning and Structural Developmental Strategies; Instructional Models and Curricula Research; ENHANCING MORAL DEVELOPMENT IN PHYSICAL EDUCATION; Social Learning Strategies; Structural Development Strategies |
| Notes |
Use an Instructional or Curricular Model That Addresses Prosocial Behaviors |
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Print version record |
| Subject |
Physical education teachers -- Psychology
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Physical education and training -- Study and teaching
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Physical education and training -- Study and teaching
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Physical education teachers -- Psychology
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| Form |
Electronic book
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| ISBN |
9781351817264 |
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1351817264 |
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