Description
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 Summary 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 Summary 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 Summary 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 Summary 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 Summary 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 Summary Chapter 8. Designing Competition Formats Progressive Competition Event Model Setting Up a League Scoring System Summary 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 Summary 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 Summary 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 Summary Chapter 12. Learning to Officiate, Keep Score, and Assess Fair Play Developing Quality Officials Practicing Duty Roles Assessing Fair Play Summary Chapter 13. Making Sport Education Festive Teams Team Portfolios Awards Culminating Events Developing Culminating Events Summary 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 Summary 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 Summary 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? Summary Chapter 17. Sport Education's Link With International Outcomes Australia England Ireland New Zealand Portugal Scotland Spain Summary 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 Summary 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 Summary Chapter 20. Managing a Sport Education Program Developing Program Policies and Procedures Management of Equipment, Facilities, and Supplies Program Budgeting Supervision, Safety, and Liability Summary 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 Summary
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.