Test Bank for Complete Guide to Sport Education 3rd Edition by Daryl Siedentop , Peter Hastie and Hans Van Der Mars

CONTENTS

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