- Subject index
`For any student of physical education, Physical Education provides an excellent springboard from which to explore theoretical aspects of their subject. The list of authors reads like a who's who of PE and the extensive list of references provides opportunities to investigate areas of interest in more depth' - John Matthews, Chief Executive PEA UK 'Distinguished authors who provide critical analyses of key contemporary issues in physical education: a core text…. Required reading for anybody seeking insight into the key issues of the day in physical education' - Dr Dick Fisher, Vice Principal of St. Mary's University College and Honorary President of the European Physical Education AssociationsAimed at students of physical education and sport in schools, this book consists of a collection of essential readings, covering a breadth of salient and enduring themes, as well as contemporary issues. Many of the authors are distinguished figures who have, over the last two decades, made substantial and distinctive contributions to our understanding of the process of physical education.Themes explored include: the nature and values of physical education; the relationship between the subject and physical activity and health; the growth of examinations in physical education and innovations and developments in teaching styles and formats. The study of physical education has increasingly become multi-disciplinary and inter-disciplinary and the book reflects this, incorporating philosophical, sociological, pedagogical and comparative perspectives.This book will give readers, both in the UK and internationally, and at all levels of education, a greater understanding of the subject.
Chapter 8: Model-Based Teaching and Assessment in Physical Education: The Tactical Games Model
Model-Based Teaching and Assessment in Physical Education: The Tactical Games Model
Leading American educational researcher Mike Metzler (2000) observes, in his book Instructional Models for Physical Education, that most instruction in physical education is based on content. The various forms of physical activity that make up physical education programmes are, he suggests, the organising centre for teaching. Conventionally, we start with content such as basketball or gymnastics or swimming, and determine our teaching strategies, tasks, sequences of learning experiences, assessment techniques, and so on, from there. He also claims that the ways in which we teach swimming or volleyball or archery tend to be much the same regardless of the age and experience of the ...