Putting research to work in elementary physical education : conversations in the gym / Lawrence F. Locke, Dolly Lambdin.

Includes bibliographical references (pages 200-203) and index.

The basics--numbers, time, space, equipment, and behaviors. How equipment and class size make a difference. Who gets the teacher's attention? More days per week equals more learning. Modifying equipment to fit the students -- Managing the class. Reducing disruptive student behaviors. Active supervision and student learning. Teaching social behaviors. Recording and classifying teacher management behaviors. Teaching fair play in the gym and school -- Interactions among students. Using trained peer tutors. Peer-mediated accountability and successful practice -- Strategies for teaching and learning. Can learners guide their own practice with self-talk? Using environmental cues to guide practice -- The voices of students. Kindergarten children describe physical education. Third-grade children describe physical education. Children describe the mile-run fitness test. Children describe what they learn in physical education. High school seniors recall elementary physical education -- Teachers in the workplace--training, experience, and context. Preservice classroom teachers in the gym. Is daily physical education worth the price? The impact of inclusion on physical education teachers. How five years of experience changed a teacher. How veterans and rookies planned a class -- Assessment as part of teaching. Using skill assessment to build effective lessons. Is peer assessment both practical and accurate? -- The SPARK studies, a program for teachers and children. The impact of SPARK on children's fitness and activity. The impact of SPARK on catching, throwing, and kicking. How well do children like various P.E. activities? -- Reviewing studies of the effects of physical education. The legacy of elementary school physical education. Twenty-year follow-ups of participants in a model program -- Conclusion, finding different ways to make research serve teaching --

Introduction--reading research, a commonsense view. Reading guidelines -- The basics--numbers, time, space, equipment, and behaviors. How equipment and class size make a difference. Who gets the teacher's attention? More days per week equals more learning. Modifying equipment to fit the students -- Managing the class. Reducing disruptive student behaviors. Active supervision and student learning. Teaching social behaviors. Recording and classifying teacher management behaviors. Teaching fair play in the gym and school -- Interactions among students. Using trained peer tutors. Peer-mediated accountability and successful practice -- Strategies for teaching and learning. Can learners guide their own practice with self-talk? Using environmental cues to guide practice -- The voices of students. Kindergarten children describe physical education. Third-grade children describe physical education. Children describe the mile-run fitness test. Children describe what they learn in physical education. High school seniors recall elementary physical education -- Teachers in the workplace--training, experience, and context. Preservice classroom teachers in the gym. Is daily physical education worth the price? The impact of inclusion on physical education teachers. How five years of experience changed a teacher. How veterans and rookies planned a class -- Assessment as part of teaching. Using skill assessment to build effective lessons. Is peer assessment both practical and accurate? -- The SPARK studies, a program for teachers and children. The impact of SPARK on children's fitness and activity. The impact of SPARK on catching, throwing, and kicking. How well do children like various P.E. activities? -- The Trois-Rivieres studies, long term effects of P.E. The legacy of elementary school physical education. Twenty-year follow-ups of participants in a model program -- Conclusion, finding different ways to make research serve teaching -- --

Introduction: Reading Research - A Commonsense View -- Guidelines for Reading Research -- Pt. I. The Basics - Numbers, Time, Space, Equipment, and Behaviors -- 1. How Equipment and Class Size Make a Difference -- 2. Who Gets the Teacher's Attention? -- 3. More Days per Week Equals More Learning -- 4. Modifying Equipment to Fit the Students -- Pt. II. Managing the Class -- 5. Reducing Disruptive Student Behaviors -- 6. Active Supervision and Student Learning -- 7. Teaching Social Behaviors -- 8. Recording and Classifying Teacher Management Behaviors -- 9. Teaching Fair Play in the Gym and School -- Pt. III. Interactions Among Students -- 10. Using Trained Peer Tutors -- 11. Peer-Mediated Accountability and Successful Practice -- Pt. IV. Strategies for Teaching and Learning -- 12. Can Learners Guide Their Own Practice With Self-Talk? -- 13. Using Environmental Cues to Guide Practice -- Pt. V. The Voices of Students -- 14. Kindergarten Children Describe Physical Education -- 15. Third-Grade Children Describe Physical Education -- 16. Children Describe the Mile-Run Fitness Test -- 17. Children Describe What They Learn in Physical Education -- 18. High School Seniors Recall Elementary Physical Education -- Pt. VI. Teachers in the Workplace - Training, Experience, and Context -- 19. Preservice Classroom Teachers in the Gym -- 20. Is Daily Physical Education Worth the Price? -- 21. The Impact of Inclusion on Physical Education Teachers -- 22. How Five Years of Experience Changed a Teacher -- 23. How Veterans and Rookies Planned a Class -- Pt. VII. Assessment As Part of Teaching -- 24. Using Skill Assessment to Build Effective Lessons -- 25. Is Peer Assessment Both Practical and Accurate? -- Pt. VIII. The SPARK Studies: A Program for Teachers and Children -- 26. The Impact of SPARK on Children's Fitness and Activity -- 27. The Impact of SPARK on Catching, Throwing, and Kicking -- 28. How Well Do Children Like Various Physical Education Activities? -- Pt. IX. Reviewing Studies of the Effects of Physical Education -- 29. The Legacy of Elementary School Physical Education -- Pt. X. The Trois-Rivieres Studies: Long-Term Effects of Physical Education -- 30. Twenty-Year Follow-Ups of Participants in a Model Program -- Conclusion: Finding Different Ways to Make Research Serve Teaching -- App. A. Annotated Bibliography of Selected References on Reading and Understanding Research -- App. B. Annotated List of Selected Journals, Indexes, and Research Retrieval Sources -- App. C. Learning From Studies of How Teachers Read and Understand Research -- App. D. Annotated Bibliography of Selected Reports and Articles on How Teachers Read, Understand, and Use Research -- App. E. Annotated Bibliography of Selected Books Presenting Models of Teaching or Curriculum That Are Grounded on Research-Based Knowledge.

"This textbook and reference provides teachers with valuable insights for using research to improve their teaching. Putting Research to Work in Elementary Physical Education: Conversations in the Gym lets readers eavesdrop on a career-long conversation between a world-renowned researcher and a top-notch teacher who have a combined 75 years of professional physical education experience."--BOOK JACKET.

Machine converted from AACR2 source record.