By Susan Capel, Peter Breckon

This publication offers a number of functional actions designed to help actual schooling academics’ studying. The actions contain case stories, examples of students’ paintings, examples of present solid perform, and various tried-and-tested instructing thoughts. The ebook additionally comprises worthwhile photocopiable assets and coaching fabrics. actions in every one bankruptcy supply a toolkit to aid student physical education teachers to examine their studying and performance.

This booklet extends the popular studying to educate PE within the Secondary School textbook, delivering distinctive examples of idea in perform. it truly is filled with examples of ways to examine perform to make sure scholar studying is maximised. those examples are in line with the easiest learn and perform at present on hand. additionally, the publication offers web-based hyperlinks to resources of latest wisdom helping evidence-based practice.

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Additional resources for A Practical Guide to Teaching Physical Education in the Secondary School

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This critical and analytical study of relevant literature is a vitally important aspect of action research and one that should be undertaken both to guide the formulation of a research question and your subsequent plan of action. Macintyre (2000: 16) developed a number of questions that can be asked for the purpose of comparing, contrasting and evaluating literature that might be relevant to your study: • • • • • • • • • • • 30 What was the research topic? What was the main theme? What background reading informed the study?

3c continued Focused observation schedule 2: MOTIVATION Name of Teacher/Student Teacher Observed: . . . . . . . . . . . . . Date: . . . . . . . . Name of Observer: . . . . . . . . . . . . . . . . . . Concentrate on ONE pupil throughout the lesson and complete the record for that one pupil only during each teacher episode. The teacher should not know which pupil you have chosen. Record of praise and criticism: Name of pupil . . . .

Number of recall questions . . . . . . . . . . Number of pupil questions . . . . . . . . . Number of questions requiring thinking . . . . . Number of question sequences (guided discovery) . . . . . . . . . . . . . . . . . . . . . 3c continued Focused observation schedule 2: MOTIVATION Name of Teacher/Student Teacher Observed: . . . . . . . . . . . . . Date: . . . . . . . . Name of Observer: . . . . . . . . . . . .

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