Andere Kunden interessierten sich auch für
![Critical thinking in Physical Education]( "Critical thinking in Physical Education")
Critical thinking in Physical Education51,99 €![ASSESSMENT FOR LEARNING IN PHYSICAL SCIENCE]( "ASSESSMENT FOR LEARNING IN PHYSICAL SCIENCE")
ASSESSMENT FOR LEARNING IN PHYSICAL SCIENCE38,99 €![Teaching and Learning in Physical Education Class Settings]( "Teaching and Learning in Physical Education Class Settings")
Teaching and Learning in Physical Education Class Settings32,99 €![PHYSICAL FITNESS -]( "PHYSICAL FITNESS -")
PHYSICAL FITNESS -32,99 €![Inclusion in Physical Education]( "Inclusion in Physical Education")
Inclusion in Physical Education38,99 €![Pedagogical Behaviors of Physical Educators]( "Pedagogical Behaviors of Physical Educators")
Pedagogical Behaviors of Physical Educators32,99 €![USC Physical Education Building]( "USC Physical Education Building")
USC Physical Education Building41,99 €
At a time when there is a great possibility that
physical education programs are eliminated or
minimized in schools, it is imperative that
professional educators argue vehemently for physical
education based on a curriculum that is steered by
the teaching of not only physical, but social and
cognitive skills. This book examines four concepts
that promote social development and learning in
physical education. The literature and data presented
indicate that the concepts of responsibility,
conflict resolution, problem solving, and cooperative
learning can be learned in physical education class.
It is worthwhile, indeed necessary, for physical
educators to teach lessons that foster the
development of these concepts. The literature tells
us that the school environment can be improved by
shaping social education through physical activity
and that movement is a vital part of learning and
thinking. The results presented in this book support
the value of the physical educator in schools. What
happens in the physical education classroom can, and
should positively impact the school
community-ultimately producing students who benefit
society.
physical education programs are eliminated or
minimized in schools, it is imperative that
professional educators argue vehemently for physical
education based on a curriculum that is steered by
the teaching of not only physical, but social and
cognitive skills. This book examines four concepts
that promote social development and learning in
physical education. The literature and data presented
indicate that the concepts of responsibility,
conflict resolution, problem solving, and cooperative
learning can be learned in physical education class.
It is worthwhile, indeed necessary, for physical
educators to teach lessons that foster the
development of these concepts. The literature tells
us that the school environment can be improved by
shaping social education through physical activity
and that movement is a vital part of learning and
thinking. The results presented in this book support
the value of the physical educator in schools. What
happens in the physical education classroom can, and
should positively impact the school
community-ultimately producing students who benefit
society.