Putting Research to Work in Elementary Physical Education: Conversations in the Gym Book

Preface Acknowledgments Introduction: Reading Research—A Commonsense View Guidelines for Reading Research

Part I: The Basics—Numbers, Time, Space, Equipment, and Behaviors
Chapter 1. How Equipment and Class Size Make a Difference
Chapter 2. Who Gets the Teacher's Attention?
Chapter 3. More Days per Week Equals More Learning
Chapter 4. Modifying Equipment to Fit the Students

Part II: Managing the Class
Chapter 5. Reducing Disruptive Student Behaviors
Chapter 6. Active Supervision and Student Learning
Chapter 7. Teaching Social Behaviors
Chapter 8. Recording and Classifying Teacher Management Behaviors
Chapter 9. Teaching Fair Play in the Gym and School

Part III: Interactions Among Students
Chapter 10. Using Trained Peer Tutors
Chapter 11. Peer-Mediated Accountability and Successful Practice

Part IV: Strategies for Teaching and Learning
Chapter 12. Can Learners Guide Their Own Practice With Self-Talk?
Chapter 13. Using Environmental Cues to Guide Practice

Part V: The Voices of Students
Chapter 14. Kindergarten Children Describe Physical Education
Chapter 15. Third-Grade Children Describe Physical Education
Chapter 16. Children Describe the Mile-Run Fitness Test
Chapter 17. Children Describe What They Learn in Physical Education
Chapter 18. High School Seniors Recall Elementary Physical Education

Part VI: Teachers in the Workplace—Training, Experience, and Context
Chapter 19. Preservice Classroom Teachers in the Gym
Chapter 20. Is Daily Physical Education Worth the Price?
Chapter 21. The Impact of Inclusion on Physical Education Teachers
Chapter 22. How Five Years of Experience Changed a Teacher
Chapter 23. How Veterans and Rookies Planned a Class

Part VII: Assessment As Part of Teaching
Chapter 24. Using Skill Assessment to Build Effective Lessons
Chapter 25. Is Peer Assessment Both Practical and Accurate?

Part VIII: The SPARK Studies: A Program for Teachers and Children
Chapter 26. The Impact of SPARK on Children's Fitness and Activity
Chapter 27. The Impact of SPARK on Catching, Throwing, and Kicking
Chapter 28. How Well Do Children Like Various Physical Education Activities?

Part IX: Reviewing Studies of the Effects of Physical Education
Chapter 29. The Legacy of Elementary School Physical Education

Part X: The Trois-Rivieres Studies: Long-Term Effects of Physical Education
Chapter 30. Twenty-Year Follow-Ups of Participants in a Model Program

Conclusion: Finding Different Ways to Make Research Serve Teaching

Appendix A. Annotated Bibliography of Selected References on Reading and Understanding Research Appendix B. Annotated List of Selected Journals, Indexes, and Research Retrieval Sources Appendix C. Learning From Studies of How Teachers Read and Understand Research Appendix D. Annotated Bibliography of Selected Reports and Articles on How Teachers Read, Understand, and Use Research Appendix E. Annotated Bibliography of Selected Books Presenting Models of Teaching or Curriculum That Are Grounded on Research-Based Knowledge

References Index About the Authors