02076nam a22002297a 4500003000400000005001700004008004100021040001100062082002300073100002700096245006400123264004500187300002400232504005100256520124200307526001201549650005701561650005701618942001201675999001301687952014601700OSt20251126155250.0250318b           ||||| |||| 00| 0 eng d  cNMSCST00a613.707bR528 20201 aRink, Judith,eauthor.10aTeaching physical education for learning /cJudith E. Rink. 1aNew York, NY :bMcGraw Hill LLC,cc2020.  axvi, 359 p. :bill.  aIncludes bibliographical references and index.  a"The lack of physical activity of children and youth has created a major health problem in the United States and in many countries around the world. Physical education programs have been given the responsibility to develop the skills, knowledge, and dispositions to prepare students for a lifetime of physical activity. Preparing students for a lifetime of physical activity is quite different from providing physical activity. If our job was to just provide physical activity, it would be relatively easy. If we are to ensure that students are active outside the school setting and as adults, physical education programs must carefully select what they teach and will need to teach that content effectively. The focus of Teaching Physical Education for Learning is on the generic instructional skills teachers need to be effective in producing student learning regardless of the content to be taught. Teaching is a process that is both interactive and context specific. Teachers need the technical skills of teaching and need to apply them situationally to different content and to different student needs. In a sense that means that teaching skills are necessary but not sufficient to be an effective teacher"--cProvided by publisher.  a300-399 0aPhysical education and trainingxStudy and teaching. 0aPhysical education for childrenxStudy and teaching.  2ddccBK  c789d789  00102ddc40708NFICaCLbCLcRESd2025-03-18h11044l0o613.707 R528 2020p11044r2025-03-18tc.3w2025-03-18yBKzCatalog by J.S. 03/18/25