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Children Moving, Tenth Edition, introduces a process of teaching that provides a background for
adapting, adjusting, and modifying lessons so they are interesting and worthwhile for all children—from 10 e TENTH EDITION
the lowest to the highest skill and fitness levels. The ultimate goal is to guide youngsters in the process
of becoming physically active for a lifetime. Rather than simply describing games and activities, Children
Moving emphasizes the importance of children learning to move by focusing on developmentally
appropriate skill themes that are used in virtually all sports and physical activities. The intended result is
children becoming skillful movers and eager participants in physical activity.

HIGHLIGHTS OF THE TENTH EDITION

• Two new authors—Hall and Patton—bring a wealth of elementary physical education teaching and
teacher education experience.

• Skill themes linked to the National Standards & Grade-Level Outcomes for Physical Education
(SHAPE America).

• Sample student learning indicators are provided for movement concepts and skill themes.
• Extensive revisions to nearly all chapters highlight best practices and evidence-based support for
the skill theme approach.
Six rewritten chapters: The Value and Purpose of Physical Education for Children (Chapter 1);
Planning (Chapter 6); Adapting the Content for Diverse Learners (Chapter 10); Teaching Physical
A Reflective Approach to Teaching Physical Education
Fitness, Physical Activity and Wellness (Chapter 28); Teaching Educational Dance (Chapter 29);
and Teaching Educational Gymnastics (Chapter 30).
Significant updates to eight chapters: Skill Themes, Movement Concepts, and the National
Standards (Chapter 3); Reflecting on Student Responses (Chapter 11); Assessing Student Learning
(Chapter 12); Reflecting on Teaching (Chapter 13); Traveling (Chapter 17); Kicking and Punting
(Chapter 23); Striking with Long-Handled Implements (Chapter 27); and Teaching Educational
Games (Chapter 31).
New learning experiences and assessment examples have been added to all movement concept
(Chapters 14-16) and skill theme chapters (Chapters 17-27).

• Teaching strategies to help create an inclusive environment.

• Pedagogical aids—including Key Concepts at the beginning of each chapter, suggested progressions
of tasks, cues to help children perform skills more efficiently, challenges designed to maintain
children’s interest in tasks, and assessment ideas to help determine what children have learned.

 McGraw-Hill Connect® is a highly reliable, easy-to-use homework and learning

management solution that utilizes learning science and award-winning adaptive tools to improve
student results.

Graham
Holt/Hale
Parker
Hall
ISBN 978-0-07-802274-6 Patton
MHID 0-07-802274-6
90000

George Graham | Shirley Ann Holt/Hale

Melissa Parker | Tina Hall | Kevin Patton
9 7 8 00 7 8 0 2 2 7 4 6
 B R I E F C O N T E N T S

Preface xxiii CHAPTER 15 Effort 259

CHAPTER 16 Relationships 274
PART ONE
PART FIVE
Introduction and
Content Overview 1 Skill Theme Development 295
CHAPTER 17 Traveling 297
CHAPTER 1 The Value and Purpose of Physical
Education for Children 3 CHAPTER 18 Chasing, Fleeing, and Dodging 323
CHAPTER 2 The Skill Theme Approach 17 CHAPTER 19 Bending, Stretching, Curling,
and Twisting 340
CHAPTER 3 Skill Themes, Movement Concepts, and
the National Standards 31 CHAPTER 20 Jumping and Landing 354
CHAPTER 21 Balancing 375
PART TWO CHAPTER 22 Transferring Weight and Rolling 401
Becoming a Reflective CHAPTER 23 Kicking and Punting 438
CHAPTER 24 Throwing and Catching 468
Teacher 45 CHAPTER 25 Volleying and Dribbling 502
CHAPTER 4 Reflective Teaching 47 CHAPTER 26 Striking with Rackets and Paddles 536
CHAPTER 5 Determining Generic Levels of Skill CHAPTER 27 Striking with Long-Handled
Proficiency 58 Implements 562
CHAPTER 6 Planning 67
PART SIX
PART THREE
Skill Theme Application 595
Active Teaching Skills 93 CHAPTER 28 Teaching Physical Fitness, Physical Activity,
CHAPTER 7 Establishing an Environment for and Wellness 597
Learning 95 CHAPTER 29 Teaching Educational Dance 624
CHAPTER 8 Maintaining Appropriate Behavior 120 CHAPTER 30 Teaching Educational Gymnastics 649
CHAPTER 9 Instructional Approaches 139 CHAPTER 31 Teaching Educational Games 663
CHAPTER 10 Adapting the Content for Diverse CHAPTER 32 Integrating the Skill Theme Approach Across
Learners 157 the Curriculum 682
CHAPTER 11 Reflecting on Student Responses 176
CHAPTER 12 Assessing Student Learning 187 PART SEVEN
CHAPTER 13 Reflecting on Teaching 222
The Future 697
PART FOUR CHAPTER 33 Building Support for Your Program 699
CHAPTER 34 Physical Education for Tomorrow’s
Movement Concepts Children 711
Development 239 Index I-1
CHAPTER 14 Space Awareness 241

vii
 C O N T E N T S

Preface xxiii Where Is Fitness in the Skill Theme Approach? 26

Where Does the Cognitive Domain Fit into the Skill
PART ONE Theme Approach? 26
Where Does the Affective Domain Fit into the Skill
Introduction and Theme Approach? 27
Content Overview 1 What about Dance and Gymnastics? 27
How Do Classroom Teachers Feel about the Skill Theme
CHAPTER 1 Approach? 28
The Value and Purpose of Physical Education How Do Middle (Junior) and High School Physical
for Children 3 Education Teachers Feel about the Skill Theme
Approach? 28
The Importance of Physical Activity 5
Summary 28
The Importance of Physical Education 6
Reading Comprehension Questions 29
Quality Physical Education and Children Moving 8
References/Suggested Readings 29
Summary 14
Reading Comprehension Questions 14 CHAPTER 3
References/Suggested Readings 14
Skill Themes, Movement Concepts, and
CHAPTER 2 the National Standards 31
Characteristics of Themes 33
The Skill Theme Approach 17
Skill Themes and Movement Concepts 34
What Are Skill Themes? 18 The Wheel (Movement Analysis Framework) 38
What Are the Characteristics Progression Spiral 39
of the Skill Theme Approach? 18 The National Standards and the Skill Theme
Characteristic 1 18 Approach 39
Characteristic 2 21 Background of National Standards Development 39
Characteristic 3 22 National Standards & Grade-Level Outcomes 40
Characteristic 4 22 Skill Themes and the National Standards 42
What Is Developmentally Appropriate Physical Summary 43
Education? 23
Children Develop at Different Rates 23
Reading Comprehension Questions 43
Age Does Not Predict Motor Ability 23 References/Suggested Readings 44
Children Develop Fundamental Movement
Skills Naturally through Play 23 PART TWO
The Myth of the Natural Athlete 23
Differences in Physical Abilities between Boys and Girls 23
Becoming a Reflective
Why Don’t You Describe Such Activities as Duck, Duck,
Goose, and Kickball? 24 Teacher 45
What Is the Curriculum Diamond? 24
Building a Foundation (Preschool through Grade 5) 25 CHAPTER 4
Exploring Possibilities (Grades 6–8) 25 Reflective Teaching 47
Developing Expertise (Grades 9–12) 25
What Is Reflective Teaching? 49
Is It Difficult to Maintain Youngsters’ Interest in a Program
That Emphasizes the Fundamentals? 25 The Need for Reflective Teaching 49

What Does “Adjusting the Activities” Mean? 26 Values of the Teacher 50

ix
x  Contents

Class Size 51 Insights About Cues and Refinements (Column Three) 80

Insights About Challenges (Applications) (Column Four) 81
Class Time and Sessions per Week 52
Insights About Additional Ideas (Content) for Lessons 82
Facilities and Equipment 52 Insights About Assessment 82
Student Behavior 53 Insights About Organization/Management/Safety
(Column Five) 83
Context of the School 54
Insights About Lesson Reflection 83
Do I Want to Become a Reflective Teacher? 54 Keeping Track of Your Lessons 83
How Do I Become a Reflective Teacher? 54 Making Planning Enjoyable 83
Summary 56 Lesson Design 84
Reading Comprehension Questions 56 Motor Competence 84
Social Interaction 84
References/Suggested Readings 56
Enjoyable and Challenging Lessons 84
Relevant 85
CHAPTER 5
Parting Thought 85
Determining Generic Levels The Relationship Between Planning and Content
of Skill Proficiency 58 Development 85

Identifying Generic Levels of Skill Proficiency 60 Summary 85

Precontrol Level 60 Reading Comprehension Questions 86
Control Level 60
References/Suggested Readings 86
Utilization Level 61
Proficiency Level 61 Appendix A: Sample School-Year Content Overviews
One Child, More than One Level 61 (Pacing Guides) 87
Using the Generic Levels of Skill Proficiency
in Teaching 62 PART THREE
Which Task? 62
How to Know if a Task Works 63 Active Teaching Skills 93
Insights about the Generic Levels of Skill Proficiency 64
Multiple Skill Levels in a Class 64 CHAPTER 7
Control Level in Two Days a Week 64
Establishing an Environment for Learning 95
Proficiency Level Is Rare 64
Assessment Using the GLSP? 65 Gymnasium Atmosphere 97
Summary 65 The Managerial Component 101
Developing Protocols 101
Reading Comprehension Questions 65
Establishing Rules and Expectations That Reflect a Positive
References/Suggested Readings 66 Environment 101
Establishing Gymnasium Routines 104
CHAPTER 6 Getting Off to a Good Start 108
School-Wide Programs 110
Planning 67
Teaching Skills for Establishing the Managerial Aspects of
Reflective Planning 69 the Learning Environment 110
A Four-Step Planning Process 69 Teaching Protocols 110
Question 1: What Do You Want Students to Learn Over the The Instructional Component 112
Entire Program (Four to Six Years)? 70 Content Development 112
Question 2: What Are Along-the-Way Learning Indicators or Communication 112
Benchmarks to Determine Whether the Children Are Congruent Feedback 113
Learning What Is Being Taught? 72
Question 3: What Do You Want Your Students to Learn in a Accommodating Individual Differences 114
Given Year? 73 Teaching by Invitation 114
Question 4: What Do You Want the Students to Learn in Each Intratask Variation 114
Lesson You Teach? 75 Safety 115
Planning Insights Gained from Years of Teaching Elements of Negligence 115
Areas in Which Negligence Might Occur 116
Experience 80
Insights About Developing Lesson Objectives 80 Summary 117
Insights About Task Development (Column Two) 80
 Contents  xi

Reading Comprehension Questions 118 Gender Equity 162

Religious Differences 162
References/Suggested Readings 119
Children Living in Poverty 163

CHAPTER 8 Children with Disabilities, Impairments,

and Disorders 164
Maintaining Appropriate Behavior 120 Individualized Education Program 165
Preventing Misbehavior 121 Implementing the IEP 165
Physical Disabilities 166
Increasing Appropriate Behavior 123
Intellectual Disabilities 167
Proactive Strategies 123
Emotional and Behavioral Disorders 169
Reactive Approaches 125
Social Interaction Disorders 169
Decreasing Inappropriate Behavior 126 Visual Impairments 170
Positive Practice 127 Hearing Impairments 170
Desists 127 Health-Related Disorders 171
Working Independently Away from the Group 127 Creating an Inclusive Environment 172
Time-outs 128
A Final Thought 173
Conflict Resolution Strategies 128
Behavior Contracts 130 Summary 173
Communication to Parents 130 Reading Comprehension Questions 174
Involving the Principal 131
References/Suggested Readings 174
Maintaining Appropriate Behavior in Entire Classes 132
Reward Systems 134
CHAPTER 11
Developing Personal and Social Responsibility 135
Corporal Punishment 135 Reflecting on Student Responses 176
Teaching Skills to Maintain a Productive Learning What to Observe 178
Safety 178
Environment 135
On-Task Behavior 179
Summary 136 Class Movement Patterns 179
Reading Comprehension Questions 137 Individual Movement Patterns 181
References/Suggested Readings 137 How to Observe 182
Positioning 182
CHAPTER 9 Strategies 183
Summary 185
Instructional Approaches 139
Reading Comprehension Questions 186
Direct versus Indirect Instruction 140
References/Suggested Readings 186
Instructional Approaches 141
Interactive Teaching 141
Task Teaching 143
CHAPTER 12
Peer Teaching 145 Assessing Student Learning 187
Guided Discovery 147
Convergent Inquiry 147
Assessment for Learning 188
Divergent Inquiry 148 Understanding Assessment for Learning 189
Cooperative Learning 149 Linking of Assessment and Instruction 190
Child-Designed Instruction 151 Assessment Is Learner Centered 190
Choosing the “Right” Instructional Approach 153 Assessment Is an Ongoing Process 190
Assessment Comprises Meaningful Tasks 191
Summary 154
Criteria for Assessment Are Known in Advance 191
Reading Comprehension Questions 155
Making It Work 191
References/Suggested Readings 155
What Has Been Learned? Selecting Assessment
Options 193
CHAPTER 10
Informal Assessments 193
Adapting the Content for Diverse Learners 157 Formal Assessments 194
Teacher Observation 194
Inclusion as a Philosophy 158
Exit (or Entrance) Slips 195
Overweight Children 160
Student Journals 196
Cultural Differences 161
xii  Contents

Homework 198 Exploring Self-Space 245

Peer Observation 199 Curling, Stretching, and Twisting in Self-Space 245
Self-Assessment 201 Moving the Whole Body in Self-Space 246
Event Tasks 202 Developing the Component of General Space 246
Digital Recordings 203 Teaching the Component of General Space 246
Technology and Assessment 204 Learning Experiences Leading to Movement Concept
Student Drawings 205 Understanding 246
Student Displays 205 Exploring General Space 246
Portfolios 205 Open Spaces 247
Assessing How Well Something Was Learned 206 Reducing the Size of the General Space 247
Writing Rubrics 206 Reducing the Size of General Space and Changing
Assessing All Three Domains 208 Speed 247
Fitness Assessments 209 Dodging in General Space 247
A Word about Assessing Movement Concepts 209 Traveling Over, Under, and Around Obstacles in General
Assessment of Students with Disabilities 210 Space 248
What to Do with the Results of Assessment, or Standards- Space Awareness Obstacle Course 248
Based Summarizing and Reporting Progress 213 Developing the Concept of Directions 249
Grading 213 Teaching the Concept of Directions 249
Learning Experiences Leading to Movement Concept
Finding the Time for Assessment 218
Understanding 249
Summary 220 Traveling in Different Directions 249
Reading Comprehension Questions 220 Moving Clockwise and Counterclockwise 249
Exploring Directions 250
References/Suggested Readings 221
Changing Directions on Signal 250
Turning While Moving in Different Directions 250
CHAPTER 13
Developing the Concept of Levels 250
Reflecting on Teaching 222 Teaching the Concept of Levels 251
Self-Reflection: Describing Your Teaching 224 Learning Experiences Leading to Movement Concept
Understanding 251
Systematic Observation: Critiquing Your Teaching 224 Traveling and Freezing at Different Levels 251
Getting Started 224 Traveling with Body Parts at Different Levels 251
Unassisted Techniques 224 Rising and Sinking to Create Different Levels 251
Assisted Techniques 227 Traveling While Rising and Sinking 251
Making Sense of It All: Combining and Adapting Techniques
and Setting Goals 234 Developing the Concept of Pathways 252
Being Observed 235 Teaching the Concept of Pathways 252
Learning Experiences Leading to Movement Concept
Professional Learning Communities 235 Understanding 252
Summary 236 Exploring Pathways 252
Using Pathway Maps 252
Reading Comprehension Questions 236
Designing Pathways 253
References/Suggested Readings 236 Creating Follow-the-Leader Pathways 253
Traveling Pathways and Obstacles 253
PART FOUR Following-the-Dots Pathways 254
Combining Pathways, Levels, and Directions 255
Movement Concepts Developing the Concept of Extensions in Space 256
Teaching the Concept of Extensions in Space 256
Development 239 Learning Experiences Leading to Movement Concept
Understanding 256
CHAPTER 14 Exploring Extensions 256
Traveling and Extensions 256
Space Awareness 241 Changing from One Extension to Another 256
Developing the Concept of Location 244 Using Extensions and Imagery 256
Developing the Component of Self-Space 244 Applying the Space Awareness Concepts 257
Teaching the Component of Self-Space 244 Reading Comprehension Questions 257
Learning Experiences Leading to Movement Concept
Understanding 245 References/Suggested Readings 258
 Contents  xiii

CHAPTER 15 Developing the Concept of the Relationships with

Objects 283
Effort 259 Teaching the Concept of the Relationships with Objects 283
Developing the Concept of Time 261 Learning Experiences Leading to Movement Concept
Teaching the Concept of Time 262 Understanding 283
Learning Experiences Leading to Movement Concept Traveling Over, Close to, Far Away, Inside 283
Understanding 262 Traveling Over, Under, Close to, and Far Away from
Exploring Time 262 Equipment 284
Using Different Speeds in Self-Space 262 Onto/Off Concepts 284
Moving at Different Speeds 263 Over, Under, Around, In Front Of, and Behind Concepts 285
Traveling and Freezing by Using Changes in Time 264 Traveling on Equipment 285
Combining Imagery and Time 265 Traveling Through Obstacles 286
Differentiating Among Time Words 265 Going Over and Under the Obstacle Course 287
Combining Sport Skills and Time 265 Developing the Concept of the Relationships with
Continually Changing in Time While Traveling 265
People 287
Developing the Concept of Force 267 Alone in a Mass 287
Teaching the Concept of Force 268 Solo 287
Learning Experiences Leading to Movement Concept Partners 287
Understanding 268 Groups 288
Exploring Force 268 Between Groups 288
Traveling and Changing Force Qualities 268 Teaching the Concept of the Relationships with People 288
Using Imagery and Force 268 Learning Experiences Leading to Movement Concept
Showing Contrasts of Force 268 Understanding 288
Developing the Concept of Flow 269 Matching 288
Teaching the Concept of Flow 269 Leading and Following 289
Learning Experiences Leading to Movement Concept Traveling and Matching 289
Understanding 269 Mirroring 289
Traveling and Flow 269 Matching and Mirroring 290
Eliciting Flow Qualities 270 Traveling Alongside/Following 290
Following Flow Sentences 270 Following with a Group 290
Practicing Flow Sequences 271 Meeting/Parting 291
Using Flow for Movement Conversations 271 Forming Cooperative and Collaborative Relationships 291
Combining Time, Force, and Flow 271 Meeting and Parting in a Cooperative Group 292
Performing Solo 292
Applying the Effort Concepts 272
Applying the Concept of Relationships 292
Reading Comprehension Questions 273
Competition 293
References/Suggested Readings 273
Reading Comprehension Questions 293
CHAPTER 16 References/Suggested Readings 294

Relationships 274
PART FIVE
Developing the Concept of the Relationships of
Body Parts 275
Teaching the Concept of the Relationships
Skill Theme
of Body Parts 277
Learning Experiences Leading to Movement Concept
Development 295
Understanding 277 CHAPTER 17
Identifying Body Parts 277
Freezing on Different Body Parts 278 Traveling 297
Traveling on Different Body Parts 278 Fundamental Locomotor Skills 298
Balancing on Matching and Nonmatching Parts 278 Walking 299
Round, Narrow, Wide, and Twisted Body Shapes 278 Hopping 299
Changing from One Body Shape to Another 279 Skipping 299
Traveling and Freezing in Different Body Shapes 280 Galloping 300
Making Symmetrical and Nonsymmetrical Shapes 280 Sliding 300
Creating Postcard Sculptures 281 Running 300
Creating Body Shapes in the Air 281 Leaping 301
xiv  Contents

Precontrol Level (GLSP): Experiences for CHAPTER 18

Exploration 303
Traveling in General Space 303 Chasing, Fleeing, and Dodging 323
Traveling with Different Locomotor Movements 304 Chasing 325
Traveling in Different Ways 304 Fleeing 325
Traveling with Imagery 304
Traveling Through Rope Pathways 304 Dodging 325
Traveling Among Wide and Narrow Shapes 305 Levels of Skill Proficiency 325
Control Level (GLSP): Learning Experiences Leading to Precontrol Level (GLSP): Experiences for
Skill Development 305 Exploration 326
Traveling with Different Locomotor Patterns 305 Moving Obstacles 326
Hopping 306 Traveling to Flee 327
Skipping 306 Traveling to Dodge 327
Galloping 306 Make-Believe Chase 327
Sliding 306
Control Level (GLSP): Learning Experiences Leading to
Running 307
Skill Development 327
Leaping 307
Dodging in Response to a Signal 328
Traveling to Open Spaces 308
Dodging and Tagging in a Small Space 328
Performing Locomotor Sequences 308
Fleeing from a Partner 328
Moving to Rhythms 309
Dodging the Obstacles 329
Traveling with Music 309
Dodging with Quick Changes of Speed: Darting 329
Traveling an Obstacle Course 309
Overtaking a Fleeing Person 329
Traveling in Different Directions 310
Fleeing a Chaser 329
Skip and Balance Dance 310
Traveling in Different Pathways 311 Utilization Level (GLSP): Learning Experiences Leading to
Locomotors and Rhythm: The Follow-Me Dance 311 Skill Development 330
The Locomotors, Directions, and Pathways Dance 312 Dodging Stationary Obstacles 330
Traveling Using Different Directions, Levels, Pathways, and Dodging and Faking Moves to Avoid a Chaser 331
Locations 312 Dodging Limited Movement Obstacles 331
Changing Speeds to Music 313 Dodging and Chasing One Person in a Mass 332
Traveling with Changes in Speed: A Dance of Water, Steam, Dodging in a Dynamic Situation 333
and Ice 313 Dodging While Manipulating an Object 333
Traveling in Slow-Motion: The Sports Dance 314 Proficiency Level (GLSP): Learning Experiences Leading
Combination Locomotors 314
to Skill Development 333
Utilization Level (GLSP): Learning Experiences Leading to Child-Designed Dance 334
Skill Development 314 Continual Fleeing and Chasing with a Large Group 334
Traveling with a Partner: Matching Pathways 314 Dodging While Maintaining Possession of an Object 334
Traveling with a Partner: Copying Locomotors and Chasing and Dodging Simultaneously 335
Directions 316 Chasing and Fleeing in an Invasion Gamelike Situation 335
Traveling with a Partner: Changing Speed and Direction 316 Dodging in a Gamelike Situation 336
Shadowing a Partner’s Travel 316 Dodging in a Target Gamelike Situation 337
Meeting and Parting While Traveling with a Partner 316 Using Team Strategy for Chasing, Fleeing, and Dodging in an
Performing Rhythmical Patterns 317 Invasion Gamelike Situation 337
Traveling to Tell a Story: The Fountain of Youth Dance 317 Dodging While Manipulating an Object in an Invasion Gamelike
Traveling in Bound and Free Flow 317 Situation 338
Proficiency Level (GLSP): Learning Experiences Leading Self-Designed Chasing, Fleeing, and Dodging Game 338
to Skill Development 318 Reading Comprehension Questions 339
Traveling with Shapes and Actions: A Story Without Words 318 References/Suggested Readings 339
Body Shapes and Group Travel: A Study in Form 318
Performing Rhythmical Patterns: Jump Bands/Aerobic
CHAPTER 19
Tinikling 319
Traveling in Games and Sports 321 Bending, Stretching, Curling, and Twisting 340
Traveling in Gymnastics 321
Precontrol Level (GLSP): Experiences for
Reading Comprehension Questions 322 Exploration 341
References/Suggested Readings 322 Stretching in Self-Space 341
Curling in Self-Space 342
 Contents  xv

Curling to Roll Like a Ball 342 Jumping for Height 361

Bending Body Parts 342 Jumping over Low Obstacles: Hoops 362
Twisting in Self-Space 343 Jumping over Low Obstacles: Hurdles 362
Stretching, Body Shapes, and Locomotion 343 Jumping Rhythmically 363
Stretching and Curling 343 Jumping in Rhythmical Sequences 363
Control Level (GLSP): Learning Experiences Leading to Jumping a Turned Rope 363
Jumping a Self-Turned Rope 364
Skill Development 344
Jumping Using Buoyant and Yielding Landings 364
Balancing with Bends, Stretches, Twists, and Curls 344
Jumping to Form a Body Shape During Flight 365
Bending, Stretching, Twisting, and Curling in Mime 345
Traveling, Jumping, and Body Shapes 366
Jumping Off While Stretching and Twisting 345
Performing Jumping Sequences and Making Body
Jumping Over While Stretching, Bending and Twisting 345
Shapes 366
A Dance of Stretching, Bending, Twisting,
Jumping over Equipment Using Buoyant Landings 367
and Curling 346
Jumping On and Off Equipment Using Buoyant and Yielding
Performing Jumping Sequences with Bending, Twisting,
Landings 367
Curling, and Stretching 346
Jump, Squash, TaDa 367
Catching with a Stretch and Curl 347
Jumping and Landing Task Sheet 368
Stretching to Catch a Ball with a Partner 347
Stretching for the Jump Ball 348 Utilization Level (GLSP): Learning Experiences Leading to
Twisting to Catch a Ball with a Partner 348 Skill Development 368
Twisting While Striking with a Bat 348 Jumping to Catch 368
Twisting While Striking a Tossed Ball 348 Jumping to Throw 370
Twisting for Placement When Batting 349 Jumping on a Bench 370
Stretching, Curling, and Twisting into Weight Transfers 349 Throwing and Catching While Jumping 370
Balancing on Apparatus with Body Actions 350 Jumping to an Accented Beat 371
Utilization Level (GLSP): Learning Experiences Leading to Proficiency Level (GLSP): Learning Experiences Leading
Skill Development 350 to Skill Development 372
Transferring Weight to Hands and Twisting 350 Jumping with a Partner to Mirror Actions 372
Transferring Weight to Hands and Forming a Bridge 351 Jumping with a Partner to Match Actions 372
Stretching to Catch with a Partner While Traveling 351 Jumping with a Springboard 373
Stretch, Catch, Release 351 Jumping as Part of a Dance Creation 373
Stretching to Catch Against an Opponent 351 Jumping, Dancing, and Imagery 373
Stretching, Curling, Bending, and Twisting Against an Jumping Hurdles 374
Opponent 352 Reading Comprehension Questions 374
Stretching, Curling, Bending, and Twisting Against Multiple
Opponents 352 References/Suggested Readings 374
Proficiency Level (GLSP): Learning Experiences Leading
CHAPTER 21
to Skill Development 352
Reading Comprehension Questions 353 Balancing 375
Reference/Suggested Reading 353 Precontrol Level (GLSP): Experiences for
Exploration 377
CHAPTER 20 Balancing on Different Bases of Support 377
Balancing on a Wide Base of Support 378
Jumping and Landing 354 Balancing in Different Body Shapes 378
Fundamental Jumping Patterns 355 Traveling and Stopping in Balanced Positions 378
Traveling on Low Gymnastics Equipment 379
Precontrol Level (GLSP): Experiences for Balancing on Boards 379
Exploration 357
Control Level (GLSP): Learning Experiences Leading to
Jumping and Landing: Exploring Different Patterns 357
Jumping Far 359 Skill Development 379
Jumping High 359 Balancing on Different Bases of Support 380
Jumping over a Swinging Rope 359 Tightening the Gymnastics Muscles 380
Counterbalance 380
Control Level (GLSP): Learning Experiences Leading to Balancing Symmetrically and Nonsymmetrically 381
Skill Development 359 Balancing in Different Body Shapes 381
Jumping and Landing: Basic Patterns 360 Balances and Shapes: The Gymnastics Dance 384
Jumping for Distance 361 Performing Inverted Balances 384
xvi  Contents

Alignment of Body Parts 385 Utilization Level (GLSP): Learning Experiences Leading to
Doing Kickups 385 Skill Development 409
Traveling and Stopping in Balanced Positions 386 Transferring Weight to Hands: Walking 410
Stationary Balances on Equipment 386 Transferring Weight to Hands and Twisting 410
Traveling on Large Apparatus 388 Transferring Weight to Hands and Forming a Bridge 410
Traveling While Balanced 389 Transferring Weight onto Large Apparatus 411
Balancing Sequence 389 Transferring Weight to Head and Hands on Apparatus
Balancing on Stilts 390 (Box, Beam, Table) 412
Balance Boards 391 Transferring Weight onto Bars (Parallel Bars, Climbing
Utilization Level (GLSP): Learning Experiences Leading to Frame) 412
Skill Development 392 Transferring Weight over Apparatus (Vaulting Box) 412
Balancing on Crates 393 Transferring Weight Along Apparatus 414
Moving out of and into Balances by Stretching, Curling, and Transferring Weight to Hands on Low Apparatus 414
Twisting 393 Transferring Weight on Bars 414
Traveling into and out of Balances by Rolling 394 Combining Skills on Mats 414
Performing Inverted Balances on Equipment 395 Combining Weight Transfer and Balances into Sequences on
Performing Sequences That Combine Stationary Balances Mats and Apparatus 415
and Traveling on Mats 395 Proficiency Level (GLSP): Learning Experiences Leading
Proficiency Level (GLSP): Learning Experiences Leading to Skill Development 416
to Skill Development 396 Rolling 416
Balancing While Supporting the Weight of a Partner 397
Precontrol Level (GLSP): Experiences for
Balancing on Hanging Ropes 397
Transferring Off Equipment with Weight on Hands 398 Exploration 417
Performing Apparatus Sequences That Combine Making Curled Shapes 418
Stationary Balances and Traveling with Rocking on Different Body Parts 418
Movement Concepts 398 Rolling Sideways 419
Curling to Roll 419
Reading Comprehension Questions 399
Control Level (GLSP): Learning Experiences Leading to
References/Suggested Readings 400 Skill Development 419
Rocking to Match a Partner 419
CHAPTER 22 Rolling in a Long, Narrow Position (Log Roll) 419
Rolling Sideways on Different Body Parts 420
Transferring Weight and Rolling 401
Forward Shoulder Roll 420
Transferring Weight 402 Rocking Backward 421
Precontrol Level (GLSP): Experiences for Forward Straddle Roll 421
Exploration 403 Rolling Over 421
Locomotor Actions 403 Rolling Forward 422
Transferring Weight with a Rocking Action 403 Rocking Backward over the Shoulders 423
Transferring Weight to Hands Momentarily 404 Rolling from Different Positions 424
Transferring Weight onto and off Equipment 404 Rolling at Different Speeds 424
Back Shoulder Roll 425
Control Level (GLSP): Learning Experiences Leading to Rolling in Different Directions 425
Skill Development 404 Rolling from Different Directions and Positions 426
Transferring Weight from Feet to Hands to Feet 404 Linking Rolls 427
Transferring Weight from Feet to Back with a Rocking Rolling Using Different Directions and Speeds 427
Action 404 Rolling After Jumping Off Equipment and Landing 428
Transfers with Stretching, Curling, and Twisting 405 Rolling After Jumping for Height and Landing 428
Performing Spring/Step Takeoffs 406 Rolling After Jumping from Different Heights 429
Performing Spring/Step Takeoffs onto Crates and/or Rolling After Jumping over Equipment and Landing 429
Benches 406 Rolling, Levels, Directions, and Jumping 430
Transferring off Low Apparatus (Benches, Crates, or Rolling While Traveling, Jumping, and Landing 430
Low Tables) 406
Making Spring/Step Takeoffs with Sequences 407 Utilization Level (GLSP): Learning Experiences Leading to
Traveling over Low Apparatus 407 Skill Development 431
Transferring onto Low Apparatus 408 Rolling and Traveling Quickly 432
Maintaining Transfer from Feet to Hands 408 Rolling, Jumping, and Traveling in Relationship to Others 432
Transferring Weight to Hands by Stepping: Cartwheels 409 Rolling over Low Hurdles 432
Rolling on Low Equipment 433
 Contents  xvii

Rolling off Low Equipment 433 Playing Alley Soccer 456

Traveling and Rolling Between Pieces of Equipment 434 Playing Cone Soccer 456
Rolling, Balancing, and Rolling 434 Punting 457
Rolling to Express an Idea 434
Rolling While Throwing and Catching 435 Precontrol Level (GLSP): Experiences for
Rolling onto Low Equipment 435 Exploration 458
Rolling and Balancing on Equipment 435 Dropping, Bouncing, and Kicking Lightweight Balls 458
Rolling to Meet and Part 436 Dropping and Punting 459
Rolling and Striking 436 Control Level (GLSP): Learning Experiences Leading to
Catching, Throwing, and Rolling 436 Skill Development 459
Proficiency Level: Learning Experiences Leading to Skill Punting for Consistency 459
Development 437 Punting over Low Ropes 460
Punting with an Approach 460
Reading Comprehension Questions 437
Punting Different Types of Balls 460
References/Suggested Readings 437 Punting for Distance 461
Using Punting Zones 461
CHAPTER 23 Punting for Accuracy 462
Punting for Height 462
Kicking and Punting 438
Utilization Level (GLSP): Learning Experiences Leading to
Kicking 440 Skill Development 463
Precontrol Level (GLSP): Experiences for Exploration 441 Punting at Angles 463
Kicking a Stationary Ball from a Stationary Position 441 Punting to a Partner 463
Approaching a Stationary Ball and Kicking 441 Receiving a Pass, Then Punting 463
Tap/Dribble the Ball 441 Punting Within a Limited Time 464
Control Level (GLSP): Learning Experiences Leading to Punting Quickly: Rush the Circle 465
Skill Development 442 Proficiency Level (GLSP): Learning Experiences Leading
Kicking on the Ground 442 to Skill Development 465
Kicking in the Air 442 Receiving and Punting Against Opponents 465
Kicking for Distance Along the Ground and in the Air 443 Punting While Traveling 466
Kicking to a Distance Zone 444 Punting for Distance and Accuracy: Punt Over 466
Kicking a Rolling Ball from a Stationary Position 444 Reading Comprehension Questions 467
Kicking a Rolling Ball from a Running Approach 445
Kicking at Low Targets 445 References/Suggested Readings 467
Kicking to Targets 445
Kicking/Passing to a Partner 447 CHAPTER 24
Dribbling the Ball along the Ground 447
Dribble: Starting and Stopping 448
Throwing and Catching 468
Dribble: Traveling in Pathways 449 Throwing 470
Dribbling Around Stationary Obstacles 449 Catching 472
Dribble: Control of Ball and Body 449
Precontrol Level (GLSP): Experiences for
Utilization Level (GLSP): Learning Experiences Leading to Exploration 473
Skill Development 450 Throwing a Yarn Ball Against the Wall 473
Changing Directions: Dribble 450 Throwing at a Large Target 474
Performing a Continuous Dribble and Change of Direction 450 Catching a Rolling Ball 474
Traveling and Kicking for a Goal 451 Catching from a Skilled Thrower 474
Playing One-on-One Soccer 451 Drop–Catch 475
Dribble and Kick: Playing Soccer Golf 452 Tossing to Self and Catching 475
Kicking to a Partner from Various Angles 453
Kicking to a Traveling Partner 453 Control Level (GLSP): Learning Experiences Leading to
Passing to a Partner in General Space 454 Skill Development 475
Playing Two-on-One Soccer 454 Throwing Underhand 476
Throwing Overhand 476
Proficiency Level (GLSP): Learning Experiences Leading Throwing Sidearm 476
to Skill Development 454 All Three Throwing Patterns: Over, Under, and Side 477
Kicking at Small Stationary Targets 455 Bouncing a Ball to Self and Catching It 477
Kicking at a Moving Target 455 Throwing an Object to Different Levels and Catching It 478
Playing Mini Soccer 455 Catching in Different Places Around the Body 478
Playing Soccer Keep-Away 456
xviii  Contents

Throwing Underhand for Distance (Varying the Force) 479 Precontrol Level (GLSP): Experiences for
Overhand Throwing for Distance 480 Exploration 504
Throwing Overhand at a High Stationary Target 480 Volleying Balloons in the Air 504
Throwing Overhand at a Low Stationary Target 480 Volleying a Balloon Forward 504
Throwing Underhand to Low Targets 481 Volleying with Different Body Parts 505
Throwing Underhand to Targets: Hoops 481 Volleying Lightweight Objects 505
Throwing to High Targets 482
Control Level (GLSP): Learning Experiences Leading to
Throwing Backhand to a Target 482
Skill Development 506
Throwing and Catching a Flying Disc 482
Volleying a Ball Noncontinuously with Different Body
Catching with a Scoop 483
Parts 506
Catching off the Fly 483
Volleying a Ball Upward (Underhand Pattern) 506
Throwing a Ball Against a Wall and Catching the
Volleying a Ball Upward with the Forearms 507
Rebound 484
Volleying a Ball to the Wall (Underhand Pattern) 507
Throwing and Catching with a Partner 484
Volleying to a Partner (Underhand Pattern) 508
Throwing and Catching over a Net with a Partner 485
Volleying for Force and Angle (Underhand Pattern) 508
Catching off a Bounce 485
Volleying for Direction and Accuracy: Four Square, Two
Utilization Level: Learning Experiences Leading to Skill Square 509
Development 486 Volleying over a Low Net (Underhand Pattern) 509
Catching at Different Levels 487 Volleying to the Wall (Overhead Pattern) 510
Moving to Catch 487 Volleying a Ball Upward (Overhead Pattern) 510
Throwing and Catching While Traveling 488 Volleying to a Partner (Overhead Pattern) 511
Throwing and Catching Different Objects 488 Cooperative Volleys (Overhead Pattern) 511
Throwing on the Move 489 Volleying with a Bounce 511
Throwing to Make a Partner Move to Catch 490 Obstacle-Course Volley 511
Throwing to a Moving Target 491
Utilization Level (GLSP): Learning Experiences Leading to
Throwing for Distance and Accuracy 491
Skill Development 512
Throwing at a Target from Different Distances 492
Volleying Game: Child-Designed 513
Throwing Flying Discs at Targets 493
Volleying a Ball Continuously with Different Body Parts 513
Catching to Throw Quickly to a Partner 493
Volleying with the Foot 513
Catching to Throw Quickly to a Target 494
Volleying from Head to Foot: Aerial Soccer 514
Throwing While in the Air 494
Volleying with a Volleybird 515
Proficiency Level: Learning Experiences Leading to Skill Striking to the Wall—Varying Levels, Force, and Body
Development 494 Position 515
Throwing and Catching a Flying Disc in Different Places Around Volleying over a High Net (Overhead Pattern) 516
the Body with a Partner 495 Volleying Continuously to a Partner 516
Throwing and Catching in a Field, Run, and Score Game-like Volleying Three-on-Three 517
Situation 495 Volleying over a High Net (Underhand Pattern) 517
Throwing to Avoid a Defender 496
Proficiency Level (GLSP): Learning Experiences Leading
Throwing and Catching in a Small-Sided Invasion Game 496
to Skill Development 518
Throwing at a Stationary Object While Being Defended 497
Volleying with Different Body Parts While Traveling 518
Throwing and Catching in a Small-Sided Keep-Away Type
Striking Downward with Force 518
Invasion Game 497
Volleying in a Line Formation 518
Throwing and Catching with a Flying Disc in a Small-Sided
Volleying Game: Modified Teacher-Designed Game 519
Invasion Game 498
Throwing and Catching with a Football in a Small-Sided Dribbling 519
Invasion Game 498 Precontrol Level (GLSP): Experiences for the
Throwing, Catching, and Dribbling in a Small-Sided Invasion
Exploration 520
Game 499
Bouncing a Ball Down and Catching It 520
Throwing and Catching While Using Simple Offense and
Bouncing a Ball Down (Dribbling) Continuously 521
Defense in a Small-Sided Invasion Game 500
Dribbling and Walking 521
Reading Comprehension Questions 500 Control Level (GLSP): Learning Experiences Leading to
References/Suggested Readings 501 Skill Development 521
Dribbling in Self-Space 522
CHAPTER 25 Continuous Dribbling 522
Dribbling at Different Levels 522
Volleying and Dribbling 502 Dribbling and Looking 523
Volleying 503
 Contents  xix

Dribbling While Switching Hands 524 Striking to Different Places 549

Dribbling with the Body in Different Positions 524 Striking Through a Target 549
Dribbling in Different Places Around the Body While Striking an Object to Send It over a Net 550
Stationary 524 Striking Backhand to the Wall 551
Dribble While Changing Directions in Self-Space 525 Striking Continuously Over and Through a Target 551
Dribbling and Traveling 526 Striking a Ball Rebounding from a Wall 552
Dribbling, Traveling, and Switching Hands 526 Utilization Level (GLSP): Learning Experiences Leading to
Utilization Level (GLSP): Learning Experiences Leading to Skill Development 553
Skill Development 526 Hitting from Different Places 553
Dribbling and Changing Speed of Travel 527 Hitting Cooperatively and Continuously with a Partner 553
Dribbling in General Space While Changing Directions 527 Striking to Different Places Around a Partner 554
Dribbling in Different Pathways 527 Striking Overhead 554
Mirroring and Matching While Dribbling 529 Striking Overhead over a Net 554
Dribbling While Stopping, Starting, and Turning (Pivots and Striking Continuously Upward with a Group 555
Fakes) 529 Striking in Various Aerial Pathways in Dynamic Situations 555
Dribbling Around Stationary Obstacles in General Space 530 Striking Upward in a Dynamic Situation 556
Dribbling Around Stationary Obstacles in Limited Space 530 Proficiency Level (GLSP): Learning Experiences Leading
Dribbling and Passing with a Partner 530
to Skill Development 557
Dribbling Against an Opponent: One-on-One 531
Striking to One Wall with a Partner 557
Proficiency Level (GLSP): Learning Experiences Leading Striking at Angles to Two Walls with a Partner 557
to Skill Development 532 Striking to and from Different Places 558
Dribbling Against Opponents: Stationary Defenders 532 Partner Striking Across a Net 558
Dribble Tag 532 Aerial Striking over a Net 559
Dribbling While Dodging 533 Team Striking Across a Net 559
Maintaining Possession While Dribbling and Passing 533 Group Striking Across a Net 560
Child-Designed Dribbling/Passing Routines 533 Child-Designed Racket Games 560
Dribbling and Throwing at a Target 534 Reading Comprehension Questions 560
Dribble/Pass Keep-Away 534
Child-Designed Invasion Game 534 References/Suggested Readings 561
Reading Comprehension Questions 535
CHAPTER 27
References/Suggested Readings 535
Striking with Long-Handled Implements 562
CHAPTER 26 Striking with Long-Handled Implements—Hockey
Sticks 564
Striking with Rackets and Paddles 536
Precontrol Level (GLSP): Experiences for
Precontrol Level (GLSP): Experiences for
Exploration 565
Exploration 538
Striking a Stationary Ball 565
Paddle Balance 539
Striking (Dribbling) a Ball in Self-Space 565
Balloon Strike (Lightweight Paddle) 540
Traveling Slowly While Striking a Ball 565
Striking a Suspended Ball 540
Hit the Wall 541 Control Level (GLSP): Learning Experiences Leading to
Upward Bound 541 Skill Development 566
Striking a Stationary Ball on the Ground 566
Control Level (GLSP): Learning Experiences Leading to
Striking to Targets 567
Skill Development 542
Striking Toward a Target (Around the World) 567
Striking Down 542
Striking to a Stationary Partner 568
Striking Up 543
Traveling Slowly While Striking a Ball 568
Striking Up and Down 543
Traveling, Stopping, and Controlling the Ball 569
Striking Underhand Against a Wall 544
Traveling and Changing Speeds 569
Striking Up, Down, and Underhand Forward 545
Traveling and Striking While Changing Pathways 570
Striking to Self on Both Sides of the Body 545
Striking While Dodging Stationary Obstacles 570
Striking Underhand to Wall Targets 546
Striking Underhand for Distance (Varying the Force) 546 Utilization Level (GLSP): Learning Experiences Leading to
Striking Underhand to Hoops (Varying the Distance) 546 Skill Development 571
Striking Forehand to the Wall 547 Striking to Small Targets 571
Striking at High and Low Targets 547
xx  Contents

Performing a Continuous Dribble with Changes in Direction Utilization Level (GLSP): Learning Experiences Leading to
and Speed 571 Skill Development 592
Pathways, Speeds, and Directions 572 Playing Hoop Golf 592
Traveling and Striking for a Goal 573 Whiffle Ball Golf 592
One-on-One Hockey 573 Box Golf 593
Striking from a Stationary Position to a Moving Target 573
Proficiency Level (GLSP): Learning Experiences Leading
Passing and Receiving on the Move 574
to Skill Development 593
Keeping It Moving 574
Two-on-One Hockey 574 Reading Comprehension Questions 594
Proficiency Level (GLSP): Learning Experiences Leading References/Suggested Readings 594
to Skill Development 575
Striking to Dodge an Opponent 575 PART SIX
Keep-Away 576
Small-Sided Hockey Invasion Game 576
Skill Theme Application 595
Striking with Long-Handled Implements—Bats 577
Precontrol Level (GLSP): Experiences for Exploration 578 CHAPTER 28
Striking Off a Batting Tee 578
Teaching Physical Fitness, Physical Activity,
Control Level (GLSP): Learning Experiences Leading to and Wellness 597
Skill Development 578
Striking a Stationary Ball 579 Fitness: Past and Present 599
Level Swings 580 Health-Related Fitness for Children 599
Striking a Stationary Ball for Distance 581 FITT for Children 600
Striking Suspended Objects 581 Fitness in the Physical Education Curriculum   600
Hit and Run 582 Focus Lessons 602
Striking a Self-Tossed Ball 582
Assessing Health-Related Fitness 602
Striking a Self-Tossed Ball to Different Distances 583
After the Assessment 605
Striking a Self-Tossed Ball for Accuracy 583
Final Thoughts on Fitness 607
Striking a Pitched Ball 584
Importance of Physical Activity 607
Utilization Level (GLSP): Learning Experiences Leading to Physical Inactivity 608
Skill Development 585 Guidelines for Physical Activity 608
Grounders and Flies 585
Directing the Placement of an Object 585 Comprehensive School Physical Activity Program
Striking a Pitched Ball Varying the Distance 586 (CSPAP) 609
Hitting a Pitched Ball to Open Spaces 586 Goals of CSPAP 610
Batting, Combining Distance and Placement 587 CSPAP in Elementary Schools 610
Breaks in the Classroom and Movement Opportunities to Teach
Proficiency Level (GLPS): Learning Experiences Leading Academic Content 611
to Skill Development 587 Community Programs and Events 611
Directing the Pathway, Distance, and Speed Working with Parents 612
of an Object 587 CSPAP: Who Is Responsible? 612
Six-Player Striking and Fielding in a Game-like Getting Started with CSPAP 612
Situation 588
One-Base Baseball 588 Wellness for Children 613
School Wellness Programs 614
Striking with Long-Handled Implements—Golf Mental and Emotional Health 614
Clubs 589 Personal and Social Responsibility 615
Precontrol Level (GLSP): Experiences for Nutrition 615
Exploration 589 MyPlate 616
Putting 589 The Good Health Balance 616
First Swings 590 A Final Note on Wellness 617

Control Level (GLSP): Learning Experiences Leading to Summary 617

Skill Development 590 Reading Comprehension Questions 618
Striking a Ball so It Travels in the Air: Air Ball 590
References/Suggested Readings 618
Striking to Varying Distances 591
Putting for Accuracy 591 Appendix 28A: Family Fitness Activities 621
Striking for Accuracy 591 Appendix 28B: Prescriptions for Fitness 622
 Contents  xxi

CHAPTER 29 Reading Comprehension Questions 661

Teaching Educational Dance 624 References/Suggested Readings 662

The Purpose of Dance in Elementary School 626

CHAPTER 31
The Content of Dance 626
Predesigned Dance Experiences 627 Teaching Educational Games 663
Child-Designed Dance Experiences 629 The Nature of Games 664
The Teaching of Predesigned and Child-Designed The Purpose of Games in the Elementary School 665
Dance 632 Content of Games 665
Teaching Predesigned Rhythms 632
Teaching Predesigned Cultural Dance 632 Invariant Game Skill Development Experiences 667
Teaching Child-Designed Rhythms 633 Dynamic Game-like Experiences 668
Teaching Creative Dance 634 Skills in a Changing Environment 669
Use Books or Stories 636 Combinations of Skills 669
Tactics 670
Use Imagery 636
Begin Gradually 637 Games-Playing Experiences 670
Start with a Cooperative Class 637 Predesigned Games-Playing Experiences 671
Start with Exciting Movement Experiences 637 Child-Designed Games 672
Dance to the Music 637 The Teaching of Invariant Games Skill Development,
Hesitant Learners 637 Dynamic Game-like Skill Development, and Games-
Final Thoughts 638 Playing Experiences 674
Dance and Fitness 638 Teaching Invariant and Dynamic Game-like Skill Development
Dance and the Affective Domain 638 Experiences 674
Teaching Games-Playing Experiences 675
Summary 638
Considerations for Planning 675
Reading Comprehension Questions 638 Considerations While Teaching 676
References/Suggested Readings 639 After-School Sport Programs 678
Child Development and Games 678
Appendix 29A: Rhythmic Routines 640
A Final Thought 679
Appendix 29B: Children Designing Their Own Dance: A
Description of a Process 643 Summary 680
Appendix 29C: 645 Reading Comprehension Questions 680
References/Suggested Readings 681
CHAPTER 30
CHAPTER 32
Teaching Educational Gymnastics 649
The Nature of Gymnastics 650 Integrating the Skill Theme Approach Across
Gymnastics in Elementary School 650 the Curriculum 682
Creating a Safe Learning Environment 652 Connecting Physical Education and the Classroom
Expectations of Safe Practice 652 Curriculum Through Interdisciplinary Learning 683
Gymnastics Equipment 652 Defining Interdisciplinary Learning 683
Selection of Tasks 653 Benefits of Interdisciplinary Education 683

The Content of Educational Gymnastics 654 Integrating Physical Education and Other Curricula
Floor Experiences 654 Content 684
Apparatus Experiences 655 Benefits of Integration 684
Creating Sequences 656 Important Considerations 685
Outdoor Play Equipment as Gymnastics Apparatus 657 The Process of Teaching Using an Interdisciplinary
The Teaching of Educational Gymnastics 657 Learning Approach 686
Demonstrating 659 Content Linkage Approach 686
Stations 659 Shared Integration Approach 686
Club Gymnastics 660 Developing an Integrated Learning Experience 686
Thematic Unit Approach 687
A Final Thought 661
Summary 661
xxii  Contents

Understanding the Scope and Sequence of Subject Area Parents 703

Content 691 The School Board 706
The Connection Between Physical Activity and Academic The Community at Large 707
Performance 692
Legislators 707
What the Research Suggests: Physical Activity, Fitness, and
Physical Education 692 Children as Advocates 708
What the Research Suggests: Brain-Based Learning 693 Summary 709
A Final Thought 694 Reading Comprehension Questions 709
Summary 694 References/Suggested Readings 709
Reading Comprehension Questions 694
References/Suggested Readings 695 CHAPTER 34
Physical Education for Tomorrow’s
PART SEVEN Children 711
The Future 697 Index I-1

CHAPTER 33
Building Support for Your Program 699
The Principal 700
Teachers in the School 702
 P R E F A C E

C
hildren! Impressionable, innocent, enthusiastic, the process of teaching (Parts 2 and 3). These pedagogi-
eager to learn, and all different. In fact, if you cal skills are based in the research literature and also
believe that all children are identical—same inter- years and years of teaching experience. If you want to
ests, same abilities, same size—then Children Moving is become a good teacher, you understand effective teach-
not the book for you. The authors of Children Moving ers do a lot more than just keep kids “busy, happy, and
recognize that each child is unique and different. One good.” They develop logical skill progressions that are
size does not fit all! The purpose of Children Moving is to the foundation of sports skills and physical activities
guide you in the process of learning to teach a curricu- and then they provide copious amounts of encouraging
lum that is differentiated for a range of skill abilities and feedback that lets the children know how they are
fitness levels. If all children were the same, we would be doing—and what they need to work on. They also create
able to “package” a curriculum—the same games, gym- an environment that is safe and child-centered.
nastic stunts, and dances you would do with all of the Children Moving is far more than a collection of fun,
children as if they were identical. Children Moving will unrelated physical activities for children. If you wanted
introduce you to a process of teaching—the reflective to be a popular parent, you might let your children eat
approach—that will provide the background for you to nothing but desserts. Yet you know that doing so would
adapt, adjust, and modify lessons so they are interesting be terrible for the health of your children. The authors of
and worthwhile for all of the children you teach—from Children Moving feel the same about physical education.
the lowest to the highest skill and fitness levels. The ulti- Simply playing a bunch of unrelated games with no pro-
mate goal, of course, is to guide youngsters in the pro- gression or feedback is not in the children’s best inter-
cess of becoming physically active for a lifetime. est. For this reason, the authors of Children Moving have
The importance of physical activity for one’s health is built on the literature about teaching and children to
recognized today as never before. As we write this 10th develop a solid, experience-tested, evidence-based
edition, virtually no one questions the value of partici- approach to teaching children physical education. We
pating in 60 minutes, or more, of physical activity each hope you enjoy reading and implementing the skill
day. Children Moving focuses on building the compe- theme approach. We also believe the children you teach
tence and confidence in children that lead to a lifetime will benefit enormously.
of physical activity. It’s easy to recommend that chil- When the first edition of Children Moving was pub-
dren, and adults, become and remain physically active. lished in 1980, the skill theme approach was new to
As you may know, it’s much harder to do it. many in our profession. Today, an increasing number of
Children Moving is not simply a description of games teachers follow the developmentally appropriate guide-
and activities for kids. Instead it emphasizes the impor- lines and practices outlined in this book. We have
tance of children actually learning to move by focusing blended the literature on effective teaching with research
on skill themes that are used in virtually all sports and on physical activity and teacher preparation into a prac-
physical activities. This text contains rich progressions of tical format designed to help you understand, and suc-
field-tested learning experiences that have the potential cessfully implement, the skill theme approach with
to assist children in becoming good movers. Competent children—an approach that provides a program of physi-
movers typically enjoy physical activity and are eager cal education appropriate for all children, not just the
participants. In contrast, incompetent movers who are athletically gifted or physically fit youngsters.
poorly skilled are far more likely to avoid physical activ- In 1980 the research documenting the benefits of
ity. Each logical, developmentally appropriate skill theme physical activity and the importance of physical educa-
progression is described with word-for-word examples of tion in the school curricula was nonexistent, as was the
what teachers actually say to the children during the les- universal lack of understanding about the importance of
sons. This is especially valuable for novice teachers and physical activity for children. Today, with the increasing
those with little experience teaching by skill themes. epidemic of obesity and the associated health problems,
In addition to providing detailed tasks that can be there is little need to convince parents, administrators,
used to develop safe and child-centered lessons for the and the medical community of the importance of regu-
skill themes, Children Moving also devotes 10 chapters to lar physical activity for children.
xxiii
xxiv  Preface

It has now been more than two decades since the In this section of the Preface, we want to highlight
Surgeon General’s report on physical activity and the some of the specific changes we have made to this edi-
first edition of the National Standards for Physical Educa- tion of Children Moving. The introduction to the skill
tion were published. Today they are landmark docu- theme approach (Part 1) now contains revised chapters.
ments. It is common practice and in many states a Chapter 1 highlights the benefits of physical activity for
requirement for programs of physical education to align children as well as the components of a quality physical
their curricula with national or state standards with education program for children. For the first time, Chap-
clear and obvious goals. In this era of increased ter 1 includes sample student learning indicators for
accountability and testing, state legislatures and school movement concepts and skill themes. Chapter 2 identi-
districts are mandating that teachers document what fies the characteristics of the skill theme approach,
students have and have not learned, often through high- developmental appropriateness, and how fitness and
stakes testing with highly publicized results. Physical the cognitive and affective learning domains are
education programs that do not have sound educational addressed. Chapter 3 has been updated with the 2014
goals and practices guiding their instruction are more National Standards and includes detailed discussion on
vulnerable than ever before. the role of the grade-level outcomes in making teaching
Appropriate Instructional Practice Guidelines (2009), and planning decisions.
Appropriate Instructional Practice Guidelines for Elemen- The three chapters in Part 2 of this edition focus spe-
tary School Physical Education (third edition, 2009), and cifically on the process of becoming a reflective teacher.
the National Standards & Grade-Level Outcomes for K–12 Chapter 4 defines and gives examples of reflective teach-
Physical Education (2014), all published by the Society of ing as well as new practical suggestions for addressing
Health and Physical Educators (SHAPE America), offer large class sizes and limited equipment. One of the
counsel for the structure of quality physical education tenets of reflective teaching is that we base our lessons
programs along with suggested content. on the skills, abilities, and interests of the children.
The authors of Children Moving have been involved Chapter 5 describes our system for determining the con-
with these and other national, regional, and state proj- tent the children are ready to learn based on their devel-
ects in various ways. Our involvement is one of the key opmental needs and interests—an alternative to
reasons for the match between Children Moving and the organizing the content by grade levels or age (generic
recent national and state advances substantiating the levels of skill proficiency). Chapter 6 is an extremely
importance of physical activity. This edition includes lit- important one as it conveys a four-part process describ-
erally hundreds of practical learning experiences and ing how reflective teachers plan their lessons and pro-
assessments for reaching the goals and outcomes out- grams to maximize the benefit for children. This chapter
lined in the combined editions of the National Standards has been rewritten to align with requirements for
and various state standards. designing standards-based lessons. As you will read in
In this edition we have continued to expand, clarify, this chapter, planning in the skill theme approach
and update the content and teaching process. Our goal, involves a lot more than just finding games or activities
however, is to keep the book both informal and practi- that will keep the children active. The planning appen-
cal. What we wrote in the preface to the first edition dices that were formerly at the end of the text have been
remains true today: “We are teachers of children first. moved to the end of this chapter for ease of access.
And writers second. Individual insights gained during Part 3 of Children Moving also focuses on the teaching
years of teaching experience and ideas to enhance skills (pedagogy) of effective teaching. The first two
teacher success are sprinkled throughout the text. We chapters describe the process of creating a positive
hope that by sharing these experiences with you we can learning environment with your classes (Chapter 7) and
help others to enrich the lives of children.” strategies for maintaining that environment after it has
At the outset of the 10th edition, we want to thank been created (Chapter 8). Chapter 7 describes the pro-
those professors and instructors who have used Children cess of creating a child-centered atmosphere conducive
Moving in the past. We think you will be pleased to see to learning and includes sections on safety and legal
the major changes we have made to this edition. For liability. In this chapter we introduce the safety icon
students and teachers who are reading this text for the as an alert for a strong emphasis on safety in a given
first time, you will be pleased to know that this edition is situation. Chapter 8 introduces a multitude of strategies
easier to understand, and use, than past editions. We that can be used to help all students stay on task, take
have also continued to stay abreast of recent develop- responsibility for their own learning, and ensure the
ments in our profession and, as you will see, these environment that was created initially continues
changes are reflected throughout this edition. throughout the year. Chapter 9 describes a variety of
 Preface  xxv

instructional approaches teachers use to heighten chil- Each skill theme chapter begins with an overview of
dren’s ability to gradually become independent learn- the content followed by a description of a series of tasks,
ers. An analysis is provided that allows teachers to the critical elements necessary to succeed at these tasks,
determine how any given approach may be more or less and challenges designed to maintain children’s interest
appropriate than others based on the students’ needs in learning the tasks. The tasks are organized according
and the teacher’s pedagogical skills. This chapter pro- to the generic levels of skill proficiency in a spiral pro-
vides links of the various instructional approaches to gression from beginning to advanced. Assessment
specific learning experiences in the skill theme chapters. options for the skill theme chapters are keyed to the
Chapter 10, “Adapting the Content for Diverse Learn- assessment chapter (Chapter 12). Introduced in the
ers,” has been completely rewritten and has been moved ninth edition, many of the skill theme chapters make
from a later part in this book to Part 3. The authors sup- use of a photographic technique allowing us to provide
port the philosophy of inclusion and provide teaching movement sequences of many of the skill themes labeled
strategies for creating an inclusive environment as well with critical elements that are so important for children
as general implications for teaching the children who to learn the fundamental movement skills that are the
make up the diversity of our classrooms. The process of building blocks for successful and enjoyable participa-
observing the children with understanding is a critical tion in sports and physical activities for a lifetime.
pedagogical skill in determining the lesson and program Part 6 includes the skill theme application chapters
content that will be most beneficial to the children. Once of: “Teaching Physical Fitness, Physical Activity, and
again in the 10th edition, we have devoted an entire Wellness” (Chapter 28), “Teaching Educational Dance
chapter to the observation process because we believe it and Rhythms” (Chapter 29), “Teaching Educational
is so important to becoming an effective reflective Gymnastics” (Chapter 30), and “Teaching Educational
teacher (Chapter 11). Chapter 12 provides a plethora of Games” (Chapter 31). Each of these chapters has been
practical ideas you can use to answer questions such as, rewritten to be more user friendly to current teachers
Are the children I am teaching improving? Are they and teacher candidates.
grasping the important concepts? Assessment icons These chapters describe predesigned and child-
are used throughout the text to indicate performance designed learning experiences, with a focus on teachers
assessments and to provide suggestions for checking for guiding children to develop their own games, gymnastic
cognitive understanding. All assessment items are sequences, and dances. The last chapter in Part 6 (Chap-
aligned with the National Standards. The final chapter in ter 32) provides examples of how classroom and physi-
Part 3 (Chapter 13) is designed to assist you in analyzing cal education teachers can work together to reinforce
your teaching to better understand your effectiveness literacy, mathematics, science, social studies, physical
and progress as a reflective teacher and lifelong learner. education, and other concepts that are taught in the
The next two parts of the book provide detailed and classroom, in the gymnasium, and on the playground.
practical examples of the movement concepts (Part 4) and The final part of Children Moving (Part 7) contains
skill themes (Part 5). Chapters 14-16 are the movement two chapters. Chapter 33 describes some of the ways
concept chapters (“Space Awareness,” “Effort,” and “Rela- physical educators can garner support for their program
tionships”) and include connections to the 2014 National for various constituents that are critical for the develop-
Standards & Grade-Level Outcomes for K–12 Physical Educa- ment of a thriving, contemporary program of physical
tion as well as new learning experiences. They are fol- education. Chapter 34 contains our dreams for the
lowed by the skill theme chapters (Chapters 17–27), future. You may want to read this chapter any time. We
which contain hundreds of learning experiences designed think it says a great deal about the authors of Children
to help children develop the fundamental movement Moving and our vision of the future.
skills necessary for successful participation in and enjoy-
ment of a variety of physical activities and sports. Changes
in this edition include changes to Chapter 17, “Traveling,” New to This Edition
which has been reorganized and includes attention to
detail on teaching locomotor skills in isolation and in com- If you have read previous editions of Children Moving,
bination. Also included are new learning experiences that you will see significant changes this time around. First,
apply locomotor skills in dance, gymnastics, and games. you have probably noticed we have added two new
The remaining skill themes chapters in this section authors to the Children Moving team. We are delighted to
(Chapters 18–27) all include connections to the 2014 welcome Tina Hall of Middle Tennessee State University
National Standards, adaptations in the progression of and Kevin Patton from California State University,
tasks, as well as numerous new learning experiences. Chico. Tina and Kevin are long-time adopters of
xxvi  Preface

Children Moving, and throughout the book, you will nection between ongoing physical activity and obesity
notice the new perspectives they bring to the writing and between movement and learning.
team. Second, although no new chapters have been Whenever possible, we have cited research evidence
included, we have made major revisions in nearly every to support the skill theme approach. These citations are
chapter. Additionally, we have reorganized the order of noted throughout the chapters, and complete references
some of the chapters for better flow. are included at the end of many chapters. In some
instances you will see research cited that may be a num-
• A key feature of this new edition is updated content,
ber of years old. In these instances the research cited is
which is reflected in the text discussions and in the
relevant today, even though it was done some time ago.
references and readings.
In other instances there are no recent relevant studies of
• Sample student learning indicators for movement
which the authors are aware.
concepts and skill themes have been provided for the
psychomotor domain (Chapter 1) and reinforced
when addressing assessment (Chapter 12).
• The critical elements for each fundamental move-
Successful Features
ment skill are listed within the skill theme chapters.
• Linkages of skill themes to the newly revised SHAPE The Skill Theme Approach
America National Standards & Grade-Level Outcomes
for K–12 Physical Education are provided for all skill The skill theme focus of this book guides teachers in
themes and movement concepts. helping children develop their fundamental movement
• Included as an appendix to “Planning and Develop- skills with developmentally appropriate learning experi-
ing the Content” (Chapter 6), two sample school-year ences that are directed toward their skill level rather
overviews based on the material in Children Moving than their grade level. Designed for both classroom
have been added. This includes a two-day-a-week teachers and physical education teachers, the skill theme
scope and sequence for an inexperienced class approach highlights practical ways of teaching physical
(grades K–2) and a two-day-a-week program (scope education to children.
and sequence) for an experienced class (grades 3–6).
• Assessment information and examples have been
Basic Teaching Skills
enhanced in Chapter 12, including updated elemen-
tary report cards. This book emphasizes the foundation for teaching skills
• New and revised learning tasks and assessment with topics such as planning, organizing, assessing, and
examples have been included throughout the move- evaluating. It offers a strong background in educationally
ment concept chapters (14–16) as well as the skill sound theory and explains how to apply that knowledge
theme chapters (17–27). to become an effective teacher. The focus is on reflective
• “Adapting the Content for Diverse Learners” (Chap- teaching, which involves adjusting both the content and
ter 10) has been completely rewritten. The authors teaching process to match the needs of students.
support the philosophy of inclusion and provide
strategies for teaching all children who make up the
diversity of our classrooms. Classroom Conversations
• “Teaching Educational Dance” (Chapter 29) has been
rewritten to aid both the novice and the experienced The scripted format of the skill theme chapters offers
teacher in developing the content of predesigned and new teachers examples of real conversations that take
child-designed dance. The chapter appendices place in the classroom or gymnasium. In this way teach-
include additional sample dance experiences. ers can learn how to participate in the different dia-
• “Teaching Physical Fitness, Physical Activity, and logues that are instrumental to child-centered education.
Wellness” (Chapter 28) has been revised to include a
detailed introduction to the Comprehensive School
Physical Activity Plan (CSPAP). Advocacy of Physical Education
This text focuses on physical education and its relation-
ship to physical fitness. Recognizing the value of physi-
Evidence-Based Support
cal education as a part of total fitness, this book
This new edition highlights many examples of the latest incorporates the concepts of health-related fitness and
research in the field, such as findings that suggest a con- wellness throughout all chapters. Virtually every
 Preface  xxvii

movement concept and skill theme activity avoids ask- Tasks The skill theme and movement concept chap-
ing the children to wait in lines or wait for turns. ters feature a suggested progression of tasks, or exten-
sions, for children. Highlighted by the symbol , each
task is worded in a conversational style that can be used
Promotion of Inclusion to give instructions to the children about how to per-
The idea of inclusion is central to Children Moving. form the task.
Examples of how all individuals can be included in high-
Challenges Challenges are indicated by the symbol
quality physical education are found throughout this
in the skill theme and movement concept chapters.
text. In essence this is the foundation of the reflective
They are designed to maintain the children’s interest in
teaching process described throughout the book.
a particular task. Teachers can either use the challenges
listed along with the tasks or create ones that seem
Skill Theme Development appropriate for the children with whom they are work-
ing. Challenges allow the reflective teacher to avoid
Our initial focus in the skill theme approach is on helping making tasks too difficult before the children are ready.
children develop and learn the fundamental movement
skills. As children acquire these building blocks, they are Assessment Ideas Assessment tools are designed to
placed into the contexts of educational dance, gymnas- see what students have learned in relation to the goals
tics, and games. Therefore, this text describes how skill set by the teacher. The symbol identifies suggested
themes develop from isolation to being combined with assessments that can be used as part of a lesson (forma-
movement concepts and, finally, to being applied to tive) rather than as a separate entity at the end of the unit
dance, gymnastics, and small-sided games or sports. (summative). These assessment ideas include an array of
options, from checks for understanding to exit (or
entrance) slips that can be used to quickly assess cogni-
Pedagogical Aids tive and affective learning, to teacher observation check-
Key Concepts Each chapter begins with a list of Key lists and digital analysis to verify psychomotor skills.
Concepts to help students focus their attention on the
Summaries The chapter summaries highlight the
main topics as they begin studying the chapter. This
major topics and concepts discussed in the chapter.
learning tool also offers an accessible and practical
They can be used for clarification or for review for exam-
method of review.
inations.
Safety Throughout the text discussions, the symbol
Reading Comprehension Questions A set of ques-
indicates a safety alert for a particular situation. This
tions appears at the end of each chapter that will allow
tool keeps the new teacher attuned to making safety a
you to test your understanding of the content. These
basic element in physical education activities and helps
questions also offer a means of reviewing and analyzing
avoid accidents.
the material.
Critical Elements and Illustrations Skill themes are
References/Suggested Readings This list at the end of
presented with a listing of the critical elements of each.
each chapter includes references that support the text dis-
These critical elements are useful in observing the par-
cussion and additional sources for study and exploration.
ticular skill, in providing individual feedback for assis-
tance, and in the selection of appropriate learning
experiences for the children performing that skill. Many
of these critical elements are illustrated in sequences of Supplements
photos of children actually performing the skills.
Test Bank
Cues Cues are brief phrases that can be used to help The test bank is designed for use with McGraw-Hill
the children perform a skill more efficiently. A selection Connect or EZ Test computerized testing software. EZ
of cues—such as “Heads Up” or “Light on Your Feet”—is Test is a flexible and easy-to-use electronic testing pro-
presented at the beginning of each series of tasks for gram that allows instructors to create tests from book-
skill themes and movement concepts. The teacher can specific items. The test bank accommodates a wide
select a cue that is appropriate to help children perform range of question types, and instructors may add their
the skill correctly. own questions in either system. Multiple versions of the
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 Biochemistry - Answer Key
Summer 2025 - Research Center

Prepared by: Teaching Assistant Garcia

Date: August 12, 2025

Practice 1: Experimental procedures and results

Learning Objective 1: Comparative analysis and synthesis
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Case studies and real-world applications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Learning Objective 3: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 4: Comparative analysis and synthesis
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 5: Problem-solving strategies and techniques
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 8: Diagram/Chart/Graph]
Key Concept: Problem-solving strategies and techniques
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 9: Best practices and recommendations
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Part 2: Best practices and recommendations
Definition: Ethical considerations and implications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Literature review and discussion
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Problem-solving strategies and techniques
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Fundamental concepts and principles
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 17: Current trends and future directions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 19: Comparative analysis and synthesis
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Topic 3: Assessment criteria and rubrics
Practice Problem 20: Statistical analysis and interpretation
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Interdisciplinary approaches
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 23: Literature review and discussion
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 24: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 25: Diagram/Chart/Graph]
Example 25: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 26: Research findings and conclusions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Historical development and evolution
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 28: Research findings and conclusions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Chapter 4: Interdisciplinary approaches
Example 30: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 31: Diagram/Chart/Graph]
Definition: Interdisciplinary approaches
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 32: Diagram/Chart/Graph]
Example 32: Literature review and discussion
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Assessment criteria and rubrics
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Interdisciplinary approaches
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 35: Diagram/Chart/Graph]
Key Concept: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 36: Ethical considerations and implications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 37: Statistical analysis and interpretation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Introduction 5: Experimental procedures and results
Key Concept: Comparative analysis and synthesis
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 41: Diagram/Chart/Graph]
Note: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 43: Theoretical framework and methodology
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 44: Interdisciplinary approaches
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 46: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Research findings and conclusions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 48: Comparative analysis and synthesis
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Chapter 6: Literature review and discussion
Key Concept: Literature review and discussion
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Practical applications and examples
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Problem-solving strategies and techniques
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 53: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Critical analysis and evaluation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Problem-solving strategies and techniques
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Theoretical framework and methodology
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Fundamental concepts and principles
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 58: Diagram/Chart/Graph]
Key Concept: Best practices and recommendations
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 59: Ethical considerations and implications
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 60: Diagram/Chart/Graph]
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