Instructional Models
This model provides students with an authentic sporting experience
Sport Education
This learning domain is considered the "valuing" domain
Affective
These negotiations aim to increase instructional quality
Positive
This teaching style is teacher-centered, involves the teacher making all decisions, and involves the teacher and student performing tasks in unison
Command Style
A model that is aimed at promoting physical activity for students to participate in 60 minutes of moderate-to-vigorous physical activity throughout each day.
CSPAP
This model focuses on teaching levels of responsibility through sport and physical activity
TPSR
This theory can be used to explain/help us understand how and why we develop certain beliefs about physical education
Occupational Socialization Theory
These negotiations aim to reduce instructional quality
Negative
This teaching style involves the learner/student performing a task and assessing their own performance
Self-check Style
This is a document that outlines what content a teacher will teach and when
Scope & Sequence
This model employs a variety of skill drills, small-sided games, modified games, and full games to teach traditional and non-traditional sport
Multi-activity
This strategy involves navigating school politics and addressing differences in teaching beliefs/practices (i.e., pick your battles)
Strategic Compliance
These negotiations aim to maintain student compliance
Consequence-oriented
This teaching styles involves peer teaching
Reciprocal Style
This approach to teaching involves knowing students' cultural backgrounds and bridging gaps through curriculum
Culturally Relevant Pedagogy
This model allows students to work at their own pace
PSI
This tool/instrument is used to evaluate the curriculum of a physical education program
PECAT
This is a framework for understanding order and operation of a classroom/gym setting
Classroom Ecology Paradigm
This teaching style involves teacher demonstration, student practice, and individual feedback from the teacher
Practice Style
This process starts with the end goal in mind (GLOs), involves developing assessments aligned with the GLOs, followed by development of specific lesson plans
Backwards Planning
This model is characterized by activities with a high perceived risk, but low actual risk
Adventure Education
This instructional model emphasizes decision making and application of skills in a game setting
TGfU
Only teachers can initiate these types of negotiations
Consequence-oriented negotiations
This teaching style involves the teacher providing task extensions and allowing students to select the appropriate level of difficulty
Inclusion Style
The purpose of this document is to outline how a teacher will deliver content/teach
Instructional Framework