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The text encompasses the philosophical approach to teaching physical education called the Movement Approach, which is supported by constructivist education principles. This text introduces the preservice teacher to elementary school physical education by focusing on philosophy and content. Students will learn to connect what they teach to why they teach it by applying constructivist learning theory to movement content. This book will prepare preservice teachers to work with children in their field experiences and student teaching, while giving them the tools they need to continue their own professional learning.

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• Each Chapter includes "Chapter Summary" and "References and Reading List"
• I Connecting What You Teach To Why You Teach It
• 1 Constructing Meaning in Children's Education
• The Constructivist Approach to Teaching
• Reflection - A Key in Constructivist Teaching
• Developing Your Own Approach to Teaching
• Constructing Meaning for Movement Experiences
• 2 Constructing Meaning in Children's Physical Education
• Constructivist Goals for Physical Education
• Describing the Constructivist Physical Education Setting
• Framing a Developmental Perspective within Constructivist Teaching
• 3 A Conceptual View of Movement
• The Movement Framework
• The Movement Framework Expanded
• II The Content Of Physical Education
• 4 Teaching Educational Games
• The Core Content for Teaching Educational Games to Children
• The Games Core Content Framework
• Understanding the Content from a Teaching Perspective
• K-5 Progression
• Remainder of the Chapter
• Core Content 1 Manipulative Skills as Single Skills
• Core Content 2 Locomotor Skills as Single and Combination Skills
• Core Content 3 Manipulative and Locomotor Skills as Combination Skills
• Core Content 4 Basic Strategies/Tactics
• Core Content 5 Game Forms
• Core Content 6 Criteria for Assessing the Educational Value of a Game
• 5 Teaching Educational Gymnastics
• Content Organization
• Why Educational Gymnastics?
• The Core Content for Teaching Educational Gymnastics to Children
• The Gymnastics Core Content Framework
• Understanding the Content from a Teaching Perspective
• K-5 Progression
• Remainder of the Chapter
• Core Content 1 Locomotion & Stillness as Single Skills and in Sequences
• Core Content 2 Weight Bearing/Balancing as Single Skills and in Sequences
• Core Content 3 Weight Transference as Single Skills and in Sequences
• Core Content 4 Gymnastics Sequences
• Arranging Equipment and Apparatus to Enhance Content and Children's Skill Development
• Integration of Skills & Focused Teaching 1 Five Basic Jumps
• Integration of Skills & Focused Teaching 2 Sideways (Safety) Roll
• Integration of Skills & Focused Teaching 3 Hand Balance/Body Curled
• Integration of Skills & Focused Teaching 4 Shoulder Balance
• Integration of Skills & Focused Teaching 5 Head/Hand Balance
• Integration of Skills & Focused Teaching 6 Jump/Land/Roll Basic Sequence
• Integration of Skills & Focused Teaching 7 Forward Roll/Shoulder Roll
• Integration of Skills & Focused Teaching 8 Backward Roll/Shoulder Roll
• Integration of Skills & Focused Teaching 9 Hand Balance/Body Extended
• Integration of Skills & Focused Teaching 10 Cartwheel
• Integration of Skills & Focused Teaching 11 Jump for Height
• 6 Teaching Educational Dance
• Unique Contributions of Educational Dance
• The Educational Dance Teacher
• The Core Content for Teaching Educational Dance to Children
• The Dance Core Content Framework
• Framework Summary
• Understanding the Content from a Teaching Perspective
• K-5 Progression
• Remainder of the Chapter
• Core Content 1 Locomotion
• Core Content 2 Rising and Sinking
• Core Content 3 Shapes
• Core Content 4 Dance in Another Culture
• Core Content 5 Dance Props
• Core Content 6 Contrasting the Dynamic Component of Dance Elements
• Core Content 7 Dancing in a Group
• Unique Aspects of Teaching Dance Content
• Music Resources for Dance
• Children's Literature and Books with Dance Themes
• III Preparing For Teaching And For Being A Teacher
• 7 Planning for Student Learning
• The Necessity of Planning
• Planning as a Specialized Form of Reflection
• A Journey, Not a Destination
• What Research Says about Planning
• Planning as an Individualized Process
• The Scope of Planning
• Factors That Influence the Planning Process
• Linking Planning with State and National Standards
• Lesson Planning
• Using the Content Chapters to Help You Plan
• 8 "Off You Go!"
• Constructing Learning in Physical Education Teacher Education
• Index