Dynamic Physical Education for Secondary School Students (DPE) continues its legacy as the go-to textbook for preparing future secondary physical educators. Now in its 10th edition, this trusted resource presents a standards-based approach to teaching physical education. DPE guides physical education teacher education (PETE) students through the process of creating a positive learning environment that is developmentally and culturally appropriate for all students and is designed to develop skills that promote physical activity outside of school and across the life span.
DPE is an ideal resource for preparing preservice physical educators to feel confident and effective in the class setting from day one. It provides the foundational knowledge to teach quality physical education and complements that learning with a host of ready-to-use activities and lesson plans. PETE students can use each lesson plan as is or build their own lesson plans from the provided activities.
The principles of DPE have been implemented and studied for more than five decades and have stood the test of time. The text emphasizes skill development, activity promotion, and physical fitness behaviors that serve as the foundation of quality physical education programming and teaching. The enhancements in this 10th edition continue to build on those pillars to put theory into practice:
Updates throughout the text stress the importance of culturally relevant pedagogy and curricula and emphasize social-emotional learning.
QR codes link directly to complete units and lessons on the Dynamic PE ASAP website so readers can immediately see application of specific activities.
Activity chapters have been reorganized around game themes to better align with current curriculum approaches, and new activities and games (such as pickleball) have been added.
This text will help current and future educators promote physical activity beyond the school day. It offers a vast array of evidence-based activities and instructional strategies that will help PETE students shape quality physical education programs, employ successful teaching practices for secondary students, administer a comprehensive school physical activity program (CSPAP), and offer activities that motivate students and improve their skill and competence. Teaching tips also provide insights drawn from the real-life experiences of teachers and teacher educators.
DPE continues to meet the needs of preservice and in-service teachers in developing curricula that meet physical education standards.
DPE continues to be one of the most widely used and influential secondary physical education texts in the field. It helps readers implement current best practices and equips students with the information they need to create engaging and meaningful PE programs.
By:
Timothy A. Brusseau,
Heather Erwin,
Paul W. Darst,
Robert P. Pangrazi
Imprint: Human Kinetics
Country of Publication: United States
Edition: Tenth Edition
Weight: 1.474kg
ISBN: 9781718213838
ISBN 10: 1718213832
Pages: 528
Publication Date: 23 February 2024
Audience:
College/higher education
,
Primary
Format: Paperback
Publisher's Status: Active
Part I. Designing an Effective Physical Education Program Chapter 1. Physical Education in the Secondary School What Is Physical Education? Rationale for Physical Education Major Outcomes for Physical Education Physical Education Content Standards Perspectives Influencing Physical Education Issues Affecting Physical Education Programs Essential Components of a Quality Program Characteristics of Successful Physical Education Programs Chapter 2. Steps in Developing an Effective Curriculum Designing a Quality Curriculum An Articulated Curriculum: Grades K Through 12 Chapter 3. Curriculum Approaches Promoting Skill Development and Physical Activity Approach Sport Education Approach Tactical Games Approach Knowledge Concepts Approach Fitness Education Approach Personal and Social Responsibility Approach Part II. Teaching Students in an Effective Physical Education Program Chapter 4. Planning for Effective Instruction Develop Departmental Policies Factors Influencing Preinstructional Decisions Making Preinstructional Decisions Teach Each Student as a Whole Person Plan for Optimal Skill Learning Design Comprehensive Unit Plans Create Quality Lesson Plans Major Instructional Components of the Lesson Reflect on the Completed Lesson Chapter 5. Improving Instructional Effectiveness Defining Effective Instruction Demonstrate a Caring Attitude Toward Students Develop Effective Listening Skills Maintain Student Interest Communicate Effectively With Your Class Use Nonverbal Communication Demonstrate and Model Skills Facilitate Learning With Instructional Cues Use Effective Instructional Feedback Consider the Personal Needs of Students Improving Teaching Skills Evaluating Effective Teaching Systematically Observing to Improve Quality of Instruction Chapter 6. Teaching Styles Direct Instruction Style Task (Station) Style Mastery Learning (Outcomes-Based) Style Individualized Style Cooperative Learning Reciprocal Teaching Style Inquiry Style Teaching Styles and Student Learning A Framework for Using Multiple Teaching Styles Dynamic Instruction: Elements Common to All Styles Chapter 7. Management Strive for a Well-Managed Class Use Effective Class Organization Strategies Teach Responsible Student Behavior Implement a Proactive Behavior Management Approach Maintain and Promote Acceptable Behavior Decrease Unacceptable Behavior Deal With Severe Misbehavior Use Criticism Cautiously Make Punishment a Last Resort Know the Legal Consequences of Expulsion Chapter 8. Assessment, Evaluation, Grading, and Program Accountability Assessment of Student Performance Physical Activity Assessment Cognitive Assessment Affective Assessment Types of Assessments Student Self-Evaluation Other Assessments Criteria and Uses for Student Evaluation Uses for Student Evaluation Grading Considerations Chapter 9. Inclusion Defining Adapted Physical Education and Sport Laws Related to Adapted Physical Education Least Restrictive Environment Exclusion, Segregation, Integration, and Inclusion Development of the IEP Systematic Approach to Successful Inclusion Parental Support Recruiting and Training Paraeducators and Aides Part III. Developing and Administering a Total Program Chapter 10. Safety and Liability Safety Supervision Equipment and Facilities Torts Liability Personal Protection: Minimizing the Effects of a Lawsuit Chapter 11. Supporting and Advocating for Physical Education Advocacy and Effective Methods for Physical Education Budget Strategies for Physical Education Professional Development Chapter 12. Comprehensive School Physical Activity Programs Strategies for Development, Implementation, and Evaluation of a CSPAP Chapter 13. Intramurals, Physical Activity Programs, and Athletics Intramurals Physical Activity Programs Interscholastic Athletics Part IV. Implementing Instructional Activities Chapter 14. Introductory Activities Agility Activities Locomotor Challenges Individual Activities Partner and Small-Group Activities Chapter 15. Physical Fitness Fitness of America’s Youth Health-Related and Skill-Related Physical Fitness Creating a Positive Fitness Experience Exercises for Fitness Routines Avoiding Harmful Practices and Exercises Activities and Routines for Developing Fitness Health Club Workouts Chapter 16. Net and Wall Activities Badminton Racquetball Pickleball Tennis Volleyball Chapter 17. Invasion Activities Basketball Field Hockey Flag Football Lacrosse Rugby Soccer Speed-a-Way Team Handball Chapter 18. Target Activities Archery Bowling Disc Games Golf Chapter 19. Recreational and Lifetime Activities In-Line Skating Jogging Rhythmic Activity Rope Jumping Softball Strength Training Swimming and Aquatics Group Initiative Activities Orienteering Ropes Course Activities Traverse Climbing-Wall Activities
Timothy A. Brusseau, Jr., PhD, is an assistant professor of physical education at the University of Utah in the department of exercise and sport science. His teaching focuses on secondary physical education curriculum and methodology as well as coaching and diversity. Research interests include youth physical activity and programming. Brusseau received a PhD from Arizona State University in physical education pedagogy. He is actively involved in SHAPE America nationally and regionally, regularly making teaching and research presentations. He has authored numerous articles related to teaching and physical activity. Heather Erwin, PhD, earned her doctorate in kinesiology from the University of Illinois at Urbana-Champaign in 2006. She is currently a professor in the department of kinesiology and health promotion at the University of Kentucky at Lexington, specializing in physical education teacher education. Her research focus is school-based physical activity, with an emphasis on physical education, classroom physical activity, and recess settings. Erwin has taught elementary physical education, worked with summer recreation programs for over 10 years, taught numerous training workshops on child and adolescent physical activity, and conducted extensive research in school settings. She has authored or coauthored multiple articles—both research-based and applied—on the promotion of physical activity and youth activities. Paul W. Darst, PhD, received a doctorate in physical education from the Ohio State University. He is a department chair at the polytechnic campus of Arizona State University and a professor in the area of physical education teacher preparation. His research and teaching focus on secondary school physical education curricula, methods of teaching in the secondary schools, and activity habits of middle and high school students. He has been active professionally at the state, district, and national levels of SHAPE America and has received numerous honors and speaking invitations. Darst is the author of Outdoor Adventure Activities for School and Recreation Programs (Waveland Press), Analyzing Physical Education and Sport Instruction (Human Kinetics), and Cycling (Scott Foresman and Company). He has written many articles and made numerous presentations to teachers on new ideas in teaching and on working with students. Robert P. Pangrazi, PhD, is an internationally recognized expert in physical education training and instruction. He is a professor emeritus at Arizona State University and an educational consultant for HOPSports and the U.S. Tennis Association. His physical education textbooks have sold over 750,000 copies worldwide. Pangrazi has published over 50 textbooks and 100 research and professional articles. He has been a keynote speaker for 39 state and district conventions and an invited speaker at nearly 400 national and international conferences. He regularly conducts training sessions for schools and universities and works regularly as a motivational speaker. His approach to elementary school physical education has been used worldwide by the Department of Defense Dependents’ Schools, has been implemented nationally by the Edison Project, and is used in hundreds of public, private, and charter schools across the United States. Pangrazi has received numerous awards, including the Distinguished Service Award from the President’s Council on Physical Fitness and Sports, the National Distinguished Service Award presented by the AAHPERD (now SHAPE America) Council on Physical Education for Children, and the Curriculum and Instruction Emeritus Honor Award from the NASPE (now SHAPE America) Curriculum and Instruction Academy. He is a fellow in the American Academy of Kinesiology and Physical Education (now National Academy of Kinesiology) and a SHAPE America honor fellow.
