A book that has long been a standard for developmental physical education returns in a new, thoroughly updated edition with a sharpened focus on preparing tomorrow’s physical educators to deliver developmentally appropriate lessons and activities for children in pre-K through grade 5.
Developmental Physical Education for All Children, now in its fifth edition and available in both print and e-book versions, takes a student-focused, comprehensive approach in preparing future teachers to create programs that enable children to gain the knowledge, skills, and dispositions vital to leading a physically active lifestyle.
This new edition is the first in more than a decade, with revisions and updates that make it like a brand-new book—one that maintains its solid foundations and instruction while equipping teachers for success in the 21st century.
How This Text Prepares Teachers
Developmental Physical Education for All Children, Fifth Edition, features the following benefits:
- Shows teachers how to translate child development theory and research from the psychomotor, cognitive, affective, and fitness domains into practice
- Offers teachers the understanding they need to create developmentally appropriate lessons that align with the new SHAPE America National Standards for Physical Education with grade-level outcomes, assessments, and instructions on implementing learning goals for students in pre-K through grade 5
- Provides multiple standards-based movement experiences for pre-K through grade 5 learners that include movement tasks and extensions, scaled learning environments, skill cues, practice strategies, teaching style choices, and formative assessments aligned with goals
- Supplies learning goal blueprints that integrate specialized skills, movement concepts, and tactics for developmental games, dance, and gymnastics
Future and current teachers will learn the research and theory behind this developmentally sound approach, which emphasizes movement skills and increased physical competence based on the developmental levels of pre-K through fifth-grade students. The first half of the book covers the learner, the movement content, the learning environment, and the instructional design; the second half provides detailed standards-based learning experiences, which are now organized by developmental level.
The concluding section offers two chapters on professionalism in the 21st century, giving teachers a conceptual framework to prepare and implement a developmental, standards-based scope and sequence for pre-K through grade 5 physical education and offering advice on staying current, being professionally involved, and advocating for comprehensive school physical activity.
Developmental Physical Education for All Children also provides a robust lineup of online ancillaries:
- A student web resource with reproducible forms that can be printed along with learning aids from the book and additional learning activities, some of which are enhanced by more than 20 video clips that demonstrate concepts in action
- An instructor guide that features in-class activities, chapter summaries and objectives, review questions, worksheets, and the “Big Ideas” from each chapter
- A test package featuring more than 350 questions from which teachers can create their own quizzes
- A presentation package offering more than 246 PowerPoint slides that highlight the key points while offering essential visual elements to augment understanding
Equipped to Provide High-Quality Education
The result of this comprehensive overhaul of a standard classic is that both future and current teachers will be prepared and equipped to provide high-quality developmental physical education that can help children be physically active now and throughout their lives.
IntroductionPart I: The Learner
Chapter 1. Quality Developmental Physical Education
The Case for Quality Physical Education
Overview of Developmental Physical Education
Chapter 2. The Healthy Child
Chapter 3. The Thinking, Feeling, and Socializing Child
The Thinking Child
The Feeling and Socializing Child
Teaching Personal and Social Responsibility
Chapter 4. The Moving Child
Motor Development and Motor Learning
Process of Learning
Perceptual Motor Development
Phases and Stages of Motor Skill Development
Learning New Movement Skills
Part II: Movement Content and Learning Environment
Chapter 5. The Movement Framework
Rationale for the Movement Framework
Putting it All Together
Chapter 6. The Environment and the Task
Building Movement Task Progressions
Chapter 7. Designing Movement Skill Practice
Part III: Instructional Design
Chapter 8. Standards-Based Physical Education
Development of Standards, Outcomes, and Guidelines
National Standards and Outcomes for Physical Education
Guidelines for Preschool Children
Chapter 9. Assessing Student Learning
Chapter 10. Effective Teaching: Designing and Implementing Learning Experiences
Chapter 11. Diverse Learners
Chapter 12. Classroom Management: Creating and Maintaining an Environment Conducive to Learning and Positive Behavior
Part IV: Standards-Based Learning Experiences for Pre-K Through Grade 2
Chapter 13. Designing Learning Experiences for Pre-K Students
Chapter 14. Designing Learning Experiences for K-2 Students
Chapter 15. K-2 Learning Experiences for Locomotor Skills
Chapter 16. Learning Experiences for Stability Skills
Chapter 17. Learning Experiences for Manipulative Skills
Part V: Standards-Based Learning Experiences for Grades 3 Through 5
Chapter 18. Learners in Grades 3 to 5
Chapter 19. Developmental Games
Chapter 20. Developmental Dance
Chapter 21. Developmental Gymnastics
Chapter 22. Fitness Education
Part VI: Professional Development
Chapter 23. Developmental Physical Education Curriculum
Chapter 24. Beyond the Gymnasium Doors: Professionalism, Leadership, and Advocacy
About the Authors
Frances Cleland-Donnelly, PED, is a professor in the department of kinesiology at West Chester University in West Chester, Pennsylvania. She served on the SHAPE America board of directors and has been president of the National Association for Sport and Physical Education and Pennsylvania State AHPERD (now SHAPE America).
Cleland Donnelly has numerous articles in refereed publications and chapters in books, as well as the previous edition of this book, to her credit. She has made many dozens of presentations at the international, national, district, and state levels. In 2014 she was inducted into the North American Society of HPERSD Professionals and has received numerous awards for teaching and service throughout her career.
David L. Gallahue is professor emeritus and dean emeritus of the School of Public Health at Indiana University. For over 40 years he was active in the study of the applied aspects of the motor development and movement skill learning of young children and youths in physical activity and sport settings and is the author of numerous textbooks, book chapters, and journal articles. His work has been translated into Chinese, Farsi, Greek, Japanese, Portuguese, Spanish, and Turkish.
Gallahue has been a visiting professor, guest lecturer, and keynote speaker on more than 300 occasions at universities and at professional conferences in 23 countries. He is a past president of the National Association for Sport and Physical Education and a past chair of the Council on Physical Education for Children and the Motor Development Academy. He is an elected member of the NASPE Hall of Fame, the National Academy of Kinesiology, and the North American Society of HPERSD. He also received the Healthy American Fitness Award in recognition of his work with young children. Gallahue has been recognized nationally and internationally for scholarship and leadership focused on young children and has received honorary professorships at Beijing Sport University and Chengdu Sport University, both in China.
Suzanne S. Mueller, EdD, is professor emeritus in the physical education department at East Stroudsburg University, where she taught and administered graduate and undergraduate programs in physical education teacher education for more than three decades. She specialized in the application of standards-based curriculum alignment and the spectrum of teaching styles, motor development and motor learning theory, and developmentally appropriate content and practices for programs and children in pre-K through elementary physical education.
Dr. Mueller has been a consultant for several university and school district faculty on standards-based alignment of their programs with state and national physical education standards. She has published articles and presented at national and international conferences and evaluated university and school programs for state and national accreditation.