Table
of Contents
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Preface |
ix |
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Acknowledgments |
xi |
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PART I |
FOUNDATIONS OF HEALTH-RELATED FITNESS AND PHYSICAL
ACTIVITY |
1 |
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Chapter 1 |
Introduction
to Physical Best |
3 |
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What is Physical Best? |
5 |
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What Makes Physical Best Unique? |
7 |
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Physical Best Companion Resources |
9 |
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Related Resources |
9 |
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Physical Best Certification |
11 |
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Summary |
11 |
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Chapter 2 |
Physical
Activity Behavior and Motivation |
13 |
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Internal Factors Influencing Physical Activity Behavior |
14 |
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External Factors Influencing Physical Activity Behavior |
18 |
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Why Physical Activity Decreases with Age |
20 |
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Motivating Students to be Active for Life |
22 |
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Creating Physical Education Programs that Motivate |
26 |
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Building a Fitness Program Using Student Goals |
33 |
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Summary |
35 |
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Chapter 3 |
Basic
Training Principles |
37 |
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Understanding the Basic Training Principles |
38 |
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Applying the Basic Training Principles |
40 |
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Components of a Physical Activity Session |
46 |
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Social Support and Safety Guidelines |
47 |
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Summary |
49 |
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Chapter 4 |
Nutrition |
51 |
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Foundations of a Healthy Diet |
52 |
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Categories of Nutrients |
53 |
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Dietary Tools |
59 |
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Consequences of an Unhealthy Diet |
64 |
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Summary |
67 |
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PART II |
COMPONENTS OF HEALTH-RELATED FITNESS |
69 |
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Chapter 5 |
Aerobic
Fitness |
71 |
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Importance of Aerobic Fitness |
72 |
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Defining and Measuring Aerobic Fitness |
73 |
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Teaching Guidelines for Aerobic Fitness |
74 |
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Determining How Much Physical Activity is Needed |
76 |
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Aerobic Fitness Training Principles |
76 |
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Monitoring Intensity |
77 |
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Cross-Discipline Ideas |
85 |
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Training Methods for Aerobic Fitness |
86 |
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Addressing Motor Skills through Aerobic Fitness Activities |
91 |
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Safety Guidelines for Aerobic Fitness Activities |
91 |
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Summary |
92 |
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Chapter 6 |
Muscular
Strength and Endurance |
93 |
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Definitions of Muscular Strength and Endurance Concepts |
95 |
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Benefits of Resistance Training |
96 |
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Resistance-Training Cautions |
97 |
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Teaching Guidelines for Muscular Strength and Endurance |
98 |
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Principles of Training |
99 |
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Training Methods for Muscular Strength and Endurance |
102 |
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Addressing Motor Skills through Muscular Strength and Endurance Activities |
107 |
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Safety Guidelines for Muscular Strength and Endurance Activities |
109 |
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Summary |
111 |
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Chapter 7 |
Flexibility |
113 |
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Definitions of Flexibility Concepts |
114 |
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Types of Stretching |
115 |
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Benefits of Flexibility |
117 |
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Factors Affecting Flexibility |
118 |
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Teaching Guidelines for Flexibility |
119 |
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Principles of Training |
122 |
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Addressing Motor Skills through Flexibility Activities |
123 |
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Safety Guidelines for Flexibility Activities |
124 |
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Summary |
125 |
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Chapter 8 |
Body
Composition |
127 |
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Teaching Guidelines for Body Composition |
128 |
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Relating Body Composition to Other Health-Related Fitness
Components |
129 |
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Methods of Measuring Body Composition |
131 |
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Helping the Overfat
or Underfat
Student |
136 |
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Summary |
143 |
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PART III |
CURRICULUM AND TEACHING METHODS |
145 |
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Chapter 9 |
Integrating
Health-Related Physical Fitness Education into the Curriculum |
147 |
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Curriculum Development |
148 |
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Recommended Core Content for a Health-Related Fitness Education |
151 |
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Physical Education Curriculum Analysis Tool (PECAT) |
152 |
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Program Design |
154 |
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National Standards |
156 |
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Developing a Curriculum to Promote Lifetime Fitness |
158 |
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Fitness for Life |
161 |
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Determining Unit-Or Grade-Level Outcomes |
162 |
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Summary |
162 |
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Chapter 10 |
Teaching
Styles and Strategies |
165 |
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Preparing the Environment |
166 |
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Teaching Styles |
169 |
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Enhancing Health-Related Fitness in the Classroom Setting |
176 |
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The Homework Concept |
179 |
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Extending Physical Activity Time |
179 |
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Technology |
181 |
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Summary |
184 |
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Chapter 11 |
Including
Everyone |
185 |
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Relevant Laws |
186 |
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Benefits of Inclusion |
187 |
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Methods of Inclusion |
188 |
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Major Areas in Which to Ensure Inclusion |
194 |
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Summary |
203 |
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PART IV |
FOUNDATIONS OF ASSESSMENT IN HEALTH-RELATED FITNESS AND
PHYSICAL ACTIVITY |
205 |
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Chapter 12 |
Principles
of Assessment |
207 |
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Assessment |
208 |
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Applying Assessment Tools |
218 |
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Grading and Reporting Student Progress |
220 |
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Using Assessments for Program Planning |
221 |
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Summary |
222 |
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Chapter 13 |
Assessing
Health-Related Fitness and Physical Activity |
223 |
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Guidelines for Appropriate Health-Related Fitness Assessment |
224 |
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Fitnessgram |
225 |
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Tailoring Health-Related Fitness Assessment |
229 |
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Using Health-Related Fitness Results Appropriately |
232 |
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Guidelines for Appropriate Physical Activity Assessment |
233 |
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Strategies for Assessing Physical Activity |
234 |
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Using Physical Activity Assessment Results |
236 |
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Summary |
236 |
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Chapter 14 |
Assessing
the Cognitive and Affective Domains |
237 |
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Cognitive and Affective Domains |
238 |
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Health-Related Fitness Knowledge: The Cognitive Domain |
238 |
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The Affective Domain |
241 |
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Tools for Assessing the Cognitive and Affective Domains |
246 |
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Grading in the Cognitive and Affective Domains |
251 |
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Summary |
253 |
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Appendix A |
Worksheets
and Reproducibles |
255 |
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Appendix B |
Nutrient
Content Claims |
291 |
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Appendix C |
Exercises
for Prepuberty |
295 |
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Appendix D |
Alternatives
for Questionable Exercises |
303 |
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Appendix E |
Body Mass
and Body Composition Measures |
309 |
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Appendix F |
Asthma
Action Card |
315 |
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Glossary |
317 |
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References
and Resources |
321 |
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Index |
333 |
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About the
Author |
339 |
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