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005			20250914132456.0
008			040331s2003 xxu bi 001 0 eng
020			_a0736045317 (pbk.) _cRM108.54
039		9	_a201304231825 _blan _c200504081106 _dhamzah _c200503251747 _dzarina _c200404221354 _droslan _y03-31-2004 _zjoriah
040			_dUKM
090			_aGV362.L627
090			_aGV362 _b.L627
100	1		_aLocke, Lawrence F.
245	1	0	_aPutting research to work in elementary physical education : _bconversations in the gym / _cLawrence F. Locke, Dolly Lambdin.
260			_aChampaign, IL : _bHuman Kinetics, _c2003.
300			_axxv, 206 p. ; _c29 cm.
504			_aIncludes bibliographical references (p. 200-203) and index.
505	0		_aThe basics--numbers, time, space, equipment, and behaviors. How equipment and class size make a difference. Who gets the teacher's attention? More days per week equals more learning. Modifying equipment to fit the students -- Managing the class. Reducing disruptive student behaviors. Active supervision and student learning. Teaching social behaviors. Recording and classifying teacher management behaviors. Teaching fair play in the gym and school -- Interactions among students. Using trained peer tutors. Peer-mediated accountability and successful practice -- Strategies for teaching and learning. Can learners guide their own practice with self-talk? Using environmental cues to guide practice -- The voices of students. Kindergarten children describe physical education. Third-grade children describe physical education. Children describe the mile-run fitness test. Children describe what they learn in physical education. High school seniors recall elementary physical education -- Teachers in the workplace--training, experience, and context. Preservice classroom teachers in the gym. Is daily physical education worth the price? The impact of inclusion on physical education teachers. How five years of experience changed a teacher. How veterans and rookies planned a class -- Assessment as part of teaching. Using skill assessment to build effective lessons. Is peer assessment both practical and accurate? -- The SPARK studies, a program for teachers and children. The impact of SPARK on children's fitness and activity. The impact of SPARK on catching, throwing, and kicking. How well do children like various P.E. activities? -- Reviewing studies of the effects of physical education. The legacy of elementary school physical education. Twenty-year follow-ups of participants in a model program -- Conclusion, finding different ways to make research serve teaching.
650		0	_aPhysical education and training _xStudy and teaching (Elementary).
650		0	_aPhysical education and training _xResearch.
700	1		_aLambdin, Dolly, _d1951-
907			_a.b13354681 _b2021-05-28 _c2019-11-12
942			_c01 _n0 _kGV362.L627
914			_avtls003287023
990			_aza
991			_aFakulti Pendidikan
998			_at _b2004-05-03 _cm _da _feng _gxxu _y0 _z.b13354681
999			_c334853 _d334853