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A K-2 physical education handbook designed for use by elementary classroom teachers.

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dc.contributor.author Bailey, Gwendolyn en_US
dc.date.accessioned 2014-06-20T15:55:26Z
dc.date.available 2014-06-20T15:55:26Z
dc.date.issued 1990 en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/3727
dc.description.abstract A literature survey revealed a number of concepts and beliefs about physical education curriculum content, of which most were basically the same. There appeared to be very few studies on implementation of appropriate physical education curriculum by elementary classroom teachers. Classroom teaching was depicted as being the most ineffective method of physical education instruction due to lack of appropriate guidance. The literature implied that the "mastery learning" technique was the most effective and appropriate. en_US
dc.description.abstract An unpublished three-year study on the status of elementary physical education in Tennessee revealed that on average 72 percent of elementary classroom teachers are required to conduct all or a portion of their students' physical education instruction. An average return of 83 percent of local education agencies surveyed furnished the data for this study. The study indicated that a comprehensive elementary physical educational curriculum handbook for classroom teachers would be of assistance. en_US
dc.description.abstract Since the Tennessee Instructional Model was the major model used for instruction by Tennessee teachers, its format was used in writing the handbook. The handbook's content was determined by reviewing related literature, curriculum guidelines from other states, and elementary physical education curriculum content that had been mandated by the Tennessee State Board of Education. en_US
dc.description.abstract The result of this study was the development of a comprehensive K-2 physical education handbook which included instruction in Identification of Body Parts, Spatial Directions, Balance, Eye-Hand Coordination, Eye-Foot Coordination, Locomotor Movements, Rope Jumping, Basic Non-locomotor Movements, Body Control Skills, Object Control Skills, Developmental Activities, Hoop Activities, Wand Activities, Stunts, Tumbling, and Rhythmic Activities. en_US
dc.description.abstract This study lends itself to further research of effectiveness of handbook implementation. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject.lcsh Physical education and training Study and teaching en_US
dc.subject.lcsh Physical education for children en_US
dc.subject.lcsh Education, Physical en_US
dc.title A K-2 physical education handbook designed for use by elementary classroom teachers. en_US
dc.type Dissertation en_US
dc.thesis.degreelevel Doctoral en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.description.degree D.A. en_US
dc.contributor.department HPERS en_US


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