Building Physical Education Knowledge and Understanding Through Vocabulary Activities

Authors

Heidi Henschel Pellett, Central Washington UniversityFollow
Tracy L. Pellett, Central Washington University

Document Type

Article

Department or Administrative Unit

Nutrition Exercise and Health Sciences

Publication Date

2010

Abstract

ords and terms like “follow-through,” “target heart rate,” “torque,” and “opposition” all have meaning and importance in physical education. Students in physical education need opportunities to learn specific content-area words like these to build their background knowledge, gain a greater understanding of movement concepts (fitness-, move- ment-, and skill-related), and develop movement quality.

Comments

This article was originally published in Journal of Physical Education, Recreation & Dance. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Recommended Citation

Konukman, F., Pellett, H. H., & Pellett, T. L. (2010). Building Physical Education Knowledge and Understanding Through Vocabulary Activities. Journal of Physical Education, Recreation & Dance, 81(6), 49–52. https://doi.org/10.1080/07303084.2010.10598493

Journal

Journal of Physical Education, Recreation & Dance