Sport Education: International Perspectives presents a series of studies of the innovative pedagogical model that has taken the physical education world by storm. Since the emergence of the Sport Education model in the mid-1990s it has been adopted and adapted in physical education programs around the world and a new research literature has followed in its wake. This book offers a review of international Sport Education schemes and projects, and documents what it takes to run a successful Sport Education program. Exploring Sport Education across all levels of education, from the elementary school to the university, the book provides answers to key question such as: * What models have been developed to teach Sport Education? * What do successful SE programs look like? * What do teachers think about SE and how to make it work? * What are the implications for professional development across the range of human movement studies? With contributions from leading international scholars and practitioners from the US, Europe and Asia, this book offers a more thoughtful and critical set of perspectives on Sport Education than any other. It is essential reading for any student, pre-service teacher, classroom teacher or university instructor working in SE, PE, youth sport, sports coaching or related disciplines.

To view the familiar from a different perspective is always enlightening. This engaging collection of travel accounts by Russian writers who visited America around the turn of the century offers fresh insights into both the American experience and the Russian mind. The documents, most of which appear in English for the first time, and interwoven with explanatory comments by Olga Peters Hasty and Susanne Fusso. The anthology begins in 1874 with young Machtet, who enthusiastically describes his journey across the prairie to a tiny utopian community in Kansas. Next Vladimir Korolenko gives his impressions of the stockyards of Chicago, and Vladimir Bogoraz observes fellow-passengers coming into New York harbor and traveling on a trans-continental train. With Gorky's visit in 1906, the tone of the Russian visitors' renderings of America changes. Because of the rise of Bolshevism, Russian travelers are inclined to convey negative impressions of America and to focus on its dramatic rise as an industrial power. Gorky's invective is followed by the commentaries of Sergei Esenin and Vladimir Mayakovsky that are also critical of American life but express admiration for American technology and know-how.

Sport Education: International Perspectives presents a series of studies of the innovative pedagogical model that has taken the physical education world by storm. Since the emergence of the Sport Education model in the mid-1990s it has been adopted and adapted in physical education programs around the world and a new research literature has followed in its wake. This book offers a review of international Sport Education schemes and projects, and documents what it takes to run a successful Sport Education program. Exploring Sport Education across all levels of education, from the elementary school to the university, the book provides answers to key question such as: *What models have been developed to teach Sport Education? * What do successful SE programs look like? * What do teachers think about SE and how to make it work? * What are the implications for professional development across the range of human movement studies? With contributions from leading international scholars and practitioners from the US, Europe and Asia, this book offers a more thoughtful and critical set of perspectives on Sport Education than any other. It is essential reading for any student, pre-service teacher, classroom teacher or university instructor working in SE, PE, youth sport, sports coaching or related disciplines.

How Women Must Write studies how women who write poems were invented in late nineteenth and early twentieth-century Russia by women poets themselves, readers who derived poets of their own design from women’s poems, and male poets who fabricated women and wrote poems on their behalf. These distinct vantage points on how the Russian woman poet is constituted foreground the complex interactions between writing women and their readers within ever-shifting social, political, and cultural power structures.  Hasty’s exploration takes us from an emphatically male Romantic age to a modernist period preoccupied with women’s creativity but also its containment. Each chapter studies an episode from Russian cultural history. The first part explores the successes and vulnerabilities of Karolina Pavlova and Evdokiia Rostopchina, who lay the groundwork for women writing after them. The second part examines two women invented by men: Cherubina de Gabriak and Briusov’s Nelli, who reflect the establishment’s efforts to retain command over women’s writing in the Silver Age. Last, Hasty examines Marina Tsvetaeva’s and Anna Akhmatova’s challenges to male authority.  Illuminating these writers and characters not as passive victims of gender-driven limitations and disincentives but rather as purposeful actors realizing themselves creatively and advancing the woman poet’s cause, How Women Must Write will appeal to the general reader as well as to specialists in Russian literature, women’s studies, and cultural history.   

Complete Guide to Sport Education, Third Edition, offers a thoroughly updated version of the evidence-based curriculum and instruction model pioneered by Daryl Siedentop, universally acknowledged as the Father of Sport Education. Lead author Siedentop first articulated his Sport Education model back in the late 1970s; it has evolved ever since and has been expressed through three editions of this book. This third edition is backed by substantial research that supports the idea that Sport Education is a valuable and motivating approach to delivering quality physical education experiences for students from the early elementary grades through the university years. New and Revised Material Complete Guide to Sport Education, Third Edition, offers readers a significant amount of revised and new material, including enhanced guidance for Sport Education programming across a year. Also noteworthy is the updated alignment of Sport Education’s goals and objectives with the SHAPE America standards and the national learning objectives from other countries. In addition, the text provides six brand-new chapters on the following topics: Including students with special needs Implementing Sport Education beyond physical education (e.g., school-based after-school programs, intramurals, community-based programs, and university basic instruction programs) Evidence-based research on Sport Education Developing effective program-level policies and procedures Managing equipment, facilities, and supplies Sport Education’s link with international objectives Unique Approach to Sport Education Complete Guide to Sport Education represents a departure from traditional curriculum and instruction (C&I) models because it takes an effective student-centered approach, providing students with opportunities to take ownership and responsibility for various aspects of their class experiences. This approach better prepares students to be lifelong participants in healthy physical activity and sport—and to be more engaged in class. The text targets more in-depth and authentic learning experiences than most C&I models, giving students time to develop the skills they need and to learn to fulfill the team roles required for successful seasons. This latest edition introduces new readers to the idea of Sport Education and gives previous users of the model some fresh ways to expand their seasons and make them even more engaging and attractive to their students. Through Sport Education, students are shown effective and meaningful ways to learn about sport, to take part in sport, and to view sport as something they can connect with and find meaning in. Updated Ancillaries Complete Guide to Sport Education comes with several useful and updated ancillaries: A web resource that provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other tools A test package that houses 447 multiple-choice and short-answer questions A presentation package with 225 slides outlining the book’s content, including select tables and illustrations from the book An instructor guide that includes course syllabus templates for instructors of undergraduate and graduate students, and provides core course assignments, optional course assignments, graduate student course assignments, and signature assignments Book Organization The text is organized into three parts, with part I outlining the essential features of the Sport Education model and identifying the key aspects upon which the model is based. The importance of sport as a cultural phenomenon is then introduced to explain why it should be a part of school physical education programs. This part also addresses how to identify and select season outcomes, how to use instructional alignment to gain quality season experiences, and how to promote physical activity beyond physical education. Part II explores all the important considerations in designing and implementing Sport Education seasons. This includes modifying games and activities, designing competition formats, selecting teams and roles, teaching fair play, developing competent players, and more. Part III delves into key program design considerations, showing the links between Sport Education and U.S. content standards as well as learning objectives from a number of other countries, guiding readers through the assessment process, and examining the various aspects involved in managing a physical education program based on Sport Education. It also shows how to integrate classroom content with Sport Education. Authoritative and Affordable This popular text, whose first edition was published in 1994, is very affordable compared to similar texts. But the greatest benefit is the enduring quality of an evidence-based, student-centered text that has proven to be of high value to instructors and students alike. Through the book’s Sport Education model, students develop sport skills, grow in leadership and responsibility, and learn about the nonplaying roles of the sport experience (e.g., coach, trainer, publicist, equipment manager, choreographer). All of this leads to being more engaged in class—and to continuing a healthy physical activity engagement beyond the school years.

Tsvetaeva's Orphic Journeys in the Worlds of the World explores the rich theme of the myth of Orpheus as master narrative for poetic inspiration and creative survival in the life and work of Marina Tsvetaeva. Olga Peters Hasty establishes the basic themes of the Orphic Complex - the poet's longing to mediate between the embodied physical world and an 'elsewhere,' her/his inability to do so, the primacy of the voice over the visual world, the insistence on concrete imagery, the costs of the poet's gift-and orders her arguments in the tragic shape of the Orpheus myth as it worked itself out organically in Tsvetaeva's own life. Hasty's delineates the connections between the Orpheus myth and other key mythological and literary figures in the poets life - including Alexander Blok, Anna Akhmatova, Alexander Pushkin, Rainer Maria Rilke - to make an important and original critical contribution.

Students love games, but unfortunately, games are often taught in ways that alienate or exclude less-skilled students. Or worse yet, students find the games boring because they have no voice in how the games are played.

"Student-Designed Games: Strategies for Promoting Creativity, Cooperation, and Skill Development" helps teachers and youth leaders make games fun again. This innovative, step-by-step guide helps students from early elementary school through college design their own games. In doing so, students

- develop tactical understanding as they design games;

- feel ownership and are more motivated to take part in the games;

- feel included because they have a voice in the scoring, equipment, space, and rules, all of which are limited only by their imagination and available resources; and

- learn how to respect competitors and work toward common goals with partners.

Through "Student-Designed Games," students discover why rules are important, work cooperatively through the creative process, solve problems, and teach each other as well as their teachers. In games-making units, students design games within parameters presented by the teacher. They can adapt games they already play by changing various elements, or, with the help of game templates, create unique games that present new tactical problems that players must solve or overcome.

The games can all be connected to standards for becoming physically educated as defined by local, national, and international organizations and include ready-to-use assessments so that teachers can evaluate both the students and the games. The book also includes rubrics to help students understand their responsibilities during the game-making process and to judge the quality of the games they have created.

"Student-Designed Games" is the perfect book to help students be inclusive and creative, learn basic game forms, improve skills, and have great fun in devising their own games. Teachers will be aided in managing their classes through the detailed management strategies aimed at including their students' time on task. As such, Student-Designed Games is a valuable addition to teachers' class resources.