Department of Physical Education and Recreation

COURSE SYLLABUS

College of Education

Department of Physical Education and Recreation

Winona State University

Course Number: PER 205 Course Title: Teaching Middle/Secondary Physical Education

Number of Credits: 3 Frequency of Offering: Yearly

Prerequisite: PER 129, 190 plus Grading: Grade Only

two Activity Cores

Course Applies to: Course requirement for majors in physical education

Catalog Description:

This class provides practical instruction methods through lecture, classroom settings, and teaching models that will be focused at the middle and secondary level of instruction. Students will be able to understand and instruct a prescribed curriculum in the physical education classroom setting.

II. Major Focus and Course Objectives

A. Standard 1 – Subject Matter: The student/teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.

A1. Understands major concepts

A2. Knowledge influences learning

A3. Relates disciplinary knowledge

A4. Knowledge is ever evolving

A5. Multiple perspectives

A6. Uses differing viewpoints, theories

A7. Evaluate resources for subject matter

A9. Promotes questioning

A10. Creates inter discipline learning

B. Standard 2 – Student Learning: The student/teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

B1. How earning occurs

B2. Understands the three domains

B3. Developmental progression

B4. Use students’ strengths

B5. Assessment of individuals and groups

B6. Stimulates student reflection

B7. Tie in students thinking and experiences as a resource

C. Standard 3 – Diverse Learners: The student/teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

C1. Different learning approaches

C2. Areas of exceptionalities

C5. Learn by experience

C6. Understand culture and community

C9. High levels of learning expected

C12. Teaching styles to learner

C13. Develop Individual Instructional Programs (UP)

C16. Provide multiple perspectives

C17. Create learning community

D. Standard 4 – Instructional Strategies: The student/teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.

D2. Cognitive processes with learning

D3. Varies instructional methods

D5. Nurtures the development of students critical thinking

D6. Flexibility and reciprocity

D7. Evaluates goals

D8. Uses multiple strategies

D9. Monitors and adjusts

D10. Vary instruction and content

D11. Clear and accurate presentation

E. Standard 5 – Learning Environment: The student/teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

E1. Motivates students

E3. Create learning environments to promote self-esteem

E4. Help people within society

E5. Effective classroom management

E6. Promote intrinsic motivation

E7. Participation adds to learning

E8. Establishes positive climate

E9. Establishes peer relationships to promote learning

E11. Different motivational strategies

E13. Uses individual and group learning

E14. Organization skills

E15. Time management skills

E16. Share values and expectations

E17. Analyze class and adjust

E18. Promotes individual learning

F. Standard 6 – Communication: The student/teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

F1. Understands communication

F2. Understands culture and gender

F3. Different communication styles

F4. Effective communication techniques

F6. Listening skills

F8. Models effective communication

F10. Good questions and discussions

G. Standard 7 – Planning Instruction: The student/teacher plans and manages instruction based upon knowledge of subject matter, students, the community and the curriculum goals.

G3. Adjust plan to fit child

G4. Long and short term plans

G5. Uses variations in styles

G6. Lessons at various levels

G7. Creates learning to the curriculum

H. Standard 8 – Assessment: The student/teacher understands and uses

formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

H5. Selection, construction and use

H6. Use to child’s strengths and weaknesses

H7. Uses a variety of techniques

H9. Uses self-assessments

H10. Effective class activities

I. Standard 9 – Reflection and Professional Development: The student/teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning communities) and who actively seeks out opportunities to grow professionally.

I3. Teacher behavior influences student growth

I5. Give and receive help

I6. Values thinking and self-evaluation

I7. Professional responsibility

I9. Uses professional Literature and colleagues

I11. Professional conduct in Code of Ethics for MN Teachers

J. Standard 10 – Collaboration, Ethics, and Relationships: The teacher communicates and interacts with parents/guardians, families, school colleagues and the community to support students’ learning and well-being.

J2. Environment in and out

J3. Students’ rights

J4. Values child’s total educational experience

III. Content

A. Methods

1. Develop quality articulate curriculum

2. Curriculum models

3. Instructional Effectiveness

4. Effective Management

5. Teaching Styles

6. Improving instruction

7. Implementing instructional Activities

8. Develop total program

9. Impact of physical activity

B. Teaching

1. Individual and group instruction opportunities

2. Self evaluation

3. Peer evaluation

4. Professional observation

5. Shared ideas and methods used

6. Assessment of management styles

7. Lesson Plan evaluation

IV. Basic Instructional Plan

A. Lecture, demonstration, student teaching, presentations, and videotape

Course Requirement

Lesson Plans for each day of individual and group instruction

Assessment designed by peer teaching groups

Mid-term and Final test will be developed by each peer presentation group.

Full participation is required for all students

Evaluation

Mid-term 100 points

Final 100 points

Teaching 50 points

Participation 50 points

Total 300 points

Textbook

Darst, P. & Pangrazi, R. (2002). Dynamic Physical Education for Secondary School Students (4th ed.). Benjamin-Cummings: San Francisco.

Bibliography

Bailey, R. (2001). Teaching Physical Education: A Handbook for Primary & Secondary School Teachers. Kogan Page-Stylus.

Fronske, H. (2001). Teaching Cues for Sport Skills. Allyn & Bacon.

Hastie, P. (2003). Teaching for Lifetime: Physical Activity Through High Quality School Physical Education. Benjamin-Cummings.

Miller, D. (2002). Measurement by the Physical Educator: Why and How. McGraw-Hill.

Rink, J. (2002). Teaching Physical Education for Learning. McGraw-Hill.

Schottlach, N. (2002). Physical Education Activity Handbook. Benjamin-Cummings.

Siedentop, D. & Tannehill, D. (2001). Developing Teaching Skills in Physical Education. McGraw-Hill.

Stillwell, J. & Willgoose, C. (1997). The Physical Education Curriculum. Waveland.