HPE 315

Adapted Physical Education

Spring 2009

Dr. Michael Gerich
220B Sports Center

Phone: 465-0074

E-mail:

Office Hours: Monday 11:00 – 11:45,Tuesday 8:15 – 9:15 a.m., 1:00 – 2:00 p.m., Wednesday 11;00-11:45, 1:00- 1:45, Thursday, 1:00 – 2:00 p.m.

Other times by scheduled appointments.

CLASS TIME: Monday, Wednesday, Friday, 2:00 p.m. – 2:50 p.m. Some Lab opportunities and observations may fall outside of class time. Preparation and clean up of teaching equipment should take place prior to and after normal class time.

COURSE DESCRIPTION:

Provides an awareness and understanding of the individual differences among exceptional

populations. Adapting instruction to meet the needs of diverse groups is a primary focus. Assessment, individualized educational planning, delivery of services, developmental and prescriptive teaching and advocacy for the challenged are content areas. Students are required to participate in a field work experience.

Purpose of the Course:

The pre-professional physical education teacher should be able to:

1.)Define and describe the history and current status of physical activity for

individuals with disabilities.

2.)Demonstrate awareness of the changing concepts of adapted physical

education.

3.)Identify the legal mandates for educational services, including physical

education. Specifically ADA(Americans with Disabilities Act) and IDEA

(Individuals with Disabilities in Education Act).

4. ) Learn a variety of ways to accommodate students with disabilities in the

physical education setting.

5.) Become familiar with various resource material related to children with

special needs.

6.)Write an appropriate IEP (Individualized Education Program) based on

assessment data.

7.)Gain an understanding for planning, organizing, and implementing an

adapted physical activity program.

8.)Students will seek out adapted physical activity programs in the area.

9.)Develop and gain confidence in making presentations.

Suggested Learning Outcomes for the Course

No TextRequired

  1. Active Listening
  2. Active Participation
  3. Cooperative Group Discussions
  4. Peer Teaching
  5. Notes from Class and Group Discussions
  6. Written Assignments
  7. Tests
  8. Practicum Opportunity
  9. Prepare Sample IEP’S
  10. Critique Selected Articles

Learning Outcomes:

Based on NCATE/NASPE program standards for Initial Programs in Physical Education, by the end of this course, students will have the following outcomes.

1. Outcome: Content Knowledge

The Eastern Connecticut State University pre-service physical education major student will understand physical education content, disciplinary concepts, skill knowledge, current issues, and tools of inquiry related to the development of a physically educated person. Students will understand, identify, and perform basic motor skills.

2. Outcome: Growth and Development

The Eastern Connecticut State University pre-service physical education major student will understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development. Students will understand how to apply the concepts of growth and development to specific teaching experiences. Pre-service students will demonstrate the ability to plan and implement developmentally appropriate learning experiences based on expected developmental progressions.

3. Outcome: Diverse Learners

The Eastern Connecticut State University pre-service physical education major student will understand how individuals differ in their approaches to learning and will create appropriate instruction adapted to these differences. Pre-service students will demonstrate their ability to understand learner differences to plan and implement learning strategies, environments, and experiences that are sensitive to diverse learners.

4. Outcome: Management and Motivation

The Eastern Connecticut State University pre-service physical education major student will understand individual and group motivation and behavior in order to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

5. Outcome: Communication

The Eastern Connecticut State University pre-service physical education major student will understand and apply effective verbal, non-verbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity settings. Pre-service students will demonstrate the use of various media and technology for presentation of developmentally appropriate lessons, demonstrate sensitivity to all learners and model appropriate behavior, and illustrate communication strategies for building a community of learners.

6. Outcome: Planning and Instruction

The Eastern Connecticut State University pre-service physical education major student will understand how to plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals through pedagogical knowledge and application. Students will participate in a series of sequential and progressive practical experiences that allow them to refine, extend, and apply their teaching skills. Students will identify, develop, and implement appropriate instructional goals, utilize teaching resources, model instructional tasks, and select appropriate and safe learning experiences.

7. Outcome: Learner Assessment

The Eastern Connecticut State University pre-service physical education major student will understand and use formal and informal assessment strategies to foster physical, cognitive, social, and emotional development of learners in physical activity. Pre-service students will explore the use of various forms of authentic and formal assessment to guide instruction, provide feedback to candidates, and to evaluate their teaching.

8. Outcome: Reflection

The Eastern Connecticut State University pre-service physical education major student will become a reflective practitioner who evaluates the effects of his/her actions on others (e.g., learners, parents/guardians, and professionals in the learning community) and seeks opportunities to grow professionally. Students will consult professional literature and participate in a series of learning experiences that promote self-reflection, problem-solving strategies, analysis of lessons, and evaluation of program designs. In addition, pre-service students will demonstrate a commitment to professional service by involvement in local, state, district, and national organizations.

Course Content:

A.Current topics in Adapted Physical Education.

  1. National Standards for Adapted Physical Education.
  2. The Physically Education Person.
  3. Elements of Planning for the Disabled.
  4. Developing the Content.
  5. Instruction and Management.
  6. Providing Feedback.
  7. Teaching Strategies for Various Disabilities.
  8. Various Learning Models for Individuals with Disabilities.
  9. The Sport Education Model for Individuals with Disabilities.
  10. Observing and Analyzing a Task.
  11. Minimizing Off-Task Behavior Utilizing Behavior Management Techniques.
  12. Understanding the basic skills and their modifications in a variety of team activities used in sport for the disabled including soccer, volleyball, basketball, softball, team handball/speedball, flag football, ultimate Frisbee, lacrosse, and field hockey.

Learning Experiences and Assignments:

  1. Structured lab teaching experiences.
  2. Field learning experiences
  3. Teacher or Program Observations.

D. Analysis of Various Program Models for the Disabled.

E. Lessons and/or activitiesbased on the IEP.

ASSESSMENT

Students are encouraged to contact the professor immediately when additional help is needed or when conflicts with class expectations and /or meetings arise.

  1. Mid-term exam will cover assigned readings as well as classroom

lectures and activities 25%

  1. Oral Report 20 %: You will give an oral presentation on a specific disability. Specific criteria for the presentation will be provided.
  1. Outside Observation 25%: You will be expected to do an outside observation of an adapted physical education class or a physical education class which includes students with disabilities.
  1. Final Exam 25%

Teacher Dispositions 5 % : Appropriate dispositions are expected and lack of these appropriate dispositions will result in final grade point reductions ( up to five pts.)

GRADING SCALE

A = 97-100%B+ = 87-89%C+ = 77-79%D+ = 67-69%

A = 93-96%B = 83-86%C = 73-76%D = 60-66%

A- = 90-92%B- = 80-82%C- = 70-72% F = <60%

POLICIES/ATTENDANCE AND LATE WORK

**Attendance in this class is expected and anticipated. If a student is absent from any class the student is responsible for all work or material missed. Please note that teaching labs and quizzes CANNOT be made up and that absences during the lab results in a deduction of points. ANY absences for lab experiences will result in A ZERO (0) FOR THE EXPERIENCE AND ANY RELATED ASSIGNMENTS.

**You are allowed one (1) absence. Any absence after the first will result in an automatic -POINT FINAL GRADE REDUCTION FOR EACH OCCURRENCE as well as the penalty mentioned above..

**Tardiness (of any amount) is equivalent to a ½ of an absence. Tardiness of more than 30 minutes equals an absence.

**All assignments (including all lesson plans) are due AT THE BEGINNING of class on the date noted in the assignment or specified by the instructor.

**Work handed in late will receive an automatic point reduction.

One day = 5 pts. Two days = 10 pts Three days = 15 pts

**Late assignments of more than three days will receive a 50% deduction after the class period it is due is over.

PROFESSIONAL DISPOSITION

Appropriate candidate dispositions are essential in the making of a quality, beginning teacher. The way one acts, looks, participates, attempts, is prepared, and feels about his/her self and profession are all part of the dispositions candidates will be assessed on. These dispositions must be demonstrated on a daily basis throughout the semester. Teacher candidates, when teaching peer, middle or high school students, will be expected to dress in appropriate attire suitable for a professional physical education teacher. Candidates will also be expected to act in a professional manner during each class.

These dispositions will be assessed regularly and any students violating these dispositions will be given a warning. Should the student continue to violate the dispositions, a 1 to 5 point deductions from the final grade will be given to candidates who are unable to demonstrate basic professional dispositions. The following is a checklist candidates should use to demonstrate appropriate dispositions.

Proper attire includes but is not limited to

  1. a collared shirt that tucks in and is buttoned appropriately (no mid-riff shirts),
  2. wind pants, shorts (of appropriate length), or khaki pants that are not rolled over,
  3. sneakers,
  4. no excessive skin showing (mid section, arms, or legs),
  5. no dangerous (for you or others) jewelry,
  6. all attire should be in presentable condition.

Disposition Continued:

A quality Physical Education Teacher Education Candidate will:

_____arrive on time.

_____make sure phones and other electronics will not disturb the class.

_____take off hats and make sure attire is appropriate.

_____be prepared for class by reading assigned readings prior to the day

the topic is discussed in class.

____stay attentive and participate regularly in class discussions.

It is okay – and expected to ask questions when something is

unclear!

_____be able to link course topics with the profession and realize the

importance of mastery of such topics by the professional physical

education specialist.

_____demonstrate complete academic honesty at all times.

_____not pack up folders, notebooks, or other materials until class is

dismissed.

LABS/ all of the above as well as…

_____never bring tobacco, alcohol, or any other substance to labs.

_____only say positive things about children, parents, peers, professors, or

programs in lab experiences.

_____arrive early and stay late.

_____always put equipment away to its original home.

_____always help peers when appropriate.

_____always smile and be friendly yet professional.

_____always be energetic and willing to participate.

_____always look and act professional.

This list may be amended throughout the semester and is not meant as an all-inclusive list.

For Students with Disabilities

If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of Access Ability Services at 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of Access Ability Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of Access Ability Services. Your cooperation is appreciated.

Class Meetings: Due Dates for Assignments, and Tests

Week 1, Tues. Jan. 27 and Thurs. Jan.29. Introduction of course expectations.

Definitions and issues related to the course. Concept of adapted

physical education.

Week 2, Tues. Feb. 3 and Thurs. Feb. 5 - History and Background.

Week 3, Tues. Feb.10 and Feb. 12 - Psychological and

physiological concerns.

Week 4, Tues. Feb. 17 and Thurs. Feb. 19– Program and class

organization.

Week 5, Tues. Feb. 24 and Thurs Feb. 26 - The IEP (Individualized

Education Program)

Week 6, Tues. March 3 and Thurs. March 5 - Facilities and equipment.

Week 7, Tues. March 10 and Thurs. March 12, - Mid – Term Exam

Week 8, Tues. March 17 and Thurs. March 19- Assessment and Instructional

Strategies

SPRING BREAK - March 23- March 27

Week 9, Tues. March 31 and April 2– Fitness for Life – Aging and The

Disabled

Week 10,Tues. April 7 and Thurs. April 9.- Individuals with

Intellectual Deficits.

Week 11,Tues. April 14 and Thurs. April 16- Individuals with Physical

Disabilities

Week 12,Tues. April 21 and Thurs. April 23– Behavior and Other

Health Impaired Individuals

Week 13, Tues. April 28 and Thurs. April 30-Team Sports.

Week 14, Tues. May 5 and Thurs. May 7- Adjusting Games and Activities and

Tues. May 12-Review for Final Exam

FINAL EXAM- May 21

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