Buena Vista University
Department of Education and Exercise Science
EDUC 360: Elementary Health and Physical Education
Spring 2011
Instructor: David Pusey, PhD.
Office: Smith Hall Rm 314
Phone:749-2330
Email:
Office Hours: MTuWTh: 3:00-4:00 pm or by appointment
Course Description: This course is designed to teach students techniques and strategies of teaching physical education in the elementary school. Also, they will learn how to plan and implement developmentally appropriate lessons so children are physically active in activities that develop fundamental movement and sport skills. The course is based on physical education standards created by the National Association of Sport and Physical Education (NASPE), a division of the American Alliance of Health, Physical Education and Dance (AAHPERD)
Goal: The students will be able to teach physical education to elementary students in a developmentally appropriate way that will enhance their physical, social, and emotional well-being.
Course Competencies
The competencies for this course are drawn from Buena Vista University Education
Program Goals, Iowa Department of Education Guidelines, the Interstate New Teacher Assessment and Support Consortium (INTASC) principles endorsed by the Iowa Department of Education and the Council of Learned Societies in Education. Because INTASC principles are a primary emphasis in the teacher education program, they are referenced parenthetically in the competencies and listed in full at the conclusion of the section. Upon completion of this course, students will demonstrate an understanding INTASC 1, 4, 5, and 9 as follows:
· The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. (INTASC 1)
Competency Demonstrations
The teacher plans lessons using NASPE content standards Lesson plans, Unit plan
· The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. (INTASC 4)
Competency Demonstration
The teacher uses multiple teaching and learning strategies Lesson plans
to promote the development of performance capabilities Unit plan
and understands the support for multiple strategies. Tests
· The 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. (INTASC 5)
Competency Demonstration
The teacher engages students in individual and cooperative Lesson Delivery
learning experiences.
· The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (INTASC 9)
Competency Demonstration
The teacher develops and uses a standards-based reporting Report Card
system for physical education
The Interstate New Teacher Assessment and Support Consortium Principles
(INTASC)
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle 5: The 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.
Principle 9: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
The students may also gain knowledge of the following:
1. Know ways to incorporate physical activities in the classroom and across curriculum.
2. Know the way children grow and develop.
3. Understand the need for physical education in schools.
4. Knows the NASPE teacher and student standards, State guidelines, and fundamental laws pertaining to education and educators.
5. Understand the importance of safety.
6. Create lessons that offer the possibility of success for a wide range of ability levels.
7. Create lesson plans using activities and methods that are developmentally appropriate.
8. Develop behavioral objectives for the psychomotor, cognitive, and affective learning domains.
9. Learn various ways to write yearly plans, lesson plans and unit plans.
10. Know various techniques to manage the classroom (gymnasium) efficiently.
11. Establish class routines for various age and developmental levels.
12. Establish rules and consequences that are age appropriate.
13. Use various techniques and strategies to accommodate diverse learners.
14. Acquire knowledge of the teacher-learner process particularly those with special needs
15. Incorporate Mosston’s spectrum of teaching styles and techniques that will maximize student participation and active learning time, including the use of movement education.
16. Learn a variety of activities that will motivate learners to be physical active.
17. Demonstrate fundamental movement skills (locomotor, non-locomotor, manipulative).
18. Apply basic physical fitness and biomechanical principles that can enhance the learning of movement skills.
19. Use appropriate verbal and nonverbal cues in a timely manner to promote learning.
20. Identify, select and use of equipment, facilities, and space to maximize student participation and learning in a safe environment.
21. Assess student performance in a variety of ways.
22. Know ways to collaborate with colleagues, parents/guardians and the community to promote a positive learning environment. Encourage membership to Iowa AHPERD.
23. Reflect on their observation and teaching experience to improve instruction.
24. Become familiar with computer software and websites related to physical education.
25. Become familiar with ways to use technology in physical education.
26. Use and interpret fitness tests (Fitnessgram, President’s Challenge) and utilize results in planning and instruction.
27. Acquire a knowledge and understanding of physical fitness and development guidelines for improving and maintaining physical fitness.
28. Develop various fitness activities such as circuit training, aerobic routines, teacher led exercises, challenge courses, fitness walking, and jogging.
29. Acquire an understanding of the importance of having a positive self-concept in our society, and the role that the participation in physical education activities plays in developing a positive self-concept, and to develop activities that insure success for each student to his/her self-concept.
30. Develop and use the reflective process in assessing learning, teaching (planning and instruction), and student, school, and community attitudes and behaviors toward an active lifestyle.
The students may enhance the following dispositions:
1. Acquire an appreciation for the importance of fitness and health.
2. Promote activities that are appropriate for the growth and development of learners as a group and also as individuals.
3. Appreciate various ability levels and show respect for all learners.
4. Recognize the importance of a positive learning environment and seeks ways to motivate individual learners extrinsically and intrinsically.
5. Recognize the importance of communicating in a variety of ways to accommodate all learners.
6. Recognize the importance of technology.
7. Value planning taking into consideration safety, individual student strengths and needs.
8. Value the importance of assessment.
9. Value the importance of self-reflection to improve instruction.
10. Value the importance of collaboration with school staff, administration and parents.
Text: Pangrazi, Robert & Beighle, Aaron. (2010). Dynamic physical education for elementary children.(16th ed.). Boston: Allyn and Bacon
Grades and Grade Policy: Each student is expected to take exams at the scheduled time. Under emergency conditions a student may take an exam late provided that, permission has been granted by the professor prior to the test. Any work that is late will be penalized.
Assessment Opportunities: (See Activities) Points
Examinations and homework 450
Unit Plan 150
The students will create a unit plan of 6 lessons.
Teaching Demonstration 150.
Journal Reflections 100
Yearly lesson Plan 50
Report Card 50
Total 950
Grading Scale
A= 90-100%
B = 80-89%
C = 70-79%
D= 60-69%
F= Below 60%
Attendance: Excessive absences will invoke a failing grade as stated in the university catalog. Twenty points may be deducted from the final grade for each absence beyond 3.
Accommodations: Buena Vista University provides reasonable accommodations through an organized process. Students desiring accommodations must follow the University’s process. Forms are available at http://www.bvu.edu/departments/academic affairs/cae/studentaccommodations_sl.asp. Please contact Donna Musel, Director of the Center for Academic Excellence (CAE) to begin this process.
Health Status Inventory: Each student shall complete a health risk assessment before participating in any vigorous physical activity in the class.
Academic Honesty: Buena Vista University and your instructor believe that academic honesty is fundamental. Please review the policies in the academic catalog (pp.16-18).
Academic Services: Buena Vista University provides academic services through the Center for Academic Excellence which serves as the academic support unit. Students may access tutors by logging on to http://www.bvu.edu/departments/academicaffairs/cae/ and making an appointment with the appropriate tutor.
Laptop Policy: Laptops may be used as long as they do not interfere with instruction including the attention of the user and the learning of others.
Student Evaluation: Opportunity is given for students to evaluate course content, instruction, and the evaluation process. The evaluation will be given in accordance to the Faculty Handbook.
References:
Hellison, D. (1995) Goals and strategies for teaching physical education. Champaign, IL: Human Kenetics Publishers
Metzler, Michael W. (1990). Instructional supervision for physical education. Champaign, IL: Human Kenetics
Metzler, M. W. & Tjeerdsma, B.L. (2000). Assessment of physical education teacher education programs. Oxon Hill, MD. AAHPERD Publications
Mooston, M. & Ashworth, S. (2002). Teaching physical education (5th ed). San Francisco: Benjamin Cummins
NASPE. (2001).“Physical education is critical to a complete education. Council of Physical Education for Children. AAHPERD. July
Rink, Judith. (1993). Teaching physical education. St. Louis, MO: Mosby
Siedentop, Daryl. (1991). Developing teaching skills in physical education. Mountain View, CA: Mayfield
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd). Columbia, Ohio: Pearson
Activities
A. Examinations
There will be three examinations on material covered in the class and in the text. Homework and quizzes will also be included here. The tests will include information from the class to include the following topics and text sections:
Section 1: Understanding the need for Physical Education
Section 2: The Instructional Process
Section 3: Program Implementation
Section 4: Personal Health Skills
Section 5: Motor Skills
Section 6: Specialized Motor Skills
Section 7: Lifetime Activities & Sports
NASPE Student and Teaching Standards
Parts of health and skills Fitness
Parts of a workout
Major bones and muscles
Creating a workout
Games from other cultures
Test 1: February 24, 2011
Test 2:April 6, 2011
Final: May 16, 2011 at 10:15 am
B. Unit Plan
Students will create a unit plan of 6 lessons that include progressive skill development as well as activities that are developmentally appropriate. The unit plan will include the following:
1. A general description of the unit
2. Learning goals
3. Enduring Understandings
4. Essential Questions
5. Evidence of Assessment
6. Learning Plan to include differentiation or accommodations
7. Letter to parents concerning unit and class expectations.
C. Teaching Demonstrations
Narrative: The students will teach one lesson to peers. The following effective teaching strategies will be evaluated:
1. The written lesson plan given to the teacher before hand
2. The equipment and gym prepared for activity
3. Enthusiasm of delivery
4. The appropriateness of the activity for the age level.
5. Explanation of safety concerns
6. Feedback , the use of verbal and non-verbal cues
7. The use of questioning
8. Teacher movement
9. Active learning time
10. Parts of a workout addressed including closure
11. Different modes of communication: Visuals, demonstration)
12. A reflection written on the experience after the lesson is taught. How did the lesson go? What things went well? Where their areas to improve upon?
The lesson will be assessed using a modified version of the Multiple Evaluation of Student Teachers in Physical Education ( MOST-PE ) evaluation and the Buena Vista Education Evaluation forms.
Due Date: To be assigned, 2011
D. Journal Reflections
The students will summarize and reflect on three articles on elementary physical education topics from a professional journal. It should be one to two type-written pages in length. The assignment will include the following parts:
1. Summary
2. Reflection on what was learned from the journal
3. Citation
Due Dates: February 2, 2011
March 2, 2011
April 15, 2011
E. Yearly Lesson Plan
The students will develop a yearly lesson plan to support a well rounded curriculum.
Due Date: April, 2011
F. Report Card
The students will create a physical education report card to correspond with their yearly lesson plan.
Due Date: May, 2011
EDUC 360: Elementary Health and Physical Education Schedule
Date Topic Assignments
1/26/11 Principles of PE Read Chapter 1
1/28/11 History of PE Questions p. 18
Cooperative games
1/31/11 NASPE/INTASC Standards
2/2/11 Growth & Development Read Chapter 2/ article 1 JOPHERD
Inquiry style
2/4/11 Using pedometers Inquiry questions
Inquiry style
2/7/11 Parts of a quality lesson Read Chapter 3
.
2/9/11 lesson planning
2/11/11 Command and Task style Lesson plan 1
2/14/11 Reciprocal Style
2/16/11 Formations Review
2/18/11 Test 1
Parts of a curriculum Read Chapter 4
2/21/11 Yearly plan Yearly plan homework (8 weeks)
2/23/11 Instructional Objectives Read Chapter 5
2/25/11 Unit planning Questions content review p.91
2/28/11 Instructional effectiveness
Feedback
3/2/11 Instructional cues article 2 JOPHERD
3/4/11 Working with diverse populations
3/7/11 Monitoring physical activity Read Chapter 12 & 13
Fitness testing
3/9/11 Heart Rate Monitors PE4Life
3/11/11 Weight Management Chapter 12 questions
BMI
3/14/11 Activities for weight management
3/16/11 Gymnasium management Read Chapter 6
3/18/11 Discipline
Teach 1
3/21-3/25 Spring Break
3/28/11 Teach 2 Questions Chapter 6
Teach 3
3/30/11 Teach 4 Read Chapter 16
Teach 5
4/1/11 Teach 6 Questions Chapter 16
Teach 7
4/4/11 Teach 8 Read Chapter 17
Review
4/6/11 Test 2
4/8/11 Children with Challenges Read Chapter 7