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Springfield College
Department of Physical Education and Health Education

PHED 239: Design and Implementation in Physical Education K-12
Module 4/High School Physical Education (Grades 9-12)
Fall 2014: First Half

Professor: Dr. Kathy Mangano Office: Wellness Room 112 / X3147
Office Hours: Posted outside office Email: kmangano@springfieldcollege.edu

Grad Teaching Fellow: Meghan Flanagan Office: PE Complex Room 105 /
518.391.9029
Office Hours: Posted outside office Email: mflanagan@springfieldcollege.edu
Credits: 1.5 Lecture: M & W 8:00-8:50 a.m. in PE Complex Room 119 /
Lab: T or R 9:00-10:50 a.m. in PE Complex Blake Arena

Course Information: MY SCWEB / MOODLE
Pre-requisites: PHED 102, MOSK 140, MOST 105

COURSE DESCRIPTION AND OBJECTIVES:
This one half semester course is designed to help second-year physical education
teacher preparation students further their pedagogical content knowledge and to
introduce principles of curriculum development for grades 9-12. Students will also be
introduced to appropriate practices for planning, teaching and evaluating high school
physical education. The approach to teaching used in the course is based on nationally
recognized appropriate physical education practices for high school students. The
information given in lecture will be reinforced and practiced in a 2-hour per week lab
experience at a high school site teaching students.

In addition, PHED 239-Module 4/High School Physical Education is one (1) of four (4)
modules (PHED 236-Module 1: grades K-2; PHED 237-Module 2: grades 3-5; PHED
238-Module 3: grades 6-8) that students will take in the year-long course sequence.
Students will be assigned two (2) modules in the fall and two (2) modules in the spring.
Each module must be successfully completed (C or better grade) in order to
matriculate for the pre-practicum and practicum experiences.

Upon completion of the course, students will be able to: Methods of Assessment
1. 1. describe the characteristics, interests and program
guidelines of high school students.
Worksheet, LPs, Exam,
Discussion
2. apply developmentally and instructionally appropriate
practices for high school students.
LPs, Teaching, BP, SE
Project, Exam
3. identify and demonstrate an understanding of the
National Standards and the MA State curriculum framework
standards.
LPs, Teaching, Exam,
Worksheets
4. develop an understanding of safety issues involved in
the profession and specifically at the high school level.
LPs, Teaching,
Discussion, Reflections
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5. develop and plan detailed lesson plans that match the
developmental level of the students.
LPs, Teaching,
Reflections
6. promote a positive learning environment that
emphasizes cultural diversity and equity.
LPs, Teaching,
Reflections
7. utilize questions to probe thought and stimulate critical
thinking in lessons.
LPs, Teaching,
Reflections
8. provide positive, corrective, specific, behavioral, and
timely feedback to students and/or class.
LPs, Teaching,
Reflections
9. consistently demonstrate a variety of teaching skills and
styles.
Exam, Teaching,
Worksheets, BP
10. develop routines and rules appropriate for high school
students that will promote appropriate standards of behavior,
mutual respect, and safety.
LPs, Teaching, BP,
Reflections, SE Project
11. collaborate with colleagues and cooperating teachers to
improve teaching & facilitate student learning.
LPs, Reflections,
Discussion
12. reflect on teaching process to improve teacher
effectiveness and future lessons.
LPs, Reflections

13. employ a variety of formal & informal assessment tools. LPs, Teaching,
Reflections, Exam
14. demonstrate professionalism and commitment to the
profession.
Teaching, Reflections
15. incorporate technology and research into lesson plans
and other assignments.
BP, SE Project, Video,
Worksheets, Teaching
16. communicate clearly in oral and written expression. Worksheets, Exam
Discussions, LPs, BP,
Reflections, SE Project
17. develop an understanding of the Preservice
Performance Assessment (PPA) system by collecting
supportive evidence for the MA state standards.
PPA Assignment
18. develop an understanding of the impact of physical
activity and the value of promoting an active and healthy
lifestyle for high school students.
Worksheets, Exam,
Discussions, LPs,
Reflections, BP
19. identify and demonstrate an understanding of
appropriate behavioral management techniques, and
teaching responsible behavior.
LPs, Teaching,
Reflections, Discussions,
Exam
20. identify the concepts and features of a sport education
model and how to implement the model at the high school
level.
SE Project, Exam
21. identify the principles and concepts of a
developmentally sound physical fitness and wellness
program.
BP, LPs, Teaching, Exam,
Presentation
22. create modified games and small-sided games to
implement in a variety of units.
Modified Games Project,
Teaching, SE Project


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Required Texts:
Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7
th
ed.). New York: Benjamin
Cummings.

National Standards & Grade Level Outcomes for K-12 Physical Education. SHAPE
America (Society of Health and Physical Educators). (2014). Champaign, IL: Human
Kinetics.


Assessment: A grade of C or better is required to matriculate (73% or 391/535).

Lecture = 60% of grade / Lab = 40% of grade

Lecture Assignments Due Dates Points
Modified Games Project Mon. Sept. 22
nd
50 pts
Physical Fitness/Wellness Block Plan Wed. Oct. 1
st
50 pts
Sport Education Model Project Wed. Oct. 15
th
80 pts
Preservice Performance Assessment (PPA) Mon. & Wed. Oct. 20 & 22 25 pts
Weebly E-Portfolio Mon. & Wed. Oct. 20 & 22 20 pts
Worksheets/Presentations/Quizzes TBA 30 pts
Class Participation - - - 10 pts
Exam Mon. Oct. 20
st
70 pts
Total = 350 pts

Lab Assignments Due Dates Points
Site Observation One day after observation 30 pts
Lesson Plans (4@10pts each) Fridays for Tues lessons 40 pts
Mondays for Thurs lessons
Teaching (4@10 pts each) TBA 40 pts
Post Lesson Reflections (4@10 pts each) One day after teaching 40 pts
Video Tape Evaluation TBA 20 pts
Reflection Summary Paper Two days after final
teaching experience 30 pts
Total = 200 pts

Dress Code:
On- and off-campus lab classes SC professional teaching attire (SC collared shirt
tucked in, khaki pants/shorts, or black/maroon warm up pants unrolled and sneaker
length, sneakers, and socks. No hats!) Expected to have a WHISTLE AND a WATCH
(on your wrist, not your cell phone) for all labs!

Individual Behavior:
Students in this course are frequently involved in class discussions and small group
activities. All students are expected to listen to others respectfully and to express their
views in a courteous manner.
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Attendance/Tardiness:
Attendance is required for both lecture and lab. The overall course grade will be
reduced 5% for each unexcused absence. Missing a lab constitutes two (2) missed
classes! Remember, the teachers and students at the laboratory sites are expecting us
to be on time and prepared to teach quality lessons. Promptness is a professional
responsibility. If tardiness occurs frequently, points may be deducted from the grade.

Make-ups/Late Assignments:
Make-ups will only be given in the event of an excused absence from class which has
been approved prior to the examination/quiz. Late assignments will receive a 10%
reduction for each day the assignment is late. No assignment will be accepted more
than one (1) day late.

Accommodations Planning: If you have a documented physical, learning, or
psychological disability on record with the Academic Success Centers Learning
Support Services, you may be eligible for reasonable academic accommodations to
help you succeed in this course. It is your responsibility to request such
accommodation in advance and to provide appropriate documentation. Students on the
main campus should contact the Director of Learning Support Services, who is located
on the first floor of Hickory Hall, room 105, and can be contacted at 413-748-3768.
Please let me know of your request as soon as possible so that I can work with you and
the Director to arrange for appropriate and reasonable accommodations.

Academic Assistance: A wide variety of academic assistance is offered through the
Academic Success Center. Students can receive a variety of services, such as
tutoring through Writing Support Services, Math-Science Support Services and the
Content Tutorial Program. The Academic Coaching Program is available to help
students improve time management and study skills. The Assistive Technology
Program provides training in a range of assistive technology software. The MTEL
Assistance Program provides support for students preparing to take the
Communications and Literacy Skills portion of the Massachusetts Tests for Educator
Licensure. The Conversation Partners Program provides support for non-native
speaking students wishing to improve linguistic skills in English, Spanish, French,
Chinese, and other languages as available. The Academic Success Center is located
on the first floor of Hickory Hall, room 109 and can be contacted at 413-748-3747 or
asc@springfieldcollege.edu. The most up to date information and support service
schedules are available on the ASCs PrideNet page:
https://pridenet.spfldcol.edu/ICS/Academic_Departments/Academic_Success_Center/

Academic Dishonesty:
Students will be held accountable for the academic integrity of their work. Violations of
academic integrity include:
1. failure to cite sources used in paper (plagiarism).
2. cheating on examinations or assignments by unauthorized collaboration with other
students.
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3. purchasing/borrowing papers, using crib sheets on exams or presenting the same
written work as the requirement for more than one course without the permission of
the instructor.
Any student suspected of academic dishonesty will be reported to the Office of the
Dean of Students. Sanctions may include receiving a zero for the examination or
assignment, failure of the course, placement on academic probation, or dismissal from
Springfield College. See Academic Honesty and Integrity Policy in Student Handbook.

Withdrawal/Incomplete:
Incompletes are only given under extenuating circumstances. Students will not receive
an incomplete because of an unsatisfactory grade. The instructor will allow withdrawals
until the date published in the Academic Schedule.

CAVEAT: The schedule and procedures for this course are subject to change in
the event of extenuating circumstances.

REFERENCE GUIDES:
Buck, M. M., Lund, J. L., Harrison, J. M., & Blakemore Cook, C. (2007). Instructional
strategies for secondary school physical education (6
th
ed.). New York: McGraw Hill.

Butler, J., & Griffin, L. (2010). More teaching games for understanding: Moving globally.
Champaign, IL: Human Kinetics.

Dougherty, N. (2010). Physical activity & sport for the secondary school student (6
th

ed.). Champaign, IL: Human Kinetics.

Fronske, H. (1997). Teaching cues for sports skills. Boston, MA: Allyn & Bacon.

Hastie, P. (2003). Teaching for lifetime: Physical activity through quality high school
physical education. New York: Benjamin Cummings.

Hellison, D. (2003). Teaching responsibility through physical activity (2
nd
ed.).
Champaign, IL: Human Kinetics.

Himberg, C., Hutchinson, G. E., & Roussell, J. M. (2003). Teaching secondary physical
education: Preparing adolescents to be active for life. Champaign, IL: Human
Kinetics.

Metzler, M. W. (2005). Instructional models for physical education (2
nd
ed.). Scottsdale,
AZ: Holcomb Hathaway.

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching sport concepts and skills: A
tactical games approach (2
nd
ed.). Champaign, IL: Human Kinetics.

Mohnsen, B. (2010). Concepts and principles of physical education: What every
students needs to know (3
rd
ed.). Champaign, IL: Human Kinetics.
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Rink, J., Hall, T., & Williams, L. (2010). Schoolwide physical activity: A comprehensive
guide to designing and conducting programs. Champaign, IL: Human Kinetics.

Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide to sport
Education (2
nd
ed.). Champaign, IL: Human Kinetics.

Silverman, S. J. & Ennis, C. D. (2003). Student learning in physical education: Applying
research to enhance instruction (2
nd
ed.). Champaign, IL: Human Kinetics.

Zakrajsek, D. B., Carnes, L. A., & Pettigrew, F. E. (2003). Quality lesson plans for
secondary physical education (2
nd
ed.). Champaign, IL: Human Kinetics.

PHED 239: High School Grades 9-12
Tentative Lecture & Lab Schedule

Date Day Topic Reading/Assignment Due
9/3 W Lecture: Intro to Course, Syllabus, Review
Assignments, SHAPE America - Organization &
Advocacy
Student Background
Information Sheet &
PHYSICAL Act - Advocacy
9/4 R Lab: EVERYONE Lab schedule, Site
Observation, Teaching Reflections, Divide Labs
and Assign Teaching Sites & Cooperating
Teachers, Lesson Plan Format, PPA, Activities
Blake Arena

9/8 M Lecture: Appropriate Instructional Practices for
High School PE including safety issues
Ch. 1 & 5 (pp. 106-122);
Appropriate Practices
handout, Complete
worksheet-bring to class
9/9 T Lab: EVERYONE - Sample lesson Blake
Arena

9/10 W Lecture: Impact of Physical Activity on High
School students, New National Standards & MA
Curriculum Framework, PPA
Ch. 2, National Standards
& MA CF handouts. PPA
handout, Group
Presentations
9/11 R Lab: EVERYONE Teach sample lessons -
Blake Arena
Sample Teaching LPs
Due / Lessons
9/15 M Lecture: Modified and Small-Sided Games &
Tournament Formats
Group Presentations
(continue) Ch. 13,
Modified Games/
Tournament handouts
9/16 T Lab: Observation at Agawam High School
9/17 W Lecture: Modified and Small-Sided Games &
Tournament Formats
Ch. 13, Modified Games/
Tournament handouts
9/18 R Lab: Observation at East Longmeadow High
School


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9/22 M Lecture: Developing Curriculum &
Characteristics of High School Students
Ch. 3 / Complete
worksheet bring to
class / Modified Games
Project Due
9/23 T Humanics in Action Day NO LAB
9/24 W Lecture: Lifetime Physical Activity and Physical
Fitness/Wellness Curriculum, Unit Outcomes
Ch. 10 (pp. 222-236), 15 &
16
9/25 R Thurs. Lab Teaching Lesson #1 at ELHS & AHS Lessons
9/29 M Lecture: Lifetime Physical Activity and Physical
Fitness/Wellness Curriculum, Unit Outcomes
Ch. 10 (pp. 222-236), 15 &
16
9/30 T Tues. Lab Teaching Lesson #1 at AHS Lessons
10/1 W Lecture: Sport Education Model Ch. 4, SE handouts/
Physical Fitness &
Wellness Block Plan Due
10/2 R Thurs. Lab Teaching Lesson #2 at ELHS & AHS Lessons
10/6 M Lecture: Sport Education Model Ch. 4, SE handouts
10/7 T Tues. Lab Teaching Lesson #2 at AHS Lessons
10/8 W Behavioral Management & Teaching
Responsible Behavior
Ch. 6 & 7, handouts
10/9 R Thurs. Lab Teaching Lesson #3 at ELHS & AHS Lessons
10/13 M Columbus Day NO CLASS
10/14 T Tues. Lab Teaching Lesson #3 at AHS Lessons
10/15 W Lecture: Technology in PE /Show & Tell
Presentations

Reflection & Review for final exam
Technology handout/
Group technology
presentation / Sport Ed
Project Due
10/16 R Thurs. Lab Teaching Lesson #4 at ELHS & AHS Lessons
10/20 M Final Exam Weebly Portfolio, Time
Record sheet, PPA
Project and Reflection
Summary Due for
Thursday lab group
10/21 T Tues. Lab Teaching Lesson #4 at AHS Lessons
10/22 W Weebly Portfolio, Time
Record sheet, PPA
Project and Reflection
Summary Due for
Tuesday lab group
Additional readings/assignments may be assigned at a later date!