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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)
Spring 2016
Professor: Dr. Kathy Mangano
Office Hours: Posted outside office

Office: Wellness Room 112 / X3147


Grad Teaching Fellow: Mr. Tim Losee

Office: PE Complex Room 105 /

Phone: 413.244.4309

Office Hours: Posted outside office

Credits: 1.5

Lecture: M & W 12:00-12:50 p.m. in PE Complex Room 119 /

Lab: M, W and/or F 9:00-10:50 a.m. in Blake Arena

Course Information: MY SCWEB / MOODLE

Pre-requisites: PHED 102, MOSK 140, MOST 105
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: grades 9-12 is one (1) of four (4) modules (PHED 236: grades
K-2; PHED 237: grades 3-5; PHED 238: grades 6-8) that students will take in the yearlong 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 introduced
and be able to practice the identified indicators of the
Massachusetts Professional Standards for Teachers at the
high school level. PHED 239 students will be able to:
1. identify and demonstrate an understanding of the National
Standards and the MA State Curriculum Framework Standards.
2. develop an understanding of the Professional Standards for
Teachers (PSTs) by collecting supportive evidence for the MA
State Standards.

Methods of

LPs, Teaching, Exam,

PSTs Project

3. know the subject of secondary physical education well, have

a good grasp of the development, characteristics, interest, and
how high school students learn. (1a)

Worksheets, LPs,
Exam, Teaching, BP,
4. design effective and rigorous standards-based units of
LPs, Teaching,
instruction consisting of well-structured lessons with measurable Reflections, BP, SE,
outcomes. (1a)
PSTs Projects
5. use a variety of informal and formal methods of assessment
LPs, Teaching,
to measure student learning, growth, and understanding,
Reflections, BP, MG,
develop differentiated and enhanced learning experiences, and SE, PSTs Projects,
improve future instruction. (1b)
6. use instructional planning, materials, and student
Worksheets, LPs,
engagement approaches that support students of diverse
Teaching, Video,
cultural and linguistic backgrounds, strengths, and challenges.
Reflections, PSTs
SEI (a) *Pending site
7. demonstrate knowledge of the difference between social and LPs, Teaching, Video,
academic language and the importance of this difference in
Reflections, PSTs
planning, differentiating and delivering effective instruction for
English language learners at various levels of English language
proficiency and literacy. SEI (c) *Pending site
8. use instructional practices that reflect high expectations
LPs, Teaching, Video,
regarding the content and quality of effort and work, engage all
Reflections, BP, MG,
students, and are personalized to accommodate diverse
SE, PSTs Projects
learning styles, needs, interests, and levels of readiness. (2a)
9. create and maintain a safe and collaborative learning
LPs, Teaching, Video,
environment that values diversity and motivates students to take Reflections, BP, MG,
risks, challenge themselves, and claim ownership of their
SE, PTSs Projects
learning. (2b)
10. actively create and maintain an environment in which
LPs, Teaching, Video,
students diverse backgrounds, identities, strengths, and
Reflections, BP, MG,
challenges are respected. (2c)
SE, PSTs Projects
11. plan and implement lessons that set clear and high
LPs, Teaching, Video,
expectations and make knowledge accessible for all students.
Reflections PSTs
12. employ a variety of strategies to assist students to develop
LPs, Teaching, Video,
social emotional-competencies: self-awareness, selfReflections, BP, MG,
management, social awareness, relationship skills, and
SE, PSTs Projects,
responsible decision-making. (2e)
13. employ a variety of classroom management strategies, and LPs, Teaching, Video,
establish and maintain effective routines and procedures that
Reflections, PSTs
promote positive student behavior. (2f)
Project, Exam
14. use effective strategies and techniques for making content
LPs, Teaching, PSTs
accessible to English language learners. SEI (b) *Pending site
Project, Reflections
15. create and maintain a safe and collaborative learning
LPs, Teaching, Video,
environment that values diversity and motivates students to
Reflections, BP, MG,
meet high standards of conduct, effort and performance. SEI (d) SE PSTs Projects

16. demonstrate the capacity to reflect on and improve ones

own practice, using informal means as well as meetings with
professor, teaching fellow, peers, and supervising practitioner to
gather information, examine issues, set meaningful goals, and
develop new approaches in order to improve teaching and
learning. (4a)
17. collaborate effectively with colleagues on a wide range of
tasks. (4c)
18. demonstrate ethical and reliable behavior, and meet routine
responsibilities consistently. (4f)

LPs, Teaching,

Worksheets, LPs,
All assignments

Required Texts:
Darst, P. W., Pangrazi, R. P., Brusseau, T. A., & Erwin, H. (2015). Dynamic
physical education for secondary school students (8th ed.). New York: Benjamin
National Standards & GradeLevel Outcomes for K-12 Physical Education. SHAPE
America (Society of Health and Physical Educators). (2014). Champaign, IL: Human
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
Modified Games Project
Physical Fitness/Wellness Block Plan
Sport Education Model Project
Professional Standards for Teachers (PSTs)
Weebly E-Portfolio
Class Participation

Due Dates
Mon. Feb. 8th
Mon. Feb. 22nd
Wed. March 4th
Mon. March 7th
Mon. March 7th
--Mon. March 7th
Total =

Lab Assignments
Site Observation
Lesson Plans (4@10pts each)

Due Dates
One day after observation 30 pts
Thursdays for Mon. lessons 40 pts
Sundays for Wed. lessons
Tuesdays for Fri. lessons
40 pts
One day after teaching
40 pts
20 pts
Two days after final
teaching experience
30 pts
Total =
200 pts

Teaching (4@10 pts each)

Post Lesson Reflections (4@10 pts each)
Video Tape Evaluation
Reflection Summary Paper

50 pts
50 pts
80 pts
20 pts
25 pts
30 pts
10 pts
70 pts
335 pts

Dress Code:
On- and off-campus lab classes SC professional teaching attire (SC collared shirt
tucked in [based on length], khaki pants/shorts [appropriate length & fit], or
black/grey/maroon warm up pants unrolled and sneaker length, sneakers [tied, 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.
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 The most up to date information and support service
schedules are available on the ASCs PrideNet page:
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
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.
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.
Buck, M. M., Lund, J. L., Harrison, J. M., & Blakemore Cook, C. (2007). Instructional
strategies for secondary school physical education (6th 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 (6th
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 (2nd 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
Metzler, M. W. (2005). Instructional models for physical education (2nd ed.). Scottsdale,
AZ: Holcomb Hathaway.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching sport concepts and skills: A
tactical games approach (2nd ed.). Champaign, IL: Human Kinetics.
Mohnsen, B. (2010). Concepts and principles of physical education: What every
students needs to know (3rd ed.). Champaign, IL: Human Kinetics.
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 (2nd ed.). Champaign, IL: Human Kinetics.
Silverman, S. J. & Ennis, C. D. (2003). Student learning in physical education: Applying
research to enhance instruction (2nd ed.). Champaign, IL: Human Kinetics.
Zakrajsek, D. B., Carnes, L. A., & Pettigrew, F. E. (2003). Quality lesson plans for
secondary physical education (2nd ed.). Champaign, IL: Human Kinetics.
PHED 239: grades 9-12 / Tentative Lecture & Lab Schedule


Lecture: Intro to Course, Syllabus, Review
Assignments, SHAPE America - Organization
& Advocacy

Lab: EVERYONE Lab Schedule, Site

Observation, Reflections, Divide Labs and
Assign Teaching Sites & Cooperating
Teachers, Lesson Plan Format, PSTs, Mr.
Losees Sample Lesson, Activities Blake
Lab: EVERYONE Teach sample lessons
Blake Arena
Lecture: Components of a Quality PE Program
and Appropriate Instructional Practices for High
School PE



Lab: Observation at Agawam High School /

Site observation due 1/26

Reading/Assignment Due
Student Background
Information Sheet, ESSA
Sheet, Read 50 Million

Sample Teaching LPs Due

/ Lessons
Ch. 1 & 5 (pp. 105-122);
Appropriate Practices
handout, Complete
worksheet #1-bring to


Lecture: Impact of Physical Activity on High

School students including safety issues,
National Standards & MA Curriculum
Framework, PSTs

Lab: Observation at East Longmeadow High

School / Site observation due 1/28
Lab: EVERYONE Fitness Circuit Training Fitness Circuit Task Sheet
Wellness Room 214
Group Presentations from
Lecture: Modified and Small-Sided Games &
worksheet #2 (continue),
Tournament Formats
Ch. 13 (pp. 288-290),
Modified Games/
Tournament handouts
Lab: Teaching Lesson #1 at ELHS & AHS
Lecture: Modified and Small-Sided Games &
Ch. 13 (pp. 288-290
Tournament Formats
Modified Games/
Tournament handouts
Lab: Teaching Lesson #1 at ELHS & AHS
Lab: Teaching Lesson #1 at ELHS & AHS
Ch. 3 / Complete
Lecture: Developing Curriculum &
worksheet #3 bring to
Characteristics of High School Students
class / Modified Games
Project Due
Lab: Teaching Lesson #2 at ELHS & AHS
Lecture: Lifetime Physical Activity and Physical Ch. 15 & 16
Fitness/Wellness Curriculum, Unit Outcomes
Lab: Teaching Lesson #2 at ELHS & AHS
Lab: Teaching Lesson #2 at ELHS & AHS
Lecture: Lifetime Physical Activity and Physical Ch. 15 & 16
Fitness/Wellness Curriculum, Unit Outcomes
Lab: EVERYONE - On-Campus - TBA
NO LAB School Vacation!
Lecture: Sport Education Model
Ch. 4 (pp. 79-81) & Ch. 10
(pp. 218-238), SE handouts
/ Physical Fitness &
Wellness Block Plan Due
Lab: Teaching Lesson #3 at ELHS & AHS
Lecture: Sport Education Model
Ch. 4 (pp 79-81) & Ch. 10
(pp. 218-238), SE handouts
Lab: Teaching Lesson #3 at ELHS & AHS















Ch. 2, National Standards &

MA CF handouts. PSTs
handout, View TED Talk
video, Group
Presentations from
worksheet #2



Lab: Teaching Lesson #3 at ELHS & AHS

Lecture: Behavioral Management & Discipline

Ch. 6 & 7, handouts



Lab: Teaching Lesson #4 at ELHS & AHS

Lecture: Technology in PE /Show & Tell

Technology handouts /
Group technology
presentation / Reflection
Summary Due for Monday
lab group
Lessons /
Sport Ed Project Due /
Reflection Summary Due
for Wednesday lab group
Weebly E-Portfolio / Time
Record Sheet Due /
Reflection Summary Due
for Friday lab group



Reflection & Review for final exam

Lab: Teaching Lesson #4 at ELHS & AHS
Lab: Teaching Lesson #4 at ELHS & AHS


Final Exam 12:00 p.m.

Additional readings/assignments may be assigned at a later date!