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Teaching Physical Education P-12: “PE Methods”

Teaching Physical Education P-12: “PE Methods”

HPR 336-L SYLLABUS, Spring 2012

STILLMAN COLLEGE

INSTRUCTOR: Dr. G. Cazers, Assistant Professor Credits: 3 hours

Classes: TTH 1:00-2:20, STIN 103 Office: Birthright Hall

Stage

Phone: 247-8028 E-mail: gcazers@stillman.edu

Semester: Spring 2012

Office Hours: MWF 10-12:00, TTH 11-1:00, and by appointment

STEP PROGRAM:

The STEP program produces effective, professional educators who practice

inquiry, synthesis, implementation, reflection, and collaboration in order to
meet institutional, professional, and state standards and to facilitate the
intellectual, social, and personal development of diverse learners. The STEP
faculty exhibits responsibility, ethical behavior, and commitment in all
instructional and professional practice so that teacher candidates acquire
and demonstrate these dispositions in their teaching and in their
relationships with school colleagues, parents and families, and agencies in
the larger community.
Teacher Candidates Learning Outcomes

As reflected in the unit’s conceptual framework (see last page of this syllabus) and upon the
completion of the Teacher Education Program, teacher candidates will be able to:
Outcome 1: Question and analyze concepts, theories, structures, and models in the teaching field
while acquiring the requisite knowledge, skills, and dispositions to help all students learn.
Outcome 2: Identify, organize, and integrate knowledge, skills, and resources for scholarly
growth and for planning meaningful learning experiences to facilitate learning for all students.
Outcome 3: Translate instructional plans into active and meaningful learning for all students.
Outcome 4: Engage in reflection to refine and improve his or her practice. Outcome 5:
Participate with the community of educators, students, and stakeholders to support and enrich the
educational process for all students.

Specific requirement for teacher education programs:

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Teaching Physical Education P-12: “PE Methods”

 Obtain a passing score on the Alabama Educator Certification Testing Program (AECTP).
Applicants for initial certification must meet the requirements of the Alabama
Prospective Teacher Testing Program.
 Successfully complete the Stillman College general education requirements with a
maximum of 47 of these hours successfully completed prior to application for admission.
 Maintain an overall grade point average of at least 2.75 on a 4.0 scale in all coursework.
 Submit the formal application for admission to STEP, including two letters of
recommendation, and a writing sample.
 Complete successfully EDU 232 Foundations of Education.
 Pass Praxis II exams in the content specific major area
 Conduct a satisfactory interview with the Teacher Education Screening and
Admissions Committee. The interview will include information on the applicant’s
personality, interests, and aptitudes consistent with the STEP model for successful
teaching. Acceptance to STEP is contingent upon recommendation of this committee.
 Students will be notified as soon as possible of the results of the interview.
 Complete a signed document verifying ABI and FBI criminal background checks.
 Demonstrate satisfactory potential for teaching, including evidence of emotional stability
and a satisfactory record as to conduct, character, and mental health, to the effect that the
applicant has no apparent personal qualities prejudicial to satisfactory performance as a
teacher.

COURSE DESCRIPTION:

This course provides an overview of the curriculum, content, instructional

methods and management of physical education (PE) in grades P-12. School
field experience is a requirement of this course.

COURSE OBJECTIVES (Student Learning Outcomes):

1.Students will write and explain in their own words the 6 NASPE standards
for PE./Academic content and methods to plan and provide a developmentally appropriate curriculum for
elementary students in accordance with the Alabama Course of Study: Arts Education. INTASC standard 1.1,
Alabama PE standard 290-3-3-.33 (2)(a) Assessment: essay test, lesson plans
2.Students will plan an effective lesson for physical education that includes
the 10 items presented by the instructor/Strategies for grouping to maximize participation..
INTASC standard 7.1, Alabama PE standard 290-3-3-.33 (2)(c) Assessment: lesson plan
checklist
3.Students will list and explain the importance of 5 class management
protocols. INTASC standard 9.1, Alabama PE standard 290-3-3-.33 (2)(d)1 Assessment:
short essay
Students will write 5 strategies for avoiding or dealing with off-task
4.
behavior in PE. INTASC standard 3.2, Alabama PE standard 290-3-3-.33 (2)(c)2.(i)
Assessment: short essay
Students will list at least 3 activities from the “PE Hall of Shame,” explain
5.
why these should not be taught, and suggest alternative activities. INTASC
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Teaching Physical Education P-12: “PE Methods”

standard 4.1, Alabama PE standard 290-3-3-.33 (2)(d)2.(ii) Assessment: short essay

Students will reflect upon and critique their own instruction following a
6.
peer teaching or microteaching opportunity. / Developmentally appropriate curriculum and
content in the Alabama Course of Study: Physical Education, disciplinary concepts, and tools of inquiry related to the
development of physically educated students. INTASC standard 4.1, Alabama PE standard 290-3-3-.33
(2)(e)3.(ii) Assessment: short essay
7.As this is designated as a “Writing for Life” course, students will improve
their writing skill over the course of the semester. Assessment: checklist and
rubric
8. Safety and liability issues in physical education, including examples of activities
previously but no longer deemed appropriate, and the importance of routines, rules,
and supervision. Assessment: Field Experiences Exams, Quizzes

9. The use of formal and informal assessment strategies to foster physical, cognitive, social, and emotional
development of learners through physical activity. Assessment: Lesson plans, class presentations, etc.

10. How to adapt instruction for students who differ in physical, emotional, and mental learning. Assessment:
Lesson plans, class presentations, etc.

11. The current major concepts of health education, including but not limited to community health, consumer
health, environmental health, family health, personal health, mental and emotional health, nutrition, injury
prevention and safety, prevention and control of disease, and substance use and abuse. Assessment:
Lesson plans, class presentations, etc.

COURSE OUTLINE (UNITS):

(Note: This course outline is a guide for the topics this course will cover)
1. Introduction to the course and successful teaching
2. Planning to maximize learning
3. Creating a positive learning environment
4. Minimizing off-task behavior and discipline problems
5. Getting the lesson started
6. Instructing and demonstrating
7. Motivating children to practice
8. Observing and analyzing
9. Developing the content
10. Providing feedback
11. Building critical-thinking skills
12. Building positive feelings
13. Assessing and reporting children’s progress
14. Continuing to develop as a teacher
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Teaching Physical Education P-12: “PE Methods”

15. School observation and peer teaching

COURSE EVALUATION METHODS

Students are expected to attend lectures, participate in a practicum, write a

reflective journal, and take tests and exams.

Grades are determined by scores in the following areas:

1. Assignments 20%
2. Tests, Practicum 35%
3. Midterm and Final Exam 35%
4. Participation 10%

TEXTBOOK:

Graham, G. (2008). Teaching children physical education: Becoming a master

teacher, 3rd ed. Champaign, IL: Human Kinetics.

COURSE READING LIST: www.pecentral.com

CLASSROOM EXPECTATIONS:

The student is expected to be on time to class (3 tardies= 1 absence).

Excused absences must be approved by Dr. Whittaker-Davis. Bring me
documentation about school-sponsored event absences. If you have missed
two consecutive classes, Drs. Carter and Whittaker-Davis will be notified. The
student will be prepared for class, and respect the learning environment.
Use cell phones, other technology before or after class, please.

This course will take place in the classroom, the gym, and partly in schools.
Look on Blackboard or check on the small white board in the gym if you are
unsure where class is being held.

The official communication method at Stillman College is e-mail. If I e-mail

you, please show courtesy and respond using your Stillman account. Please
check your Stillman e-mail and Blackboard every day! Please include the
course in the subject line of the message, and do not use texting language.
Please read assigned chapters before class! Chapter powerpoints will be
available.
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Teaching Physical Education P-12: “PE Methods”

During your practicum in a school, you must reflect the professionalism of

the teacher you hope to become. You visit as a representative of Stillman
College. You must wear your student ID. You must be dressed appropriately.
The cooperating teacher will not admit you unless you have your timesheet.
Because you are practicing to become a teacher, you may not use your
phone, chew gum, or do anything to reflect that you are not exhibiting
professionalism. The teacher will evaluate you! The practicum may require
fingerprinting which could involve an additional fee for you.

Notes:

1. Last Day to Withdraw: __________. If you are failing after the midterm, I would
suggest that you withdraw or you risk endangering your grade point average.
2. Any makeup work must be done by 3:00 p.m., May 4.
3. Incompletes will given only under extreme circumstances.
4. Please remember that I am here to help you in any way. If you have any
questions or concerns, you are welcomed to contact me. My office is always
open!

CONCEPTUAL FRAMEWORK (CF)

The Effective Professional Educator

The Stillman Teacher Education Program (STEP) seeks to prepare candidates to be highly qualified
teachers who assist all P-12 students in reaching their highest potential as learners. The conceptual
framework, with the theme “The Effective Professional Educator,” guides the coherent design and
delivery of the curriculum. The conceptual framework model presents a graphic illustration of the
relationships among the components of the teacher education program. The model consists of three
distinct areas contained within three geometric shapes—two concentric circles and triangles that form a
star. The outer circle represents the background that pre-candidates bring with them to the college. The
inner circle contains the teacher preparation curriculum that adds new, in-depth learning to this existing
background. The triangles forming the star within the inner circle represent the outcomes expected of
teacher candidates as a result of matriculating through the curriculum. Achievement of these outcomes
leads to the target goal in the center of the star: “The Effective Professional Educator.” The curricular
areas described in the inner circle form an underlying field of interrelated and interacting components
that contributes to shaping and focusing each of the outcomes. The concentric circles suggest a rotating
motion causing a continuous flow of knowledge acquisition and skills development which are channeled
throughout the curriculum resulting in the achievement of the program outcomes, thus of the ultimate
goal: “The Effective Professional Educator.”
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Teaching Physical Education P-12: “PE Methods”

Stillman Teacher Education Program (STEP) is widely recognized for the success of its teacher education
program, which is accredited by the National Council for Accreditation of Teacher Education. Along
with NCATE, the Alabama State Department of Education (ALSDE) reviews and approves each program
area. Stillman College complies with requirements and rules issued by the Alabama State Department of
Education for teacher certification. The unit’s conceptual framework, EFFECTIVE PROFESSIONAL
EDUCATOR has five outcomes:

1. The effective professional educator is an inquirer who questions and analyzes concepts,
theories, structures, and models in the teaching field while acquiring the requisite knowledge,
skills, and dispositions to help all children learn.

2. The effective professional educator is a synthesizer who identifies, organizes, and integrates
knowledge, skills, and resources for scholarly growth and for planning meaningful learning
experiences to facilitate learning for all students.

3. The effective professional educator is an implementer who translates instructional plans into
active and meaningful learning for all students.

4. The effective professional educator is a collaborator who actively participates with the
community of educators, students, and stakeholders to support and enrich the educational
process for all children.

The effective professional educator is a reflective practitioner who engages in reflection to refine and