Kinesiology 323: Methods of Teaching Secondary Physical Education

Department of Kinesiology
Kinesiology 323:
Methods of Teaching Secondary Physical Education
Syllabus
Instructor:
Class Location:
Class Time:
Office Location:
Email:
Office Hours:
Course Description:
The purpose of this course is for physical education students to develop the knowledge and skills to
plan, implement, and evaluate appropriate and effective physical education progressions. The course
will consist of lectures, class participation in discussions, demonstrations of teaching movement, and
teaching practice.
NOTE: KIN 314 and KIN 323 cannot be taken in the same semester.
“Exercise and recreation are as necessary as reading. I will say rather more necessary
because health is worth more than learning!” –Thomas Jefferson
Course Objectives:
By the end of this course, students will be able to:
1. Understand the potential of physical education as it applies to the cognitive, affective,
psychomotor and health/fitness-related development of middle and high school
students.
2. Identify appropriate learning and practice opportunities based on understanding the
student, the learning environment, and the task.
3. Understand managerial routines that create smoothly functioning learning experiences
and environments.
4. Identify and develop appropriate program and instructional goals.
5. Understand and develop unit and lesson plans that are linked to program goals and
student needs.
6. Understand the use of appropriate instructional cues and prompts to facilitate motor
skill performance with effective demonstrations and explanations.
7. Understand the use of current technology and its application in the physical education
curriculum.
Required Text:
Pangrazi, Robert (2008). Dynamic Physical Education for Secondary School Students
(6th ed). New York: Pearson & Benjamin Cummings.
Casten, Carol (2008). Lesson Plans for Dynamic Physical Education for Secondary
School Students (6th Edition).
Suggested Texts:
NASPE Moving into the future: National Standards for Physical Education
Additional Readings:
Additional readings will be posted on Desire2Learn or I will make them available via
email. You will be able to download these readings at no additional cost.
Student Evaluation:
Assignments
Total Points
90
(Includes several daily assignments)
Quizzes
200
Unit Plan Development
140
Final Exam
100
(comprehensive)
Lesson Plans/Teaching Practice
140
(lesson plan development & peer teach)
90
(Students can earn daily participation pts
at the discretion of the instructor)
Class Participation (Includes
50 points for attending SIU
Conference)
Total
(tests over text material and class notes)
760 pts.
Final Grading Scale:
Grade
Total Point Range
Percentage
A
B
C
D
F
684 - 760 points
608 - 683 points
532 - 607 points
456 - 531 points
455 or fewer points
90 - 100 %
80 - 89.99 %
70 - 79.99 %
60 - 69.99 %
< 59.99 %
General Information:
1. Participation is essential; you are expected to actively participate in both lecture
(discussion) and lab (physical activity). In order to participate you must be in
attendance. Come prepared (read all required materials prior to class) and put
your best effort into all class work. Appropriate professional dress is required for
lab/activity portion of the class (i.e. tennis shoes, socks, and appropriate active
wear).
2. Students are allowed 1 unexcused absence. The 2nd unexcused absence will
result in lowering your final grade by one letter (i.e.: an A would be reduced
to a B). A third unexcused absence will result in failure of the course. An
excused absence would require University-approved documentation.
3. Any assignments turned in after the due date will be considered late and students
will forfeit all credit for the late assignment. All assignments must be completed
to pass the course, even if they are turned in for zero credit past the due date.
4. Class begins promptly; please be on time. I will respect your time and end
promptly as well.
5. If you lose or fail to receive (because you are absent/late) materials related to or
necessary for the course, check with a colleague for assistance - work together;
get to know each other.
6. Grammar matters, both in speaking and writing.
7. No cell phones are to be used in class or lab. This includes text messaging – if you
are using your phone in class, you will be given two options a) leave class or b)
relinquish your phone until class is over.
8. Adhere to the principles and policies of academic honesty.
9. Inform the instructor as soon as possible of any emergency situations that
prevent your attendance and/or participation in class or completion of
assignments.
10. Civility matters. The instructor of this class reserves the right to comment on
matters of civility publicly whenever there is a behavior that violates the rights
and privileges of others (including the instructor) to benefit and enjoy this course.
11. Students with a disability, who require assistance, will need to inform the
instructor as soon as they can and contact the Disability Support Service (DSS)
http://www.siu.edu/~dss/housing.htm (618-453-5738) for coordination of
academic accommodations. If you need accommodations for any sort of
disability, please speak to me after class, or make an appointment to see me,
or see me during my office hours.
12. The Southern Illinois University student code of conduct should also be
considered as a part of this syllabus. Read the Code at the following URL:
http://policies.siu.edu/documents/StudentConductCodeFINALMay32011.pdf
Academic Dishonesty may result in a failing grade. Every student is expected to
review and abide by this policy. Please note that you are responsible for reading
this policy. Ignorance is not an excuse for any academic dishonesty.
Emergency Procedures:
Southern Illinois University Carbondale is committed to providing a safe and
healthy environment for study and work. Because some health and safety
circumstances are beyond our control, we ask that you become familiar with the
SIUC Emergency Response Plan and Building Emergency Response Team (BERT)
program. Emergency response information is available on posters in buildings on
campus, on the BERT website at www.bert.siu.edu, on the Department of Public
Safety’s website at www.dps.siu.edu (disaster drop down) and in the Emergency
Response Guidelines pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the
event of an emergency affecting your location. It is important that you follow these
instructions and stay with your instructor during an evacuation or sheltering
emergency. The Building Emergency Response Team will provide assistance to
your instructor in evacuating the building or sheltering within the facility.
Illinois Professional Teaching Standards Addressed in this Class:
STANDARD 1 - Content Knowledge
1D.
Understands the relationship of knowledge within the discipline to other content
areas and to life and career applications.
STANDARD 2 - Human Development and Learning
2B.
Understands that students' physical, social, emotional, ethical, and cognitive
development influences learning.
STANDARD 3 - Diversity
3D.
Understands and identifies differences in approaches to learning and performance,
including different learning styles, multiple intelligences, and performance
modes.
3F.
Understands personal cultural perspectives and biases and their effects on one’s
teaching.
STANDARD 4 - Planning for Instruction
4A.
Understands the Illinois Academic Standards, curriculum development, content,
learning theory, and student development and knows how to incorporate this
knowledge in planning instruction.
4B.
Understands how to develop short- and long-range plans consistent with
curriculum goals, learner diversity, and learning theory.
STANDARD 5 - Learning Environment
5A.
Understands principles of and strategies for effective classroom management.
NASPE Standards for Beginning Physical Education Teachers Addressed:
Standard 3: Planning Implementation
Physical education teacher candidates plan and implement developmentally appropriate
learning experiences aligned with local, state, and national standards to address the
diverse needs of all students.
3.1
3.2
3.6
3.7
Design and implement short and long term plans that are linked to program and
instructional goals as well as a variety of student needs.
Develop and implement appropriate (e.g. measurable, developmentally
appropriate, performance based) goals and objectives aligned with local, state,
and national standards.
Plan and implement progressive and sequential instruction that addresses the
diverse needs of all students.
Demonstrate knowledge of current technology by planning and implementing
learning experiences that require students to appropriately use technology to
meet lesson objectives.
Standard 4: Instructional Delivery and Management
Physical Education teacher candidates use effective communication and pedagogical
skills and strategies to enhance student engagement and learning.
4.5
Utilize managerial rules, routines, and transitions to create and maintain a safe
and effective learning environment.
Kinesiology 323: Methods of Teaching Secondary PE
Lecture Tentative Course Outline
Unless otherwise specified, all readings will come from the required text (listed above) or
articles available on compass. All readings should be completed prior to class on the date
indicated below. Syllabus is subject to change.
Topic
Assignments /Readings
Read Ch 1 / review
standards
5 favorite quotes / study
for Ch 1 quiz
Jan 15
Introduction/Syllabus
Jan 17
Ch 1 Discussion/What is a quality PE program
Jan 22
Quiz on Ch 1. (25 pts) Discuss standards
Read Ch. 2
Jan 29
Adolescent characteristics and the teenage brain.
Ch 2 discussion.
Jan 31
Ch 2 quiz (25 pts)
Feb 5
Steps in curriculum development
Internet search for
curriculums / Ch 2 quiz
Read Ch 3&4 / 4
examples of PE curr.
Develop secondary
curriculum
Feb 7
Curriculum content / block plan/ unit assignments
Study for quiz 3 & 4
Feb 12
Quiz Ch 3&4 (50 pts)
Websites and teaching
activity
Feb 14
Meet in gym / Individual teach /safety discussion
Ch 5
Feb 19
Implement Assessments
Feb 21
Planning for instruction /Developing lesson plans
Feb 26
Micro-teach in the gym
Feb 28
Mar 5
Quiz on Ch 5 (25 pts) / Discussion on class
management
Improving Instructional Effectiveness/
Developing management plan
Mar 7
Attend SIU conference
Mar 12
SPRING BREAK
Mar 14
SPRING BREAK
Write goals and
objectives
Write team-teaching
lesson
Teach skill from unit
plan / study for quiz
Ch 6 & 7
Prepare lessons
Mar 19
Meet in Gym / Teach lessons 1-2
Write Lesson Reflections
Mar 21
Meet in Gym / Teach lessons 3-4
Write Lesson Reflections
Mar 26
Instructional Effectiveness
Mar 28
Observation Carbondale High School
Write Lesson Plans
Apr 2
Review Chapter 6
Assess and reflect on
lesson
Apr 4
Observation Carbondale High School
Write Lesson Plans
Apr 9
Quiz Chapter 6 (25 pts) / Review Lesson Plan
drafts
Ch 7/Prepare Superstars
Activities/Lessons
Apr 11
Teach Carbondale High School
April 12
Superstars Challenge (9:45 am)
Apr 16
Quiz Chapter 7 (25 pts) / Review Lesson Plan
Drafts
Apr 18
Teach Carbondale High School
Apr 23
Meet in gym / Fitness testing (Due:Assessment /
grading / plan for unit)
Lesson Plans /Ch 9
Apr 25
Teach Carbondale High School
Due: Unit resources &
fitness/ nutrition
Apr 30
Quiz Chapters 8&9 (50 pts)
Study for quiz
May 2
Teach Carbondale High School
Study for final
May 6
Final Exam Review
May 10
Final Exam 12:50-2:50 pm
Ch 8
Room 120