ESHE 302: Theory and Practice of Individual/Dual Activities
Prerequisite: ESHE 210 and ESHE 294
Credit Hours: (2) One hour lecture; two hours laboratory
Teacher candidates will design and implement developmentally appropriate physical education teaching practices for individual and dual activities. Candidates will also develop motor skill competence in a variety of individual and dual physical activities.
Detailed Description of Content of Course
● Developmentally Appropriate Physical Education Teaching Practices
° Effective teaching of individual/dual activities
● National (NASPE) Standards for Lifetime Physical Activities
° K-12 curriculum offerings for individual/dual activities
● Virginia Department of Education K-12 Standards of Learning (SOLs) for Lifetime Physical Activities
° What Virginia students should know and be able to do after completing high school requirements
● Teaching Individual and Dual Physical Activity Skills in Elementary School Settings
° Focus on fundamental motor skills
▪ Throwing, catching, kicking, striking
● Teaching Individual and Dual Physical Activity Skills in Secondary School Settings
° Combing fundamental motor skills with game strategies
▪ Tennis, golf, badminton, disc golf, bowling, dance, kickboxing, orienteering, rope jumping, and speedminton, among others.
Detailed Description of Conduct of Course
Instructional methods will focus on peer teaching class presentations in which participants serve as students in learning individual/dual activities traditionally offered in K-12 physical education programs.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:
° NASPE/NCATE Standard 1: Content Knowledge
° Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
° NASPE/NCATE Standard 2: Growth and Development
° Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
° NASPE/NCATE Standard 6: Planning and Instruction
° Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:
° VDOE HPE Standard 3.b: Understanding the basic scientific principles undergirding human movement as they apply to skill-related fitness (coordination, agility, power, balance, speed and reaction).
° VDOE HPE Standard 6.a.4: Understanding of the knowledge, skills, and processes for teaching physical education, including sequential pre k-12 instruction in a variety of movement forms that include individual activities.
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards for beginning physical education teachers.
As a result of successfully completing this course, each teacher candidate will be able to:
Demonstrate competent motor skill performance in a variety of individual and dual physical activities (NASPE/NCATE 1.2).
● Define and describe performance concepts and strategies (e.g., fitness principles, game tactics, skill improvement principles) related to skillful movement in individual and dual physical activities (NASPE/NCATE 1.3).
● Design and implement an individual lifetime physical “clinic” that illustrates and explains the basic skill-related fitness principles associated with competent performance (VDOE HPE 3.b).
● Design and implement an individual lifetime physical “clinic” that illustrates an understanding of the skills needed to teach the activity in a sequential and progressive manner (VDOE HPE 6.a.4).
● Select appropriate teaching resources and curriculum materials to create a professional resource handbook that shares teaching tips, lesson plans, activity drills, task progression, lead-up games, playing strategies, key performance cues, terminology, history, rules, etiquette, safety, and potential benefits from participation in lifetime individual and dual activities (NASPE/NCATE 6.7).
● Demonstrate appropriate participation in activity clinics taught by peers such that motor skill performance in individual and dual physical activities is improved and leading to competent performance (NASPE/NCATE 1.2).
The students are specifically assessed on the following items:
• Class presentations of peer teaching
• Weekly written responses to quizzes, readings, and clinic activities
• Creation of professional resources handbook.
• Final exam
Other Course Information
Review and Approval
11/20/08 Course Revised and submitted Jon Poole