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Exercise, Sport and Health Education 384

ESHE 384: Methods of Teaching Secondary Physical Education

Prerequisites: ESHE 210, ESHE 294, and minimum 2.5 cumulative GPA

Credit Hours: (3)

This course is designed to enable teacher candidates to gain an understanding of developmentally appropriate physical education teaching practices for teaching secondary school children. Teacher candidates will plan, organize, and conduct physical education instruction for secondary students aged 13-18. Course content includes research-based principles of effective teaching as they relate to physical education.


Detailed Description of Course

The course builds upon previous courses taken by teacher candidates and addresses the fundamental instructional skills needed for successful teaching in middle and high school physical education. Teacher candidates will be provided opportunities to observe teachers and practice teaching in a classroom setting under the guidance of the university supervisor and public school physical educators.  The expectation of students in this course will include lesson and unit planning that contains appropriate content development, peer-teaching and assessment, and instruction of students in local secondary schools.

1. Secondary Instruction
        a. Essential Components of Quality Secondary Physical Education
        b. Impact of Physical Activity on Adolescents
2. Designing a Secondary Physical Education Program
        a. Curriculum Approaches
                i. Lifetime Physical Activity
                ii. Cooperative Learning
                iii. Personal/Social Responsibility
                iv. Sport Education
                v. Tactical Games
                vi. Outdoor/Adventure Education
                vii. Health-Related Fitness Education
                viii. SPARK
        b. National and State Standards
                i. NASPE/NCATE Standards
                ii. Virginia Standards of Learning (SOLs)
3. Planning for Effective Instruction
                i. Unit, Block, and Daily Lesson Planning
                ii. Motivation
                iii. Behavior Management & Discipline
                iv. Teaching Styles
4. Assessment
        a. Evaluation of Psychomotor Skills
        b. Evaluation of Cognitive Knowledge
        c. Evaluation of Affective Attitudes and Values
        d. Evaluation of Social Skills (teamwork, sportsmanship, etc.)
5. Liability
        a. Supervision
        b. Accidents and Injuries
6. Physical Fitness Testing
7. Using Technology in Secondary Physical Education Instruction
8. Students with Disabilities
9. Implementing Instructional Activities
        a. Introductory Activities
        b. Fitness Activities
        c. Lesson Activities
        d. Game Activities
                i. Team Sports


Detailed Description of Conduct of Course

A variety of instructional methods may be used, including, but not limited to:
 
• lecture
• peer teaching
• small-group work
• class presentations
• case studies
• email
• physical education websites
• observation and analysis
• D2L
• micro teaching
• course management systems
• direct teaching in local public schools


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 (2008) and address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards.

As a result of successfully completing this course, each teacher candidate will be able to:

1. Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness. (NASPE/NCATE 1.3; VDOE HPE 4.a).
2. Analyze and correct critical elements of motor skills and performance concepts. (NASPE/NCATE 1.5; VDOE HPE 4.a).
3. Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs. (NASPE/NCATE 3.1; VDOE HPE 4.a).
4. Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards. (NASPE/NCATE 3.2; VDOE HPE 4.a).
5. Design and implement content that is aligned with lesson objectives. (NASPE/NCATE 3.3; VDOE HPE 4.a).
6. Plan for and manage resources to provide active, fair, and equitable learning experiences. (NASPE/NCATE3.4; VDOE HPE 4.a)
7. Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. (NASPE/NCATE 3.5; VDOE HPE 4.a).
8. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. (NASPE/NCATE 3.6; VDOE HPE 4.a)
9. Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives. (NASPE/NCATE 3.7; VDOE HPE 4.a).
10. Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats. (NASPE/NCATE 4.1; VDOE HPE 4.a).
11. Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. (NASPE/NCATE 4.2; VDOE HPE 4.a).
12. Provide effective instructional feedback for skill acquisition, student learning, and motivation. (NASPE/NCATE 4.3; VDOE HPE 4.a).
13. Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. (NASPE/NCATE 4.4; VDOE HPE 4.a).
14. Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment. (NASPE/NCATE 4.5; VDOE HPE 4.a & 4.b)
15. Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. (NASPE/NCATE 4.6; VDOE HPE 4.a).
16. Select or create appropriate assessments that will measure student achievement of goals and objectives. (NASPE/NCATE 5.1; VDOE HPE 4.a & 4.c).
17. Use appropriate assessments to evaluate student learning before, during, and after instruction. (NASPE/NCATE 5.2; VDOE HPE 4.a & 4.c).
18. Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions. (NASPE/NCATE 5.3; VDOE HPE 4.a & 4.c).


Assessment Measures

The students will be assessed using one or more of the following methods:

• Class participation in instructor and peer-taught lessons
• Micro- teaching evaluation
• Weekly written responses to lectures and readings
• Individual and group project assignments
• Quizzes and a final exam


Other Course Information

None


Review and Approval

2012