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ESHE 304

ESHE 304
Theory and Practice of Team Sport Activities

1. Catalog Entry

ESHE 304
Theory and Practice of Team Sport Activities
Credit hours (3)
Prerequisite: ESHE 210

This course prepares future physical and health education teachers with the knowledge and skills needed to effectively teach team sport physical activities to students in K-12 schools.  Future teachers must be able to focus student learning on understanding the relationship between leading a physically active lifestyle and the prevention of chronic disease.

2. Detailed Description of Course

This course prepares future physical and health education teachers with the knowledge and skills needed to effectively teach team sport physical activities to students in K-12 schools.  Future teachers must be able to focus student learning on understanding the relationship between leading a physically active lifestyle and the prevention of chronic disease.

3. Detailed Description of Conduct of Course

Various instructional methodologies will be used for the course: lectures, practice teaching, review of recorded media, demonstration and participation, and projects.
 
4. Goals and Objectives of the Course

Goals, objectives, and assignments in this class address Virginia Department of Education Standards of Learning (2015), Shape America’s Grade Level Outcomes for K-12 Physical Education (2013), and the National Association of Sport and Physical Education’s Instructional Framework for Fitness Education in Physical Education (2012).

These goals include, but are not limited to:
    1) Understand the knowledge, skills, and processes of health and physical education
       as defined in the Virginia Standards of Learning. (VA DOE 1)
    2) Understand the knowledge, skills, and processes for teaching physical education,
       including; articulated, sequential preK-12 instruction in a variety of movement
       forms that include developmentally appropriate movement skills (VA DOE 6.a.2),
       movement principles and concepts (VA DOE 6.a.3), the relationship between a
       physically active lifestyle and health (VA DOE 6. E), knowledge of human growth,
       development, and motor learning (VA DOE 6.d), incorporate strategies that promote
       effective physical activity learning environments (VA DOE 6.g), demonstrate
       personal competence in motor skill performance for a variety of movement patterns,
       modeling healthy behaviors, and maintaining health-enhancing level of fitness.
       (VA DOE 6.j).
    3) Develop a developmentally appropriate scope and sequence plan of effectual
       health and physical education concepts, information, and skills based on the
       Virginia Standards of Learning (VA DOE 7.a), Use the scope and sequence plan
       to develop performance indicators that describe the essential concepts and
       skills (VA DOE 7.b), Employ individual and cooperative group learning strategies
       (VA DOE 7. F), Connect instruction to prior student learning and to other
       curricular areas (VA DOE 7.g)

At the completion of this course, students will be able to:
    1) Describe and apply knowledge of rules, etiquette, techniques, strategies and
       tactics in K-12 physical education subject-matter content (SHAPE/NASPE 1),
    2) Describe and apply knowledge of performance/critical elements, critical cues,
       common errors, and the development of task progressions within K-12 physical
       education subject content (SHAPE/NASPE 1),
    3) Demonstrate skillful performance in a minimum of four (4) different physical
       education subject content areas (i.e., games, aquatics, fitness, outdoor pursuits,
       and individual performance activities) (SHAPE/NASPE 2),
    4) Plan and implement appropriate (e.g., measurable, developmentally appropriate,
       performance-based) short- and long-term plan objectives aligned with local, state
       and/or National Standards and Grade-Level Outcomes (SHAPE/NASPE 3),
    5) Plan and implement learning experiences that require students to appropriately
       use technology to meet on one more short- and long-term plan objective(s)
       (SHAPE/NASPE 3),
    6) Demonstrate verbal and non-verbal communication skills that convey respect and
       sensitivity across all learning experiences (SHAPE/NASPE 4),
    7) Implement demonstrations, explanations and instructional cues aligned with
       short- and long-term plan objectives (SHAPE/NASPE 4).

5.    Assessment Measures

Assessment measures may include, but are not limited to, one or more of the following:
    1) Quizzes
    2) Small group presentation
    3) Content development project
    4) Final exam
    5) Weekly written responses to quizzes, readings, and in-class activities

6.    Other Course Information

None

Review and Approval

July 2010
November 2008