EXER 334
Elementary H & PE Methods

Syllabus

Spring 2004

INSTRUCTOR:

CLASS INFORMATION:

RELATIONSHIP TO UNIVERSITY MISSION:

This class aids in achieving the University Statement of Purpose by:

GENERAL DESCRIPTION:

The course is an investigation of the principles, practices, and procedures of teaching physical education and health in the elementary school. Emphasis is curriculum development, and methods and materials involved in teaching. This course is for elementary education majors only.

PROBLEM-SOLVING EMPHASIS:

Class activities include problem solving in physical education and health education teaching situations. A variety of challenging assignments have been designed to promote the problem solving abilities of prospective teachers. Students are encouraged to complete assignments in a creative manner.

TECHNOLOGY INFUSION:

This course will use technology designed to development student competence in the use of technology and computer skills.  Students are required to have an email address and check it regularly.  Assignments and class information will be routinely distributed by a class mailing list and Dr. Woolard's Home Page.  Online resources, computer programs, and the World Wide Web will be used in assignments and class activities. A variety of instructional resources will also be used in the class. Examples include SmartBoard demonstrations and interactions, videotapes, PowerPoint presentations, and online quizzes.

SPECIFIC COMPETENCIES:

This course is specifically designed to meet guidelines and competencies required by the North Carolina Department of Public Instruction for the professional preparation of K-12 physical education teachers. To this end, a student who completes this course will be able to:

1. Demonstrate appropriate knowledge, skills, and attitudes concerning the major goals of physical education and health education for implementing the Healthful Living Curriculum in grades K-6.
2. Demonstrate knowledge of cognitive principles relating to the various content areas of physical education and health and apply the principles in implementing effective learning experiences for elementary school children.
3. Plan and implement basic movement experiences and perceptual motor activities that promote proficiency in movement.
4. Demonstrate knowledge of effective techniques, methods, and materials used in teaching physical education and health education in the elementary school.
5. Plan and implement activities in selected content areas as part of field and/or teaching experiences.
6. Apply knowledge of effective techniques, methods, and materials used in teaching physical education and health education in the elementary school.
7. Experience a variety of physical education activities that promote motor skill development in the areas of games, sports, dance, fitness, and outdoor education.
8. Use physical exercise and health activities in teaching experiences for developing pro-social skills, positive interaction skills, self-concept, self-motivation, self-evaluation and self-expression in the students taught.
9. Demonstrate knowledge of health appraisal procedures and physical education evaluation techniques used to refer students to the various school services and personnel.
10. Demonstrate knowledge of fundamental motor skills and the developmental sequence of a variety of motor skills.

ASSIGNMENTS:

Each student is expected to complete reading assignments and participate in class activities and discussions. All written work is to be turned in at the beginning of class. If you are absent, please arrange to have the work turned in for you. Spelling, sentence structure, and diction will be considered when evaluating written assignments. Originality and creativity are often the difference between average and above average marks. Neatness, thoroughness, and promptness will be evaluated as the trademarks of professionalism. All written assignments are to be word-processed unless otherwise specified by the instructor. Fancy bindings and covers are not necessary; simply use a cover page and staple as appropriate. Further information on assignments can be obtained from class handouts.

As the semester progresses, you will be given detailed reading assignments from the textbook.  Nevertheless, for the most part the entire book (with the exception of chapters on specific activities) will be covered by the end of the semester.

ATTENDANCE:

Students should attend class and be punctual. Students are expected to come to class prepared to take notes, complete reading and homework assignments, take part in class activities and discussions.  Tests and class work may be made-up only if the absence is excused. Some in-class activities cannot be made up. The instructor should be notified of absences in advance whenever possible. Nonetheless, it is the student's responsibility to be up-to-date and to arrange for make-up work.

It is University policy that instructors take attendance and that excessive absences (15 percent) may result in automatic failure of the course. Instructors may set more restrictive standards at their discretion. It is important to note that the 15 percent rule covers all absences from class, excused and unexcused, including absences related to participation in athletic events, choir performances, major field trips and the like.

Attendance Grades: In this class a reward and penalty system has designed to reward students that attend class regularly and penalize students that fail to attend class as scheduled. Your attendance record contributes to your final grade in the same manner as a test or assignment score. A student's score equals the number of days he/she attended class. The possible points are the total days that roll was taken.

Penalty Days: A Penalty Day affects your grades in the same manner as an absence.

Excused Absences and Games Days: Excused absences and game days are not assessed penalties, provided they are properly documented.

Late Enrollment: - Attendance records begin with the first class meeting and end with the exam. Students who were added to the class after attendance records began will have excused absences recorded for the days they were not enrolled. However, the late enrollee is expected to be in class starting with the first class after the class was added.

EVALUATION:

All tests and assignments will be given a point value. Student grades will be assigned according to the percentage of possible points earned by the end of the semester. See the example below.

The final points allotted for each assignment category will approximate the percentages displayed below. Final grades will be assigned using the 7-point scale.

PEER TEACHING:

Peer teaching is the cumulative class activity. Students will plan elementary school level physical education lessons and teach those lessons to the class. The instructor and class members will evaluate those lessons. Students will also self-assess their teaching performance. Absences during peer teaching cannot be made up and therefore are to be avoided.

TOPICAL OUTLINE:

Physical Education

1. Introduction to Elementary School Physical Education
2. Physical Activity and the Growing Child
3. The Basis for Motor Learning
4. Developing the Elementary Physical Education Curriculum
5. Planning for Quality Instruction
6. Creating and Maintaining a Positive Learning Environment
7. Class Management and Control
8. Individualizing Instruction
9. Legal Liability and Maintaining a Safe Learning Environment
10. Evaluation of Elementary School Children
11. Educating for Wellness at the Elementary School Level
12. Elementary Physical Education Activities and Learning Experiences

Health Education

1. The Need for Health Education
2. The Comprehensive School Health Program
3. School Health Services: Promoting Student Health
4. School Health Education: Promoting Self-Responsibility
5. The Healthy School Environment
6. Making the Health Education Classroom Exciting
7. Health Education Activities and Learning Experiences

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