EXER 441
Secondary PE Methods

Syllabus

Fall 2003

INSTRUCTOR:

	Dr. Donna Woolard	100 Carter Gymnasium
	893-1366 Office	Home Information - password protected
		Email address
	www.pepraxis.com	PE Praxis Exam Information
	www.drwoolard.com	Dr. Woolard's Home Page
	webpages.charter.net/woolard	The Attic - more stuff from Dr. Woolard
	www.drwoolard.net	Making Web Page Interactive

CLASS INFORMATION:
	exer441	User Name
	pe4me	Class Password
		Class Mailing List
	www.mygradebook.com	Class Grades and Attendance Reports
	www.evtestcenter.com	Class Testing

TEXT:

Paul W. Darst and Robert P. Pangrazi. (2001). Dynamic Physical Education for Secondary School Students (4th ed.). Benjamin Cummings.

NASPE. (1996). Moving into the Future: National Standards for Physical Education: A Guide to Content and Assessment. Reston, VA: AAHPERD Publications.

RELATIONSHIP TO UNIVERSITY MISSION:

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

	Transferring knowledge and values related to exercise science and exercise pedagogy to students;
	Equipping students with needed skills and insights related to teaching physical education, and by encouraging students to grow professionally and develop a strong sense of personal and professional integrity;
	Preparing future sport, fitness and physical education professionals to live purposeful lives through undergraduate professional preparation and education;
	Providing services to the general community through research, professional service, continuing education, publications, presentations, and collaboration with the public schools.

GENERAL DESCRIPTION:

This course covers the secondary physical education program (grades 7-12) and its application principles. The role of the secondary school and physical education's contribution, curriculum aspects, objectives, characteristics and needs of students, as well as basic teaching behaviors and teacher competencies are reviewed. Students experience and analyze appropriate activities, plan instruction, construct lessons and units, and implement the instructional program in field experiences in both the middle/junior high and senior high school levels. The course will be taught during the fall semester of odd numbered years (e.g., 2003, 2005, and 2007) only.

Prerequisites: Enrollment is restricted to Physical Education Teacher Education majors in their junior or senior years. Students must have completed sufficient course work in the teacher preparation track to make the study meaningful. Enrollment requires the permission of the instructor.

PROBLEM-SOLVING EMPHASIS:

Class activities include problem solving in physical 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, online quizzes, and a class email listserv.

SPECIFIC COMPETENCIES:

This course is specifically designed to meet guidelines and competencies required by the North Carolina Department of Public Instruction. To this end, a student who completes this course will be able to:

Describe the role and objectives of the secondary school and identify the role of physical education in the secondary school curriculum.
Develop a personal philosophy of secondary physical education.
Identify the characteristics and needs of students in grades 7 - 12.
Identify program emphases and elements appropriate to the various levels: middle school, junior high school, and senior high school.
Plan, organize, and conduct physical education experiences that meet the needs of the learners in a sequential and progressive manner.
Identify and use various teaching styles and methods and begin to develop an individual teaching style.
Display an understanding of learning styles and articulate how differences affect (or should affect) the teaching-learning environment.
Satisfactorily plan, write, and implement performance/behavioral objectives, lesson plans, units, and programs that are appropriate for secondary physical education.
Identify and emulate the characteristics of effective secondary school teachers.
Recognize and apply appropriate and efficient techniques of class management and control for the secondary school level.
Show willingness and ability to follow prescribed administrative procedures.
Formulate and implement plans to individualize instruction, evaluate and grade student performance.
Incorporate teaching resources, educational media, and educational technology appropriate for secondary physical education.
Observe, record, assess and evaluate behaviors of students and teachers in order to enhance the teaching-learning experience.
Learn and improve skills in selected physical education activities and teaching behaviors.
Explore professional development opportunities and show an appreciation for the importance of professional involvement. This appreciation is best displayed through participation in professional activities.

OBSERVATION AND FIELD EXPERIENCE:

This course requires students to participate in instructional experiences in secondary school physical education for a minimum of 20 hours. Students must satisfactorily complete the field work experience to receive credit for the course. During the field experiences, students are required to:

Follow the policies and guidelines established for the fieldwork experiences. The Fieldwork Guidelines are available in Adobe Acrobat file format.
Assist the supervising teacher in teaching lessons.
Provide individual instruction.
Plan and prepare lessons as appropriate.
Teach/assist in teaching a series of related lessons (e. g., part of a basketball unit, tumbling unit, etc.).
Keep a log of all observation, instructional, and non-instructional activities. The log is on page 7 of the Fieldwork Guidelines.
Perform 4 systematic observations: two systematic observations of student behavior and two of teacher behavior. Sample Systematic Observations forms are available in Adobe Acrobat format.
At the conclusion of the complete the worksheets in the Fieldwork Journal Handouts.
At the conclusion of the field experience, arrange to have your cooperating teacher evaluate your performance and submit the Fieldwork Grade form. The form is on page 8 of the Fieldwork Guidelines.

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. Assignments may not be accepted more than two class meetings past their due dates. 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 must be word-processed and printed using a laser-quality printer unless otherwise specified by the instructor.

At the state and national levels, the professional preparation of teachers has evolved into a performance-based model. That means that students are expected to produce products that demonstrate their achievement of specific objectives and competencies. This means that assignments are an integral part of this course. Each assignment that is given is targeted toward a specific outcome. Therefore, it is imperative that students satisfactorily complete each assignment. Unsatisfactory assignments will be returned to the student un-graded and the student will be required to complete the assignment before a satisfactory final grade is given for the course. Furthermore, each student is required to complete all assignments before receiving a satisfactory grade for the course.

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.*

Assignment	Points Earned	Points Possible	Percentages
Chapter 1 Test	60	65	92
Chapter 2 Test	38	46	83
Lesson Plan	10	10	100
Rubric	50	60	83
Objectives Check	5	5	100
Totals	163	186
Grade Calculation	163 ¸ 186 = 0.876 = 88% = B Calculation of final grade is based on percentage of points earned as shown here.		Do not average percentages for final grade!

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

Category	%age	Letter Grades
Assignments	35%	A	=	93 - 100
Quizzes/Tests/Exams	35%	B	=	85 - 92
Fieldwork Experiences	10%	C	=	77 - 84
Peer Teaching	10%	D	=	70 - 76
Class Participation	5%	F	=	69 and below
Attendance	5%

CLASS PARTICIPATION

A student not properly attired for activity or who fails to participate fully in the day's class activity may be marked as absent from class for that day. Some in-class activities cannot be made up. Class participation will include HPE Field Day, Andrew's Trial: A Role Play, peer teaching, and class discussions.

PEER TEACHING:

Peer teaching is the cumulative class activity. Students will plan 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.

ATTENDANCE:

Students should attend class and be punctual. Tests and class work may be made-up only if the absence is excused. 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 discression. 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.

	For MWF classes, 7 absences may invoke the 15 percent rule
	For TTh classes, 5 absences may invoke the 15 percent rule
	For evening classes, 3 absences may invoke the 15 percent rule
	In physical activity classes, students inappropriately dressed for class activities may be marked as absent for that day.

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.

Students that miss more than 5 MWF classes or 3 TTh classes will be assessed an additional penalty. The penalty is the loss of 2% (2 points) off your final grade for each absent in excess of the allowed days.

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

	All absences are penalty days.
	Absences in excess of the allowed classes are penalized by the loss of 2% (2 points) of your final grade for each absence in excess of 5 MWF classes or 3 TTh classes.
	After 3 tardies, you may be assessed a Penalty day.
	Days marked as "Very Tardy" are penalized in the same manner as an absence.
	Students "Dressed Inappropriately" for class may also be assessed a Penalty day.

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.

TOPICAL OUTLINE:

Justifying Physical Education in the Secondary School.
1. Physical Education in the Secondary school
2. The Impact of Physical Activity on Adolescents
Designing a Physical Education Program
1. Developing a Curriculum.
2. Curriculum Models.
Teaching a Physical Education Program
1. Planning for Effective Instruction
2. Improving Instructional Effectiveness.
3. Effective Management of Students.
4. Teaching Styles.
5. Improving Instruction Systematically.
6. Evaluation and Grading.
Developing a Total Program
1. Students with Disabilities
2. Liability and Safety
3. Intramurals, Sport Clubs, and Athletics
Implementing Instructional Activities - Relating to the NC Healthful Living Curriculum
1. Introductory Activities
2. Physical Activity and Fitness
3. Wellness for a Lifetime: Activities for Instruction
4. Mini-Units of Instruction
5. Team Sports
6. Individual Sports
7. Dual Sports
8. Outdoor Adventure Activities
Professional Development

BIBLIOGRAPHY: Please see Dr. Woolard's Home Page for an extensive list of online resources.

Blakemore, Hawkes, & Burton. (1991). Drill to Skill: Teacher Tactics in Physical Education. Dubuque, IA: Wm. C. Brown.

Chepko, Steveda and Ree Arnold. (2000). Guidelines for Physical Education Programs : Grades K-12 Standards, Objectives, and Assessments. Champaign, IL: Human Kinetics.

Cone, Theresa, Purcell, Peter Werner, Stephen Cone, & Amelia Woods. (1998). Interdisciplinary Teaching Through Physical Education. Champaign, IL: Human Kinetics.

Harrison, Joyce M., & Connie Blackmore. (1989). Instructional Strategies for Secondary School Physical Education (2nd ed.). Dubuque, IA: Wm. C. Brown.

Hellison, Donald R. (1985). Goals and Strategies for Teaching Physical Education. Champaign, IL: Human Kinetics.

Hellison, Donald R., & Thomas J. Templin. (1991). A Reflective Approach to Teaching Physical Education. Champaign, IL: Human Kinetics.

Kelly, Brian John, & Noeline Thompson Kelly. (1990). Physical Education for the Middle School. Springfield, IL: Charles C. Thomas.

Means, Taylor, & Zanin. (1988). Activities for the New Physical Education: A Resource Book for the Middle School Teacher. Winston-Salem, NC: Hunter Books.

Mosston, Muska, & Sara Ashworth. (1986). Teaching Physical Education (3rd ed.). Columbus, OH: Merrill.

Rink, Judy E. (1985). Teaching Physical Education for Learning. St. Louis: Times Mosby.

Siedentop, Daryl. (1991). Developing Teaching Skills in Physical Education (3rd ed.). Palo Alto, CA: Mayfield.

Vickers, Joan N. (1990). Instructional Design for Teaching Physical Activities. Champaign, IL: Human Kinetics.

Top of Page

	Class Menu

	Announcements

EXER 441 Secondary PE Methods