FROSTBURG STATE UNIVERSITY
Department of Kinesiology and Recreation
Course Title: HPED 103 – Foundations of Physical Education
Course Time: MWF 9:00-9:50AM
Course Location: 205/220 Cordts Center
Instructor Information:
Dr. Nicole Bosley
276 Cordts Center
301-687-4469
[email protected]
Office Hours:
M/W 10-11AM;
Tu 12-2PM; Th 12-1PM
Also by appointment
(Hours will change during certain times in
the semester; check office door for updates)
Catalog Course Description: Theories and practices guiding instructional planning in physical
education. Foundational knowledge for TOPE program. Prerequisite: HPE teacher education majors
only. (Fall; 3 credits)
Purpose of the Course: This is a foundational course for students who are interested in seeking
Maryland teacher certification in preK-12 physical education. Students will learn how the discipline of
physical education has evolved and what it means to be a highly qualified physical educator today. The
course will focus on effective lesson planning in physical education. Students will be introduced to a
variety of instructional and management strategies.
Required Texts:
Elementary Physical Education Curriculum and Instruction (2nd ed.) by I. Rovegno & D. Bandhauer
(Jones and Bartlett, 2017) ISBN: 9781284077988
Introduction to Teaching Physical Education: Principles and Strategies by J.M. Shimon (Human Kinetics,
2011) ISBN: 9780736086455
National Standards & Grade-Level Outcomes for K-12 Physical Education by SHAPE America (Human
Kinetics, 2014) ISBN: 9781450496261
Course Outcomes:
Objectives: At the end of this course, the
Teacher Candidate will
Know… (Knowledge)
1. Historical philosophical perspectives of
physical education as they relate to current
K-12 curricular issues.
2. The 5 NASPE Standards for K-12
Physical Education and the 6 Maryland
State Curriculum Standards for Physical
Education, and how these impact planning
and instruction.
3. The definitions of the 5 health-related
and 6 skill-related fitness components and
methods of assessing and improving each.
4. The general purpose of physical
education at each school level (elementary,
middle, and high school) and
responsibilities of the physical educator.
5. Current research that supports physical
education.
6. Components of an FSU Physical
Education lesson plan.
Assessments: Candidate
performances will be
measured by:
InTASC
Standards
NASPE/
NCATE
Standards
Philosophy Paper; Written
Exams
4
1.4
Physical Education Lesson
Plan; Philosophy Paper;
Written Exams
4, 7
3.2
Physical Education Lesson
Plan; Written Exams
4
1.1
Philosophy Paper; Written
Exams
4
1.4
4
1.1, 1.2,
1.3, 1.4
7
3.1-3.6
Philosophy Paper; Written
Exams
Physical Education Lesson
Plan; Written Exams
7. Basic principles of assessment in the
three domains.
8. Learning theories as they apply to
physical education planning and
instruction.
Be able to… (Skills)
1. Utilize national and state standards and a
variety of methodologies in planning a
preK-12 physical education lesson.
2. Demonstrate beginning instructional
skills while teaching a brief physical
education lesson to peers.
3. Create meaningful learner outcomes and
design appropriate assessments in each of
the 3 domains.
4. Achieve a health-enhancing level of
fitness and set goals for maintenance
and/or improvement.
Express… (Dispositions)
1. A personal philosophy of physical
education that shows characteristics of a
caring, competent, and reflective educator.
2. Concern for the health and well being of
today’s youth.
3. A desire to learn and grow into a highly
qualified physical educator.
4. A dedication to the field of physical
education.
Physical Education Lesson
Plan; Philosophy Paper;
Written Exams
Physical Education Lesson
Plan; Philosophy Paper;
Written Exams
6
5.1
7
1.1, 1.2, 1.3
Physical Education Lesson
Plan
7
3.1-3.6
Peer Teaching Experience
8
4.1-4.4
Physical Education Lesson
Plan; Written Exams
6
3.2, 5.1
FitnessGram Test and
Reflection
9
2.2
Philosophy Paper
9
6.1, 6.3, 6.4
Peer Teaching Experience;
Philosophy Paper
9, 10
6.1, 6.3
Philosophy Paper
9, 10
6.2, 6.3
10
6.2, 6.3
Peer Teaching Experience;
Philosophy Paper;
Educational Portfolio
Evaluation of Student Achievement:
Assessment 1: Physical Education Lesson Plan (25%)
Candidates will develop a physical education lesson plan that follows the established FSU HPE
format, including application of MD Physical Education Standards, NASPE Standards, healthrelated fitness components, learning styles, and various teaching strategies, as well as meaningful
learner outcomes and corresponding assessments. NOTE: Candidates will submit two copies of
the lesson plan: a first draft, which will be worth 1/4 of the grade, and a final draft, which will be
worth 3/4 of the grade. In order to receive credit for the final draft, the graded copy of the first
draft as well as the completed scoring rubric MUST accompany it. If any of these documents is
not provided at the beginning of class on the day of the candidate’s teaching experience, the
lesson plan will be considered “late”. If they are not provided within one week of the due date,
the lesson plan will not be graded and the first draft score will be recorded for the lesson plan
grade.
Assessment 2: Lesson Plan Checkpoints (5%)
Candidates will periodically submit sections of the lesson plan in order to receive instructor
feedback. These assignments are not subject to the same lateness policy as the candidate will not
receive credit for turning in an assignment after the specified due date/time. Checkpoint
assignments earn grades based on completion.
Assessment 3: Peer Teaching Experience (25%)
Candidates will teach the developed physical education lesson plan to a group of peers in the
course, demonstrating beginning instructional skills and basic management strategies as discussed
in class. The instructor has the right to disqualify a student from completing the teaching
experience if an acceptable lesson plan is not submitted by the due date. Failure to complete
the teaching experience will result in a failing grade for the course.
Assessment 4: FitnessGram Test and Goals & Action Plan Worksheet (5%)
Candidates will complete the full battery of FitnessGram tests (including the PACER, push-ups,
curl-ups, sit-and-reach, trunk lift, height/weight, and skinfold measurements). Following the
fitness tests, candidates will receive a report indicating their results. They will reflect on the
results as compared to the healthy fitness zones and create goals and an action plan for
maintenance and/or improvement.
Assessment 5: Physical Education Philosophy Paper (10%)
Candidates will develop a personal philosophy of physical education that addresses what it means
to be an effective physical educator today.
Assessment 6: Educational Portfolio (10%)
Candidates will organize a professional educational portfolio according to HPE guidelines. At
this stage in the program, the portfolio should include artifacts from the course (and any prior
courses in the major, if applicable). This portfolio will be developed over the candidate’s course
of studies at FSU and will be presented as a graduation requirement at the end of the internship
experience.
Assessments 7 & 8: Written Exams (10% each)
Candidates will complete a mid-term and a final exam in order to demonstrate foundational
knowledge covered in the course.
Non-graded Assignments: These must be completed in order to earn a grade for the course.
1. Purchase one collared shirt with FSU logo – Wear this shirt when you teach in this and other
courses within the program. Shirts may be purchased through the campus bookstore or other
local stores. Sport-specific logos are acceptable.
2. Professional Development Activities – Participate in a minimum of 2 professional
development activities during the course of the semester. Possible activities include
participating in an HPE Majors Club meeting or event, assisting with a student group hosted
by the program, or attending the MAHPERD Convention. Other acceptable opportunities
will be announced in class. Candidates may request that other activities be counted towards
this requirement – the instructor will determine if an activity is acceptable on a case-by-case
basis.
Course Policies:
1. Attendance: Attendance is vital to building a solid base on which to develop teaching
knowledge, skills, and dispositions. Students may take ONE absence without penalty. Beyond
that, each absence will result in a 3% reduction to the final grade. Tardiness to class 3 times
will equal one absence. The instructor reserves the right to excuse an absence if notified IN
ADVANCE. Finally, sleeping during class or wearing inappropriate clothing/shoes for
physical activity will cause the student to be marked “absent” for the day.
2. Make-up/Late work: Work is due AT THE BEGINNING OF CLASS on the specified dates.
Any assignments turned in by 3:00PM on the same day will be docked 10%; and assignments
turned in within one week of the due date will be docked 50%. Assignments will not be accepted
beyond that time. Missed exams due to absence will result in a grade of zero. In addition,
absence from class on the scheduled day of the peer teaching experience will result in a
failing grade in the course.
3. Professional Dispositions: Turn off cell phones and other electronic devices during class unless
they are being used for educational purposes. Dress appropriately for physical activity – proper
footwear, clothing that allows for movement. Respectfully remove hats during class. Wear a
collared shirt with the FSU logo on the day of your peer teaching experience. Be respectful and
professional in your interactions with instructor and peers.
4. Grading:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Below 60% = F
N/C is not an option for this course.
5. Reporting Of Child Abuse: Please be aware that according to state law in Maryland, educators
are required to report current and past child abuse and neglect even when the former victim is
now an adult and even when the former alleged abuser is deceased. If you disclose current or
past abuse/neglect in class, in papers, or to me personally, I am required by law to report it.
Please see me if you are interested in more information about this law.
6. Beacon Early Warning System: All students should have a network of people who will support
them in their educational journey. For that reason, the University uses a system known as Beacon,
whereby your instructors and coaches, if applicable, can post notices about your academic
behavior. For instance, if you are absent repeatedly from a class or are not completing
assignments, your instructor may post a notice on Beacon. That information may be shared with
your other instructors and/or your athletic coach. I will be monitoring notices posted on Beacon
so that you and I may address any issues before they become obstacles to your academic success.
7. Academic Dishonesty and Plagiarism: Academic dishonesty is defined to include any form of
cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or
altering testing instruments; falsifying the identification of persons for any academic purpose;
offering, giving, or receiving unauthorized assistance on an examination, quiz, or other written or
oral record; or falsifying information on any type of academic record. Plagiarism is the
presentation of written or oral material in a manner which conceals the true source of
documentary material; or the presentation of materials which use hypotheses, conclusion,
evidence, data, or the like, in a way that the student appears to have done work which she/he did
not, in fact, do. (Pathfinder).
8. Disruptive Student Behavior: The University will not tolerate disorderly or disruptive conduct
which substantially threatens, harms, or interferes with university personnel, orderly processes,
and functions. A faculty member may require a student to leave the classroom when his/her
behavior disrupts the learning environment. A student found responsible for disruptive behavior
may be administratively withdrawn from the course. (Student Code of Conduct)
9. Students with Disabilities Statement: FSU is committed to making all of its programs, services,
and activities accessible to persons with disabilities. You may request accommodations through
the Americans with Disabilities Act compliance Office, 101 Ort Library 302-687-4102, TDD
93010, 301-687-7955. Students with any type of recognized and confirmed disability that would
require accommodations in assignments or assessment practices should provide written
notification to the instructor no later than the third class meeting.
Resources:
Developmental Physical Education for All Children (4th ed.) by David L. Gallahue & Frances C. Donnelly
Dimensions of Learning Teacher’s Manual (2nd ed.) by Robert J. Marzano & Debra J. Pickering
Dynamic Physical Education for Elementary School Children (17th ed.) by R.P. Pangrazi, & A. Beighle
Dynamic Physical Education for Secondary School Students (8th ed.) by Robert Pangrazi, et al.
Lesson Planning for Elementary Physical Education by Shirley Holt/Hale and Tina Hall
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (2nd ed.) by NASPE
Schoolwide Physical Activity: A Comprehensive Guide to Designing and Conducting Programs by Judith
Rink, Tina Hall, and Lori Williams
Teaching Fundamental Motor Skills (3rd ed.) by Allison Colvin, Nancy Markos, and Pamela Walker
Teaching Physical Education (4th ed.) by Muska Mosston & Sara Ashworth
Teaching Physical Education for Learning (6th ed.) by Judith E. Rink
The Essentials of Teaching Physical Education by Stephen Mitchell and Jennifer Fisette
Course Outline: This calendar will be modified as needed. Revisions will be posted in class.
Week #
Date
Topic
Assignment
8/29
Review syllabus/course
Course introduction; Advising – scheduling issues;
requirements;
Introduction to the HPE major
1
8/30
Assigned readings
9/2
History of Physical Education
Assigned readings
Current
Philosophical
Perspectives;
Purpose/Scope
9/7
2
of PE; SHAPE America/MAHPERD; NASPE KAssigned readings
9/9
12 Physical Education Standards
9/12
MD State Curriculum Standards for Physical
Assigned readings
Education
3
9/14
9/16
9/19
Writing Outcomes
Work on outcomes for
lesson plan
4
9/21
9/23
Lesson Outcomes Due!
9/26
Creating Assessments
Work on assessments
for lesson plan
9/28
5
Lesson Assessments
9/30
Fitness Testing
Due!
Assigned readings
10/3
6
10/5
Learning Styles and
10/7
Teaching Strategies; Designing a lesson to
Work on lesson plan
maximize student learning
10/10
10/12
7
10/14
Review for Mid-term Exam
10/17
Study for Exam
Mid-term Exam
Health-Related Fitness Components;
8
10/19
Exam!
Setting Fitness Goals
10/21
No Class! MAHPERD Convention!
Work on lesson plan
10/24
Creating a Safe & Effective Learning Environment
(Management and Transitions)
10/26
Lesson Warm-up Due!
9
FitnessGram Goals &
10/28
Differentiation of Instruction
Action Plan Due!
10/31
Work Sessions & Individual Meetings –
Work on lesson plan
Lesson Plans
10
11/2
11/4
Lesson Plan Due!
Preparation for Peer Teaching
11/7
11
11/9
Peer Teaching
11/11
Peer Teaching
11/14
Peer Teaching
Revised lesson plan
12
11/16
Peer Teaching
due on day you are
assigned to teach!
11/18
Peer Teaching
13
11/21
Peer Teaching
14
11/28
Peer Teaching
15
16
11/30
12/2
12/5
12/7
12/9
12/12
12/14
Discussion/review of peer teaching
Physical Education Philosophies;
Educational Portfolios
Review for final exam
Work on Philosophy
and Portfolio;
Study for Final Exam
Portfolio Due!
Educational Portfolios
Philosophy Due!
Study for Final Exam
Final Exam! (2:30-5:00 in Room 220)