FROSTBURG STATE UNIVERSITY
Department of Kinesiology and Recreation
Course Title: HPED 408 – Elementary Methods of Physical Education
Course Time: TR 8:00-9:50AM
Course Location: 164 Cordts Center
Instructor Information:
Dr. Nicole Bosley
276 Cordts Center
301-687-4469
[email protected]
Office Hours:
MW 10-11AM
Tu 12-2PM
Th 12-1PM
Also by appointment
Catalog Course Description: Neuromuscular skills appropriate to grades pre-K to 5. Enhancing
capacities for movement as a way to express oneself. Prerequisites: Admission to Phase II teacher
education; HPED 416. (Every semester; 3 credits)
Course Purpose: This course is designed to give health and physical education majors practical experience
in teaching developmentally appropriate lessons for children ranging from pre-K through the fifth grade.
Required Text:
Rovegno, I. & Bandhauer, D. (2013). Elementary physical education curriculum and instruction.
Burlington, MA: Jones and Bartlett Learning.
Course Outcomes:
Objectives: At the end of this course, the
Teacher Candidate will
Know… (Knowledge)
1. Movement education concepts;
locomotor, non-locomotor, and
manipulative skills and skill progression;
dance, rhythms and fitness parameters that
are developmentally appropriate for
elementary students.
2. Motor development concepts related to
elementary students.
3. Appropriate components of an elementary
physical education curriculum based on
MD’s State Curriculum Standards for
Physical Education.
4. Foundational physical education content,
including various learning styles, teaching
strategies, standards, assessment concepts
and factors related to school reform.
5. Appropriate integration topics for
elementary students (Common Core) and a
variety of integration methods.
Be able to… (Skills)
1. Perform locomotor, non-locomotor, and
manipulative skills and tumbling, rhythm,
and fitness activities at a proficient level in
order to provide visual demonstrations for
students.
Assessments: Candidate
performances will be
measured by:
InTASC
Standards
NASPE/
NCATE
Standards
Locomotor Skill Rubric;
Locomotor Skill Assessment
Reflection; Lesson Plans;
Teaching Experiences; Final
Exam
1, 4, 5
1.1, 1.2,
1.3, 1.5
Locomotor Skill Rubric;
Locomotor Skill Assessment
Reflection; Lesson Plans;
Teaching Experiences;
Teaching Reflections; Final
Exam
1
1.2, 1.3,
1.5
Lesson Plans; Final Exam
4, 5
3.2
Lesson Plans; Final Exam
1, 2, 4, 6, 7,
8
1.4
Common Core Integration
Assignment; Final Exam
5, 7
3.3
Teaching Experiences
2.1, 2.2,
2.3
2. Develop age-appropriate, measurable
learning outcomes that specifically address
state and national standards in the cognitive,
affective, and psychomotor domains.
Lesson Plans
1, 7
3.1, 3.2
1.1, 1.2,
1.3, 3.3,
3.4, 3.5,
3.6, 5.1
1.5, 3.3,
3.4, 3.5,
3.6, 4.1,
4.2, 4.3,
4.4, 4.5,
4.6, 5.2
1.1, 1.2,
1.5, 3.4,
3.5, 4.1,
4.2
3. Develop effective lesson plans for
elementary physical education that include
all elements of the established format.
Lesson Plans
4. Teach effective physical education
lessons to elementary students.
Teaching Experiences
8
Teaching Experiences
3
Locomotor Skills Assessment
Reflection; Teaching
Experiences; Teaching
Reflections
6
1.5, 5.1,
5.2, 5.3
Teaching Experiences;
Teaching Reflections; Final
Exam
1
1.4, 6.1
Teaching Experiences;
MAHPERD Reflection
9, 10
6.1, 6.3,
6.4
Teaching Reflections;
MAHPERD Reflection;
Observation Reflection
9
5.3
5. Establish and use cues and prompts that
clearly communicate rules, directions, and
instruction to students in an elementary
setting.
6. Conduct effective and efficient
assessments to measure learning in
elementary physical education and use
results within the reflective cycle.
Express… (Dispositions)
1. The value of a positive physical education
experience for elementary children in
developing cooperation, sportsmanship,
self-esteem, and a foundation for lifelong
fitness.
2. Professional dispositions, including care,
patience, responsibility, respect for
individual differences, and advocacy.
3. Reflective practices for improving
teaching performance.
7, 8
Evaluation of Student Achievement:
Assessment 1: Elementary PE Observation Reflection (5%)
Candidates will complete two observations of elementary physical education classes. Following
the observations, candidates will complete a directed reflection requiring a synthesis and analysis
of their observation findings. The primary focus of this assignment will be management and
organization in the elementary PE setting.
Assessment 2: Locomotor Skill Rubric (5%)
Candidates will create rubric criteria and a performance checklist for an assigned locomotor skill.
Rubric criteria will include cues and prompts that can be used in teaching the skill. Performance
checklist will be based on the critical cues identified for the skill. The rubric and assessment will
be used to evaluate pre-K students during the initial visit.
Assessment 3: Locomotor Skill Assessment Reflection (5%)
Following the assessment of pre-K students during the initial visit, candidates will reflect on the
observations made, including levels of performance and comparison to typical psychomotor
development in children. The assignment will emphasize taking a developmental perspective.
Assessment 4: Lesson Plan #1 (15%)
Candidates will develop a lesson plan for pre-K students that primarily uses the movement
exploration strategy of instruction. The lesson will include activities to reinforce locomotor skills,
particularly the one that the candidate was assigned for Assessment 2. The lesson plan must be
approved by the instructor before the teaching experience will occur.
Assessment 5: Teaching Experience #1 (15%)
Candidates will teach a lesson to pre-K students from a local early learning center. Candidates are
expected to use appropriate classroom and behavior management techniques and to administer a
developmentally appropriate, formal cognitive assessment at the end of the lesson.
Assessment 6: Lesson Plan #2 (15%)
Candidates will develop a lesson plan for pre-K students that primarily focuses on an assigned
manipulative skill. The lesson plan must be approved by the instructor before the teaching
experience will occur.
Assessment 7: Teaching Experience #2 (15%)
Candidates will teach a lesson to pre-K students from a local early learning center. Candidates are
expected to use appropriate classroom and behavior management techniques and to administer a
developmentally appropriate, formal cognitive assessment at the end of the lesson.
Assessment 8: Teaching Reflections (2.5% each)
Candidates will write a directed reflection following each of the two teaching experiences.
Assessment 9: Common Core Integration Assignment (5%)
Candidates will investigate Common Core standards for elementary students and describe ways to
integrate those standards in a physical education setting.
Assessment 10: Final Exam (10%)
Candidates will demonstrate through a written exam the content and pedagogical knowledge
necessary to becoming an effective elementary physical education teacher.
Assessment 11: MAHPERD Convention Attendance and Reflection (5%)
Candidates are required to attend the MAHPERD Convention in College Park, MD, on October
21, 2016. Following the event, candidates will complete a directed reflection. FAILURE TO
ATTEND THE CONVENTION WILL RESULT IN FAILURE OF THE COURSE! Concerns
about this requirement must be brought to my attention no later than September 12, 2016.
Course Policies:
1.
Professionalism: All candidates are expected to exhibit professional attitudes and behaviors
during all course activities and teaching experiences. Because the course places a significant
focus on working with students in actual elementary school settings, failure to do so may
result in removal from/failure of this course. Professional dispositions include, but are not
limited to: being respectful, meeting deadlines, paying attention to detail (such as assignment
guidelines, due dates, etc.), strong work ethic, professional communication, communication
with the appropriate people through the appropriate channels, seeking and responding
appropriately to feedback from the instructor, asking questions, collaboration/working well
with others, serving as a role-model to students, demonstrating care and compassion,
implementing appropriate classroom management strategies, addressing behavioral issues
appropriately, and demonstrating general professionalism at all times.
2.
Attendance: Prompt class attendance is mandatory and five (5) percentage points per
absence will be subtracted from the final grade. In addition, tardiness to class three times will
equate one absence. The instructor reserves the right to allow an absence without penalty if
the candidate discusses it with the instructor prior to the date of the absence. Likewise,
absences for University-related events (i.e. athletics) may be acceptable provided the
instructor is notified in advance. A student who maintains perfect attendance (NO absences
or lateness to class) during the course will earn 5% toward his/her final grade.
3.
Assignment Due Dates: All assignments are due at the beginning of class on the specified
date, regardless of whether the candidate is present on that day. Assignments turned in by
3:00PM on the due date will be reduced by 10%. Assignments turned in within one week of
the due date will be reduced by 50%. Assignments submitted beyond one week late will not
be accepted. A missed examination due to an absence will result in a grade of zero.
Candidates will not be permitted to complete a teaching experience unless an acceptable
(instructor-approved) lesson plan is submitted by the designated deadline.
4.
Professional Attire: Teacher candidates should be dressed in appropriate physical education
attire for all class sessions. Be prepared to move! DO NOT wear sandals or flip-flops as they
represent a significant safety hazard. Respectfully remove hats during all class sessions. Dress
professionally on the days in which the class is working with children. Wear a collared shirt
with an FSU logo when you teach.
5.
Electronic Devices: Please turn off all electronic devices during class unless they are being
used for educational purposes.
6.
Grading:
7.
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.
8.
FSU Policies: Please refer to the Policy Statements for Students, Faculty, and Staff of
Frostburg State University document for information about policies on topics such as
Academic Dishonesty and Disruptive Students. The document can be found here:
http://www.frostburg.edu/fsu/assets/File/Administration/policies/policystatements.pdf
9.
Students with Disabilities Statement: 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.
A = 90-100%
B = 80-89%
C = 70-79%
F = Below 70%
N/C is not an option in this course.
Resources:
Abels, K. & Bridges, J.M. (2010). Teaching movement education. Champaign, IL: Human Kinetics.
Cone, T.P., et al. (1998). Interdisciplinary teaching through physical education. Champaign, IL: Human
Kinetics.
Gallahue, D.L. & Donnelly, F.C. (2003). Developmental physical education for all children (4th ed.).
Champaign, IL: Human Kinetics.
Gilbert, A.G. (1977). Teaching the three R’s through movement experiences. Old Tappan, NJ: Prentice
Hall.
Mehrhof, J.H., Ermler, K., Worrell, V., & Brewer, J. (2007). Never play leapfrog with a unicorn. Reston,
VA: National Association for Sport and Physical Education.
Pangrazi, R.P., (2010). Dynamic physical education for elementary school children (16 th ed.). San
Francisco, CA: Benjamin Cummings.
Rink, J.E., Hall, T.J., & Williams, L.H. (2010). Schoolwide physical activity: A comprehensive guide to
designing and conducting programs. Champaign, IL: Human Kinetics.
Thomas, K. T., Lee, A.M., & Thomas, J.R. (2000). Physical education for children (2nd ed.). Champaign,
IL: Human Kinetics.
COURSE OUTLINE
This schedule is subject to change at the instructor’s discretion.
WEEK
DATE
8/30
1
9/1
9/6
2
9/8
9/13
3
9/15
9/20
4
9/22
9/27
5
9/29
10/4
6
10/6
10/11
7
10/13
8
9
10/18
10/20
10/25
10/27
TOPIC
Introduction to course/syllabus review; Goals
and purpose of elementary PE
Overview of the movement approach and
philosophy and content in elementary PE;
Movement exploration as a teaching strategy
Observation skills; Elementary observation #1
(tentative)
Motor development and learning; Elementary
observation #2 (tentative)
Review of management concepts specific to
elementary PE; Constructing knowledge in the
PE classroom
Designing tasks to enhance learning in
elementary PE
Assessing elementary students in the cognitive
and affective domains; Communication and
feedback
Safety concerns in elementary PE; First day with
Beall PreK – Conduct Locomotor Skill
Assessments
Modeling of developmentally appropriate
activities – manipulative skills; First day with
MR PreK – Conduct Locomotor Skill
Assessments
Modeling of developmentally appropriate
activities – manipulative skills; Teach PreK (1)
Modeling of developmentally appropriate
activities – manipulative skills; Teach PreK (2)
Locomotor Skill Rubric Due!
Teaching tactics in tag games; Teach PreK (3)
Lesson Plan #2 Due!
Read Ch. 16
Fitness, FitnessGram, and Health-related
physical activity in elementary PE;
Teach PreK (4)
Fitness, FitnessGram, and Health-related
physical activity in elementary PE;
Teach PreK (5)
Common Core Integration; Teach PreK (1)
Common Core Integration; Teach PreK (2)
Common Core Integration; Teach PreK (3)
Common Core Integration; Discuss Praxis II;
Teach PreK (4)
ASSIGNMENT
Read Ch. 2 & 3
Read Ch. 4
Read Ch. 6
Elementary PE Observation
Reflection Due!
Read Ch. 7
Lesson Plan #1 Due!
Locomotor Skill Assessment
Reflection Due!
Read Ch. 17
MAHPERD Reflection Due!
11/1
Review for final exam, Teach PreK (5)
Common Core Integration
Assignment Due!
11/3
Final Exam
Final Exam!
10
Remember: Teaching reflections are due the class period immediately following the day of your
teaching experience.