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Kinesiology 378
Teaching Middle School Physical Education
Fall 2009
Instructor: Dr. A. Vonnie Colvin
Office Hours: M T W F 7:00 – 8:00
Class Time: 12:30 – 1:45 p.m. TH Willett 203
or by appointment
Lab time W 3:00-6:00 (Hiner 210 first 3 weeks of semester)
Office: 116 Willett
Phone: 395-2452 (Willett)
Email: colvinay@longwood.edu
Course description:
This is the second course in the pedagogy sequence and is designed to explore the teaching-learning
process and develop teaching skills specifically for the middle school grades (grades 5-8). This course
focuses specifically on the planning and implementation of a developmentally appropriate physical
education program for the middle schools (grades 5-8). Learning experiences are provided to address
issues such as diversity, characteristics of children in the middle school years, curriculum development
aligned with the Virginia Standards of Learning, behavior management, teaching techniques and
assessment of learning. Teacher candidates will have an extensive field teaching experience at the middle
school level. Co-requisite KINS 351. Pre-requisite: KINS 377. 4 credits.
The instructor reserves the right to alter the schedule or syllabus if it is determined that such a
change will benefit the course.
Requirements:
Texts: Mohnsen, B. S. (2008). Teaching Middle School Physical Education (3rd Ed.). Human Kinetics:
Champaign, IL.
It is a course requirement that you must provide documentation of successfully completing the
Virginia Communication and Literacy Assessment Test by the conclusion of the course. Website:
www.vcla.nesinc.com. This test is now available through Pearson Vue in Lynchburg, Newport News,
Richmond, Roanoke, and Vienna.
Recommended texts:
Harrison, J. M., Blakemore, C.L., & M. M. Buck (5th Ed.) (2001). Instructional strategies for secondary
school physical education (5th Ed.). McGraw Hill: Boston, MA.
Previously purchased texts that will be used in this course:
Clumper, R. A. (2003). Sport Progressions. Human Kinetics: Champaign, IL.
Commonwealth of Virginia, Department of Education (2004). Physical Education Standards of Learning
for Virginia Public Schools: Technical Assistance Guide. www.pen.k12.va.us/VDOE/Instruction/PE
Zakrajsek, D., Carnes, L. & Pettigrew, F. Quality Lesson Plans for Secondary Physical Education(2nd
Ed.), 2nd edition Champaign, IL: Human Kinetics.
National Association for Sport and Physical Education (2004). Moving into the Future: National
Standards for Physical Education (2nd Ed.). McGraw Hill: Boston, MA.
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Siedentop, D., Hastie, P. A., & H. van der Mars (2004). Complete Guide to Sport Education. Human
Kinetics: Champaign, IL.
Lecture objectives: Upon successful completion of this course, the student will be able to:
1.
Explain the main purpose of middle school physical education
2.
Explain how this main purpose is congruent with the various national standards and guidelines
for physical education.
3.
Demonstrate knowledge of the Commonwealth of Virginia’s Physical Education Standards of
Learning
4.
Describe the characteristics of the learner in grades 5-8 and utilize that information in lesson
preparation and presentation.
5.
Be able to effectively utilize several behavior management systems in the school environment.
6.
Define positive discipline and develop strategies for using it.
7.
Develop a proactive plan for motivating students.
8.
Describe the student and the teacher’s roles in the reciprocal, self-check, inclusion, guided
discovery, convergent discovery, and divergent discovery styles of teaching.
9.
Work with a group to create the first four sections of a teacher work sample.
10.
Create a fitness calendar that will promote health and physical fitness for children.
Practicum objectives: Within the practicum setting, the student will be able to:
1.
Create and implement a developmentally appropriate, eight-lesson sequence that: includes
measurable objectives, follows a logical sequence and includes appropriate assessments.
2.
Utilize behavior management principles consistently.
3.
Demonstrate the ability to break a skill into its component parts, provide cues, and applications of
the skills.
4.
Demonstrate logical skill progressions, effectively taking a skill from closed to open with logical,
developmentally appropriate steps.
5.
Integrate work with children with special needs into all phases of the class - lesson planning,
instruction, and practicum experience.
6.
Utilize at least two of the following styles of teaching: reciprocal, self-check, inclusion, guided
discovery, convergent discovery, and divergent discovery.
7.
Effectively minimize transition time during lessons and maximize on task learning time.

Professionalism: This concept includes all of the professional behaviors that will be expected
when you become a teacher. They include conduct, attendance, turning in work on time, and
appearance in professional settings. A severe lack of professionalism during the practicum
experience will result in the student’s removal from the practicum. He/she will receive a
zero on all practicum work and receive a failing grade in the course.

Attendance: Attendance at all classes and practica are expected as a part of your professional
behaviors. University guidelines will be followed (i.e., absent 10% = letter grade reduction; absent
25% = failure in course.) However, in keeping with that, 2% points will be deducted from your
FINAL grade for each absence in class and 6% for missing a practicum. Excessive lateness to
class will also result in grade deductions.

Late Work: All work is due on the date and time it is assigned. Note: Problems with your computer or
printer do NOT permit you any exceptions to the above requirements.
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
Phone calls will only be returned for local calls. Please plan to allow 24 hours to respond to
any voice or email messages. Weekend correspondence will be returned on Monday.

Professional Dress: The PHETE dress code will be followed. Students may wear only navy blue or khaki
Bermuda shorts, a mostly navy blue nylon warm-up or wind suit, collared golf or polo shirt, a Longwood
University sweat shirt and appropriate shoes for indoor or outdoor use. All clothing should be in good
repair. Students may not chew gum or wear head gear or excessive jewelry. Shirt tails should be tucked in
and a belt worn if appropriate. Students who attend PE x 3 and are not professionally dressed will not be
allowed to teach or supervise and will not receive any credit for the day’s work. All work in the schools is
professional and professional dress and behavior is expected at all times. Men will be clean shaven or have
established beard, goatees, and/or mustaches.
Accommodations of Special Needs: Any student who feels s/he may need an accommodation based on the impact
of a physical, psychological, medical, or learning disability should contact me privately. If you have not already
done so, please contact the Office for Disability Services (103 Graham Building, 395-2391) to register for services.
Honor Code: The importance of the College community adhering to an Honor Code and to the highest standards
of integrity cannot be overstated. Students are deemed honorable unless their conduct proves otherwise. As
members of the institution and community, you are expected to live by the Honor Code and pledge all class work.
Violations of the honor code will result in referral to the Honor Court as well as course failure.
Plagiarism:
“All academic work, written or otherwise, submitted by students to their instructors or other academic supervisors,
is expected to be the result of their own thought, research, or self-expression. In cases where students feel unsure
about a question of plagiarism involving their work, they are obliged to consult their instructors on the matter
before submission.
When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording
or anything else from another source without appropriate acknowledgment of the fact, the students are guilty of
plagiarism.
Plagiarism includes reproducing someone else's work, whether it is a published article, chapter of a book, a paper
from a friend or some file (or the Internet). Plagiarism also includes the practice of employing or allowing another
person to alter or revise the work, which a student submits as his/her own, whoever that other person may be.
Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is
done, the student, and the student alone must do it.
When a student's assignment involves research in outside sources or information, the student must carefully
acknowledge exactly what, where and how he/she has employed them (This is especially true of information
obtained through Internet sources). If the words of someone else are used, the student must put quotation marks
around the passage in question and add in appropriate indication of its origin. Making simple changes while
leaving the organization, content and phraseology intact and submitting it as your own is plagiarism. However,
nothing in these guidelines shall apply to those ideas, which are so generally and freely circulated as to be a part of
the public domain.” (http://www.uky.edu/StudentAffairs/Code/ - 6.3.1 Plagiarism).
Note: I have added the information within parentheses. I will follow these guidelines when deciding if work is
plagiarized. The Honor Code will be utilized to its fullest extent and course failure will occur if there is an honor
code violation.
Written work:
This is an academic setting. All written work shall have proper grammar and sentence structure. When two
spelling, grammar, homonym, and/or sentence structure concerns are noted in one assignment, the grade will be
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lowered by ONE LETTER GRADE. Upon discovery of a total of five spelling, grammar, homonym and/or
sentence structure concerns, the grade shall be lowered to a zero.
Spoken word:
Correct grammar is expected at all times. The student’s grade will be reduced by two letter grades for using
improper grammar twice during any class instruction or presentation. Upon the third occurrence during the
assignment, the grade shall be lowered to a zero. The failure to use inclusive, non-bias language will also impact
the student’s grade.
Points
Course Assignments
Teacher Work Sample. You will work with your group to create a complete teacher work sample.
Data will be obtained from your PE x 3 experience.
Unit plan. The unit plan will be submitted electronically and a CD created for everyone.
Create one calendar that includes physical activity, fitness, nutrition, or diet facts.
Daily assignments
100
110
20
200
100
50
70
One 100 point final
Professional Portfolio
Lesson planning – Each lesson plan will be evaluated and the grades averaged. This is a group
project NOT a rotation project. If students “rotate” all will lose the entire 70 points.
You will teach approximately seven times at Prince Edward County Middle School. You will be
videotaped. You should watch the video, evaluate yourself using the rubric, write a complete
reflection of the teaching experience and submit everything (including the lesson plan). You must
pledge the assignment and verify that you watched the entire video tape.* Your individual
reflection is due on or before Friday by 9:00 a.m. Your teaches will be averaged to obtain the 300
points. NOTE: Every two to three weeks, you will meet with the instructor to view your tape
together. After the meeting, you will complete the reflection.
Peer evaluations and video taping. When not teaching, you will video tape one peer and evaluate
another. Poor video taping will result in a zero for the entire day. When evaluating, you will use
the rubric provided in class. The comments section should be VERY detailed. In addition, you
will specifically note 3 areas of strength and 3 areas needing improvement for the individual you
observed. Spend time after class with the person you observed and discuss what you
recorded. Give the information to that person and he/she will submit it with his/her teaching
material.
280
70
1000
Grading scale:
900 – 1000 points = A
800 – 890 points = B
700 – 790 points = C
600 – 690 points = D
Below 590 points = F
* An automatic failure (grade of zero) will be assigned for the day for inappropriate dress, excessive use of
crutch words, a lack of professionalism, failure to control the participants, or inability to teach the material
during PE x 3.
* Suggestions from the instructor should be implemented. Failure to implement those suggestions will
adversely affect the student’s grade on subsequent teaching episodes.
Reflection: The student will write a complete reflection after each teaching experience. A reflection will consist of
at least two full pages. You must address your evaluator’s comments within the reflection.
a.
The first page of your narrative will be devoted to your teaching skills. Answer the following
questions: What went well with the lesson? What areas do you feel you need to work on? What
specific changes will you make for your next lesson?
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b.
c.
The second page will examine student learning. Discuss student progress in relation to the stated
objectives (i.e., what they learned with indicators of achievement). Discuss success of instruction as it
relates to assessment of student progress. Based on the reflection, discuss plans for subsequent lessons
to reinforce and extend understanding particularly for students who did not make satisfactory progress.
You will also be assigned a systematic observation to utilize with your video. This must be completed
and your results must be accurate.
Group work – The group you work with will complete several assignments together. To ensure equity of effort,
you will be asked to evaluate your efforts, as well as the efforts of the other member of your group. Grades will be
determined on the quality of the work using the provided rubrics, with adjustments made to account for individual
effort.
The following assignments must be kept in the student’s professional portfolio:
The professional portfolio shall contain the following materials:
1.
A list of 15 ways to motivate students to participate in physical activity in and out of school
(4.3)
2.
A list of 10 ways to reduce bullying and promote mutual respect for one another (4.4) Provide
three examples of self and/or peer assessment (7.3)
3.
Create fitness calendars and newsletters (10.1) – KINS 175
4.
Document membership in PHETE First and attend at least one state convention during the
college career (10.2) – on going
5.
Identify five ways the community can assist with the physical education program (10.3)
6.
Provide and THREE reflections completed for PE x 3 (8.1)
Note: PHETE Majors – Nov. 4 at 2:00 - Swimming proficiency test in Willett pool.
Course schedule
Tuesday
8/25
Course over view
CH 1 – Physical Education in a
Changing World
Description of PE x 3
9/1 –
Wednesday -3:15 – 6:15 - P.E. x 3
Thursday
8/26 –
Appendix A – Characteristics of
Middle School Students
Middle school curriculum & VA SOLs
and NASPE Standards
Assign groups -develop a scope and
sequence of activities
9/2 – Planning PE x 3 lessons and
assessing student learning
8/27 –
Six lesson scope & sequence due
Characteristics of Middle School
Students - summary
9/9 – Discuss program procedures,
protocols, behavior management plan.
Learn to operate video equipment and
wireless microphones
Lesson plans submitted and critiqued.
9/16 –Begin PE x 3
9/17 – CH 4 – The Physical
Environment
CH 4 – work sheet due
9/25 – American Heart Association
TWS – first 2 sections due
Fitness calendar due
9/3 – Spend the day at the middle
school
Teacher Work Sample
Professional Portfolio due
9/8 – CH 2 – Reform Efforts in the
Middle Schools
CH 3 – Role of Physical Education in
Middle School
Submit lesson plan – to be graded
9/15 – CH 5 – Cont.
Submit lesson plan – to be graded
Pre-assessment submitted
9/22 – CH 4 – Cont.
Submit lesson plan – to be graded
9/29 – American Heart Association
work
Submit lesson plan – to be graded
9/23– PE x 3
9/30– PE x 3
9/10 – CH 5 – The Psychological
Environment.
CH 5 – worksheet due
TWS
10/1 - Complete on-line Child Abuse,
Child Neglect course
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10/6 – Motivation & Discipline
Submit lesson plan – to be graded
10/13 - Fall break – No class
10/20 - CH 9 – Understanding Today’s
Learner
CH 9 work sheet due
10/7– PE x 3
10/14 – PE x 3 – USTA Workshop –
bring tennis racquets
10/21 – PE x 3
10/8 – Motivation & Discipline
Submit lesson plan – to be graded
10/15 – Motivation & Discipline
10/22 - Trip to Henrico – Pocahontas
Middle and Chesterfield – Bailey
Bridge Middle
Submit lesson plan – to be graded
10/27 - Curriculum Planning – CH 6
and CH 7
CH 6/CH 7 work sheets due
Submit lesson plan – to be graded
10/28 – PE x 3
10/29 – CH 6 & 7 Cont.
11/3 – CH 10 – Improving Your
Teaching Effectiveness
CH 10 – worksheet due
Submit lesson plan – to be graded
11/10 – CH 11 – Teaching Styles and
Strategies to Meet Learner’s Needs
CH 11 – worksheet due
Submit lesson plan – to be graded
11/17 - CH 12 – Selecting Instructional
materials CH 12 work sheet due
11/24 – Professional Portfolio due
11/4 – Last day PE x 3
11/5 - CH 10 Cont.
12/1 – TWS due
11/12 – CH 11 Cont.
Unit plan due
11/18 – In-line Skating Workshop
11/19 - CH 15 – Sixth grade program
11/25 - Thanksgiving – no class
11/26 - Thanksgiving – no class
12/2 - CH 16 – Seventh grade
programs
12/3- CH 17 – Eight grade program
Thursday, December 12 – 8:00 a.m. –
Final Exam - Cumulative
Bibliography:
Himberg, C., Hutchinson, G.E. & J. M. Roussell (2003). Teaching Secondary Physical Education:
Preparing Adolescents to be Active for Life. Human Kinetics: Champaign, IL.
Lund, J. L., Kirk, M. F. (2002. Performance-Based Assessment for Middle and High School Physical
Education. Human Kinetics: Champaign, IL.
McCracken, B. (2001). It’s Not Just Gym Anymore: Teaching Secondary School Students to Be Active
for Life. Human Kinetics: Champaign, IL.
Mood, D., Musker, F. F., & J. E. Rink (1999). Sports and Recreational Activities (12th Ed). WCB
McGraw Hill: Boston, MA.
Websites:
Walk Smart, Virginia! http://www.walksmartvirginia.com/default_pages/default_home.aspx?B=%%/%%/about/body_get_starte
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Virginia Department of Education - Physical Education. Contains links to Standards of Learning in
Health and Physical Education as well as Technical Assistance Guides.
http://www.pen.k12.va.us/VDOE/Instruction/PE/