Teaching Resources for Instructing Physical Education Activity Courses
Teaching Resources for
Instructing Physical Education Activity Courses
Idaho State University
Elaine Foster, MPE
July, 2011

Teaching Resources for Instructing Physical Education Activity Courses
2
Table of Contents
Good Teaching: The Top Ten Requirements………………………………………………….. 3-4
Lesson Planning Procedures ………………………………………………………………...... 5-6
Example Lesson Plan: Targitfit…………………………………………………………. 7
Assessing Physical Education Courses……………………………………………………....... 8-9
Example Assessment Rubric: Peer Assessment for Badminton Serves………………... 10
Example Assessment Rubric: Badminton Game Performance Assessment in Class…... 11
Example Assessment Rubric: Badminton Game Performance Assessment Final …….. 12
Goal Setting for Physical Education Courses ……………………………………………..... 13-15
First Day of Class: What Can/Should We Do………………………………………………. 16-17
Ice Breaker Activities…………………………………………………………………………... 18

Teaching Resources for Instructing Physical Education Activity Courses
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By Richard Leblanc, York University, Ontario
This article appeared in The Teaching Professor after Professor Leblanc won a Seymous Schulich Award for
Teaching Excellence including a $10,000 cash award. Reprinted here with permission of Professor Leblanc, October
8, 1998.
Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.
Good teaching is about substance and treating students as consumers of knowledge.
It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.
Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.
Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.
Good teaching is also about style. Should good teaching be entertaining? You bet!
Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.
This is very important -- good teaching is about humor. It's about being selfdeprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of

Teaching Resources for Instructing Physical Education Activity Courses grading, designing or redesigning courses, and preparing materials to still further enhance instruction.
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Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.
Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.
At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.
Retrieved from: http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/topten.htm

Teaching Resources for Instructing Physical Education Activity Courses
Source Unknown
Time -- we only have so much of it. The effective teacher cannot create a single extra second of the day -- any more than anyone can. But the effective teacher certainly controls the way time is used. Effective teachers systematically and carefully plan for productive use of instructional time.
5
One of the primary roles that you will perform as a teacher is that of designer and implementor of instruction. Teachers at every level prepare plans that aid in the organization and delivery of their daily lessons. These plans vary widely in the style and degree of specificity. Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on the backs of discarded envelopes. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals.
Teachers need more than a vague, or even a precise, notion of educational goals and objectives to be able to sequence these objectives or to be proficient in the skills and knowledge of a particular discipline. The effective teacher also needs to develop a plan to provide direction toward the attainment of the selected objectives. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being organized.
Several lesson plan outlines will be presented. You as a teacher will probably begin by choosing a desirable outline and sticking fairly close to it. Planning and classroom delivery innovations usually come once you are in the classroom with your own set of learners, have developed your own instructional resources, and have experimented with various strategies.
Although fundamental lesson planning elements tend to remain unchanged, their basic formula is always modified to suit the individual teacher's lesson preparation or style of presentation.
The lesson plan is a dreaded part of instruction that most teachers detest. It nevertheless provides a guide for managing the learning environment and is essential if a substitute teacher is to be effective and efficient. Three stages of lesson planning follow:
Stage 1: Pre-Lesson Preparation
1.
Goals
2.
Content
3.
Student entry level
Stage 2: Lesson Planning and Implementation
1.
Unit title
2.
Instructional goals
3.
Objectives

Teaching Resources for Instructing Physical Education Activity Courses
4.
Rationale
5.
Content
6.
Instructional procedures
7.
Evaluation procedures
8.
Materials
Stage 3: Post-Lesson Activities
1.
Lesson evaluation and revision
Lesson planning involves much more than making arbitrary decisions about "what I'm going to teach today." Many activities precede the process of designing and implementing a lesson plan. Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and effectiveness of the lesson in leading learners to these outcomes.
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One final word. Even teachers who develop highly structured and detailed plans rarely adhere to them in lock-step fashion. Such rigidity would probably hinder, rather than help, the teaching-learning process. The elements of your lesson plan should be thought of as guiding principles to be applied as aids, but not blueprints, to systematic instruction. Precise preparation must allow for flexible delivery. During actual classroom interaction, the instructor needs to make adaptations and to add artistry to each lesson plan and classroom delivery.
Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln1.htm

Teaching Resources for Instructing Physical Education Activity Courses
Activity Name: Basics/ Day 2

Topic/Focus: Muscle Anatomy/ Basics about Exercise/ Body composition
Achievement Targets:

Learn basic principles about exercising- specifically with the
Targit Fit trainer/ Names of exercises
Assessments:

In class discussion, trial, and
Learn Names and Location of Major Muscles and exercises associated with

Understand body composition- purposes & procedures demonstration

In class rehearsal

In class review/ wellness center assignment/ hydro tank opportunity
Special Planning/Preparations (i.e., safety concerns, etc.):
Bring Charts of muscles- PowerPoint
Upload “Basics of Exercising” document to Moodle
Sign-up sheet for hydro tank
Wellness center information
Procedures
Discussion on importance of exercise/ Basic principles etc.
Discussion on names of exercises
Name basic muscles of each and demonstrate one exercise
Chest-Seated press
Shoulders-Seated press
Back-Seated press
Triceps-Seated extensions
Gastrocnemius- Calf raises
Quadriceps-Leg extensions
Hamstrings-Curls
Abdominal- Crunch/sit-ups
Legs-Squats
Biceps-Curls
Discuss body composition
Wellness center fitness evaluation
Show hydro tank and sign up
Wrap-up 5 minutes
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Time Materials Teaching Cues
15 minutes
Sign with name of an exercise
20 minutes
Review by asking questions that we just discussed
15 minutes Display pictures of various testing methods
CONTROL MOVEMENT
Straight out
Straight up
Hands on top
Elbows back- shoulders don’t move
Knees don’t move
Point with heel
Point with heel
Breathe/ Don’t throw body
Heels/ wide base
Core solid

Teaching Resources for Instructing Physical Education Activity Courses
Assessing Physical Education Courses
Elaine Foster, MPE
Idaho State University
Why
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Using assessment in the classroom has shown to be effective in monitoring and advancing student leaning (Mitchell & Olsin, 1999). Through assessment, teachers can decipher a student’s ability to “evaluate, synthesize, and analyze information and therefore apply knowledge in a meaningful manner” (Lund, 2007, p. V). Consequently, assessment is a vital part of an instructor’s curriculum.
How
There are various ways and mean in which assessment can be carried out. Through the use of (a) rubrics, (b) goal setting, (c) videotaping, (d) self-evaluation, and (e) peer evaluation, students can be accurately assessed based on the objectives of the course (Markos, 2007).
Rubrics.
By compiling the criteria that will be used for evaluation into a rubric, instructors give students a road map that can guide them to success. Rubrics also help instructors to align their goals and teaching strategies for the course (Lund, 2000).
Goal setting. Goal setting can increase motivation, give priority, organization and purpose, and aid in evaluating learning (Gould, 2010).
Videotaping. Assessment through videotaping can provide instant and reliable feedback to students, and may help them self-evaluate and correct poor performance (Markos, 2007).
Self-assessment. Including students in the assessment process allows them to work toward success in developing skills and carrying out tasks. Self-assessments helps students to focus on component parts of skills and use cue words to effectively improve their abilities and understanding (Markos, 2007).

Teaching Resources for Instructing Physical Education Activity Courses
Peer assessment.
Through the help of their peers, students may be able to increase performance levels through corrective and positive feedback. Using peer assessments allows
9 positive social interaction among classmates, and allows more assessment to be completed as the instructor is often limited in time (Markos, 2007).
When
In an effort to provide top-notch learning, Physical Education instructors use assessment continuously, enabling them to give accurate and appropriate feedback in a timely manner
(Lund, 2007). This can be done at various stages throughout the semester using the assessment means previously listed.
References
Gould, D. (2010). Goal setting for peak performance. In Williams, J. M., (Ed.) Applied sports psychology; Personal growth to peak performance . (pp 201-220). New York, NY:
McGraw-Hill.
Lund, J. L. (2000). Creating rubrics for physical education. National Association for Sport and
Physical Education . Reston, VA: NASPE.
Lund, J. L. (2007). Preface. National Association for Sport and Physical Education . Reston, VA:
NASPE.
Markos, N. J. E. (2007). Self- and peer- assessments for elementary school physical education programs. National Association for Sport and Physical Education . Reston, VA: NASPE.
Mitchell, S. A., and Olsin, J. L. (1999). Assessment in games teaching. National Association for
Sport and Physical Education.
Reston, VA: NASPE.

Teaching Resources for Instructing Physical Education Activity Courses
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Badminton-Peer Assessment for Serves
Name:_____________________________
Date:______________________
Observe your partner performing the following serves a minimum of 5 times EACH Serve and then Circle YES , NO or SOMETIMES.
(1) Forehand Deep Serve

Ready position with non-racket shoulder pointing towards the net YES
NO SOMETIMES

Feet are properly staggered YES NO SOMETIMES

Shuttle is tossed to shoulder height YES NO SOMETIMES

Racket arm is drawn back and wrist is cocked as shuttle is dropped YES
NO SOMETIMES

Weight is transferred to front foot while swinging YES NO SOMETIMES

Shuttle is contacted just below waist height YES NO SOMETIMES

Contact is made with a strong wrist action and forearm pronation YES NO
SOMETIMES

Follow through with racket over shoulder YES NO SOMETIMES
(2) Forehand Short Serve

Ready position with non-racket shoulder pointing towards the net YES
(3) Backhand Short Serve

Ready position with shoulders facing the net YES NO SOMETIMES

Feet are properly staggered and at shoulder width apart YES NO
SOMETIMES

The thumbs-up grip is used YES NO SOMETIMES
 Shuttle is held by the feathers and is simply “let go” YES NO SOMETIMES

Contact is made by extending the elbow, not the wrist YES NO
SOMETIMES

Shuttle is contacted just below waist height YES NO SOMETIMES

Follow through with arm slightly extended in direction of serve YES NO
SOMETIMES
NO SOMETIMES

Feet are properly staggered YES NO SOMETIMES

Shuttle is dropped from shoulder height YES NO SOMETIMES

Racket arm is drawn back and wrist is cocked as shuttle is dropped YES
NO SOMETIMES

Weight is transferred to front foot while swinging YES NO SOMETIMES

Shuttle is contacted just below waist height YES NO SOMETIMES

Contact is made with a cocked wrist and the shuttle is pushed over the net
YES NO SOMETIMES

Follow through with arm extended in direction of serve YES NO
SOMETIMES
Adapted from http://www.pecentral.org/assessment/badmintonassessmentsheet.pdf

Teaching Resources for Instructing Physical Education Activity Courses
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Date:_________________
Scoring Key:
4 = Effective performance
3 = Moderately effective performance
2 = Weak performance
1 = Very weak performance
Components/ Criteria:
1.
Ready position Begins in position and returns to position between skill attempts
2.
Decision making - Makes appropriate choices about which skills to use
3.
Teamwork If a teammate is present, works and communicates well with and teammate.
4.
Clears- Executes proper technique for overhead and underhand, and backhand and forehand clears
5.
Drops- Executes proper technique for overhead and underhand, and backhand and forehand drops
6.
Smashes- Executes proper technique for smashes
7.
Serves- Executes proper technique for long and short serves
Decision
Making
Teamwork Clears Drops Smashes Serves Notes Name Ready
Position
Adapted from the South Carolina Physical Education Assessment Program

Teaching Resources for Instructing Physical Education Activity Courses
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Name: _____________________________________ Date:_________________________
Skills 1 2 3
Positioning
Decision
Making
Stands in one place; rarely if ever moves to ready position or moves randomly on court
Rarely if ever makes appropriate choices on which skills to use.
Seldom moves to make adjustments when shuttle is coming.
Seldom begins and ends each skill in ready position.
Seldom makes appropriate choices on which skills to use.
Usually moves to make adjustments when shuttle is coming. Usually starts and ends each skill in ready position.
Usually makes appropriate choices on which skills to use.
Usually works and communicates effectively with teammate.
Teamwork Rarely if ever works well and/ or communicates effectively with teammate. Often hogs game play opportunities.
Clears
Drops
Smashes
Serves
Rules
Safety
Etiquette
Rarely, if ever executes proper technique when performing any type of clear.
Rarely, if ever executes proper technique when performing any type of drop.
Seldom works well and/ or communicates effectively with teammate.
Seldom executes proper technique when performing most types of clears or cannot execute more than one type of clear.
Seldom executes proper technique when performing most types of drops or cannot execute more than one type of clear.
Usually executes proper technique when performing most types of clears.
Usually executes proper technique when performing most types of drops.
Rarely, if ever executes proper technique when performing a smash.
Usually faults when attempting a smash.
Rarely, if ever executes proper technique when performing any type of serve. Usually faults on the serve.
Seldom executes proper technique when performing a smash.
Often faults when attempting a smash.
Seldom executes proper technique when performing most types of serves or cannot execute more than one type of serve. Often faults on the serve.
Usually executes proper technique when performing a smash. Sometimes faults when attempting to smash.
Usually executes proper technique when performing most types of serves.
Sometimes faults on the serve.
Violates rules regularly. Displays frequent lack of knowledge regarding rules.
Usually displays knowledge of most rules
Play is usually out of control and unsafe.
Impolite to classmates; makes rude comments and/ or plays.
Play is often out of control and unsafe.
May try to cheat; plays only to win.
Play is rarely out of control and unsafe.
Show good sports etiquette; is considerate of others.
Adapted from the South Carolina Physical Education Assessment Program
4
Constantly adjusts to opponents hits.
Constantly starts and ends each skill in ready position.
Consistently makes appropriate choices on which skills to use.
Consistently works and communicates effectively with teammate.
Consistently executes proper technique when performing all types of clears.
Consistently executes proper technique when performing all types of drops.
Consistently executes proper technique when performing a smash.
Rarely faults when attempting to smash.
Consistently executes proper technique when performing all types of clears. Rarely faults on the serve.
Always displays knowledge of rules.
Play is safe.
Compliments teammates and opponents on good plays.

Teaching Resources for Instructing Physical Education Activity Courses
Goal Setting for Physical Education Courses
Elaine Foster, MPE
Idaho State University
Why
Goal setting can be beneficial in a variety of ways. Not only can goal setting aid in prioritizing and organizing what to achieve in the activity, but, if done properly, it can increase motivation and help give purpose to the activity by providing an opportunity for students (and instructors) to evaluate their work (Gould, 2010).
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How
Goal setting is simply creating a path that will lead to an outcome within a certain time frame (Gould, 2010). Weinberg and Gould (2003) give the following as basic principles to setting usable goals:
 Set SMARTS goals (specific, measurable, action oriented, realistic, time specific, and self-determined)
 Set long-and short-term goals
 Record goals
 Develop goal achievement strategies
 Provide goal support
 Provide evaluation and feedback about goals
Gould (2010) suggests using the staircase model to set goals. This model can help students break large long-term goals into attainable short-term steps (see appendix A).

Teaching Resources for Instructing Physical Education Activity Courses
When
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To implement SMARTS goals, a bit of preparation and planning must first be completed.
This can be done by assessing abilities, setting goals in diverse areas, and creating strategies for achievement. The goals should then be carried out and always be followed by evaluation
(Weinberg & Gould, 2003). After one goal has been achieved, it is time to move to the next one as it has been shown that goal setting consistently, facilitates performance (Burton & Weiss,
2008).
References
Burton, D., & Weiss, C. (2008). The fundamental goal concept: The path to process and performance success. In Horn, T. (Ed.), Advances in sport psychology (3 rd
ed. Pp. 339-375).
Champaign, IL: Human Kinetics.
Gould, D. (2010). Goal setting for peak performance. In Williams, J. M., (Ed.) Applied sports psychology; Personal growth to peak performance . (pp 201-220). New York, NY:
McGraw-Hill.
Weinberg, R.S., & Gould, D. (2003). Foundations of Sport and Exercise Psychology . (3 rd edition). Champaign, IL: Human Kinetics

Teaching Resources for Instructing Physical Education Activity Courses
Appendix A
(Gould, 2010)
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Teaching Resources for Instructing Physical Education Activity Courses
By L. Dee Fink.
Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999.
What can we do on the first day of class? What should we do?
One common answer is simply to start lecturing: "This is day one, here is lecture one, away we go." Another possibility is: "Here is the syllabus, go buy your books and we will see you at the next scheduled class period." Neither of these two options seems desirable. But what are some other possibilities?
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Several years ago a group of professors at the University of Oklahoma visited each other on the first day of class and then discussed what they saw each other doing. But the discussion quickly went from what they observed, to " What might be done?
" They eventually identified nine attractive possibilities , as described below. A teacher should not feel obliged to do all of these, but doing even one or several of them on the first day (or during the first week) would seem to accomplish a number of important tasks for getting a class started in the right way.
1.
Involve students quickly.
This can be done in a variety of ways: o o o having them introduce themselves allowing them to think and write silently having a whole-class or a small-group discussion, etc.
But letting students know right from the outset that they will be active participants seems like a good approach.
2.
Identify the value and importance of the subject.
Not all students come to all classes with a clear idea of why this subject is important.
The teacher may need to help them understand the significance of the course. The sooner this is done, the sooner the students will be ready to invest time and energy in the task of learning the subject matter.
3.
Set expectations.
This can involve such things as what the teacher considers appropriate amounts of study time and homework for the class, the importance of turning homework in on time, expectations about in-class behavior, how the teacher wants to relate to students, and how much interaction among students is desired. The first day also offers an opportunity to find out what expectations the students have of the teacher and of the class.
4.
Establish rapport.
Almost any class will be more enjoyable for both the teacher and the students if they

Teaching Resources for Instructing Physical Education Activity Courses know each other a bit. This exchange can be started with introductions, sharing some background information, etc.
5.
Reveal something about yourself.
Sometimes students can relate to the teacher more productively if they can see him or her as a human being, i.e., as something more than just an authority figure or subject matter expert. Sharing personal stories and being able to laugh at yourself can help this process.
17
6.
Establish your own credibility.
Sometimes this happens automatically, but at other times students need to know about the teacher's prior work experience, travel experience, or research and publications in an area. Having this knowledge can help students gain confidence that the "teacher knows what she or he is talking about."
7.
Establish the "climate" for the class.
Different teachers prefer different classroom climates: intense, relaxed, formal, personal, humorous, serious, etc. Whatever climate you want, you should try to establish this early and set the tone for the rest of the semester.
8.
Provide administrative information.
This often takes the form of going through the syllabus, presuming you have a syllabus with this information in it: what reading material the students will need; what kind of homework will be involved; what your office hours are; where your office is located; how the class grade will be determined; what your policies are regarding attendance, late papers, make-up exams, etc.
9.
Introduce the subject matter.
Generally this introduction will be facilitated by starting with some kind of overview of the subject. o o o
What is it?
What are the parts of the subject?
How is it connected to other kinds of knowledge?
Final Note: Remember that it is imperative that you do on the first day whatever it is you want the class to do the rest of the semester. If you want them to discuss, discuss on the first day. If you want them to work in small groups, find something for them to do in small groups on the first day.
Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/firstday.htm

Teaching Resources for Instructing Physical Education Activity Courses
By Bonnie Kendall
Anthropology Department, University of Indiana at Bloomington
The Name Game is a collaborative learning exercise which accomplishes a variety of important things:
 It makes you learn your students' names quickly and it makes your students learn
 each other's names quickly.
 It creates a sense of fun and involvement in the early weeks of the semester.
It demonstrates that collaboration has advantages over working in isolation.
Lots of professors play a variant of the Name Game, but my version is based on what I call
"the group mind" technique. I tell the students that we have three weeks (or three classes or whatever) to learn each other's names and that we are all responsible for insuring that everyone does it. I explain that cultures all over the world have developed strategies for insuring the social distribution of knowledge, such that if one person is lost, the knowledge is retained somewhere else in the group (you can skip this step if you teach, say, engineering and don't want to talk about fuzzy stuff like culture). I encourage them to help each other in the learning process.
18
Start by having seven to ten students introduce themselves and then ask an individual in the group to name other individual: "Luke, which one of these people is Rick?" "Rick, point to
Susan." "Susan, what is the name of the person sitting next to Attila?"
If Susan doesn't know the name of the person next to Attila, I'll say, "Ask Attila" or "Ask
Luke!" In doing it this way, I can keep everyone on his or her tiptoes, because anyone might be made responsible for an answer at any time -- and everyone knows that someone nearby can be counted on for help. No one is made to feel stupid, because the entire group helps out.
At the beginning (and sometimes at the end) of each class in the designated period, we play
The Name Game: "Susan, is Attila here today?" "Bob, what is the name of that woman coming in the door?" "Kathy, point to two people named Mike."
This is also a nice technique to interject into the middle of a long class, just to shake up people's minds and get their attention revved up.
Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm#assessment
For addition ice breaker games visit: http://www.group-games.com/games-by-type/