Eastern Michigan University – PHED 102
School of Health Promotion and Human Performance
Course Syllabus for PHED 102: Introduction to Physical Education Teaching
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Introduction to Physical Education Teaching
(734) 487-
Course Description:
This course introduces Physical Education Teacher Education-intent majors and minors to fundamental pedagogical
principals, basic planning and instruction strategies, professional standards, and classroom management strategies.
Course Purpose:
This course is a part of the Physical Education Teaching major and minor to give students the foundational
understanding of what defines quality Physical Education, a basic application of best pedagogical practices in
Physical Education, and a practical introduction to the Physical Education major and minor at EMU.
Course Objectives:
1. Students will design and implement short-term and long-term teaching plans (individual learning
objectives, lesson plans, and unit plans which demonstrate progression and state standard/learning
expectations) in a controlled, peer teaching setting. (IPETES 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
2. Students will know and be able to describe the thematic elements of major curricular models used in
Physical Education when asked in a classroom setting. (IPETES 3.1)
3. Students will know and be able to apply all NASPE Physical Education standards and MI GLCES/MMC
strands by displaying curricular alignment through lesson/unit objectives, learning experiences, and
assessments. (IPETES 3.1, 3.2, 3.3, 3.6)
4. Students will work towards displaying an acceptable level of Physical Education content analysis and
progressive planning as evident by unit plan task analysis development. (IPETES 3.3, 3.6)
5. Students will work towards an acceptable level of a reflective cycle of teacher functions
(observation/assessment, feedback, reflection, instructional planning) during peer teaching experiences.
(IPETES 3.1, 4.1, 4.2, 4.3, 4.4, 5.1, 5,2, 5.3)
6. Students will work towards an acceptable level of being able to plan and implement appropriate Physical
Education classroom procedures and management in a controlled, peer-teaching setting. (IPETES 4.5)
7. Students will know how to access and be engaged in relevant Physical Education professional and
advocacy-related experiences. (IPETES 6.2)
8. Students will incorporate pedagogical use of relevant technology in a peer-teaching/learning setting as well
as for personal professional development. (IPETES 3.7, 6.2)
*IPETES: Initial Physical Education Teacher Education Standards, National Association for Sport and Physical
Education (NASPE, 2008).
Prerequisite: PHED 100
Co-requisites: None
Textbook Required:
Rink, J. (2010). Teaching physical education for learning. (6th ed.). New York: McGraw-Hill.
Credit Hours Allocated Per Semester: 2
Classes Per Week: 2 classes/week
Majors and/or Minors In Which This Class is Required: Physical Education Teacher Education
Instructional Procedures:
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Much of the material for this course will be accessible electronically either through their my.emich or through
EMU-Online upon discretion of the assigned instructor. If you have not previously registered for an EMU-Online
account you may need to do that in order to access the course materials. You may register by going to
http://www.emuonline.edu. Students can also download the free EMU-Online app for their mobile devices through
their respective mobile app online store.
Students who intend to continue on as Physical Education Teaching majors must also register for a LiveText
assessment data management account. LiveText is utilized by all EMU Initial Teacher Preparation Programs in
order to submit, share, assess, and store key program assessments. Information on how to acquire and manage a
LiveText account can be accessed by going to http://www.emich.edu/coe/livetext/index.html
Students are also expected to check and reply to their assigned EagleMail EMU student email account, as well as
other technology-based methods of communication established by the instructor.
Method of Evaluation:
COURSE ASSIGNMENTS & POINTS BREAK-DOWN
Daily/weekly learning experiences (LXs): 15 @ 15 pts each
2 IN-CLASS Initial Observations 2 @ 15 each
Teacher function observation
Classroom & behavior management observation
Social Media/Online Resource Review
PE Teaching philosophy
Group unit plan project
Group block plan
Individual lesson plan
Sample lesson peer teach
Total Points
Percentage Equivalent
96-100%
92-95%
89-91%
85-88%
82-84%
79-81%
75-78%
72-74%
69-71%
66-68%
64-66%
<64%
225
30
15
15
20
20
40
20
25
25
435
Final Grade
A
AB+
B
BC+
C
CD+
D
DF
Description of Course Assignments:
Learning Experiences: Each assignment will be a direct application task related to the day’s lesson focus or
practice. Learning experiences will always be due the class meeting following the class session they are assigned.
Formats of the LXs will vary from online quizzes to simple activity plans to learning objective dissection to online
threaded discussions. Each LX will be worth a total of 15 course points.
In-class Observations: As a part of this course, we will do two real K-12 Physical Education classroom visits.
Completing a Pre-Student Teaching Portfolio Initial Observation (or other form as approved by instructor) will be
required for each observation. Observation forms will be due hard copy, typed, the class period following each
observation. Tentative in-class observations dates are: Wednesday, January 30th & Wednesday February 27th.
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Teacher Function Observation: This observation will be a visit planned and scheduled on the student’s own time.
A specific task and form to record teacher positioning, feedback, individualization of instruction, and other teacher
behaviors will be completed and submitted by Monday, April 15th.
Classroom Management & Behavior Management Observation: This observation will be a visit planned and
scheduled on the student’s own time. A specific task and form to record the teacher’s management systems, policies,
fostering of student responsibility, and behavior management will be completed and submitted by Monday, April
15th.
Social Media/Online Resource Review: This assignment will be a self-directed review of a guided repertoire of
current top crowd-sourced Physical Education teaching best practices, ideas, blogs, and technology resources. This
project will be assigned prior to the week of March 4th and will be due March 18th.
Physical Education Teaching Philosophy: Students will draft their first version of their teaching philosophy
statements. These statements will be narratives expressing their persona values related to teaching and learning in
Physical Education. Philosophy statements will be assigned on February 27th and due on April 1st.
Group Unit Plan Project: Students will work in small groups to plan a Physical Education mini-unit according to
the 8-step guidelines for unit planning in EMU Physical Education Teacher Education. Students will be guided
through various steps of the project in class and have intermediate due dates for each section. The final group unit
project will be tentatively due on April 15th.
Group Block Plan: In conjunction with the Unit Plan Project, groups will also plan out a detailed, progressive
block plan in partnership with their unit plan steps. The group block plan will also tentatively be due on April 15th.
Individual Lesson Plans: Students will individually plan out one class session each from their group unit/block
plan. This lesson plan will be submitted for feedback on April 15th & the revised version will be due on the final
exam date (April 22nd).
Lesson Segment Peer Teach: Students will briefly present their lesson plan to the class as well as teach a segment
of the lesson to their peers. Students will also be required to complete the EMU lesson plan reflect post-teaching.
This will occur during the scheduled final exam on April 22 @ 7:30-9:00 AM.
General Course Outline
Week
Monday
Wednesday
1
Course Intro
EMU Pre-ST Portfolio
2
Quality Physical Education
NASPE Position Statements/QPE con’t
3
NO CLASS – MLK, Jr. Day
Standards, strands, expecations
4
Learning Domains w/ HOT
Classroom Visit Day
5
Basics of learning motor skills
Fundamental Movement Skills & Concepts
6
Fundamental Movement Concepts &
Advanced movement forms
Sequencing
Techniques & tactics
7
Movement tasks & practice scenarios
Learning Objectives
8
Learning Objectives, con’t
Class Visit Day
WINTER BREAK
9
Content Analysis & development
Content analysis w/ designing movement tasks
10
Teacher functions
Teacher functions w/ classroom management
11
Teacher strategies
Unit Planning
12
Unit Planning
Unit Planning (dissection & project outline)
13
Block planning
Lesson Planning
14
Lesson planning, con’t
Feedback Day
Final
Lesson Peer Teaching and Feedback Cycle
Instructor’s Course Policies and Procedures
EMU University-Level Policies & Procedures
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*Note: all policies will be updated according to the EMU Faculty Development Center syllabus guidelines checklist
for each term.
The document “Policies Affecting You Guide” for students may be downloaded from this web page (insert web link
from yearly student policies manual from EMU Ombudsman’s Office) and is a comprehensive guide to all
university-level policies for students. Select university policies specifically impacting this course are specified
below:
Accommodations for Students With Special Needs:
Religious Holidays:
Classroom Conduct:
Academic Integrity:
Plagiarism:
SEVIS:
FERPA:
University Writing Center:
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Bibliography
Gallahue, D.L, & Cleland, F. (2003). Developmental physical education for today’s children (4th ed.). Madison, WI:
Brown & Benchmark.
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflexive approach to teaching physical
education (8th ed.). Boston: McGraw-Hill.
Metzler, M.W. (2011). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
National Association for Sport and Physical Education (NASPE). (2004). Moving into the future: National
standards for physical education. (2nd ed.). Reston, VA: Author.
NASPE. (2009). Physical Activity for Children: A Statement of Guidelines for Children Ages 5-12,
2nd Edition. Retrieved February 10, 2010 from
http://www.aahperd.org/naspe/standards/nationalGuidelines/PAguidelines.cfm.
NASPE. (2009). Appropriate Instructional Practice Guidelines for High School Physical Education. Reston, VA:
NASPE.
NASPE. (2009). Appropriate Instructional Practice Guidelines for Elementary School Physical Education. Reston,
VA: NASPE
National Physical Activity Plan. (2010). National Physical Activity Plan for the United States. Retrieved May 3,
2010 from http://www.physicalactivityplan.org/NationalPhysicalActivityPlan.pdf.
Rink, J. (2010). Teaching physical education for learning. (6th ed.). New York: McGraw-Hill.
Siedentop, D. & van der Mars, M. (2012). Introduction to Physical Education, Fitness, & Sport. (8th ed.).
Champaign, IL: Human Kinetics.
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