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KINS 351
Teaching Fundamental Movement Concepts, Skill Themes and Dance
Spring 2011
Instructor: A. Vonnie Colvin
Office: Willet 112
Email: colvinay@longwood.edu
Office Tel: (434) 395-2452
Office Hours: 8:45 – 10:00 Mon., Wed. Fri.
Class Time: MWF 10:00-12:00
Class Location: Willet 224
Course description:
The purpose of this course is to provide learning experiences that will lead to the
development of fundamental movement concepts, skill themes and dance skills. Topics
include manipulative skills, locomotor patterns, transfer of weight, balance, and rhythmic
activities. Co-requisite: KINS 377. Pre-requisite: Admission to Teacher Preparation
Program.
Required Texts:
Zakrajsek, D. B., Carnes, L. A., & F. E. Pettigrew (2003). Quality Lesson Plans for
Secondary Physical Education (2nd Ed.). Champaign, IL: Human Kinetics.
In addition, all books required in KINS 377 are also required for KINS 351:
Colvin, A, V., Markos, N. J. & P. J. Walker (2008). Teaching the nuts and bolts
of physical education: Ages 5-12 (2nd Ed.). 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
Graham G., Holt-Hale, S. A., & M. Parker (2008). Children moving: A reflective
approach to teaching physical education 8th Ed.). McGraw-Hill: Boston, MA
National Association for Sport and Physical Education (2004). Moving into the future:
National standards for physical education (2nd Ed.). McGraw-Hill: Boston, MA.
www.mhhe.com/graham7e Lesson plans and premium content on the Children Moving
online learning center.). McGraw-Hill: Boston, MA.
Recommended Text:
Giles-Brown, L. (2006). Physical Education Assessment Toolkit. Champaign, IL: Human
Kinetics.
Course Objectives:
Through practice, class discussion, peer teaching, written reflection on lessons, readings,
and assignments contained in the course, the teacher candidate will be able to (NASPE
2.1):
 Perform selected basic locomotor skills using mature form
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Demonstrate awareness of selected concepts of space, effort, and relationships
traveling by using the mature form of selected basic locomotor skills
Perform selected basic manipulative motor skills using mature form
Demonstrate awareness of selected concepts of space, effort, and relationships
while using the mature form to perform selected basic manipulative skills
Perform selected basic non-manipulative skills using mature form
Demonstrate awareness of selected concepts of space, effort, and relationships
while using the mature form to perform selected basic non-manipulative skills
Design and perform movement patterns which demonstrate awareness of selected
movement concepts and which combine two or more basic motor skills
Design and perform gymnastics sequences that combine traveling, rolling,
balancing, and weight transfer into smooth, flowing sequences with intentional
changes in direction, speed, and flow
Select, teach, and perform organized games which contribute to the achievement
of the previous stated objectives
Select, teach, and perform cooperative games appropriate for all age groups.
Perform appropriate outdoor education skills through low ropes course
experiences and Geocaching.
Attendance:
You are expected to be at every class, dressed, prepared, and
participate. Every absence will result in a 3% deduction from your
final grade. If you should exceed the 25% rule, you will receive an
automatic failing grade.
Late Work:
All work is due on the date it is assigned. Late work (1-24 hours) will result in a 25%
grade reduction. Work submitted 24 – 48 hours late will have a 50% grade reduction.
Work submitted more than 48 hours late will receive a grade of “O”. Problems with your
computer or printer do NOT permit you any exceptions to the above requirements.
Although these are the guidelines, the instructor does reserve the right to allow the
submission of late work as a result of individual, unforeseen circumstances.
Dress:
Though there is no required uniform, students should come everyday dressed to
participate in activity.
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
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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.
Written work:
This is an academic setting. All written work shall have proper grammar and sentence
structure. When three spelling, grammar, homonym, and/or sentence structure concerns
are noted in one assignment, the grade will be 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 so that a grade of 50% will be the maximum score
for the assignment.
Skill portfolio entries - During this course you will complete THREE major skill
portfolio entries. They should be attached to the TC’s website 48 hours AFTER the
assignments were worked on in class. The entries are: locomotor skills, manipulative
skills and rope jumping skills. The format for each entry is as follows:
1. Teacher candidates will be paired and assigned a specific skill. The pair will develop
performance hand-outs explaining the components of the assigned skills and
appropriate cue words. An assessment rubric will also be developed. The candidates
will then teach these skills to their classmates and evaluate their classmates’
proficiency with the skills. (Analyze and correct critical elements of motor skills and
performance concepts. NASPE - 1.5)
2. Within the above task, each teacher candidate will be assessed on his/her ability to
perform the assigned tasks. (Demonstrate personal competence in motor skill
performance for a variety of physical activities and movement patterns. NASPE 2.1)
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Grading:
20% - Skill portfolio entry on locomotor skills
20% - Skill portfolio entry on manipulative skills
20%- Skill portfolio entry on rope jumping skills
20% - Dance with Mr. Williams
20%- An educational gymnastics routine will be created and performed for the
class. The candidate will complete a rubric to assess the routine and make copies
for everyone in the class. This will be the final exam.
Grading scale:
98-100 – A+
93-97 – A
90-92 – A87-89 – B+
83-86 – B
80-82 – B77-79 – C+
73 – 76 - C
70 – 72 – C67 – 69 – D+
63 - 66 – D
60 – 62 – D59 & below - F
Note: This course must be repeated if the student earns a grade of D or F.
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Tentative course schedule
The instructor reserves the right to alter the schedule or syllabus if it is determined
that such a change will benefit the course.
1/17 - Martin Luther King
1/19 – Day 1 – Rules/protocols 1/21 - Skill themes &
Day – No Class
Make ID badges
movement concepts
Learn Names
Space awareness Tinikling
general & personal
Self-assessment
Effort, force levels,
tempo
1/24 –
1/26 – Station Warm-up
1/28 –7 Jumps
Movement concept warm-up.
Relationships,
non-manipulative skills
Stilts
Walk Smart VA
Simple locomotor skills – walk,
run, jump, hop and leap
Combination locomotor skills –
skip, gallop and slide
Work on skill
portfolio entry # 1
Basic manipulative
skills –underhand and
overhand throw and
catch
1/31 – Low ropes course bring a snack – we will be
there from 10:15 – 1:45
2/2 - Basic ballistic skills –
kicking, punting and striking
2/4 – Utilize
movement concepts to
teach manipulative
skills
2/7 – Nancy Markos
workshops
2/9 – Combination skills –
basketball dribble and soccer
dribble
2/11 - Station warmup
Volleying skills
Short Jump Rope
Skills
Work on skill portfolio entry #
2
2/14 – Long Jump Rope
Skills
Jumping and landing
Parachute
2/16- DDR/Wii – meet in 209 A 2/18 – Double Dutch
- Library
scooters
Parachute
2/21 – Work on skill
portfolio # 3
2/23 - Pre-school
2/25 - Pre-school
3/2 – Kin-ball
3/4 – Kin-ball
Chasing, fleeing, dodging
Scooters
2/28 – Folk Dance
3/5 – attend OHPEP
program from 9-2 in
Willett gym
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3/7 –How to organize a Field
Day
3/9 – Noodles
3/11 – Noodles
PTA programs ideas
and organization
Shaded areas: Class meets with Dr. Colvin 10:00 – 10:50 in gym and with Mr. Williams
10:50 – 11:30 in dance studio
3/21 – Low-organized/small
sided games
3/23 – Low organized/small
sided games
3/25 – Low
organized/small sided
games
3/28 - Traversing Wall
3/30 - Traversing Wall
4/1 – Folk Dance
4/4- Folk Dance
4/6 - Cooperative Games
4/8 – Cooperative
Games
4/11 - Transferring Weight
and Rolling/Practice Weight
and Rolling
4/13 - Skill Themes in
Gymnastics/Practice
4/15 – Educational
Gymnastics
4/18 - Educational
Gymnastics
4/20 - Educational Gymnastics
4/22 - Educational
Gymnastics
Final exam and peer
presentations
Monday, May 2 at
3:00
Bibliography
Cooper, M. & Mirabile, C. (2002). Scooter ball. Strategies, 13(3), 37-38.
Hynes-Dusel, J. (2002). Motor development in elementary children. Strategies, 15(3),
30-34.
Fuchs, R.K., Cusimano, B. & Snow, C.M. (2002). Box jumping: A bone-building
exercise for elementary school children. JOPERD, 73(2), 2225.
Goswick, K. (2002). Team 4-square. Strategies, 15(3), 19-22.
Tillman, K. & Rizzo Toner, P. 1984. You'll never guess what we did in gym today!:
More new physical education games & activities. West Nyack, NY: Parker.
Tillman, K. & Rizzo Toner, P. 1983. What are we doing in gym today?: New games and
activities for the elementary physical education class. West Nyack, NY: Parker.
Wirszlya, C. (1998). Double dutch for all. Strategies, 11(6), 8-10.