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Instructor: Dr. A. Vonnie Colvin
Office: 112 Willett
Office Phone: 395-2452
Office Hours: M T W H 7:00 – 8:00
Class Time: 9:00 – 9:50 MWF Willett 203 or by appointment
Lab time W 3:00-6:00 (Willett 208 first & third weeks of semester. Other weeks PECMS)
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
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. Scores must be received before the teacher candidate receives a grade in the course. Some of you used the VCLA for admission to teacher education. You do NOT need to retake the test. Everyone else must successfully complete the VCLA or receive an “I” until it is completed.
Recommended texts:
Harrison, J. M., Blakemore, C.L., & M. M. Buck (5 th Ed.) (2001). Instructional strategies for secondary school physical education (5 th
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.
Zakrajsek, D., Carnes, L. & Pettigrew, F. Quality Lesson Plans for Secondary Physical Education(2 nd
Ed.), 2nd edition Champaign, IL: Human Kinetics.
National Association for Sport and Physical Education (2004). Moving into the Future: National
Standards for Physical Education (2 nd
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.
2.
Explain the main purpose of middle school physical education
Explain how this main purpose is congruent with the various national standards and guidelines
3.
for physical education.
Demonstrate knowledge of the Commonwealth of Virginia’s Physical Education Standards of
Learning
4.
5.
6.
7.
Describe the characteristics of the learner in grades 5-8 and utilize that information in lesson preparation and presentation.
Define positive discipline and develop strategies for using it. (NASPE 4.6)
Develop a proactive plan for motivating students.
Describe the student and the teacher’s roles in the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles of teaching.
8.
9.
Work with a group to create a teacher work sample.
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, six-lesson sequence that: includes
2.
3. measurable objectives, follows a logical sequence and includes appropriate assessments. (NASPE
3.1; NASPE 5.1; NASPE 5.2)
Utilize behavior management principles consistently. (NASPE 4.5)
4.
Demonstrate the ability to break a skill into its component parts, provide cues, and applications of the skills. (NASPE 1.5)
Demonstrate logical skill progressions, effectively taking a skill from closed to open with logical, developmentally appropriate steps. (NASPE 3.6)
5. Be able to effectively utilize several behavior management systems in the school environment.
(NASPE 4.5)
Integrate work with children with special needs into all phases of the class - lesson planning, 6. instruction, and practicum experience. (NASPE 3.5)
7. Every lesson must also address integrate other academic areas.
8. Whenever possible cooperative activities should be included and competition minimized.
9. Effectively minimize transition time during lessons and maximize on task learning time.

Professionalism: (NASPE 6.3) 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.


Communication: 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. The instructor does not tweet, text, or face book current teacher candidates.
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Professional Dress: The PHETE dress code will be followed. Teacher candidates may wear a nylon warm-up or Bermuda-length shorts, 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 and fitted for active wear. Teacher candidates may not chew gum or wear head gear or excessive jewelry. Shirt tails should be tucked in and a belt worn if appropriate. Men should be clean shaven unless they have groomed facial hair. Identification badges should be worn at all times and the teacher candidate MUST sign-in when entering the school. Teacher candidates 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.
Accommodations of Special Needs: Any teacher candidate 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. Teacher candidates 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 teacher candidates to their instructors or other academic supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where teacher candidates feel unsure about a question of plagiarism involving their work, they are obliged to consult their instructors on the matter before submission.
When teacher candidates 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 teacher candidates 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. Teacher candidates 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 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
110
110
200
100
120
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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.
Daily assignments
One 100 point final
Lesson planning – Each lesson plan will be evaluated and the grades averaged. This is a group project NOT a rotation project. If teacher candidates “rotate” all will lose the entire
105 points. (20 points/week x 6 = 120)
300 You will teach approximately six 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 10:00 a.m. (If submitted Thursday by noon, you will receive 5 bonus points on the assignment.) Your teaching and reflections will be the basis for your evaluation. These experiences 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.
60 Peer evaluations and video taping. When not teaching, you will operate the camera for one peer and evaluate another. Poor video taping will result in a zero for the entire day for the videographer. 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.
1000
Grading scale:
90-100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D (course must be repeated)
59 and below = F
77-79% – C+

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* 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 b.
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?
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 c.
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 saved on the teacher candidate’s website:
The professional portfolio shall contain the following materials:
1.
A list of 10 ways to reduce bullying and promote mutual respect for one another (NASPE 4.6)
2.
3.
Assessments from unit plan (NASPE 5.1)
Assessments from TWS that address assessments before, during and after instruction (NASPE
4.
5.
5.2)
Create fitness calendars
Document membership in PHETE First and attend at least one state convention during the
6.
college career – on going (naspe 6.2)
Provide and THREE reflections completed for PE x 3 (NASPE 5.3)
The professional web-based portfolio should be organized as follows:
Every PHETE major is expected to maintain a professional portfolio that documents mastery of key materials. You may utilize any web-based site. However, it should be free of advertising. Websites that contain a password are preferable. Your portfolio shall have nine tabs that correspond to the following topics: behavior management; skill analysis; assessments; technology; instructional materials; communication; curriculum integration; certifications and miscellaneous.
As you complete the specific course assignments, please place these assignments in your web-based professional portfolio. Other artifacts of which you are especially proud should also be included in the appropriate tab. These submissions will become the basis for your employment portfolio. During each of the physical education methods courses, you will submit this portfolio. The required portfolio pieces relate to the 2008 NASPE Standards.

Behavior Management:
Plan and adapt instruction for diverse student needs . . .
(3.5) - Assignment from Health 465
Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment (4.6) – LP from KINS 378, bullying assignment from KINS 378
Assessments:
Select or create appropriate assessments that will measure student achievement of the goals and objectives: (5.1)
KINS 378 - unit plan
Use appropriate assessments to evaluate student learning before, during, and after instruction (5.2) KINS 378 - TWS
Instructional Materials:
Design and implement content aligned with objectives
(3.3) - Lesson Plan from KINS 377
Curriculum Integration:
Lesson plan from
KINS 377
Activities from KINS
351
Certification:
-
-
-
Family Life Education
Geo-motion
Bicycle Safety
Skill Analysis:
2 of the 3 assignments from KINS 351
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Technology:
Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives
(3.7) –
Assignments from KINS 382 and/or 482
Additional assignments will be required in this area
Communication:
Newsletter – KINS 175
Calendar – KINS 378
PTA Power Point – KINS 377
Misc.
Identify historical, philosophical, and social perspectives of PE issues and legislation – KINS 364 and KINS 275 (1.4)
Use a reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions (5.3) – KINS 378
Participate in activities that enhance collaboration and lead to professional growth and development (6.2) –
KINS 378
The instructor reserves the right to alter the schedule or syllabus if it is determined that such a change will benefit the course.
Monday Wednesday 10-11:00
& 3:00– 6:00 - P.E. x 3
Friday
8/22
Course over view
PE x 3 - VA SOLs and NASPE
Standards
Assign groups -develop a scope and sequence of activities
8/29 – Teacher Work Sample
8/24 –
AM - NO class – bike training
______________________________
PM - Description of PE x 3
Appendix A – Characteristics of
Middle School Students
Middle school curriculum &
Standards of Learning
DUE: Text scavenger hunt
8/31 – A M - Six lesson scope & sequence due
Learn to operate video equipment and wireless microphones
PM - Meet at PECMS. Discuss program procedures, protocols, behavior management plan.
8/26
CH 1 – Physical Education in a
Changing World
Planning PE x 3 lessons and assessing student learning
Teacher Work Sample
DUE: Calendars
9/2 – Teacher candidates spend part of either Thursday or
Friday at the middle school.
No class

9/5 – Labor Day – no class
Supervision – bring copy of power point
9/7 - AM -
Submit lesson plan – to be graded.
Pre-assessment submitted
PM – CH 5 - The Psychological
Environment
CH 5 – worksheet due
9/14
AM – Prepare for practicum experience
PM – first day of PE x 3
9/9 – CH 5 – Cont.
CH 2 – Reform Efforts in the
Middle Schools
9/16 – CH 4 – The Physical
Environment
CH 4 – work sheet due
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9/12 – CH 3 – Role of Physical
Education in Middle School
Submit lesson plan – to be graded
9/19 – CH 4 – Cont.
S ubmit lesson plan – to be graded
9/26 – Bike instruction - tentative
Leave at 7:30 for Appomattox
Middle School. Return to LU at 10:45. Teaching biking to
AMS students
Submit lesson plan
10/3 – Catch up day
Submit lesson plan – to be graded
9/21 - Motivation & Discipline
PM – In-line skating in Willett 3:00
– 4:30
9/28 – Bike instruction - tentative
AM - Leave at 7:30 for Appomattox
Middle School. Return to LU at
10:45. Teaching biking to AMS students
PM - PE x 3
10/5–
AM - American Heart Association
PM – PE x 3
10/10 - Fall break – No class 10/12 – Motivation & Discipline
PM - PE x 3 –USTA Block party
10/19
AM - CH 9 – Cont.
PM - PE x 3
9/24 – Motivation and discipline
TWS – first 2 sections due
9/30 - VADETS Conference –
No class
10/7 – American Heart
Association work
10/14 – Motivation &
Discipline
10/21 - Trip to Henrico 10/17 - CH 9 – Understanding
Today’s Learner
CH 9 work sheet due
Submit lesson plan – to be graded
10/24 - Curriculum Planning –
CH 6 and CH 7
CH 6/CH 7 work sheets due
Submit lesson plan – to be graded
10/26
AM – CH 6 Continued
10/28 – CH 7 Cont.
CH 7 worksheet due – begin
CH 7
PM - PE x 3

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8:00 - Swimming proficiency test in Willett pool.
10/31 – CH 10 – Improving
Your Teaching Effectiveness
CH 10 – worksheet due
Submit lesson plan – to be graded
11/7 – CH 11 – Teaching Styles and Strategies to Meet
Learner’s Needs
CH 11 – worksheet due
11/14 - CH 12 – Selecting
Instructional materials CH 12 work sheet due
11/21 – CH 15 Cont.
11/2
AM – CH 10 Continued
PM - PE x 3
11/9
AM – CH 11 Continued
Unit plan due
PM– Last day PE x 3
11/16 – CH 12 Continued
No more afternoon meetings
11/4 - CH 10 Cont.
11/11 – VAHPERD Conference
– no class
11/18 - CH 15 – Sixth grade program
11/28 – Catch-up day
TWS due
Tuesday, December 6 – 11:30 am – Final Exam -
11/23 - Thanksgiving – no class
11/30 - CH 16 – Seventh grade programs
11/25 - Thanksgiving – no class
12/2- CH 17 – Eight grade program
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 (12 th
Ed). WCB
McGraw Hill: Boston, MA.