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Longwood University
Department of Health, Athletic Training, Recreation, and Kinesiology
Syllabus for KINS 382.01, Fall 2011
Teaching High School Physical Education
Class Time: MWF 9:00 - 9:50
Dr. William C. Thomson
Office Hours: MW 1:30 - 3:30, or by appointment
Email: thomsonwc@longwood.edu
Office: 107 Willett
Phone: 395-2935
Course description: This is the third course in the pedagogy sequence and allows teacher candidates
to refine their teaching skills prior to student teaching. The course focuses on the high school level of
physical education (9-12). In high school physical education, students are to develop the skills
necessary to become physically active for a lifetime. To accomplish that goal, this course covers such
issues as characteristics of learners, curriculum development aligned with the Virginia Standards of
Learning, behavior management, teaching techniques, and assessment of learning, with special
emphasis on the “Sport Education” model of teaching Physical Education as students learn lifetime
physical activities. Teacher candidates will have an extensive field teaching experience at the high
school level. This course is designed as speaking intensive. Co requisite: KINS 352. Prerequisite:
KINS 378. 4 credits.
Previously purchased texts that will be used in this course:
Zakrajsek, D., Carnes, L., & Pettigrew, F. (2003). Quality Lesson Plans for Secondary Physical
Education (2nd Ed.). Champaign, IL: Human Kinetics.
Siedentop, D., Hastie, P. A., & H. van der Mars (2004). Complete Guide to Sport Education.
Champagne, IL: Human Kinetics.
Clumpner, R. (2003). Sport Progressions. Champagne, IL: Human Kinetics.
Course objectives: Upon successful completion of this course, the student will be able to:
1. Explain/defend purposes and values of high school physical education. (NASPE 1.4)
2. Plan and implement lessons based on selected motor learning theories. (NASPE 1.2)
3. Use a variety of Teaching Styles when leading physical education lessons. (NASPE 4.1, 4.2)
4. Describe the rationale and strengths of various PE curricular philosophies. (NASPE 1.4)
5. Use current technology to promote student learning in physical education. (NASPE 3.7)
6. Demonstrate knowledge of the Commonwealth of Virginia’s Physical Education Standards
of Learning as well as the NASPE Standards. (NASPE 3.2, 3.3)
7. Devise a set of rules and protocols for use with high school students. (NASPE 4.5)
8. Discuss and utilize appropriate/alternate grading/assessment procedures in HS PE. (NASPE 5.1, 5.2)
9. Develop a Professional Portfolio as a useful job search tool.
A listing of the NASPE Standards for Beginning Physical Education teachers appears at the end of this
document.
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Tentative course content outline
week
M
Aug
1: 22-26
Curriculum issues;
NASPE stds
Curriculum issues
3: 5-9
4:12-16
Curriculum issues
5:19-23
8:10-14
NLCA & Intro to
Motor Learning
Motor Learning &
Lesson Planning
ST'g Episodes NLCA activities
Fall Break
9: 17-21
SOT’g C
Curriculum issues;
Quiz #1
Motor Learning &
Lesson Planning
ST'g Episodes warmups
ST'g Episodes NLCA activities
Styles of Teaching
intro
SOT’g D-E
10: 24-28
SOT’g A-E review
Quiz #2
11: 31-4
SOT’g F
SOT'g G-H
12: 7-11
Slide Prep and speaker
notes
Tech in PE
Tech in PE
SOT’g - S' demo's
(class or golf course)
SOT’g - S' demo's
(class or golf course)
SOT’g - S' demo's
(class or golf course)
VAHPERD
Tech in PE
ST presentations
Tech presentations;
Quiz #3
Tech presentations
Thanksgiving
Thanksgiving
Fitness testing;
Efolios complete!
As Needed; prep for
Final Exam
6: 26-30
Oct
Nov
7: 3-7
13: 14-18
14: 21-25
Dec
F
Intro & syllabus;
precourse assessment
Curriculum issues; VA
SOL's
Labor Day
2: 29-2
Sept
W
15: 28-2
Curriculum issues
Curriculum issues
Gym: Sample Lesson
ideas
Gym: Sample Lessons
Gym: Sample Lessons
Motor Learning &
Lesson Planning
ST'g Episodes warmups
Fitness Testing
Protocols
SOT’g A-B
The comprehensive Final Exam is scheduled for Tuesday, December 6th at 11:30 am.
Learning Opportunities
Final Exam
Quizzes (3 @ 25 ea) =
Assignments (3)
Teaching
Total
100
75
125
200
500 ***
Grade scale_
A = 450 - 500
B = 400 - 449
C = 350 - 399
D = 300 - 349
F=
0 - 299
*** SPECIAL NOTES: (1) Students MUST complete the Praxis II exam prior to the end of the
semester, and preferably by November 25th (Date subject to change). (2) Students MUST take
prescribed fitness tests. Failure to accomplish these tasks will result in an Incomplete grade in this
course. ***
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About the Graded Assignments:
1. Professional Portfolio (50 points). Portions of the E-portfolio may be assessed at intervals during
the course; a final portfolio is due during the last week of the course. An information sheet will
be posted on Blackboard.
2. Observation and evaluation of teaching (25 points). You will observe a peer during his/her
practicum teaching experience and provide a summary report of the episode. You will review the
report with the peer you observed. The evaluation form used is modified from the one used
during the student teaching experience.
3. Classroom presentations (50 points). As this course has a speaking intensive component, you will
be formally evaluated during a presentation to the class on a designated topic. You will
demonstrate knowledge of appropriate use of computer teaching stations through such things as
your use of PowerPoint slides and a hand-held mouse.
Additional information and/or instructional details will be provided for each of the graded
assignments.
About the Teaching Assignments: This semester you will learn about and practice teaching as you
work with students at New Life Christian Academy. You will fulfill a variety of roles as both teaching
aide and lead teacher, and earn points (100 each) toward your final grade based on your performance
of each role. Your duties as a teaching aide will include, but may not be limited to, such things as:
handing out and checking in equipment, assisting at or supervising fitness testing stations, and setting
up/preparing gym or activity area for particular activities, handling video recording duties, and at times
being a reliable go-fer. As a lead teacher, you will plan and lead various lesson segments including
warm ups and cool downs, provide instruction and demonstration of skills and technique during
activity, ensure student involvement, and direct the teaching aides. More information will be discussed
in class as we prepare for the practicum.
PHETE dress code is required for all teaching assignments unless specifically noted.
Class Attendance (from University Policies and Procedures Manual)
1. Students are expected to attend all classes. Failure to attend class regularly impairs academic
performance. Absences are disruptive to the educational process for others. This is especially true
when absences cause interruptions for clarification of material previously covered, failure to assume
assigned responsibilities for class presentations, or failure to adjust to changes in assigned material or
due dates.
2. It is the responsibility of each instructor to give students a copy of his or her attendance policy in the
course syllabus.
a. Instructors may assign a grade of zero or "F" on work missed because of unexcused absences.
b. Instructors have the right to lower a student's course grade by no more than one letter grade if
the student misses 10% of the scheduled class meeting times for unexcused absences.
c. Instructors have the right to assign a course grade of "F" when a student has missed a total
(excused and unexcused) of 25% of the scheduled class meeting times.
3. Students must assume full responsibility for any loss incurred because of absence, whether excused
or unexcused. Instructors should permit students to make up work when the absence is excused.
Excused absences are those resulting from the student's participation in a university sponsored activity,
from recognizable emergencies, or from serious illness. Faculty may require documentation for
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excused absences in their attendance policy. Student Health Services can provide documentation for
students hospitalized locally or absent at the direction of the Student Health Services personnel.
----While there are no points given or taken for attendance in the “Learning Opportunities” section of the
syllabus, attendance will significantly affect your grade. There is a strong correlation between points
earned and number of classes attended. Further, quizzes, exams, and assignments missed are recorded
as a “Zero” unless there is notification from the student to the instructor PRIOR to the missed class
AND arrangements for make up work are made and confirmed by both parties.
Longwood Honor Code: The Longwood University Honor Code is far more than a set of rules and
guidelines to govern student life. The system is a set of moral standards for everyone to follow and
take with them wherever their lives may lead. This Code, which forbids lying, cheating, and stealing,
is intended to promote an atmosphere of trust in which students are assumed honorable unless their
actions prove otherwise. As members of this institution and community, all students are expected to
live by the Honor Code and pledge all class work.
Activities such as plagiarism or cheating on assignments, quizzes, exams, or any other work associated
with the course cannot be tolerated. Expect to fail the course AND be called to an Honor Board
hearing if you engage in actions which violate the Honor Code. Possible sanctions imposed by the
Board include expulsion from the University. Attaining the one or two points you may gain from
cheating versus the total loss of course credit or worse is simply not worth the risk. Do Not Do It!
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.
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. During “professional” assignments, both in our classroom and outside of it, the
PHETE dress code will be followed. In additional to professional dress, professional behavior is
expected at all times in the classroom and during all activities related to class.
 PHETE dress code: Students may wear only navy blue or khaki Bermuda shorts, a collared
golf/polo shirt, a mostly navy blue wind suit or Longwood University sweat shirt in cooler
weather, and appropriate shoes for indoor or outdoor use. All clothing should be in good
repair. You may not chew gum, wear head gear indoors, or wear excessive jewelry. Shirt tails
must be tucked in. Students who are not professionally dressed will not be allowed to teach
and will not receive any credit for the day’s work.
Other notes:
1. All cellular phones and communicative devices MUST BE TURNED OFF during class time.
Proper classroom behavior and simple politeness is expected at all times from all students. Conversing
with others during the class and covert texting are disruptive to others. Please be mature, thoughtful of
others, and responsible!
2. A professional work ethic is expected. Neither make up work nor extra credit work will be
assigned in lieu of missed assignments, quizzes, or exams.
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3. Athletes MUST submit a travel schedule by August 29, 2011.
4. The instructor reserves the right to modify the course syllabus, should circumstance dictate, in order
to improve the course.
NASPE/NCATE Standards for Beginning Physical Education Teachers (BPET)
Standard 1: Scientific and Theoretical Knowledge. Physical Education teacher candidates know
and apply discipline-specific scientific and theoretical knowledge concepts critical to the development
of physically educated individuals.
1.1
1.2
1.3
1.4
1.5
Describe and apply physiological and biomechanical concepts related to skillful movement,
physical activity and fitness.
Describe and apply motor learning, psychological/behavioral theory related to skillful
movement, physical activity, and fitness.
Describe and apply motor development theory and principles related to skillful movement,
physical activity, and fitness.
Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill and Fitness Based Competence. Physical Education teacher candidates are
physically educated individuals with the knowledge and skills necessary to demonstrate competent
movement performance and health enhancing fitness as delineated in the NASPE K - 12 Standards.
Outcomes – The teacher candidate will:
2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities
and movement patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical
activities.
Standard 3: Planning and Implementation. Physical Education teacher candidates plan and
implement developmentally appropriate learning experiences aligned with local, state, and national
standards to address the diverse needs of all students.
Outcomes – The teacher candidate will:
3.1 Design and implement short and long term plans that are linked to program and instructional
goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate,
performance based) goals and objectives aligned with local, state, and/or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or
modifications for student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of
all students.
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3.7
Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
Standard 4: Instructional Delivery and Management. Physical Education teacher candidates use
effective communication and pedagogical skills and strategies to enhance student engagement and
learning.
Outcomes – The teacher candidate will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of
instructional formats.
4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link
physical activity concepts to appropriate learning experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on
student responses.
4.5 Utilize managerial rules, routines, and transitions to create and maintain an effective learning
environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in
a productive learning environment.
Standard 5: Impact on Student Learning. Physical Education teacher candidates utilize
assessments and reflection to foster student learning and inform instructional decisions.
Outcomes – The teacher candidate will:
5.1 Select or create appropriate assessments that will measure student achievement of goals and
objectives.
5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and
instructional goals and decisions.
Standard 6: Professionalism. Physical Education teacher candidates demonstrate dispositions
essential to becoming effective professionals.
Outcomes – The teacher candidate will:
6.1 Demonstrate behaviors that are consistent with the belief that all students can become
physically educated individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified
teachers.
6.4 Communicate in ways that convey respect and sensitivity.
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Bibliography:
Carpenter, J. (2007). Physical Education Self-Management for Healthy, Active Lifestyles.
Champaign, IL: Human Kinetics.
Darst, P., Pangrazi, R., Sariscsany, M., & Brusseau, T. (2012). Dynamic Physical Education for
Secondary School Students (7th Ed.). San Francisco: Benjamin Cummings.
Hastie, P. (2003). Teaching for Lifetime Physical Activity through Quality High School Physical
Education. San Francisco: Benjamin Cummings.
Himberg, C., Hutchinson, G., & Roussell, J. (2003). Teaching Secondary Physical Education:
Preparing Adolescents to be Active for Life. Champaign, IL: Human Kinetics.
Kleinman, I. (2001). Complete Physical Education Plans for Grades 7-12. Champaign, IL: Human
Kinetics.
McCracken, B. (2001). It’s Not Just Gym Anymore: Teaching Secondary School Students to Be
Active for Life. Champaign, IL: Human Kinetics.
Mosston, M., & Ashworth, S. (2002). Teaching Physical Education (5th). San Francisco: Benjamin
Cummings.
Rink, J. (2002). Teaching Physical Education for Learning (4th ed.). Boston, MA: McGraw Hill.
Stillwell, J., & Willgoose, C. (2006). The Physical Education Curriculum (6th Ed.). Long Grove, IL:
Waveland Press.
Swaim, D., & Edwards, S. (2003). High School Healthy Hearts in the Zone: A Heart Rate Monitoring
Program for Lifelong Fitness. Champaign, IL: Human Kinetics.