Item #
University of Louisiana at Lafayette
College of Education
School of Kinesiology
KNES 205 CLASS SYLLABUS
Course: KNES 205
Email:
monica.guidry@louisiana.edu
Instructor: Monica Guidry
Course Description: KNES 205 is an online class. What does that mean? 100% of the class will be delivered
online, no real-time meetings. The purpose of this course is to introduce KNES majors to the purpose of
Technology in our profession.
KNES 205: Computer Technology in Kinesiology (3, 0, 3) This course may help you in your future classes
as well as your future careers by utilizing technology to manage, market, promote, communicate,
inventory, budget, and network in the kinesiology field.
Required Text: No textbook required
Conceptual Framework: The Responsive Professional
The conceptual framework of the UL Lafayette College of Education is designed to expand upon the
institution’s commitment to be a responsive university. Teacher candidates are expected to
demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive
Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are
reflective practitioners who respect diversity and demonstrate a commitment to professionalism.
Objectives and Corresponding Unit Outcomes
Candidates will acquire the following knowledge (K), skills (S), and dispositions (D) through this course.
Course Objectives
CF Unit
COMPASS
Teaching
Outcomes
Standards
The Student will….
based on
Charlotte
Danielson’s
Teaching
Framework
1.
Understand the benefits/advantages of technology.
2.
Demonstrate the effective use of technology.
3.
Demonstrate how to incorporate technology into their chosen profession as an exercise
scientist, athletic trainer, health & physical education teacher, or health promotion
specialist.
4.
5.
6.
7.
8.
9.
10.
11.
SPA
Implement various productivity tools that can be used in their future professions as sports
managers, exercise scientists, athletic trainers, health & physical education teachers, or
health promotion specialists
Recognize online journals and other professional resources pertaining to their field of study.
Demonstrate basic communication skills through the use of technology including but not
limited to: email, discussion boards, collaborative group website and online
telecommunications.
Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of
computers and technology as measured by documents posted on the online systems.
Use terminology related to computers and technology appropriately in written and oral
communication
Engage in professional development activities as measured by documents posted on the
online systems
Utilize the internet to effectively research and create and/or design projects
Demonstrate skills and the ability to select and utilize appropriate software & peripheral
devices, including but not limited to: accounting, digital video, web-based software,
presentation programs, and marketing documents
(CF-K2)
(Disp 3)
(CF-K7)
(Disp 4)
(CF-K7)
(Disp 1)
1a1:
3.7
1a1:
3.7
1a1:
3.7
(CF-K7) (Disp. 7)
(CF-K7)
(Disp 8)
3.7
4e1:
(CF-P1) (Disp. 1,
5, 6)
(CF-K9, CF-D2,
CF-D4, CF-D5,
CF-P3) (Disp.1,
2,3, 5, 6,8)
(CF-K2, CF-K7)
(Disp.1,2,7)
(CF-P3, CF-P5,
CF-P7)
(Disp.1,3)
4e1:
(K7).
(K3, 6-8; R3; P4).
(CF-K2, CF-K7,
CF-R1) (Disp.1,
2,4,7,8)
1a1:
Important Information:
Instructor Response Time
News Forums and Emails: It is your responsibility to visit the course site and check your UL email and
News Forum postings daily for any information pertaining to the course. If you have any questions or
concerns about class requirements, assignments, etc. post your questions in the forum named
"Questions". This allows the instructor to address the question and answer for all students OR students
can reply to your question if they know the answer.
If you need to contact the instructor for PERSONAL ISSUES, such as emergencies or personal problems,
email me at monica.guidry@louisiana.edu Include your last name, class, and section number (Your
Name KNES205-section #) in the email subject line. I will not take the time to search for you in the class
rosters. I teach many classes and get many emails daily. An emergency is not being able to upload a file
at the last minute.
Please post your Questions in the "Questions" Forum, this will allow other students to respond as well as
myself. Emails will be checked daily. Emails that are of a personal issue will be answered or addressed
within 48 hours of receiving except for weekends and holidays. Please do not expect an immediate
answer to emails after 5:00 pm on weekdays, or on weekends or holidays.
If you send me an email 2 hours before an assignment that is due at 5:00 pm that afternoon, I will not
be able to respond, and you are still accountable for completing the activity. A good way to avoid
asking questions late in the evening is to complete assignments ahead of time and post your questions
on the "Questions" Forum.
Virtual Office Only: I do not have an office on campus so there are no regular office hours.
 Virtual Office Hours – I am available to set-up a Zoom or Microsoft Teams meeting
Tuesday – Thursday: 4:00pm - 7:00pm. These meetings must be set up in advance.
 Your instructor will remain aware of students’ activity levels and privately contact students
who are not actively participating.
Student Expectations
 Class Code of Conduct The objective in an online environment is to be collaborative, not combative.
Please proofread your responses carefully before posting. Use discussions to develop your skills in
collaboration and teamwork. Treat the discussion areas as a creative environment where you and
your classmates can ask questions, express opinions, revise opinions, and take positions, just as you
would in a “traditional” classroom setting. Offensive language or comments will not be tolerated.
 Class Attendance Policy-Online Unlike a traditional class; instructor-led course, you do not need to
show up to class at a specific time every day to be successful. Instead, you need to make a constant
effort to complete the online course power points/lectures/resources, complete assignments, and
participate in the class discussions. Your instructor will keep track of whether you have completed all
assignments, discussion boards, etc. and will monitor your course participation based on your
completion of assignments and review of resources.
 Students Must Have Fast/Strong Internet Connection & Reliable Computer Access It is the
responsibility of the student to have access to a computer to complete requirements of the class. This
statement means that if a student has internet issues or knows that his/her computer tends to process
slowly during Moodle exams; the student must make accommodations (such as move to the library)
to have a strong and fast internet connection and a reliable computer.
 Access to Applications, Software and Programs Students will need set up free accounts on YouTube,
Survey Monkey, Doodle and Screen Cast-O-Matic. You will need to have these accounts set up early


to avoid issues with completed work in a timely manner. Some of these accounts require
authorization, so DO NOT wait until the day an assignment is due to set up the account. You will also
need access to Adobe Acrobat all Google Apps and Microsoft Excel, PowerPoint, and Word. Student
will also need both Gmail and Outlook active accounts.
Demonstration videos Student will be demonstrating the use of multiple apps, software, and tools
that professionals use daily. Students must use screen capture software and narrate the videos
explaining each step. Videos must show screen activity and have audio of the student explaining each
step.
Proper Upload It is the student’s responsibility to confirm the successful upload or post of your screen
capture, video, or forum before the deadline. If you do not upload the assignment content correctly,
or upload the wrong content, the student cannot be awarded any points. For example, a student who
incorrectly submits his/her assignment at 9:00 am (hours before the deadline) might not check to see
that his/her assignment did not upload correctly, and then be surprised the next day that he/she
received a 0 for the assignment. Although the student tried to upload, he/she did not do it
successfully and therefore receives a 0. Check your work immediately after uploading by redownloading and opening your uploaded document to make sure all pages uploaded successfully. If
you are having difficulty uploading links to Moodle, you can reach out the Moodle Help Desk at any
time for assistance and clarification.
Graded Assignments

DUE DATES: Online classes are great for students who pay close attention to directions and who
enjoy working ahead. Sometimes, online classes may be more challenging for students who may be
procrastinators. I say this because the following is what I explain as “The Theory of
Procrastination.” This theory states that when a student puts off an assignment or taking an exam
until the last minute, or until the hour before it is due, that is when your computer breaks, or when
the Internet goes down. As stated, several times above, there are no make-up exams or
assignments. Keep this in mind when participating in your online class. Do not procrastinate!
Submit early!!
*all times listed are Central Time Zone

Late Work Policies - Assignments & Projects Will NOT Be Accepted Late. It is the responsibility of
the student to submit assignments and projects on time, which includes posting by the due date and
time. All due dates are posted on the calendar and are known to the student in advance, so the
student is responsible for completing each activity before the deadline. If there is an issue with a
deadline or conflict, the student must discuss this problem with me at least 48 hours before the
deadline so that we can work towards resolving the issue together. Please refer to the course calendar
for due dates of readings, assignments, posts, tests, and other activities. If there are any excusable
time conflicts, students must notify the instructor in advance so that a solution can be reached prior
to the deadline. Proper documentation for an excusable absence must be provided to the instructor
for consideration of re-test.
Do no request an extension unless you provide documentation of a medical emergency. If a scheduled
test/assignment is missed due to a medical emergency, it must be made up before the next scheduled
week’s assignment due date. Medical excuses MUST be provided immediately upon illness (i.e.
multiple medical excuses will NOT be accepted at the end of the semester – they must be provided as
the absence occurs). No makeup work will be accepted the last week of class.

Posting of Grades - Grades are posted in your Moodle course site within seven days after an
assignment or project is due, barring any unforeseen circumstances. If you do not have a grade posted
for an assignment or project you have submitted or have a grade of “0” and you believe you did the
assignment on time, it is your responsibility to contact me by email about the assignment. Adequate
proof of submission date must be provided. If a grade of “0” is posted, that refers to the actual grade
you made. A grade of a “0” does not mean that the assignment has not been graded. The student
must have adequate proof of submission if discrepancies are suspected.

Percentage Grade
90-100% A; 80-89% B; 70-79% C; 60-69% D; Below 60% F;
Course Evaluation






Final grades will be determined based on the total number of points earned. See Moodle gradebook
for list of graded Assignments and point values.
Grades will be lowered for grammatical usage and spelling will be considered in the grading process.
You must complete a minimum of 80% of all assignments in order to pass this class with a “C” or
better.
Grading Policy – Grades will be posted on the course site one week after an assignment or project is
due, barring any unforeseen circumstances. If there is not a grade posted for an assignment or
project and it has been submitted, it is the student’s responsibility to contact the instructor to
discuss any concerns. Be aware that “0” is a grade.
Percentage Grade: Please do not expect your final grade to be bumped up to a higher one if your
numeric grade borders a higher letter. For example, while students earning 89.55% may likely receive
an A in the course, these grades will be reviewed based on students’ participation in every assignment
and completion of all projects and quizzes in order to receive the extra boost. Please email the
instructor if you have any questions regarding this policy.
Rubric for Grading Directions and grading rubrics for all assignments and projects are posted in the
Assignment Directions or in the assignment itself.
o
o
Workshop is a peer assessment activity with many options. Students submit their work via an
online text tool and attachments. There are two grades for a student: their own work and their
peer assessments of other students' work. The peers’ assessment can be overwritten by the
Instructor’s evaluation. Students will receive two grades one for submission and one for peer
assessment.
Discussion Forum, Workshops & Assignments Additionally, you are expected to offer input
regarding your classmate’s assignment submissions. See Moodle for instructions and due dates.
Initial Forum Posts are due on Wednesday. Submissions to Workshops are due on Mondays and
assessments are due on Wednesday.
Academic Honesty Plagiarism, or any other violation of the ULL Code of Student Conduct or other
issues outlined in the UL Undergraduate Bulletin, will not be tolerated. The university academic honesty
policy states: “The University considers both cheating and plagiarism serious offenses. The minimum
penalty for a student guilty of either dishonest act is a grade of ‘zero’ for the assignment in question.
The maximum penalty is dismissal from the University.” Report any suspicious activity to your
instructor. If students share information or discuss assignments, papers, or tests with other students,
this will be considered cheating due to an unfair exchange of information, resulting in a zero for both
parties. The complete policy may be found in the UL Lafayette Undergraduate Bulletin 2013 – 2015
page 396.
Students Requiring Special Accommodations Students Requiring Special Accommodations must register
with the Office for Students with Disabilities and provide official documentation to the instructor in a
timely manner. If you are a qualified student with a disability seeking accommodations under the
Americans with Disabilities Act, you are required to self-identify with the instructor and with the Office
for Students with Disabilities, Lee Hall 106.
There is free confidential help on campus for students with psychological disabilities (Bipolar,
Depression, Anxiety, etc.). Please contact Kim A. Warren, MSW, Ph.D., LCSW, Supported Education
Advisor, at 482-5252 or at kimawarren@louisiana.edu located in the Conference Center, Room 126. You
can also visit the ODS website at http://disability.louisiana.edu/ as well as the Learner Support link to
the left on our Moodle homepage for information on ODS and SEP services including eligibility
requirements.
The Learner Support block is available in all Moodle courses. Students should explore these links to find
services for technical, academic, student, and disability support. This block provides links to the
following resources:
 Inspect Your Tech: This link provides information on the recommended software and hardware
needed to participate in online courses.
 IT & Moodle Support: This page provides contact information for the university’s IT and Moodle
support staff. All Moodle questions or questions about your computer should be directed to IT.
 Using ULink and Zimbra: This page provides information about the university’s portal and email
systems.
 Academic Success Services: This page provides information about the services provided by the
Academic Success Center, as well as a link to their site.
 Accessibility Policies and Services: This page provides detailed information about the university’s
accessibility policy as well as the services provided by the Office of Disability Services.
 Distance Learning Librarian: Contact Emily Deal, Dupre Library's Distance Learning Librarian, for
access to online databases, journals, books, web resources.
Emergency Evacuation Procedures for Bourgeois Hall
A map of the floor is posted near the elevator marking the evacuation route and the Designated Route
Area. This is an area where emergency service personnel will go first to look for individuals who need
assistance in exiting the building. Students who may need assistance should identify themselves to
the teaching faculty.
Note: Throughout the standards and elements and rubrics, which follow, the term teacher candidate
refers to pre-service teachers in an initial preparation program. In the rubrics, the term teacher
candidate will be abbreviated to “TC”.
HOW TO SUCCEED IN AN ONLINE COURSE:
I have some advice for those of you who have never taken an online class. You made the choice to get
your degree and are taking this class online. Now, what? It does not matter when you begin your
journey, as any time you begin to reach your educational goals is the perfect time. You are looking at a
long road ahead of you, and I will not lie, it will not be easy. Committing to your educational endeavor is
like a lifestyle change that will take just that, a commitment, and it is a big one that will take a lot of
work. However, believe me, as I am speaking from experience when I say to you, it will be worth it!
I know you can do this, and I have put my top four tips down on paper to help you get on a smart track
in order to reach the finish line and walk across that stage at graduation to accept your degree.
Guard Against Self-Destructive Behaviors
You made the first step by applying to college, selecting a major, and getting signed up for that first
class. Now, the real work begins. We all have the ability to choose our paths, to reach our goals, and to
build the life of our dreams.
Next look at how your behavior, emotions, and thoughts are affecting your study habits. Are you
procrastinating reading your assigned work, thinking you can just pull whatever information you need
from the Internet, not starting your papers until the last minute, etc.? Examine your self-destructive
behaviors. What can you do differently to be more positive and to gain the best experience out of each
and every class?
Set Attainable Goals
What is your vision of your future? Look at next week, next month, your current class, and each class
after right up to the end of your degree. Include goals for all the roles in your life. What is important in
attaining those goals you have set? To make a permanent change in how you study, and balance school
with the other roles in your life, you will need to set short-term goals – what is due this week? How
much time do I need to set aside to complete this assignment? Then look at long-term goals, the class as
a whole, and every class you need to take. Once you set your goals, continue to track them so you can
see the progress you are making. Tracking your goals will keep you motivated as you check off each task
you accomplish.
Set up a Support System
You are responsible for your own success, but we all get by with a little help from our friends and
family. That is why it is important to build a healthy support system. Share your educational goals and
how you are planning to accomplish them. Let others know how important this is to you to have their
support. Enlist coworkers, as you never know you may find yourself a study-buddy. Do you have schoolage children? Do your studying with them. I actually spent an hour every evening with my kids studying
when they were younger. It was a great bonding time between us, and they saw just how important
learning was for the both of us. Lean on the people in your network when you feel discouraged or ready
to give up due to a difficult subject and celebrate with them when you reach your goals.
Prerequisite Skill
You should have completed UNIV 200 before taking this class or be competent with Microsoft Office.
You need to become familiar with Moodle. You should either have a computer or have access to a
computer; needed on a daily basis. You should be able to access and use Microsoft Office (word, excel,
publisher, power point) or other software (doc files, spreadsheets, desktop publisher, presentations...)
free versions are available for download. You should be able to access a camera or phone with a camera,
Windows Live Moviemaker or other editing software, and screen capture software. You should be able
to download freeware on to a computer. You should be familiar in using email with attachments. You
should be able to save files in Word and know how to copy/paste/use spell check, etc. You should be
able to access a microphone and speaker on a computer. Student workers are available to answer
questions about the software applications. Please locate the computer labs on campus and become
familiar with the hours of operation. This can help in times of unforeseen computer and/or internet
issues.
Ask Questions
This is your education, and you will get out of it what you put into it. Any time you find yourself
struggling to figure out a specific problem, an assignment, or even just not sure what a term means,
ASK. Your professors are there to help. If you do not ask, we will not know that you are struggling. We
are part of your support system, and we want to see you succeed in the class just as much as you do.
Before asking questions about the assignment that is due you must first read the required directions and
view the videos. If you have done this first, I will be glad to answer any questions you have.
Going back to school may not be easy, but with the right mindset, motivation, and support system you
can do it. Believe in yourself, and your ability to learn, and you will succeed!
Top Ten Things Employers Look for in New College Graduates
While you may think that choosing the “right” major is key to getting a good job, your long-term
professional success will depend far more on acquiring the right skills for a rapidly changing
workplace.
1. The ability to work well in teams—especially with people different from yourself
2. An understanding of science and technology and how these subjects are used in real-world
settings
3. The ability to write and speak well
4. The ability to think clearly about complex problems
5. The ability to analyze a problem to develop workable solutions
6. An understanding of global context in which work is now done
7. The ability to be creative and innovative in solving problems
8. The ability to apply knowledge and skills in new settings
9. The ability to understand numbers and statistics
10. A strong sense of ethics and integrity
http://www.aacu.org/leap/documents/Re8097abcombined.pdf
About Your Instructor – I am currently working full-time as an Exercise Physiologist in a senior living
community and have done so for the past 25+ years. I have served as an Adjunct Instructor in the
School of Kinesiology since August 2010 and have taught many courses in KNES. I am proud to say that I
am a UL Ragin Cajun and am happy to still be an active part of the university. I hold a BS in Health &
Physical Education (non-teaching emphasis – Exercise Science, USL) and a Master of Education in
Exercise Science (UL Monroe). I do not have an office on campus, so all communications will be virtual.
My Teaching Philosophy- I wish for all students to leave this class having learned something new and
learned something they will be able to use in their chosen career. Learning by doing is considered best.
Practicing, what you are doing, does make perfect.
I am here to help you in whatever aspect I can, however I cannot do it for you. You must do your part.
Not completing your work is unacceptable; however, there are circumstances that lead to a true crisis.
Deadlines are firm, but as with any policy there will be a few exceptions. Communicating with me early
on will afford you a better opportunity for understanding your circumstances. This class is preparing you
for deadlines and understanding standards that are expected in a real job.
What you will learn in this course - Please read the Assignment Directions it will explain the assignments
in detail. Video directions are also provided for each Topic. The most important document students must
read is the Syllabus! Review the syllabus for course objectives, contact information, policies, and
requirements such as assignments, project, quizzes, & exams, etc. The Moodle site is organized with a
"jump" button at the end of the second section. This tool will allow students to view only the section
students wish and eliminate the need to scroll through every section each time.
CONCEPTUAL FRAMEWORK UNIT OUTCOMES:
CANDIDATE PROFICIENCES
Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of
Content disciplines and engages in effective pedagogical practice. The candidate:
CF-K1
CF-K2
CF-K3
CF-K4
CF-K5
CF-K6
CF-K7
CF-K8
CF-K9
Knows, understands, and applies multiple theoretical perspectives about human development and
learning.
Demonstrates knowledge of content discipline and related standards.
Knows and demonstrates appropriate use of instructional resources and methodologies for
subject matter content.
Plans and implements effective standards-based learning experiences.
Applies a variety of appropriate and effective assessment techniques to facilitate and monitor
student academic growth and program improvement.
Demonstrates effective management skills.
Uses and integrates technology as appropriate.
Models and utilizes effective planning that incorporates higher order thinking.
Identifies and articulates relevant education policies and laws.
Reflection – The Responsive Professional actively, persistently, and carefully considers practice,
Experiences and available alternatives to guide decision-making. The candidate:
CF-R1
CF-R2
CF-R3
Reviews systematically one’s own educational practice and learns from experience.
Uses assessment and evaluation to inform instruction.
Searches persistently for information and solutions to problems.
Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and
Values across and within cultures affect both learning and relationships with learners, their families, and
The community. The candidate:
CF-D1
CF-D2
CF-D3
CF-D4
CF-D5
Fosters inclusive learning environments in which diversity is valued and learners are taught to live
harmoniously.
Accommodates learning styles and individual needs through developmentally appropriate
practices.
Engages and involves students in relevant and challenging learning experiences.
Exhibits respect for all types of diversity.
Is informed about and responsive to cultural differences.
Professionalism – The Responsive Professional actively seeks opportunities to grow professionally,
Collaborates to meet complex needs of learners, advocates educational principles, and models leadership
Skills. The candidate:
CF-P1
CF-P2
CF-P3
CF-P4
CF-P5
CF-P6
CF-P7
Collaborates effectively with students, parents, and colleagues.
Models appropriate behaviors and attitudes.
Sustains commitment to professional growth.
Demonstrates problem solving, interpersonal communication, and decision-making skills in
leadership roles.
Engages in service to the profession.
Participates in educational advocacy.
Participates in professional organizations, meetings, and conferences.
University of Louisiana
Lafayette
College of Education
RESPONSIVE PROFESSIONAL DISPOSITIONS
Disp 1.
Candidates demonstrate commitment to professionalism.
Disp 2.
Candidates identify and demonstrate appreciation of the importance of
Diversity and its impact.
Disp 3.
Candidates demonstrate a commitment to learning and to participation in professional
organizations and currency in field.
Disp 4.
Candidates demonstrate self-direction in learning and practice.
Disp 5.
Candidates value the role of community and of the family in the learning process.
Disp 6.
Candidates demonstrate collaboration with other professionals to affect student
learning.
Disp 7.
Candidates demonstrate a commitment to critical thinking and problem solving.
Disp 8.
Candidates value the use of data to inform decisions.
2008 National Initial Physical Education Teacher Education Standards
Standard 1: Scientific and Theoretical Knowledge -- Physical education teacher candidates know and apply
discipline-specific scientific and 3/2.12.3theoretical concepts critical to the development of physically educated
individuals. -- Elements-Teacher candidates will:
1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity,
and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical
activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity,
and fitness.
1.4 Identify historical, philosophical, and social perspective of physical education issues and legislation.
1.5 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-12 Standards. -- Elements-Teacher
candidates 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 throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of Physical activities.
*Without discrimination against those with disabilities, physical education teacher candidates with special needs
are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate
competent movement and performance concepts (modified/adapted equipment, augmented communication
devices, multi-media devices, etc.) and fitness (weight programs, exercise logs, etc.).
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. -- Elements – Teacher candidates 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.
3.7
Plan and implement 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. -- Elements –
Teacher candidates 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 a safe and effective learning
environment.
4.6
Implement strategies to help students demonstrate responsible personal and social behaviors in a
productive learning environment.
4.7
Standard 5: Impact on Student Learning -- Physical education teacher candidates utilize assessments and
reflection to foster student learning and inform instructional decisions. -- Elements – Teacher candidates 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. -- Elements – Teacher candidates 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.
The Learner and Learning
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and
that encourage positive social interaction, active engagement in learning, and self-motivation.
Content Knowledge
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for
learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth and to advance the profession.
GOOD LUCK TO YOU THIS SEMESTER