1. Department of Curriculum and Instruction
EME 465, Teaching Physical Education in P-8
Credit hours: 3
2. Course Description: Prerequisites: EDF 103, 203, PHE 323, Admission to Teacher Education
Program. Study, appraisal, and practice of teaching techniques, methods, and materials essential
to the sequential development of motor skill learning in grades 5th through 8th. *Students must
enroll in current Prof. Liability Insurance Section for Spring Semester. ($17.00) College of
Health Sciences. (If not previously enrolled through PHE 323 or PHE 415)
3. Texts: Mohnsen, Bonnie. (2008). Teaching Middle School Physical Education- A StandardsBased – Approach For Grades 5-8, 3rd ed. Champaign, ILL: Human Kinetics Publishing Co.
Supplementary Texts: Rink, Judith, (2002). Teaching Physical Education for Learning, 4th.
ed. St. Louis, MO.: Mosby Publishing Co.
Transformations: Kentucky Curriculum Framework: 1995. Kentucky Department of
Education and KDE website. Core Content for Practical Living, Program of Studies (POS)
and Depth of Knowledge (DOK).
4. Course Objectives:
Upon successful completion of this course, the student should be able to:
1.
Explain the value of establishing an environment in which learning can take place. (KYTS
2.4,7-1-1)
2.
Analyze the concept of teacher expectancy and its effects on the atmosphere in
physical education classes. (KYTS 3.1,3,13-1-1)
3.
Describe the nature and role of rules and routines for maximizing instructional time in the
physical education setting. (KYTS 1.7;3.12-1-1)
4.
Describe and demonstrate a variety of instructional approaches and organizational formats
used in physical education. (KYTS 1.1,5,7-1-1)
5.
Construct a skill theme curriculum which identifies scope and sequence, provides
assessment guidelines, and describes daily lessons. (KYTS 1.3; 4.1-1-1)
6.
Explain and demonstrate the use of effective questioning and probing.(KYTS 3.7-1-1)
7.
Describe the nature and purpose of preventive classroom management for elementary and
middle school physical education.(KYTS 2.2,7-1-1)
8.
Describe accountability measures that can be used to maintain on-task behavior in the
physical education environment.(KYTS 1.11;2.4;3.5,12-1-1)
9.
Explain strategies for increasing appropriate behavior, decreasing inappropriate behavior,
and maintaining appropriate behavior in physical education settings. (KYTS 1.7; 2.2,3,7-11)
10.
Prepare and present visual demonstrations of motor skills which effectively augment
instruction.
(KYTS 1.8;3.3-1-1)
11. Demonstrate the ability to observe performance, identify errors or instructional needs and
provide appropriate feedback.(KYTS 3.2,5-1-1)
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12.
13.
15.
16.
18.
Demonstrate an understanding of methods for motivating children to practice by
describing, providing examples, and presenting lessons that utilize motivation techniques.
(KYTS 2.1,6-1-1)
Demonstrate knowledge of liability and legal aspects relating to equipment, class
organization, supervision and program selection.
14.
Describe, utilize and evaluate observational techniques for improving teacher
effectiveness by focusing on safety, on-task behavior, and class and individual movement
patterns. (KYTS 5.1,2-1-1)
Demonstrate an understanding of the skills required for evaluating one's own teaching
performance and making adjustments to enhance subsequent teaching and program
effectiveness. (KYTS 7.1-1-1)
Use technology to support instruction effectively. (KYTS,9,3,6,9,10,11,14-1-1)
17.
Recognize technology as a tool to enhance teaching & learning in physical
education. (KYTS 9.1-1)
Use the WWW and telecommunication features of the Internet to supplement instruction in
physical education. (KYTS 9-1-1)
5. Assessment Scale
1.
2.
3.
4.
5.
Attendance
Authentic Assessments
Field Experiences
Professional Development Plan
Final Assessment
Total points Possible - TBA
90% = A “Distinguished”
80% = “Proficient
70% = “Apprentice”
60% = “Novice”
59% = “Not Acceptable”
6. Student Progress – The instructor will provide students with written information on their progress
in the course at least once prior to the mid-point of the course.
7. Attendance Policy:
Each absence from this class must be accounted for and justified. Absences that total 20% of class
time will result in automatic failure of this course. Class meetings that are missed as a result of
late enrollment will be counted as absences. Absences equating 20% of class meetings will result
in automatic failure. Class sessions missed as a result of late entry into the class will be counted as
absences. The student is responsible for presenting the instructor with a reason for absences in
order to be given opportunity to make up missed work. Adequate reasons for class absences
include personal illness, death or serious illness in the immediate family, or participation in an
approved University activity. See G. 1 above also.
8. Last day to drop course or to withdraw from the University is included in the class schedule.
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9. Disability Statement:
If you are registered with the Office of Services for Individuals with Disabilities, please make
an appointment with the course instructor to discuss any academic accommodations you
need. If you need academic accommodations and are not registered with the Office of
Services for Individuals with Disabilities, please contact the Office on the third floor of the
Student Services Building, by email at disserv@eku.edu or by telephone at (859)622-2933
V/TDD. Upon individual request, this syllabus can be made available in alternative forms.
10. Academic Integrity Statement:
Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this
course. The Academic Integrity policy is available at www.academicintegrity.eku.edu.
Questions regarding the policy may be directed to the Office of Academic Integrity.
11. Course Content

Prepare For Your Journey
a. Physical Education in a Changing World
b. Reform Efforts in the Middle School
c. The Role of Physical Education in Middle School
d. The Physical Education Environment
e. The Psychological Environment

Map Out Your Journey
a. Creating the Curriculum Foundation
b. Planning a Course of Study
c. Assessing and Grading Your Students

Travel Toward Your Destination
a. Understanding Today’s Learner
b. Improving Your Teaching Effectiveness
c. Teaching Styles and Strategies to Meet Learners’ Needs
d. Selecting Instructional Materials
e. Continuing to Grow as a Professional

Discover Your Destination
a. A Fifth Grade Program: Manipulating Objects Efficiently & Effectively
b. A Sixth Grade Program: Learning Skills Through Cooperation
c. A Seventh Grade Program: Taking Acceptable Risks Through Problem Solving
d. An Eighth Grade Program: Working as a Team to Develop Strategies
12. Outline:
Assessment and Activities
1.
Class Attendance
a.
One absence is allowed. Each absence over one will drop the final grade one
letter.
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b.
2.
Two tardies equal one absence.
Continuous Authentic Assessment
a.
A variety of assessments will be given as indicated on the course outline.
Two written exams, plus the Final Exam, will be given as indicated on the
course outline.
Scoring Guide:
Points = TBA
3.
Field Experiences
a. Students will be required to observe/assist a middle school physical educator for
a total of five (5) days. Each student will observe/assist the instructor for at
least one (1) period each day and summarize their experiences in a written
format for each period. The necessary forms for the summaries will be
provided. Once students have been assigned to a specific school and instructor,
it is their responsibility to coordinate the exact periods during which they will
be assisting the physical education teacher.
Address the NTS that you believe your assisting project meets.
Scoring Guide: Checklist – Middle School = 50 points.
b. Each student will design three or four lesson plans using the KTIP format. The
teaching styles will include the Task, Reciprocal, Guided Discovery, and/or
one style of the student's choice. *Topics – T.B.A. The student will then
teach three / four lessons in the Middle School Setting. Students will also
prepare a self-evaluation of their teaching performance by observing a videotape of their lesson.
Address the NTS and Academic Expectations / Learner Goals/Program of
Studies that your lesson meets.
Scoring guide: Checklist – 300 / 400 points. (100 points each lesson)
c. There will be a special day near the end of the semester when our EME 465
class will host Middle School students and present a series of activities for the
students. The activities will be centered around a special theme. (i.e.
d. Holidays, Spring Season, etc.) Group work and the necessary planning will be a
part of their special activity. Participation and attendance are required.
Scoring Guide: Participation and Cooperative Effort. 50 points.
4.
Professional Development Plan
a.
Each student will design a curriculum map / Middle School unit.. Students will
b.
then teach their three / four lessons from this unit or other assigned topics. The
K.E.R.A. format will be used. (Transformations) Computer assisted.
Scoring Guide: Checklist – 100 points Address the NTS that you believe your
Unit has met.
The class will prepare a thematic unit. The unit will integrate at least three other
disciplines in the P-12 curriculum. Computer assisted.
c.
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Scoring Guide: Checklist – 75 points. Address the NTS that you believe the
Thematic Unit has met.
5.
Final Assessment
a.
The final grade in the course is determined by the total points achieved in the aforementioned activities and exams, as well as student attitude, class participation, and
attendance.
d.
Late Assignments. (there are none------------Plan Ahead!) Examinations &
projects can be made up only in extreme emergencies. Written Documentation is
required.
References
Dunn, J. & H. (1989) Special Physical Education. Dubuque, IA: Wm. C. Brown
Publishers.
Edgley, Betty M. and Oberle, George H. (1995). Physical Education Activities Handbook.
3rd ed. Winston Salem, NC: Hunter Textbooks, Inc.
Kirchner, G. (1992). Physical Education for Elementary School Children. 8th ed.
Dubuque, IA: Wm. C. Brown Publishers.
Mosston, Muska & Ashworth, Sara. (2002). Teaching Physical Education, 5th ed. San
Francisco, CA: Benjamin Cummings.
Nichols, B. (1990). Moving and Learning: The Elementary School Physical Education
Experience, 2nd ed., St. Louis, MO: Times/Mirror/Mosby College Publishing Co.
Pangrazi, R. P. (2001). Dynamic Physical Education for Elementary School Students. 3rd.
ed. Needham Heights, MA. Allyn & Bacon.
Pucket, D. (1991). It's the Kids that Count: Physical Education with a Purpose, WinstonSalem, NC: The Summit School.
Rink, Judith. (2002). Teaching Physical Education For Learning, 4th ed. New York, NY:
McGraw-Hill Companies, Inc.
Siedentop, D. (1991). Developing Teaching Skills in Physical Education. 3rd. ed.
Mountain View, CA: Mayfield Publishing Co.
Turner, L. F. and Sue. (1996). Success Oriented Physical Education Activities for
Secondary Students. Englewood Cliffs, NJ: Prentice Hall, Inc.
Wall, J. and Murray, N. (1994). Children and Movement, 2nd ed. Dubuque, IA: Wm. C.
Brown Communications, Inc.
Official E-mail: An official EKU e-mail is established for each registered student, faculty, and staff
member. All university communications sent via e-mail will be sent to this EKU e-mail address.
EKU GOALS (If listing by course objective use EKU-G and the number)
X
EKU-G1. To promote and support an inclusive climate that respects and celebrates
diversity by attracting, developing and educating a diverse student, faculty, and staff
population.
EKU-G2. To continuously assess and improve the services and infrastructure of the
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X
X
University to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support
services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity,
cultural opportunities and problem-solving abilities for members of the University
community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
SPA’s IDENTIFIED BY NCATE (If listing by course objective use SPA acronym and the standard
number)
List the standard number(s) used as identified by the SPA
ISTE
Computer Science
NAEYC
Early childhood Education
ELCC
Educational Leadership

ISTE
Educational Technology Facilitation
ISTE
Educational Technology Leadership
ACEI
Elementary Education

NCTE
English Language Arts – Secondary
NAAEE
Environmental Education

ACTFL
Foreign Language
NAGC-CEC
Gifted and Talented Education
AAHPERD &
Health Education
AAHE
NCTM
Mathematics Education
NMSA
Middle School (NMSA)
NASPE # 1.1, 1.3., 1.4, 1.6,
AAHPERD &
Physical Education
2.1, 2.3, 3.1, 4.1, 4.2, 4.4, 5.1, NASPE
5.2, 5.3, 5.4, 6.1, 6.3, 6.4, 6.5,
6.6, 6.7, 6.8, 6.9, 6.10, 7.2, 7.3,
8.1, 9.1, 9.3, & 10.1
IRA
Reading Professional
ALA
School Library Media Specialist
AECT
School Media and Educational
Technology
NASP
School Psychologist
NSTA
Science Education
NCSS
Social Studies
CEC
Special Education
TESOL
Teaching English as a Second Language
ITEA/CTTE
Technology Education
OTHERS IDENTIFED BY THE PROGRAM AREA
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Revised Spring 2008
Dr. John Ferguson
CHS, ESS Dept.
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