CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department of Physical Education and Kinesiology
PEAK 340: Techniques of Teaching Physical Education
Course Syllabus
Fall Quarter, 2003
Class Time: 8:00-9:25am
Units: 3.0
Instructor: Jianyu “Eugene” Wang
Office: Education Building 143
Office Hours: Monday 10:00-12:00am; Tuesday 9:00-10:00am;
Wednesday 2:30-3:30pm; Thursday9:00-10:00am; or by appointment.
Office Phone: 661.664.3470
E-mail: jwang4@csub.edu
Web Page: http://www.csub.edu/~jwang3
School of Education Philosophy
The philosophy of the School of Education has as its basis confluent education, which
perceives learning as the merging of cognitive, affective, social, and psychomotor
domains. This belief underscores the premise that education nurtures and promotes
intellectual growth and the emotional, social, and physical well being of all students with
a special focus on diversity and equity.
School of Education Goals
Based on the confluent education model, the following goals provide a direction for
educating the whole person.
1.
2.
3.
4.
5.
6.
To formulate a comprehensive view of human growth and development, a
global knowledge of self and others, and an empathy and sensitivity to
multiple realities of a changing environment.
To develop a commitment and responsibility to democratic and social values
through professional collaboration, educational leadership, and collegial
partnerships.
To promote critical inquiry through research and practice in order to improve
teaching, learning and communication.
To broaden knowledge and skill bases in terms of pedagogical multicultural
principles conducive for effective curriculum delivery and instruction in
diverse settings.
To utilize and integrate various current multimedia resources and
technological tools to enhance teaching and learning in the ever-changing
society.
To apply multiple methods of assessment with a special focus on critical
reflection and self-analysis for continual professional development and ongoing program evaluation.
Course Description:
This course is designed to help students develop the competencies of pedagogical skills
in physical education. The emphases of the course are placed on teaching strategies,
development of lesson plan, classroom management strategies, task presentation, content
development, safety procedures, and assessment of the learning outcomes. Students will
be provided with the opportunities to understand the effective teaching skills and
pedagogical knowledge through various ways such as readings, lectures, presentations of
diverse visual media, and class discussions. In addition, students attending the course will
apply the pedagogical skills and knowledge in peer teaching.
Course Intended Outcomes:
In order to make explicit how this course attempts to address the education of the whole
person, the following outcomes are coded to which domains they pertain: C=cognitive;
A= affective; S=social and P= psychomotor. Some classes may not include all four
domains.
By the end of the course, each student should be able to:
a. Value student learning as a primary purpose of physical education programs.
b. Identify and describe essential pedagogical skills that are needed to effectively
teach physical education.
c. Critically analyze, observe, and reflect on the process of teaching and learning
in physical activity settings.
d. Describe and model various communication strategies appropriate to teaching
motor skills including verbal and visual task presentations, and use of media
and other technology.
e. Apply appropriate disciplinary and pedagogical knowledge in developing and
implementing safe learning environment as well as creating positive learning
environment.
f. Correctly employ the observational tools to facilitate student learning and
improve the quality of teaching.
g. Teach both closed skill and open skill to a small group of peers demonstrating
good and appropriate pedagogical skills of planning, task presentation, content
development, observation of performance, feedback, and assessment.
h. Describe and demonstrate effective teaching strategies used in direct and
indicate instruction.
i. Reflect upon and revise practice based on observation of peers, selfassessment, and problem solving strategies using an increasing knowledge
base about effective teaching.
Required Text:
Rink, J. (2002). Teaching Physical Education for Learning. (4th Ed). Dubuque, Iowa:
McGraw-Hill Publisher.
Recommended Resource:
Fronske, H, & Wilson, R (2002). Teaching Cues for Basic Sport Skills for Elementary
and Middle School Students. Boston. Benjamin Cummings.
One NEW VHS videotape (minimum of 60 minutes)---must have for class on Week 6 &
10; be sure to write your name on the box and on the tape itself as they easily get mixed
up.
One nine-volt alkaline battery—must have for class on Week 6 & 10.
Course Requirements/Student Responsibilities:
1.
Absences/Attendance: Attendance is required.
 Each student will be allowed one absence.
 For every absence thereafter, each student will be deducted 2% from their
final grade.
 After 5 absences, the student will automatically fail the course.
 NOTE: In specific cases such as, university athletic competition, students will
be excused from class without penalty if the following occurs:
1. Notification must come prior to the scheduled absence.
2. Assignments must be submitted on or prior to the regularly scheduled due
date.
2.
Late Policy: When attending class, please be on time, remain for the entire
class period and focus on the class lecture.
 If you attend class late (arrive beyond the scheduled start time) the student
will be counted absent.
 If you leave class early (prior to be excused by the instructor) the student
will be counted absent.
 If for whatever reason you were not able to attend class on time, please take
a seat quietly and closest to the door.
3.
Late Assignments: No late assignments will be accepted. All assignments
must be submitted on the designated due date. Assignments submitted via email
are acceptable but must be accompanied by a response or confirmation of
receipt. It is the student’s responsibility to make sure the assignment is
submitted and received by the instructor by the designated date.
4.
Additional policies:
 Please turn off cell phones and pagers.
 Food and drink are allowed so long as it is not disruptive to the class.
Assessment Tools:
Points will be earned as follows
Lesson Plans
Teaching Labs /Assignments
Micro Teaching # 1
Micro Teaching # 2
Micro Teaching # 3
Reflection Papers
Quizzes
Portfolio
Final Exam
Points
30
80
15
35
50
30
50
10
50
Total
350
Lesson Plan (30 points)
You will be required to design lesson plans complete with observable learning objectives,
reasonable tasks, cues, organization steps that related to your micro teaching topics. You
will be provided with rubrics that will give you clear expectations.
Teaching Lab/Assignments (80 points)
You will be expected to participate in the teaching lab activities weekly. There will be a
teaching assignment requiring you, in most instances, to demonstrate or analyze various
teaching components each week. This will typically be done in role- playing scenarios.
Micro Teaching (100 points)
Three lessons taught to your classmates will be videotaped throughout the quarter. You
will be required to demonstrate certain teaching skills on each of the videotaped.
Reflection Papers (30 points)
After microteaching, you will be required to write reflection papers about your teaching
based on the analysis of your teaching.
Quizzes (50 points)
There will be unannounced quizzes based on class readings and lectures.
Portfolio (10 points)
You will be required to collect all of your works, including written assignments,
reflection papers, lesson plans, quizzes, and videotapes throughout the quarter.
Grading Scale:
Total Points
350-326=
325-315=
314-305=
304-291=
290-280=
A (93-100%)
A- (90-92.9%)
B+ (87-89.9%)
B (83-86.9%)
B- (80-82.9%)
Total Points
279-270=
269-256=
255-245=
244-235=
234-221=
C+ (77-79.9%)
C (73-76.9%)
C- (70-72.9%)
D+ (67-69.9%)
D (63-66.9%)
Total Points
220-209= D- (60-62.9%)
208-000= F (00-59.9%)
** Students under the 2001-2003 academic catalog must achieve a C or higher in all
major courses. If the student achieves lower than a C they will be required to repeat the
course for graduation.
Academic Integrity Statement:
Students are expected to display academic integrity in all aspects of this course.
Plagiarism, cheating or any form of academic dishonesty will not be tolerated and may
result in a failing grade for the course. This is clearly explained in the CSUB Policy on
Academic Honesty, page 59 of the 2001-2003 CSUB Catalog. You are responsible for
reading and knowing this policy and the consequences for violating it.
Final Thoughts:
Much of our time will be spent being active so please dress accordingly (i.e.-athletic
shoes, shorts, and sweats, etc.). Also, it is possible that the above information may change
(i.e., exam schedules, assignments, etc.) as the course progresses. However, you will be
informed of such changes in a timely and fair manner, should they occur. Lastly, the
expectations for this class are extremely high. My sincere hope is that each of you will
rise to that standard of excellence.