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KINS 377
Teaching Elementary Physical Education
Spring
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Course description: This is the second course in the pedagogy sequence and is designed to
explore the teaching-learning process and develop teaching skills. This course focuses
specifically on the planning and implementation of developmentally appropriate physical
education programs in the elementary school. Issues such as diversity, curriculum development
aligned with the Virginia Standards of Learning, interdisciplinary teaching through physical
education, behavior management, teaching techniques with special emphasis on the “Skills
Themes” approach, and assessment of learning are discussed. PHETE candidates will have field
teaching experiences with PK-4 students. This course is designated as speaking and writing
intensive. Co-requisite: KINS 351. Pre-requisite: KINS 374. 4 credits.
Required Texts:
1. Colvin, A, V., Markos, N. J. & P. J. Walker, second edition (2008). Teaching the nuts and bolts
of physical education: Ages 5-12. Human Kinetics: Champaign, IL.
2. Commonwealth of Virginia, Department of Education (2004). Physical education standards of learning
for Virginia Public Schools: Technical Assistance Guide, www.pen.k12.va.us/VDOE/Instruction/PE
3. Graham G., Holt-Hale, S. A., & M. Parker (2010). Children moving: A reflective approach to teaching
physical education (8th Ed.). McGraw-Hill: Boston, MA
4. NASPE, (2010). PE•Metrics™ Assessing National Standards 1-6 in Elementary School. Reston, VA:
AAHPERD.
5. National Association for Sport and Physical Education (2004). Moving into the future: National
standards for physical education (2nd Ed.). McGraw-Hill: Boston, MA.
6. www.mhhe.com/graham7e Lesson plans and premium content on the Children Moving online
learning center.). McGraw-Hill: Boston, MA.
NASPE/NCATE National Standards- National Standards For Beginning Physical Education Teachers: Beginning
Physical Education Teachers must possess knowledge, skills, and dispositional characteristics necessary to impact
student learning in physical education.
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical
to the development of physically educated individuals.
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.
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences
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aligned with local, state and national standards to address the diverse needs of all students.
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to
enhance student engagement and learning.
Standard 5: Impact on Student Learning
Physical education teacher candidates use assessments and reflection to foster student learning and inform
decisions about instruction.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions that are essential to becoming effective
professionals.
The instructor reserves the right to alter the schedule or syllabus if it is determined that such a change will
benefit the course.
Course Objectives:
Knowledge: the subject matter a beginning K-12 physical education teacher needs to conceptually know and
understand. Through class discussion, peer teaching, written reflection on lessons, readings, and assignments
contained in the course, the teacher candidate will be able to:
1. Describe the characteristics of the elementary learner and utilize that information in lesson preparation and
presentation.
2. Describe and demonstrate teaching strategies typically employed in teaching elementary physical
education, such as stations and task sheets.
3. Explain the steps to curriculum development
4. Develop unit plans for elementary school using the skill theme and movement concepts approach.
5. Master writing specific behavioral objectives that are linked to assessments is required.
6. Differentiate accurately within the lesson plane the differences between tasks, extensions, applications, and
cue words.
7. Demonstrate knowledge of the Commonwealth of Virginia’s Physical Education Standards of Learning.
8. Demonstrate knowledge of instructional goals and activities appropriate for elementary school children.
Competence in using the skill theme approach during planning and instruction is expected.
Skills: Demonstrated outcomes of learning essential to a beginning K-12 physical education teacher. As a
result of peer teaching and the assignments, the teacher candidate will be able to:
1. Develop a logical sequence for teaching skills, utilizing progressions and cue words. (NASPE 3.1; 3.3)
2. Create one power point for the PTA that enhances others knowledge about physical activity and fitness for
elementary-age children. (NASPE 3.7)
3. Create two informational bulletin boards to enhance skill themes and/or movement concepts taught.
(NASPE 3.7)
4. Develop and implement practical assessments with children as a way to check for understanding and
assess student learning. (NASPE 5.1)
5. Demonstrate the ability to write a lesson plan that is developmentally appropriate for elementary level
students, including students with disabilities. (naspe 3.3; 3.5)
6. Create and implement a three-lesson sequence that includes measurable objectives, follows a logical
sequence, and includes appropriate assessments. (NASPE 3.1; 5.1)
7. Utilize appropriate behavior management principles consistently in the practicum setting. (NASPE 4.5)
8. Provide specific, congruent feedback that will assist the learner in mastering the content. (NASPE 4.3)
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9. Integrate work with children with special needs into all phases of the class; lesson planning, instruction, and
assessment. (NASPE 3.5; 3.6)
10. Integrate other academic areas into the movement setting. For example, utilizing math or reading skills in a
throwing lesson.
11. Demonstrate the teaching techniques of intratask variation, teaching by invitation, and direct teaching.
(NASPE 4.4)
12. Use cue words effectively in a teaching situation.(NASPE 4.2)
13. Utilize instant activities, set induction, and closure effectively. (NASPE 4.2)
14. Develop and implement teaching strategies and closure effectively.
Dispositions: Fundamental attitudes, beliefs, and assumptions about teaching and learning in physical
education which underlie the professional and ethical bases for practice. As a result of the class discussions,
readings, and assignments, the teacher candidate (NASPE 6.3):
1. Is committed to using appropriate motivational strategies to meet the needs of individuals.
2. Is committed to serving as a role model.
3. Values short and long term planning to reach curricular goals, physical activity settings.
5. Believes that plans must be open to revision based on student needs and changing circumstances.
6. Is committed to using learner strengths as a basis for planning instruction.
7. Is committed to continuous learning about pedagogical content knowledge and its impact on learning.
8. Believes that the safety of students is the first priority in any movement setting.
9. Is committed to on-going self-reflection, assessment, and learning (NASPE5.3).
10. Values critical thinking and self-directed learning.
11. Is committed to seeking, developing, and refining practices to address individual needs of learners.
12. Recognizes responsibility for engaging in and supporting appropriate professional practices.
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.
Professional behavior is expected at all times and especially when a teacher candidate is in a teaching setting. High
expectations are set for teachers in the field and for those planning to become teachers. To that end, teacher
candidates must be aware of the language they use, comments they make, behaviors they display, and personal
decisions they make. It is impossible to list everything the teacher candidate should or should NOT do.
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Attendance: Attendance at all classes is expected as a part of your professional behaviors. As a student of
a public institution, you are not paying for the full cost of your education. The cost is being shared by many
taxpayers. Some of these taxpayers do not have the opportunity to attend college and would never reap the
benefits that an education can provide. And, some of them are not financially able to send their own children
to college. Yet, their hard earned income is used to send others to school. So, students at a public institution
have an obligation to the citizens of their state to attend classes, learn as much as possible, and do things
that boost productivity and that benefit society. University guidelines will be followed absent 25% = failure in
course.)
Late Work: All work is due on the date it is assigned. Late work (1-24 hours) will result in a 25% grade
reduction. Work submitted 24 – 48 hours late will have a 50% grade reduction. Work submitted more than
48 hours late will receive a grade of “0”. Note: Problems with your computer or printer do NOT permit
you any exceptions to the above requirements.
Professional Dress: Within the PHETE program, a clear expectation for student dress will be enforced.
When the PHETE major is in a school, representing the program at another university or in a Longwood
University event, the following dress code applies: Physical Education: Students may wear a nylon warmup 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. Students
may not chew gum or wear head gear or excessive jewelry. Shirt tails should be tucked in and a belt worn if
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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.
Accommodations of Special Needs: In accordance with University policy, I make every effort to accommodate
unique and special needs of students with respect to speech, hearing, vision, seating, or other disabilities. Please
notify Disability Support Services as soon as possible of requested accommodations.
Honor Code: The importance of the college community adhering to an Honor Code and to the highest standards of
integrity cannot be overstated. Students 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.
Written work: This is an academic setting. All written work shall have proper grammar and sentence structure.
When three 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 so that a grade of 50% will be the maximum score for
the assignment. Computer, printer, disk problems are not acceptable excuses for late submissions.
Speaking intensive course: You will learn to develop your "gym classroom" speaking voice. Correct grammar is
expected at all times. Your grade will be reduced by 25% for using improper grammar used more than twice during
any class instruction or presentation. For more than the third offense, the grade shall be reduced by 50%.
Course Assignments:
20
45
20
20
20
20
200
70
Professionalism – dispositions, attendance, promptness, attire, conduct, commitment
You will work with a partner to create 3 detailed integrated lesson plans; one each in
math, science, and health. This will be submitted electronically on your web page.
Pre-school assignment: Reflection looking at characteristics of 3-4 year old preschoolers. This will be submitted electronically on your web page.
Develop a power point presentation for the PTA that enhances others knowledge about
physical activity and fitness for elementary-age children. This will be submitted
electronically on your web page.
Develop a behavior management plan and video your specific rules and protocols that
are expected in your gymnasium. Include a poster of your rules in the video. This will
be submitted electronically on your web page.
Design and display one informational bulletin board to assist your students in learning
about a skill theme. These will be placed on a bulletin board in room 203 & 208. Go to
Blackboard under assignments for bulletin board rubric and schedule. A picture of your
bulletin board will be submitted electronically to your web page.
Mid-term and final exam of one hundred points each.
Worksheets
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Practicum points and requirements:
60
20
40
Teach, as the lead teacher two 30 minutes classes at New Life Christian Academy (NLCA).
The lead teacher provides a detailed lesson plan to the team teachers and directs the teamteachers on setting up equipment and how they will assist during the lesson. The teamteacher must assist with getting equipment. Lead teachers will be videoed during each
teaching experience. Lead teachers will submit as a Word attachment the lesson plan
and any hand-outs to Dr. Bingham by noon on the Friday before you teach. You have
the opportunity to re-write the lesson plan and turn it in 24 hours before you teach for a second
grade to be averaged with the first. Each lead teaching assignment is worth 30 points: Lesson
plan =15 and teaching =15.
When you are the person videoing the lesson, you will evaluate and video a minimum of two
peers during one of their 30 minute teaches at NLCA. You will watch the video with the lead
teacher you videoed, then using the Rubric for Video Analysis complete it with comments.
The comments section should be detailed. In addition, you will specifically note three areas of
strength and three areas needing improvement for the individual you observed. Give the
information to that person. You will submit it as a hard copy to my office folder by 5:00 pm of
the day it is due. Evaluations are due the next Friday for a Wednesday teach and Monday for
a Friday teach.10 points each.
Lead teachers must watch the video of their teaching with the peer who did the videotaping.
Using the Evaluation of Teaching Rubric you are to evaluate your teaching using the rubric at
the end of the syllabus. The comments section should be detailed. The lead teacher will write
a complete reflection after each teaching/assisting experience. A reflection will consist of at
least two full pages. When appropriate, the lead teacher must address your evaluator’s
comments within the reflection. You will submit it as a hard copy to my office folder by 5:00
pm of the day it is due. Reflections are due the next Friday for a Monday teach and Tuesday
for a Friday teach. 20 points each.
The first page will answer the following 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 your reflection of the lesson, discuss plans for subsequent lessons
to reinforce and extend understanding particularly for students who did not make
satisfactory progress.
Final grades will be assigned according to the following scale:
A+ 95-100
C+ 75-77.9
A 92-94.9
C 72-74.9
A- 90-91.9
C- 70-71.9
B+ 86-89.9
D+ 66-69.9
B 83-85.9
D 63-65.9
B- 78-82.9
D- 60-62.9
Tentative Course schedule
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Monday/Wednesday/Friday
Practicum: Wednesday beginning 2/23 at New Life Christian Academy
1/18 -Classes begin at 4:00
1/20 Dress for Activity
Course overview & syllabus–
READ: Chapter 1 & 2 Graham
G., Holt-Hale, S. A., & M. Parker
(2010). Children moving: A
reflective approach to teaching
physical education (8th Ed.).
McGraw-Hill: Boston, MA (GHP)
1/27 READ: Chapter 3 – Skill
Themes, Movement Concepts,
and VA SOL's & the National
Standards (GHP); Work sheet
#3 due
2/2 READ: Chapter 5 -Reflective
Teaching (GHP); READ: Chapter
11- Developing the Content
(GHP), cues
Develop NLCA rules and
protocols.
1/25 READ: Chapter 2 – The Skill
Theme Approach (GHP)
DUE: Work sheet # 1 & 2
1/31
Dr. Colvin 10-2:00
2/7 Dress for Activity
10:00-2:00 Ms. Markos
Elementary physical education
teacher from Broadus Wood E.S.
Albemarle County
2/14 – READ: CH 12- Observing
Student Responses (GHP)
Chapter 11- Developing the
Content (GHP), writing a lesson
plan, PHETE lesson plan format
CH 11 & 12 – Work sheet #5
due
Lesson Plan #1 Due Friday,
2/18
2/21 – READ: CH 8 – Planning
(GHP); video rubric; Colvin et al.
text, Children Moving lesson
plans, pecentral.org, other
sources
Worksheet #6 Due
2/28 –READ: CH 9 – Establishing
an Environment for Learning
(GHP)
Worksheet #4 due
2/9 Peer Teaching- everyone
bring your whistles. Dress for
Activity
Rules, Protocols, and Video
due
2/16 Peer Teaching Dress for
Activity
Lesson Plan #1 Due Friday,
2/18
2/23-2/25 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
Lesson Plan #2 Due Friday,
2/25
3/2-3/4 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
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1:10 - 1:40 Grade 5
READ: CH 10 – Maintaining
Appropriate Behavior (GHP)
CH 9 & 10 Work sheet #7 due
3/7 Mid-Term Exam
Lesson Plan #3 Due Friday
**Saturday, 3/5 9am-2pm OPEP
3/9-3/11 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
Lesson Plan #4 Due Friday
3/21 - READ: CH 7 – Generic
Skill Levels
3/23-3/25 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
3/28 – READ: Re-visit: CH 11
Observation Techniques (GHP)
CH 12- Observing Student
Responses (GHP)
3/30
Power Point for PTA Due
Lesson Plan # 5 Due Friday
4/4 - READ: CH 13 – Instructional
Approaches (GHP)
4/6-4/8 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
4/13-4/15 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
Lesson Plan #7 Due Friday
Lesson Plan #6 Due Friday
4/11 – READ: CH 32 –
Integrating the Skill Theme
Approach across the Curriculum
(GHP)
3 Integrated lesson plans Due
4/18 – READ: CH 14 – Assessing
Student Learning (GHP)
4/25 - READ: CH 4 Fitness &
Wellness in Children (GHP)
Final Exam – Cumulative –
Thursday, May 5, 2011 at 11:302:00
READ: CH 6 – Diverse Learners
(GHP)
4/20 Teach at NLCA
12:10 - 12:40 grades 1 & 2
12:40 - 1:10 Grades 3 & 4
1:10 - 1:40 Grade 5
4/27 READ: CH 33 - Building
Support for your Program (GHP)
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Bibliography - General for Elementary Physical Education & Health:
Barbarash, L. (1997). Multicultural Games. Human Kinetics: Champaign, IL
Clumpner, R. A. (2003). Sport Progressions. Human Kinetics: Champaign, IL
Fronske, H., Wilson, R. (2002). Teaching Cues for Basic Sport Skills. Benjamin Cummings: Boston, MA.
Giles-Brown, L. (2006). Physical Education Assessment Toolkit. Human Kinetics: Champaign, IL
Kovar, S. K., et. al.( 2004). Elementary Classroom Teachers as Movement Educators. McGraw-Hill: Boston, MA
McCall, R. M., Craft, D. H. (2000). Moving with a Purpose: Developing Programs for Preschoolers of All Abilities.
Human Kinetics: Champaign, IL.
McCall, R. M., Craft, D. H. (2004). Purposeful Play: Early Childhood Movement Activities on a Budget. Human
Kinetics: Champaign, IL
Schiemer, S. (2000). Assessment Strategies for Elementary Physical Education. Human Kinetics: Champaign, IL.
Bibliography - Pre-School:
Clements, Rhonda L. and Sharon L. Schneider (2006) Movement-Based Learning: Academic Concepts and Physical
Activity for Ages Three Through Eight. Washington, DC. National Association for Sport and Physical Education, an
association of the American Alliance for Health, Physical Education, Recreation and Dance.
McCall, Renee M. and Diane H. Craft (2000) Moving With a Purpose: Developing Programs for Preschoolers of All
Abilities. Champaign, IL: Human Kinetics.
Miller, Susan M. (2004) Workshop Handout—Perceptual-Motor Training, A Missing Link to Reading. James Madison
University, Harrisonburg, VA: Physical Activity Institute sponsored by the Virginia DOE and Virginia Department of
Health.
National Association for Sport and Physical Education (2000) Appropriate Practices in Movement for Young Children
Ages Three – Five . Washington, DC: American Alliance for Health, Physical Education, Recreation and Dance.
National Association for Sport And Physical Education (2002) Active Start – A Statement of Physical Activity
Guidelines for Children Birth to Five Years. Washington, DC: American Alliance for Health, Physical Education,
Recreation and Dance.
Sanders, Stephen W. (2002) Active for Life. Washington, DC: National Association for Education of Young Children
and Champaign, IL: Human Kinetics.