Office: 108 Lancer Hall
Office telephone: (804) 395 2544
Home telephone: (804) 392 9484
Office Hours: MWF 10-11 AM
TR 10:30-11:30 AM
Course Hours: MWF 1:00-2:50 PM
Room: Lancer 223 (Lancer Gymnasium)
The purpose of this course is to provide learning experiences that will lead to the development of basic skills in team sports. In addition to skill acquisition, the course will focus on how to plan and implement the four stages of skill development in games through the use of extending, refining, and application tasks. An emphasis will be placed on the use of the game stages and movement framework as a guide for designing a variety of sport game experiences for students in grades 5-12.
Students will be expected to achieve an intermediate level of skill in the selected team sports. Practice outside of class time and individual tutoring may be necessary for some students to achieve the expected performance level.
Mood, D.; Musker, F.; and
Rink, J. (1999).
Sports and recreational activities. Boston:
Rink, J.E. (1998). Teaching physical education for learning (3rd ed.). Boston: McGraw-Hill.
Strand, B. & Wilson, R. (1993). Assessing sport skills. Champaign, IL: Human Kinetics.
Upon completion of the course, the student will be able to:
1. demonstrate basic skills in selected sports using a mature movement pattern. (NCATE 1.2)
2. demonstrate team play concepts and strategies in mini-game play. (NCATE 1.2, 1.3)
3. demonstrate knowledge of history, rules, safety, and performance techniques in selected
team sports. (NCATE 1.5)
4. analyze and evaluate student performance in selected sports skills.(NCATE 1.1, 7.2)
5. demonstrate knowledge and application of the Sport Education Model. (NCATE 1.3)
6. demonstrate an understanding of the broad scope of teaching games content in physical
education including the development of closed and open skills. (NCATE 1.3)
7. sequence games content for teaching using appropriate combinations of extending,
refining and application tasks.(NCATE 1.1, 1.3, 2.3)
8. select, modify and apply a variety of pre-designed games for use as application
9. develop lesson and unit plans with appropriate asssessment procedures for selected team
sports. (NCATE 6.2, 6.3, 6.4, 6.5, 6.7, 6.8, 6.9)
Course Policy and Procedures
II. Acquisition and Analysis of Team Sports
B. Team Handball
G. Field Hockey
A. Unit plan
B. Lesson plans
C. Resource file
D. Resource file
A. skill assessment
B. portfolio assessment
TENTATIVE CLASS SCHEDULE
AUG 25 Policy and
27 Organization of Teaching/Basketball
SEP 1 NO CLASS LABOR DAY
10 Team Handball
12 Team Handball
15 Team Handball
17 Team Handball
19 Assessment - Basketball/Team Handball
OCT 1 Football
10 Assessment: Softball/Football
13 NO CLASS FALL BREAK
24 Field Hockey
27 Field Hockey
29 Field Hockey
31 Field Hockey
NOV 3 Assessment: Soccer/Field Hockey
14 Assessment: Lacrosse
26, 28 NO CLASS THANKSGIVING
DEC 1 Assessment Volleyball/Proficiency Testing
3 Proficiency Testing
6 Proficiency Testing
9 FINAL EXAM, TUESDAY 3:00 - 5:30 PM
Plan and teach one unit
Keep resource file
Skills tests in eight sports
Proficiency tests in two sports (for portfolios)
Assessment of peers using rubrics
Final written exam
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 00 - 59
points per assignment
Teaching unit -
Resource file - 5
Skills tests - 50
Proficiency tests 10
Peer assessment 5
Final written exam 10
Although the Longwood attendance policy will not be used in grading this course, attendance is considered essential. This is a skills class, and ability to perform sports skills improves only with practice. In addition, because the content involves team sports, it is important that enough students attend each day in order to assure that there are enough players for the different games. In other words, your attendance, or lack of it, will affect the opportunities that your classmates have to learn these skills. Bottom line: Please try hard to attend every day.
Though there is no required uniform, students should come everyday dressed to participate in activity. We will go outside during inclement whether so dress accordingly on those days. The most important item of clothing is shoes. When we are in the gymnasium, please where basketball/tennis type shoes. When we are participating in field sports you may use rubber or plastic spiked shoes. No metal cleats please.
Though class will start each day at the designated hour, I will try to dismiss class 10 minutes early so that you may shower and change. If you have any questions about the availability of lockers or the locker room facilities, please see the instructor.
Students needing accommodations for disabilities should contact the instructor and the Longwood University Learning Center.
I firmly believe that academic integrity is the lifeblood of higher education. As such, students are expected to comply with all aspects of the Longwood University honor code. Please be aware that I will report Honor Code violations.
The purpose of this class is to become skillfull players of eight different sports. This is almost an impossible task if you use only the time designated for class. Students who are truly interested in becoming competent in these eight sports MUST plan on practicing OUTSIDE of class! Students are encouraged to help and tutor each other in this area.
Chepko, S. & Arnold,
Guidelines for physical education programs: Grades
standards. objectives, and assessments. Needham Heights, MA: Allyn & Bacon.
Clumpner, R. (2003). Sports progressions. Champaign, IL: Human Kinetics.
Collins, D. & Hodges,
A comprehensive gudide to sports skills tests and measurement
(2nd Ed.). Lanham, MD: Scarecrow Press.
Fronske, H. & Wilson,
Teaching cues for basic sport skills for elementary
and middle school students. San Francisco: Benjamin Cummings.
Mitchell, S.; Oslin, J.;
& Griffin, L. (2003). Sport foundations for elementary physical
A tactical games approach. Champaign, IL: Human Kinetics.