Instructor: J. Charles Blauvelt
Office: 108 Lancer Hall
Office telephone: (804) 395-2544
Home telephone: (804) 392-9484
Office hours: MWF 9:00-9:50 AM; TR 2:00-3:00 PM
Course hours: TR 9:30-10:45 AM
Room: Lancer 208
In this second course in the pedagogy sequence, students will continue to explore the teaching-learning process and to develop their own teaching skills. In addition, this course will focus specifically on the development and implementation of physical education programs in the elementary schools. This focus on elementary physical education includes characteristics of students including issues of diversity; curriculum development; teaching techniques appropriate for the elementary school level; assessment of learners; and a special emphasis on the "Skill Themes Approach" to teaching physical education. As part of the course requirements, students will continue to teach in controlled settings, as well as teaching physical education in elementary schools.
Graham, G.; Holt/Hale, S. & Parker, M. (2001). Children
moving: A reflective approach to teaching physical education
(5th Ed.) Mountain View, CA: Mayfield.
Holt/Hale, S. (2001). On the move: Lesson plans to accompany Children Moving (5th ed.). Mountain View, CA: Mayfield.
Rink, J. (1998). Teaching physical education for learning (3rd Ed.). WCB McGraw-Hill: Boston.
* Note - Numbers in parentheses at the end of the objectives refer to NCATE competencies.
At the completion of the course students will be able to:
Generic Teaching Skills: Review
* Note: The following 5 objectives were introduced in PHED-380. Students in this course will be expected to recall, review, and improve their knowledge, skills, and dispositions as they relate to these objectives.
1. Recall and explain selected previously covered content relating
to the teaching/learning process.
2. Complete a developmental analysis for the teaching of selected content.
3. Develop a lesson plan, based on the developmental analysis, for teaching selected content in a controlled environment
(i.e peer teaching)
4. Effectively implement the lesson plan by teaching selected content to peers in a controlled environment.
5. Reflect on and analyze their own strengths and weaknesses as a teacher based on experience obtained prior to
this course. .(8.1)
Generic Teaching Skills: New
* Note - The remaining objectives will be introduced in this course.
6 . Identify and explain selected strategies for developing
responsible personal and social student behavior. (4.4)
7. List and describe selected generic teaching strategies.(6.4)
8. Identify and explain selected theories of motivation for learning. (4.3)
9. Develop a "homework plan" for a 6 week grading period designed to motivate students to participate in physical activity
outside the school setting. (4.3)
10. Discuss how issues of student diversity, especially gender, ethnicity, and disabilities, affect the educational process.(3.1s)
11. Explain the importance of reflection and lifelong learning for the professional educator.(8.3)
12. Write a "teaching autobiography" that includes experiences in teaching or content related areas, reasons for wanting to be
a teacher, personal goals as a teacher, and teaching philosophy. (8.3)
13. Collect, analyze, and organize samples of their own work as teachers (8.2)
14. Observe and evaluate the teaching of peers using systematic observation techniques. (8.2)
15. Conduct 3 self-analyses of lessons taught that use the "reflective cycle" (i.e. description of
teaching, justification of performance, critique of performance, setting of goals, suggestions for change) (8.1)
16. Develop a "teaching improvement plan" based on their practicum experience. (8.3)
Elementary School Physical Education
17. Describe and justify the value and purpose of physical education
18. Describe the "Skill Theme Approach" to teaching physical education and list its characteristics.
19. Understand and explain the meaning of "movement concepts".
20. Define the movement concepts of space awareness, effort, and relationships.
21. Plan lessons to teach selected skill themes.
22. Describe and explain Graham's system for determining generic levels of skill proficiency (1.3)
23. Assess the generic level of skill proficiency of elementary school students (1.3, 7.2)
24. Plan and teach a selected skill theme lesson to elementary school students based on an analysis of the students' generic skill
levels. (1.3, 2.2)
25. Describe ways in which the "Skill Theme Approach" is related to National Standards for Physical Education as
developed by NASPE. (1.6, 6,1)
26. Identify State of Virginia SOLs for elementary school physical education.(1.6, 6.1)
27. Plan and teach selected skill theme lessons to elementary school children that meet the Virginia SOLs. (1.6)
28. Develop an outline for an elementary school physical education curriculum which uses the "Skill Themes Approach" and
meets Virginia SOL requirements. (1.6, 6.1, 6.2)
29. Plan and implement a lesson which that allows learners to integrate knowledge and skills from at least one of the Virginia
SOLS from a CORE (math, english, history, science) area. (6.6)
30. Plan and implement lessons for at least 3 different skill themes that meet student needs, are safe, relevant, and based
on principles of effective instruction. (6.3., 6.4, 6.5))
31. Plan and teach a skill theme lesson that uses developmentally appropriate practices designed motivate the students to
participate in the lesson. (4.3)
32. Describe and explain techniques for establishing an environment for learning. (4.1s)
33. Develop and implement a managerial routine for use during the teaching experience in the elementary school. (4.1)
34. Plan and teach a selected skill theme lesson which organizes and manages the learners, space, and equipment in such a
way as to maximize student time on task and appropriate learning. (4.2)
35. Identify methods for establishing and maintaining appropriate classroom behavior. (4.5)
36. Plan and implement a skill theme lesson which is designed to enhance communcation among the students. (5.4)
37. Effectively teach skill theme lessons in the local elementary schools using age appropriate oral language skills (e.g. clarity,
pacing, eye contact, intonation, etc. (5.1)
38. Effectively teach skill theme lessons in the local elementary schools using communication techniques that demonstrate
sensitivity to all students (e.g. considerate of ethnic, cultural, socio-economic, ability, gender differences). (5.3)
39. Develop a bulletin board appropriate for elementaly age children that communicates information about a skill theme or
movement concept. (5.2)
40. Effectively plan and teach a skill theme lesson that incorporates the use of appropriate music. (5.2)
41. Effectively plan and teach a skill theme lesson using appropriate cues that facilitate learner performance (6.9)
42. Effectively plan and teach at least 3 skill theme lessons using at least 3 of the following instructional techniques to
faciltate student learning: ask questions, pose scenarios, faciltate factual recal, promote problem solving, critical
43. Use appropriate equipment and materials when teaching lessons. (6.7)
A. Placement of Course in Pedagogy Sequence
B. Relationship to PHED 351
C. Approach to Course Content
D. Policy and Procedures
II. Forging a Link to Pedagogy I
A. Reviewing Selected Content
1. Criteria for learning experience
3. Practice profiles - whole/part, massed and distributed
4. Open and closed skills
5. Discrete, continuous, and serial skills
6. Transfer of learning
7. Environmental conditions and learner characteristics
9. Developmental Analysis - Extension, Refinement, Application
10. Designing safe learning experiences
12. Games stages
13. Getting attention of the learner
14. Improving clarity of communication
15. Methods of communication
B. "Dusting Off" Your Teaching Skills
1. Self-evaluation of teaching skills
2. Developmental analysis
3. Lesson planning
4. Peer teaching
III. Moving Beyond Pedagogy I: More "Generic" Teaching Skills
A. Developing student self-control and responsibility
B. Teaching Strategies
1. Direct and Indirect Instruction
2. Description of Teaching Strategies
d. cooperative learning
g. team teaching
3. Selecting a teaching strategy
4. Communication strategies
a. bulletin boards
b. asking questions
c. factual recall
d. problem solving
e. critical thinking
C. Student Motivation, Personal Growth and Inclusion
1. Motivation and personal growth
2. Affective goals as the lesson focus
3. Physical education for inclusion
4. Building equity
a. gender equity
b. ethnic and cultural differences
c. disadvantaged students
d. students with disabilities
D. The Reflective Professional and Continuous Learner
1. Acting "professionally"
2. Collecting information - a teaching portfolio
3. Reflection and self-analysis
4. "Teaching Autobiography"
IV. Elementary School Physical Education
1. The value and purpose of physical education for children
2. The "Skill Theme" approach
3. Skill themes, movement concepts, and the "National Standards"
4. Skill themes, movement concepts, and the Virginia SOLs
5. Integrating skill themes with other subject areas: Skill themes and Core SOLs
B. Teaching Skills
1. Determining generic levels of skill proficiency
2. Planning for the "Skill Themes" approach
a. lesson planning
b. content development
c. curriculum development
3. Establishing an environment for learning
4. Maximizinzing time on task
4. Maintaining appropriate behavior
5. Assessing student learning
C. Movement Concepts Defined
1. Space awareness
D. Skill Theme Development
2. Chasing, fleeing, dodging
3. Jumping and landing
5. Transferring weight and rolling
6. Kicking and punting
7. Throwing and catching
8. Volleying and dribbling
9. Striking with rackets and paddles
10. Striking with long-handled implements
TENTATIVE CLASS SCHEDULE
JAN 17 Introduction: Pedagogy sequence, philosophy,
approach to course
19 Forging a Link to Pedagogy I: Reviewing selected topics
22 NO CLASS - surgery
26 Forging a Link to Pedagogy I: Developmental analysis, planning, teaching
29 Forging a Link to Pedagogy I: Wrap-up
Introduction: Policies and procedures
31 Developing student control and self-responsibility.
FEB 5 Teaching Strategies
7 Student Motivation, Personal Growth and Inclusion
12 Student Motivation, Personal Growth and Inclusion
14 NO CLASS - SDAAHPERD Convention
19 The Reflective Professional
DUE: homework plan
21 The Reflective Professional
QUIZ 1: Class dismissed at 3:15
26 Review Quiz
Elementary School Physical Education: Introduction
28 Elementary School Physical Education: Introduction
MAR 5 Elementary School Physical Education: Teaching Skills
7 Elementary School Physical Education: Teaching Skills
12,14 NO CLASS - Spring Break
19 Movement Concepts/Skill Theme Development
21 Movement Concepts/Skill Theme Development/Preparation for practicum
QUIZ 2: Class dismissed at 3:15
TEACHING AUTOBIOGRAPHY DUE
26 Practicum: Skill Theme 1
28 Practicum: Skill Theme 1
APR 2 Evaluation of Practicum
4 Content review/"fine tuning teaching skills"
9 Practicum: Skill Theme 2
11 Practicum: Skill Theme 2
16 Evaluation of Practicum
18 Practicum: Skill Theme 3
23 Practicum: Skill Theme 3
25 Evaluation of Practicum
DUE: Teaching log/notebook
MAY 2 FINAL EXAM 8:00-10:30 AM (THURSDAY)
1 Final Exam
1 Oral presentation
1 Pre-class "Teaching/learning packet"
1 Pre-class peer teaching experience
9 practicum experiences in elementary school
1 Teaching log/notebook, includes:
- managerial routine
- lesson plans
1 bulletin board
1 "homework" plan
1 Teaching autobiography
1 curriculum outline
Quizzes (10 ea.) 20 90-100 = A
Final Exam 20 80 - 89 = B
Oral presentation 5 70 - 79 = C
Teaching/learning packet 5 60 - 69 = D
Pre-teaching self evaluation 5 00 - 59 = F
Peer teaching 5
Bulletin board 5
"Homework" plan 5
Curriculum outline 5
Teaching log/notebook 20
Because there is a significant field based component to this course it is essential that students attend every class. Therefore, the standard Longwood College attendance policy will be enforced. Students who miss 10% or more of scheduled classes without legitimate excuses, will have their earned grade lowered by one letter grade. Students who miss 25% or more of scheduled classes, regardless of whether the absences are excused or not, will receive a final grade of "F".
Students are expected to comply with all components of the Longwood College Honor Code. This is always important but has a special importance in this class where students will be keeping logs of work done off-campus. These logs MUST reflect accurately time spent and work done by the students. If there is any discrepancy between the logs and actual time spent at schools, it will be considered a violation of the Honor Code, and treated accordingly.
Buchanan, A.; Howard, C; Martin; E; Williams, L.; Childress, R.; Bedsole,
B.; & Ferry, M. (2002). Integrating elementary
physical education and science: A cooperative problem-solving approach. JOPERD, 73(2), 31-36.
Docheff, D.; Feltmann, K. & Rothenberger, T. (2001). Family
fun night: Ideas to promote family and fitness. Strategies,
Dyson, B. & Grineski, S. (2001). Using cooperative learning
structures in physical education. The Journal of Physical
Education, Recreation & Dance, 72(2), 28-31.
Graham, G. (2001). Teaching children physical education: Becoming
a master teacher.(2nd ed.) Champaign, IL: Human
Harrison, L. & worthy, T. (2001). Just like all the rest:
Developing awareness of stereotypical thinking in physical education.
JOPERD, 72(9), 20-24.
Lindeman, B. (2001). Reaching out to immigrant parents. Educational Leadership, 58(6), 62-66.
National Association for Sport & Physical Education. (1995).
Moving into the future: National standards for physical
education. St. Louis: Mosby.
Niede, J. (2000). Active learning strategies for HPER. The
Journal of Physical Education, Recreation, & Dance, 71(5),
Ninham, D. (2002). The games of life: Integrating multicultural games in physical education. JOPERD, 73(2), 12-14.
Pangrazi, R. (1998). Dynamic physical education for elementary school children (12th. ed.) Boston: Allyn & Bacon.
Parker, M. & Hellison, D. (2001). Teaching responsibility
in physical education: Standards, outcomes, and beyond. JOPERD,
Ryan, S. & Ratliffe, T. (2000). Keeping kids on-task with
crossgroup feedback. Strategies, 13(6), 34-35.