315 Secondary Physical Education and Health Teaching Methods

COURSE SYLLABUS HPER 315 – Secondary Physical Education and Health Teaching MethodsSchool: Education Department: Health and Physical Education Course No. 315 00A Credit Hours: 3Course Title: Secondary Physical Education and Health Teaching MethodsPeru State College Mission StatementIn educating the individual to the benefit of society, Peru State College cultivates the capacity and propensityfor life-long learning by fostering independent inquiry and promoting the value of knowledge and discovery.Through innovative undergraduate and graduate programs, Nebraska's first college continues its commitmentto making a vital contribution to the future of the region and the state.Reflective Decision-Makers‣ Foundational Knowledge‣ Professional Dispositions & Integrity‣ Professional DevelopmentSchool of Education Mission Statement: The Teacher Education Unit is committed to preparing exemplaryprofessionals in the field of education. The faculty and staff of our teacher education unit understand thecomplexity, interrelatedness and recursive nature of the teaching/learning process. We are committed topreparing our teacher education candidates to be reflective professionals, knowledgeable in general studies,specific content areas, and pedagogy. In addition, we want their educational experiences to equip them to beeffective communicators and wise decision-makers in a democratic and increasingly technological society. Wealso want our graduates to appreciate diverse cultures and viewpoints. Therefore, we create and updatecourses based upon our study and reflection of current research and professional writing. We encouragediverse field experiences, co-curricular activities and professional opportunities. We believe that learning is alifelong process that involves continual growth in three broad conceptual areas: foundational knowledge,professional dispositions and integrity, and professional competencies.Peru State College’s commitment to individual attention and needs is evident in our teacher educationprogram. We also encourage our students to hone their passion for teaching and their unique talents throughintegrated community service opportunities related directly to their professional courses and activities. Ourfaculty and staff are committed to modeling that learning is an ongoing, challenging enterprise engaged in bycommitted persons – teachers, teacher candidates, and community members together, all part of an excitingand rapidly changing world.Catalog Course Description: This course provides Physical Education/Health Education majors withopportunities to study, discuss, organize, and practice instructional methods specifically for middle and highschool Physical Education and Health students. Prerequisites: Admission to Teacher Education andconcurrent enrollment in EDUC 309 or EDUC 312Required Text:Buck, M. M., Lund, J. L., Harrison, J. M., and Cook, C. B. )2007). Instructional strategies for secondaryphysical education, 6 th ed. Boston: McGraw-Hill.school

Course Objectives Upon successful completion of this course, the teacher candidate will1. Develop goals for secondary physical education in line with state and national guidelines. (CF: 1.3.4, 2.1.1,3.1.1, 1.3.5, 1.3.6) [INTASC: 7C, 7D, 7E, 7F 7G, 7J] /AAHE:IB, IIIC\2. Identify the basic skills necessary for students grades 7-12 to develop motor skill competencies as definedby NASPE standards. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 3A, 3D, 3K, 4C, 4I, 7G, 7J, 8B, 8D, 8F]3. Assess a wide variety of instructional methods which will engage the student and meet the diverse needsof today’s secondary population. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 4A, 4B, 4C, 4F]< NASPE: 5.1, 5.2> /AAHE: IIID4. Demonstrate competency in utilizing a variety of technological tools to enhance instruction and learning.(CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 6M]< NASPE: 3.7> /AAHE: IVB5. Comprehend the role of a teacher as a reflective decision-maker with respect to teaching physicaleducation and Health in the secondary school. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 9A, 9B, 9C, 9D, 9E, 9F,9G, 9I, 9J]< NASPE: 5.3> /AAHE: VIB6. Utilize a variety of assessment methods and tools in measuring student progress in physical education.(CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 8C, 8D, 8F, 8G]< NASPE: 5.1, 5.2> /AAHE: VD7. Demonstrate an understanding of being committed to all students and their learning. (CF: 1.3.4, 2.1.1,3.1.1, 1.3.5, 1.3.6) [INTASC: 3F, 7A, 7D, 7E, 7F, 7H, 7I]< NASPE: 6.1> /AAHE: IIIB8. Develop strategies for enhancing, managing, and monitoring student learning. (CF: 1.3.4, 2.1.1, 3.1.1,1.3.5, 1.3.6) [INTASC: 5B, 5C, 5E, 5G, 5H, 5I, 5J]< NASPE: 4.2, 4.4, 4.5, 4.6> /AAHE:IIID9. Demonstrate an understanding of underlying theories and rationale for instructional strategies, i.e.,multiple intelligences, learning styles, cooperative learning. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 2A, 2B,2C, 2D, 3A, 3B, 3D, 3F]< NASPE: 1.1, 1.2> /AAHE: IIIB10. Identify and implement individualized strategies for special populations. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2)[INTASC: 2A, 2B, 2C, 2D, 3A, 3B, 3D, 3F] /AAHE: IIID11. Design and present a competent plan for instruction in secondary physical education and health.(CF: 1.1.2, 1.2.2, 1.2.3, 1.3.2, 1.3.3, 1.3.5) [INTASC: 1D, 1F, 6I, 6L, 6M, 7A, 7B, 7C, 7D, 7E, 7F]< NASPE: 3.6, 4.2> /AAHE: IIIB, IIIC, IIID12. Design a curriculum map incorporating other content areas appropriate for secondary school students.(CF: 1.1.1, 1.2.1, 1.2.2, 1.3.3, 3.1.2) [INTASC: 1C, 1F, 7A, 7B, 7C, 7D, 7E, 7F]< NASPE:3.1, 3.2> /AAHE: IIIE13. Exhibit professional responsibility as evidenced by attending all class sessions, engaging in the learningprocess, collaborating with others, and meeting all deadlines. (CF-I: 2.1.1) [NASPE 6.2, 6.3]For coding purposes, CF refers to the Peru State College School of Education & Graduate Studies ConceptualFramework (Initial Level). INTASC refers to the Interstate New Teacher Assessment and Support ConsortiumStandards. NASPE refers to National Association for Sport and Physical Education (Initial level – 2008). AAHErefers to the American Association of Health Education Standards (2008 NCATE Health Education TeacherPreparation Standards).Student RequirementsIn addition to adhering to the policies of Peru State College students will be expected to:• Be in attendance and prepared to begin class at the scheduled time.2

• Complete all reading assignments prior to the class session for which each is assigned.• Purchase and maintain your own textbook.• Complete all assignments on time.• Most outside of class assignments will be formatted using word processing and will be electronicallysubmitted to the appropriate assignment link on Blackboard.• Description of assignments and expectations are outlined in this syllabus and will be discussedthroughout the semester.• Instruction Method/Mode of Delivery:1. Students are encouraged to seek assistance during the posted regular office hours or arrange anappointment by calling 402-872-2392 or emailing ekunkel@peru.edu.2. Class lectures, discussion, collaboration, literature research, presentations, program planning, andparticipation will be utilized for achieving the course objectives.3. Small group discussions will be conducted to establish similarities and differences frominformation and materials accumulated outside of class.4. Students will develop a unit plan.5. Students will produce a Methods/Strategies presentation based on current research regardingteaching methods.6. Alternate activities (recently recorded educational TV instructional videos, timely discussion ofmajor newsworthy topics, or other discoveries) may be utilized to allow for coverage of currentitems interest.7. A Final Exam will be given at the scheduled time.Assignment DescriptionsAssignment - Unit Plan in Alignment with Instructional Analysis Plan (100 Points)This requirement consists of the development of a unit plan in Secondary Physical Education that will bedesigned to parallel the Instructional Analysis Plan (IAP). The unit plan will consist of the following elements:To begin your Unit Plan, write an introductory statement that includes the following information:1. Name of class and grade level2. Student characteristicsA. demographicsB. ability levelsC. students with special needs3. Any other factors/characteristics associated with this classUse a class from your practicum experience as an example for this assignment.Elements of the Unit Plan1. Instructional Objectives - List the instructional objectives ("Learner will" statements) that will befocused upon for this unit.3

• Each objective is to be specific to the student learning you are focusing upon• Directly relate each objective to the content and instructional design being implemented within thisunit.• Objectives should be clearly stated, developmentally appropriate, and aligned to National Associationfor Sport and Physical Education (NASPE) Standards and NHES National Health Ed Standards (NHES)2. Unit Overview - Instructional Block Plan Grid - Complete the block plan format grid (located inBlackboard and LiveText– you may download for an electronic copy) to provide an overview of your entirelearning unit. This block plan includes:• The topic or activity you are planning for each day.• Instructional objective or objectives (coded from your Instructional Objectives section) you areaddressing in each activity.Note: Make certain that every instructional objective is addressed by at least one activity and thatevery activity relates to at least one instructional objective to indicate the direct connection ofinstructional objective to the instructional activities you have chosen for this unit.• Name of assessmentoShow alignment between activity & assessment by using a corresponding numbering system3. One Detailed Lesson Plan - Provide one detailed lesson plan from the unit that you believe stronglyimpacts student learning and reflects the required components of an effective lesson plan. Thesecomponents include, but are not limited to:• Overview: This should be a statement regarding what is to be taught and the importance of thisparticular lesson to the overall unit.• Instructional Objectives: Develop instructional outcomes for each lesson (there should be at least twoobjectives per lesson). Be sure your objectives include the cognitive, affective and psychomotordomains. Align your instructional objectives to National Association for Sport and Physical Education(NASPE) Standards and NHES National Health Ed Standards (NHES)• Materials: List and/or describe all materials needed. Provide numbers for all materials needed.• Class Description: Indicate class, content area and how the classroom will be arranged.• Diagram of Instructional Area• Outline Procedures of the Lesson:oIntroduction (Set) – Explain how you will lead into the lesson. A set provides focus and sparksinterest in the lesson.o Instruction – Outline/list how you plan to model and teach the skill to students. Use ofminimum of two different teaching strategies.• Label all strategies.• Align with standardso Practice – Outline/explain the activity you will use to allow the students to practice the skill.Include both guided and independent practice on the plan.o Diagram all formations, drills, student placement, equipment, etc.o Evaluation/Assessment Explain how you will determine whether theobjective(s) have been met.4

oAlign with objectives/standardso Closure – Indicate how you plan to end the lesson in a meaningful way.o Lesson summary - Provide an explanation for the lesson explaining why you are incorporatingthe lesson into your unit. In your explanation, include: Relation of activity/ies to your instructional objective(s) Rationale for including the instructional activity/ies within the larger unit4. Unit Summary – Write a narrative that includes the following elements:Differentiation of Instruction - Identify the extent to which you have included differentiation ofinstruction within this unit of instruction. What specific activities, strategies, etc. have youincorporated to ensure that instruction meets the needs of all students?Technology - Describe how you utilized technology in your planning, instruction and recordkeeping.Connection to Curriculum - Identify how this unit connects or integrates with the curriculum for thisgrade level and/or content area. Why is it an effective unit of instruction for this course?5. Unit Assessments - IO and Assessments Alignment GridConstruct a table (using blank IO & Assessments Alignment grid on Blackboard or LiveText) that lists:oooEach instructional objectiveAssessment(s) used to judge student performance relative to each objectiveAccommodations of the assessments for the individual needs of students based on contextualfactors of your cooperating school.The primary purpose of this table is to depict the alignment between instructional objectives andassessments. The table also provides opportunities to show where accommodations are going tobe implemented to meet the individual needs of students or contextual factors - you are expectedto include at least two accommodations that effectively differentiate learning for your students.6. References/StandardsReference page should include all resources used (including standards).Give a brief description of the standards set used, including information on how to reference yourstandards. You may list all standards (in full versus only code number) you are addressing in this sectionand provide information on how they are coded in the rest of your plan, or you may provide the full text ofeach standard in each lesson listed.Assignment – Checkpoints for IAP Unit Plan (point deductions, only)Throughout the semester, you will submit portions of your unit plan and meet individually (refer to dates oncalendar) with the instructor for feedback and revision information. Failure to submit the indicated portion ofyour plan and meet by the designated dates will result in a deduction of points from the final Unit Plan.Checkpoints and Deductions:#1 Introductory Statement, Block Plan Grid and Unit Objectives 25 point deduction#2 Lesson Plan: 25 point deduction#3 Assessment Grid and Unit Summary: 25 point deductionAssignment - Curriculum Mapping Project (50 points)This collaborative project will consist of the procedures for developing curriculum maps. Working as a“department” within your content area, you will work with fellow teacher candidates to organize and align thecurriculum with each other as well as incorporating cross-curricular concepts with other “departments”.5

Assignment - Article Critiques (3 @ 50 points each = 150)Select an article from a professional journal that is current (within the last two years) and relevant to theassigned topic (to be determined by you):Write a brief summary of the main points of the article followed by a critique of the findings in the article. Thecritique should consist of your analysis of the information including, but not limited to, your agreement ordisagreement with the information and how you will use it in your own teaching. An oral presentation of eachcritique will be conducted during a designated class period (see course calendar for dates) in seminar format.There are two sections to this requirement:1. Written Critique (30 points)--Summarize the article (1/3 of paper = 10 points)--Discuss what you think of the topic (1/3 of paper = 10 points)--Discuss how the information can be applied to your own profession (1/3 of paper = 10 points )Paper is to be 1 – 2 pages in length, double-spaced with 1 inch margins. Begin your paper with the full citationof the article (use APA style). Papers without the full citation will not be given credit. Submit to theappropriate assignment link on Blackboard. Due date for submission of written paper is the date of yourpresentation in class.2. Presentation (20 points)In addition to the written critique, you will present your information to the class in a seminar format.--Summarize the article (1/4 th of presentation = 5 points)--Discuss what you think of the topic (1/4 th of presentation = 5 points)-- Discuss how the information can be applied to your own profession (1/2 of presentation =10 pt)Additional point deductions will result for any or all of the following: lack of preparation, poor presentationskills, lack of knowledge of the topic, poor eye contact, and/or lack of organization. No points will be awardedif the majority of the information is read to the class.NOTE: Critiques not presented in class will not receive credit.Assignment – Concept Applications (10 @ 10 points each = 100 points)Throughout the semester, you will have the opportunity to apply concepts learned in the course to teachingsituations. Most of these activities will be completed during class time, however, in the event time does notallow for completion, some work may be completed outside of class.Assignment - Instructional Technology Presentation (25 Points)Select a technological tool you will utilize in your teaching and present your information to the class.• Demonstrate use of this technological tool to the classo Actual use of the tool ORo Description with visual (website information, PowerPoint, etc.)o Example of how/when you will use this technological tool• Written requirements are submission of citation of sources used along with a short summary of yourmethod.Assignment – Health and Physical Education Integration Plan Presentation (25 Points)6

Select content area other than Health and Physical Education. Develop a plan to include this content area in anintegrated Health and Physical Education lesson. You will teach your lesson to the class. BE CREATIVE!!!BE CREATIVE AND HAVE FUN!!! Written requirements are submission of citation of sources used along witha short summary of your plan.Assignment – Methods/Strategies Presentation (50 points)• Prepare a Powerpoint presentation (8 – 10 minutes in length) describing your teaching methodsand/or strategies. The presentation should contain, at a minimum, the following elements:ooooooIntroduction – Introduce methods/strategies• Discuss your philosophy of teaching• Introduce strategies you will incorporate• Cite statistics from the literature to support your methods/strategiesDescription of one of your lesson plans OR of the entire Unit OR a specific strategy or method• If describing a unit or lesson, focus on strategy used versus detailing the entire plan• If describing strategy or method, provide clear examples• How will you differentiate instruction• Learning Styles• Multiple Intelligences• Students with special needsDiscuss research that supports your methods/strategies (you may incorporate the informationobtained via your article critiques throughout the semester).Summary of your informationConclusion about what you believe about your instructional methods/strategiesReference slide – Include ALL references used (APA style)• Present your information as if you were conducting a workshop for other physical education andhealth teachers in a secondary school setting.o Slides should be easy to read, with enough information on each slide to depict the main point.• Avoid using long sentences/phrases (this allows you to talk about the informationversus reading the slides to your audience).• Talk to the audience, NOT the slides!• BE PREPARED• KNOW YOUR INFORMATION• Professional attire is required on the day you present your information.Remember to cite references on EACH slide that refers to any information from your source as well ascomplete citations on a reference slide at the end of your presentation.Final Examination (100 points) – A final examination will be administered during the scheduled Final Exam.7

Assessment Methods:Requirement Objective Point Value*Unit Plan* (aligned with IAP) 1,2 6 8 9,10,11,13 100Curriculum Mapping Project 1,2,5,8,12,13 50Article Critiques (3 @ 50 points each) 2, 3,5,13 150Concept Applications (10 @ 10 pt. ea.) 1-13 100Instructional Technology Presentation 3,4,13 25Grading Policy:A 600 - 540B+ 539 - 510B 509 - 480C+ 479 - 450C 449 – 420D+ 419 – 390D 389 – 360Integration Plan Presentation 3,8,10,11,13 25Methods/Strategies Presentation 1, 3, 4, 5 - 9,11,13 50Final Examination. 1 - 13 100TOTAL POINTS POSSIBLE FOR COURSE: 600*ATTENTION– LIVETEXT REQUIREMENT!!!The Unit Plan (IAP) is the required artifact for LiveText. This assignment must be submitted via the LiveTextCourse Link in order to receive credit for this course.Placement of this assignment in your Portfolio is not required.Requirements for Submission of Work:• Ten percent (10%) of the total possible points for an assignment will be deducted from the earnedgrade for each day an assignment is late. The instructor reserves the right to determine if there arespecial circumstances that allow for an extension of the deadline.• You must be in attendance to receive credit for in-class activities and assignments. If you will be absentfor a school sponsored event, you should complete the in-class assignment prior to the absence orwithin one class period after the absence.• You may NOT make up in-class presentations/requirements without PRIOR approval from theinstructor. If you are absent the day you are to present ANY of the assignments and have not madeprior arrangements, you will receive no credit for those presentations and will not be able to reschedule.The instructor reserves the right to determine if a requirement may be fulfilled at analternate time.• Any written work, including presentations, that is submitted without proper citation WILL NOT begiven credit as this is considered plagiarism.• ANY violation of the Academic Integrity Policy will result in FAILURE of this COURSE.• All assignments MUST be completed by the last regularly scheduled day of this course.8

Attendance Policy:• There will be a 10% deduction of the total possible points for the class for each absence that occursafter three absences from class. There are no excused or unexcused absences. Absence from class toparticipate in school sponsored events will count as 1 absence for the semester. The instructorreserves the right to review extenuating circumstances on a case by case basis.• Come to class on time and be prepared. Three tardies will equal one absence.• Students are expected to attend class regularly, to arrive punctually, and to complete all assignedwork. Attendance is a privilege and a responsibility represented by not only the student's investment,but also by a significant investment by the State of Nebraska.PLAGIARISM OF ANY TYPE WILL RESULT IN A ZERO FOR THE ASSIGNMENT AND POSSIBLE FAILURE OF THECOURSE. In order to promote academic integrity, the college subscribes to an electronic service to reviewpapers for the appropriate citations and originality. Key elements of submitted papers are stored electronicallyin a limited access database and thus become a permanent part of the material to which future submissionsare compared. Continued enrollment in a course signifies your permission for this use of your written work.Should you not wish to agree to this procedure, you may drop the course during the add/drop period beforeany works are completed and submitted.College’s Incomplete Coursework PolicyTo designate a student’s work in a course as incomplete at the end of a term, the instructor records theincomplete grade (I). Students may receive this grade only when serious illness, hardship, death in theimmediate family, or military service during the semester in which they are registered prevents them fromcompleting course requirements. In addition, to receive an incomplete, a student must have completedsubstantially all of the course’s major requirements.Unless extenuating circumstances dictate otherwise, students must initiate requests for an incomplete byfilling out an Incomplete Grade Completion Contract, which requires the signature of the student, instructor,and Dean. The Incomplete Grade Completion contract cites the reason(s) for the incomplete and details thespecific obligations the student must meet to change the incomplete to a letter grade. The date by which thestudent agrees to complete required work must appear in the contract. The Dean, the instructor, and thestudent receive signed copies of the Incomplete Grade Completion Contract.Even if the student does not attend Peru State College, all incomplete course work must be finished by the endof the subsequent semester. Unless the appropriate Dean approves an extension and if the student does notfulfill contract obligations in the allotted time, the incomplete grade automatically becomes an F.Policy on Academic IntegrityThe College expects all students to conduct themselves in a manner that supports an honestassessment of student learning outcomes and the assignment of grades that appropriately reflectstudent performance. It is ultimately the student’s responsibility to understand and comply withinstructions regarding the completion of assignments, exams, and other academic activities. At aminimum, students should assume that at each assessment opportunity they are expected to dotheir own original academic work and/or clearly acknowledge in an appropriate fashion theintellectual work of others, when such contributions are allowed. Students helping others tocircumvent honest assessments of learning outcomes, or who fail to report instances of academicdishonesty, are also subject to the sanctions defined in this policy.Instances of academic dishonesty may be discovered in a variety of ways. Faculty members who9

assign written work ordinarily check citations for accuracy, run data base and online checks, and/ormay simply recognize familiar passages that are not cited. They may observe students in the act ofcheating or may become aware of instances of cheating from the statements of others. All personswho observe or otherwise know about instances of cheating are expected to report such instancesto the proper instructor or Dean.In order to promote academic integrity, the College subscribes to an electronic service to reviewpapers for the appropriate citations and originality. Key elements of submitted papers are storedelectronically in a limited access database and thus become a permanent part of the material towhich future submissions are compared. Submission of an application and continued enrollmentsignifies your permission for this use of your written work.NSCS Board of Trustees Policy 4220 states that each College “. . . will establish a distance learningassessment policy that will include, at a minimum, a substantial culminating experience that isproctored.” Peru State College’s policy is that each course that is offered entirely online will feature aproctored final exam that substantially measures the extent the course’s stated learning objectives areachieved. Courses which feature graded site-based activities (e.g., teaching demonstrations) and/orvideo-taped presentations that occur near the end of the term, and that are designed to substantiallyassess the achievement of learning objectives, can be considered in compliance with this policy.Project-based capstone and graduate courses utilizing real-time discussions held by web-cam, phoneor in person with the faculty member as part of the assessment process can also be considered incompliance with this policy.Should an occurrence of academic misconduct occur, the faculty member may assign a failing grade forthe assignment or a failing grade for the course. Each incident of academic misconduct should bereported to the Dean and the Vice President for Academic Affairs (VPAA). The VPAA may suspendstudents for two semesters found to be responsible for multiple instances of academic dishonesty.The reason for the suspension will be noted on the student’s transcript.A faculty member need present only basic evidence of academic dishonesty. There is no requirementfor proof of intent. Students are responsible for understanding these tenets of academic honesty andintegrity. Students may appeal penalties for academic dishonesty using the process established forgrades appeals.First Recommended by Faculty Senate – September 3, 2009First Approved by Administration – September 8, 2009Revision Recommended by Faculty Senate – December 7, 2010Revision Approved by Administration – December 10, 2010Title IX Compliance NoticePeru State College is an equal opportunity institution. PSC does not discriminate against any student,employee or applicant on the basis of race, color, national origin, sex, disability, religion, or age in employmentand education opportunities, including but not limited to admission decisions. The College has designated anindividual to coordinate the College’s nondiscrimination efforts to comply with regulations implementing TitleVI, VII, IX, and Section 504. Inquiries regarding non-discrimination policies and practices may be directed toEulanda Cade, Director of Human Resources, Title VI, VII, IX Compliance Coordinator, Peru State College, POBox 10, Peru, NE 68421-0010, (402) 872-2230.Students requesting reasonable accommodation and tutoring services should contact the Center forAchievement and Transition Services (CATS).10