ESHE 382: Methods of Teaching K-12 Physical Education
Prerequisite: ESHE 210; minimum 2.5 cumulative GPA
Credit Hours: (4) Three hours lecture; two hours field experience
Teacher candidates will gain an understanding of developmentally appropriate physical
education teaching practices for teaching elementary through secondary school-aged
youngsters. The course builds upon previous curriculum courses taken by teacher candidates
and addresses the fundamental instructional skills needed for successful teaching
in elementary, middle, and high school physical education.
Detailed Description of Content of Course
鈼� 鈥淥ld PE鈥� vs. 鈥淣ew PE鈥�
掳 Skills Themes and Movement Concepts vs. Large Group Games
掳 Developmentally Appropriate Physical Education
掳 National Standards
鈻� National Association for Sport and Physical Education K-12 Content Standards
掳 State Standards
鈻� Virginia Department of Education K-12 Standards of Learning (SOLs)
a. Diamond Curriculum
鈼� Elementary Instruction
掳 Integration of Academic Concepts
掳 Behavior Management
鈻狢lass Routines
掳 Generic Levels of Skill Development
掳 Content Development
掳 Planning-Teaching-Reflection Cycle
掳 Skill Themes
鈻� Motor and Non-Motor; Manipulative vs. Non-Manipulative
鈻� Balancing, Transferring Weight, Kicking, Catching, Throwing, Volleying,
Striking with Long-Handled Implements, Striking with Short-Handled Implements
鈼� Secondary Instruction
掳 Curriculum Models
鈻� Lifetime Physical Activity, Cooperative Learning, Personal/Social Responsibility,
Adventure Education, Fitness Education
掳 Behavior Management & Discipline
掳 Teaching Styles
掳 Assessment
掳 Liability
掳 Physical Fitness Testing
Detailed Description of Conduct of Course
A variety of instructional methods including peer teaching, lecture, small group work, class presentations, case studies, email, the internet, Student Management System, and hands-on teaching in local public schools help participants understand the philosophy and practical aspects of teaching current models in physical education.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:
Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.
Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.
Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.
Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:
VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical
education program, including instruction.
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards
for beginning physical education teachers.
As a result of successfully completing this course, each teacher candidate will be
able to:
鈼� Define appropriate and inappropriate models for K-12 physical education including
demonstrating knowledge of approved state and national content standards and local
program goals (NASPE/NCATE 1.6; VDOE HPE 4.a).
鈼� Identify, select, and implement appropriate instructional strategies based on understanding
the student, selected content, student needs, the learning environment, and safety
issues, to facilitate learning in physical activity setting including use of teaching
skills that are thought to comprise effective physical education teaching (NASPE/NCATE
2.3; NASPE/NCATE 6.3; VDOE HPE 4.a).
鈼� Critically analyze, observe, and reflect on the process of teaching and learning
in physical activity settings including use of a reflective cycle involving description
of teaching, justification of teaching performance, critique of the teaching performance,
the setting of teaching goals, and implementation of change (NASPE/NCATE 8.1).
鈼� Describe and demonstrate effective teaching strategies used in gymnasium instruction
including the identification of critical elements of motor skill performance and the
combination of motor skills into appropriate sequences for the purpose of improved
learning (NASPE/NCATE 1.1).
鈼� Effectively design and implement learning experiences that are safe, appropriate,
relevant, and based on principles of effective instruction (NASPE/NCATE 6.4; VDOE
HPE 4.a).
鈼� Describe and analyze the relationships between physical education teaching, motor
skill learning, student motivation, and adherence to a physically active lifestyle
including the use of developmentally appropriate practices to motivate students to
participate in physical activity in and out of school (NASPE/NCATE 4.3; VDOE HPE 4.a).
鈼� Describe and demonstrate teaching strategies typically employed in teaching physical
education such as stations, task sheets, and convergent and divergent thinking and
describe their impact on students of varying skill levels and is sensitive to students鈥�
strengths/weaknesses, multiple needs, learning styles, and prior experiences (NASPE/NCATE
3.1).
鈼� Demonstrate knowledge of current technologies and their application in physical
education including the use of appropriate technology (i.e., e-mail, web, etc.) that
helps teachers develop professionally and be more productive as a teacher (NASPE/NCATE
9.1).
鈼� Use managerial routines that create smoothly functioning learning experiences and
environments including creating a positive learning environment and critically discussing
effective strategies for dealing with off-task behavior and discipline problems (NASPE/NCATE
4.1).
鈼� Develop a repertoire of instructional formats including a 鈥渕ovement education鈥�
(i.e., skill themes) approach to teaching elementary physical education and a 鈥渓ifetime
participation鈥� (i.e., physical activity themes) approach to teaching secondary physical
education that facilitate student learning (NASPE/NCATE 6.10; VDOE HPE 4.a).
Assessment Measures
The students are specifically assessed on the following items:
鈥� Class participation in discussions and small group activities
鈥� Weekly written responses to lectures and readings
鈥� Quizzes and a final exam
Other Course Information
None
Review and Approval
11/20/08 Course Revised and submitted Jon Poole
July, 2010
May, 2011