Effective: Summer 2002

Course Number: *		PEPROF 714					Cross Listed Number:
Course Title:		Best Practices for Teaching Physical Education
15 Character Abbreviation:				Best Practices PE
25 Character Abbreviation:				Best Practices Teach PE
Sponsor:	Portman				E-mail Address:			portmanp@mail.uww.edu
Department:	HPERC				College:			COE
Other Programs Affected:			None

 

Check if course is to meet any of the following requirements:
__   None	__ Writing	__ Computer	__ Diversity	__ General Ed and Area

Credit/Contact Hours: (per semester)
 

Total lab hours:		Total lecture hours:	3
Number of credits:	3	Total contact hours:	48

Check if course is repeatable: ___X_ No ___ Yes If "Yes", answer the following questions:
 

No of times in major	0	No of credits in major	0
No of times in degree	0	No of credits in degree	0

Enter the appropriate titles if the course is required in any of the following:

Major Title(s)
Minor Title(s)
Emphasis Title(s)

Course justification
The current graduate masters program in physical education program was developed during the 1990’s and recognized that the acquisition of content knowledge is a keystone to good teaching of physical education. Current research, however, has identified three areas of knowledge that students should acquire from a physical education teacher preparation program. These three areas are content knowledge, pedagogical knowledge, and pedagogical-content knowledge. The addition of this course would give students in the Curriculum and Instruction masters degree program or students seeking graduate credits the option of learning pedagogical knowledge and blending pedagogical knowledge with content knowledge. This course will provide concentrated time on acquiring pedagogical knowledge, knowledge about how good teachers teach. Currently a somewhat similar course, Methods of Teaching Physical Education (442-400/600) is offered, however the course has a pre-requisite of either Child Development or Educational Psychology and is offered during working hours making it impossible for teachers in the field to take. Master’s students or those seeking graduate credits could take either Methods in Physical Education (442-400/600) or Best Practices for Teaching Physical Education (442-7xx) to meet the option for pedagogical knowledge.

Relationship to program assessment objectives
Students will be assessed using the National Standards for Beginning Physical Education Teachers, in particular Standards 2 (The teacher understands how individuals learn and develop, and can provide opportunities that support their physical, cognitive, social, and emotional development), 3 (The teacher understands how individuals differ in their approaches to learning and creates appropriate instruction adapted to diverse learners), 4 (The teacher uses 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), 5 (The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical education settings), and 6 (The teacher plans and implements a variety of developmentally appropriate instructional strategies to develop physically educated individuals.

Budgetary impact – rotation

Course description
Designed to improve teaching skills and instruction through an analysis of current effective teaching literature, including the knowledge base for becoming an effective physical education teacher, concepts of preventable management behaviors and discipline strategies, curriculum, assessment, and planning for effective instruction, and skills and strategies for delivering effective physical education programs.

Requisites   Students will have an undergraduate degree

Dual listed – no.

Tentative course syllabus

Syllabus

126 Williams Center portmanp@mail.uww.edu

Textbook:
Siedentop, D., & Tannehill, D. (2000). Developing Teaching Skills in Physical Education, 4^th edition. Mayfield: Mountain View, CA.

Course Description:
Designed to improve teaching skills and instruction through an analysis of current effective teaching literature, including the knowledge base for becoming an effective physical education teacher, concepts of preventative management behaviors and discipline strategies, curriculum, assessment and planning for effective instruction, and skills and strategies for delivering effective physical education programs.
 

Objectives: By the end of the course:

1. Teachers will use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the physical education setting.
2. Teachers will plan and implement a variety of developmentally appropriate instructional strategies to develop physical educated students.
3. Teachers will understand and use formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, physical, and emotional development of the learner.
4. Teachers will demonstrate and ability to write in a clear, grammatically correct and concise manner.
5. Teachers will design and implement an intervention project using selective effective teaching strategies.

Grading: Your grade will be based on the total number of accumulated points. Points will be given for the following:

Reliability coding 50 points
Intervention Project 100 points
Four self-teaching video-tape analysis 40 points
Discretionary 10 points

TOTAL 200

A/B = 88-93% 176-187

B = 83-87% 166-175

B/C = 77-82% 155-165

C = 73-76% 146-154

F = 72% or less

UW-Whitewater has a no cut policy. Students may miss one class without penalty. All other classes missed will result in a 10% deduction per class missed.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive, and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodation, Misconduct, Religious Beliefs Accommodation, and Absence for University Sponsored Events. (For details, please refer to the Undergraduate and Graduate Timetables "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin and the "Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures" [UWS Chapter 17].
 

Schedule
This class will be taught for three weeks (3 ½ hours per day) during the summer. Total class meeting will be 15.

Day 1 Introduction to Course-

Physical Education Experience Survey
Reading "Baseball Theory of Teacher Effectiveness"

Characteristics of students
Learning in Physical Education
Implication for teaching

Alienation in Physical Education
What Student Do in Physical Education

Myths and Truths
Rules, Routines, and Procedures

Equipment
Students
Transitions
Peer-Teaching Management Tasks

Coding Systems-ALTPE
Discipline
Assignment for self-assessment #1

Curriculum Framework
NASPE Standards
K-12 physical education curriculum

Formal Assessment
Informal Assessment
Grading

Portfolios
Written Tests
Fitness Tests
Skill Tests
Reliability

Challenging and Meaningful Learning Environment
Communication of Tasks
Monitoring Student Performance

Teacher-Mediated Formats
Student-Mediated Formats
Self project #2

Traditional Methods
Developing an Observation Strategy

Proposed Test Book
Siedentop, D., & Tannehill, D. (2000). Developing Teaching Skills in Physical Education, 4^th edition. Mayfield, Mountain View, CA.

Bibliography- Italics indicate books and articles found in the UW-Whitewater library
 

Anderson, W. (1980). Analysis of Teaching Physical Education, Mosby:St Louis MO.

Brophy, JE. (1983). Classroom organization and management. Elementary School Journal, 83(4), 265-286.

Colvin, A, Markos, N. & Walker, P. (2000). Teaching the Nuts and Bolts of Physical Education: Building Basic Movement Skills. Human Kinetics, Champaign.

Darst, P., Zakrajsek, D., & Mancini, V (Eds.). (1989). Analyzing Physical Education and Sport Instruction. Human Kinetics,Champaign IL

Graham, G. (2001). Teaching Children Physical Education: Becoming a Master Teacher. Human Kinetics, Champaign.

Harrison, J. & Blackmore, C. (1992). Instructional Strategies for Secondary School Physical Education. WCB:Dubuque IA.

Metzler, M. (1990). Instructional Supervision for Physical Education. Human Kinetics:Champaign IL.

Mosston, M. & Ashworth, S. (1990). Teaching Physical Education. Merrill, Columbus OH.

National Association for Sport and Physical Education. (1992). NASPE:Physical Education Outcomes. AAHPERD,Reston VA.

Rink, J. (1993). Teaching Physical Education for Learning. Mosby,St. Louis.

Seidentop, D., & Tannehill, D. (2000). Developing Teaching Skills in Physical Education. Mayfield:Palo Alto CA.