Team Activities and Games

HPE 362 TEAM ACTIVITIES AND GAMES SPRING 2009 Dr. Michael Gerich 220B Sports Center Phone: 465-0074 E-mail: [email protected] Office Hours: Tuesday 8:15 – 9:15 a.m., 1:00 – 2:00 p.m. Thursday, 1:00 – 2:00 p.m. Other times by scheduled appointments.

CLASS TIME: Tuesday 9:30-12:15 AM. Some Lab opportunities and observations may fall outside of class time. Preparation and clean up of teaching equipment should take place prior to and after normal class time. COURSE DESCRIPTION: A course in physical education pedagogy emphasizing teaching methods and materials in team activities and sports: soccer, volleyball, basketball, softball, team handball/speedball, flag football, ultimate frisbee, lacrosse, and field hockey, etc.

Purpose of the Course: The purpose of the course is to provide learning experiences which lead to the use of critical thinking skills in planning learning experiences which use recognition and refinement of basic skills in team sports and games. An emphasis is placed on the use of game stages and how to implement the stages through extending, refining, and applying tasks. A. To improve interest, skill, and understanding for teaching physical education. B. To provide opportunities for the integration of basic interdisciplinary skills (writing, critical thinking, word-processing, computer presentations) into physical education studies. C. To provide the pre-professional student with and overview of appropriate movement skills and teaching strategies for use in schools for grades 6-12 (Middle School – High School). D. To provide opportunities for students to teach and assess a variety of activities and games in an appropriate teaching environment. E. To provide opportunities for students to participate in, plan for, analyze, and reflect about such experiences.

Required Text/Materials: Rink, Judith E., Teaching Physical Education for Learning,5 th Ed., McGraw Hill Co, Inc., 2006.

1 Learning Outcomes: Based on NCATE/NASPE program standards for Initial Programs in Physical Education, by the end of this course, students will have the following outcomes.

1. Outcome: Content Knowledge The Eastern Connecticut State University pre-service physical education major student will understand physical education content, disciplinary concepts, skill knowledge, current issues, and tools of inquiry related to the development of a physically educated person. Students will understand, identify, and perform basic motor skills.

2. Outcome: Growth and Development The Eastern Connecticut State University pre-service physical education major student will understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development. Students will understand how to apply the concepts of growth and development to specific teaching experiences. Pre-service students will demonstrate the ability to plan and implement developmentally appropriate learning experiences based on expected developmental progressions.

3. Outcome: Diverse Learners The Eastern Connecticut State University pre-service physical education major student will understand how individuals differ in their approaches to learning and will create appropriate instruction adapted to these differences. Pre-service students will demonstrate their ability to understand learner differences to plan and implement learning strategies, environments, and experiences that are sensitive to diverse learners.

4. Outcome: Management and Motivation The Eastern Connecticut State University pre-service physical education major student will understand individual and group motivation and behavior in order to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self- motivation.

5. Outcome: Communication The Eastern Connecticut State University pre-service physical education major student will understand and apply effective verbal, non-verbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity settings. Pre-service students will demonstrate the use of various media and technology for presentation of developmentally appropriate lessons, demonstrate sensitivity to all learners and model appropriate behavior, and illustrate communication strategies for building a community of learners.

6. Outcome: Planning and Instruction The Eastern Connecticut State University pre-service physical education major student will understand how to plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals through pedagogical knowledge and application. Students will participate in a series of sequential and progressive practical experiences that allow them to refine, extend, and apply their teaching skills. Students will identify, develop, and implement appropriate instructional goals, utilize teaching resources, model instructional tasks, and select appropriate and safe learning experiences.

7. Outcome: Learner Assessment The Eastern Connecticut State University pre-service physical education major student will understand and use formal and informal assessment strategies to foster physical, cognitive, 2 social, and emotional development of learners in physical activity. Pre-service students will explore the use of various forms of authentic and formal assessment to guide instruction, provide feedback to candidates, and to evaluate their teaching.

8. Outcome: Reflection The Eastern Connecticut State University pre-service physical education major student will become a reflective practitioner who evaluates the effects of his/her actions on others (e.g., learners, parents/guardians, and professionals in the learning community) and seeks opportunities to grow professionally. Students will consult professional literature and participate in a series of learning experiences that promote self-reflection, problem-solving strategies, analysis of lessons, and evaluation of program designs. In addition, pre-service students will demonstrate a commitment to professional service by involvement in local, state, district, and national organizations.

Course Content: A. Current topics in Physical Education B. National Standards for Physical Education C. The Physically Education Person D. Elements of Lesson Planning E. Developing the Content F. Instruction and Management G. Providing Feedback H. Teaching Strategies I. Curricular Models J. The Sport Education Model K. Observing and Analyzing L. Minimizing Off-task Behavior M. Understanding the basic skills in a variety of team activities including soccer, volleyball, basketball, softball, team handball/speedball, flag football, ultimate Frisbee, lacrosse, and field hockey.

Learning Experiences and Assignments: A. Structured lab teaching experiences B. Field learning experiences C. Teacher observation D. Video analysis E. Peer and self analyses F. Lesson plans G. Development of a unit plan

3 ASSESSMENT Students are encouraged to contact the professor immediately when additional help is needed or when conflicts with class expectations and /or meetings arise.

A. Mid-term exam will cover assigned readings as well as classroom lectures and activities 25%

B. Lesson Plans (all drafts) 20%: Lesson plans will be required throughout the course and for each of your teachings. ( Peer Teaching, middle school, and high school lessons.) A breakdown of expectations for a lesson plan will be provided.

C. Curriculum/Unit Plan 20% : You will create a unit plan for a middle or high school grade (6-12) on a given team activity. More detail to follow.

D. Video Analysis 10%: You will arrange to have your first teaching experience videotaped and you will analyze your own teaching. Specific criteria for analysis will be provided.

E. Reflections 10%: You will be expected to complete a reflection after each time you teach and or assist a teacher. A breakdown of each reflection will be provided..

F. Final Exam 10%

G. Teacher Dispositions: Appropriate teacher dispositions are expected and lack of these appropriate dispositions will result in final grade point reductions ( up to five pts.) You are expected to teach throughout the semester to various groups of people (peers/public school students). Your ability to teach and demonstrate performance outcomes for those groups will be assessed. More information to follow. In addition: AS A PHYSICAL EDUCATION TEACHER CANDIDATE YOU ARE EXPECTED TO BE ABLE TO PROPERLY DEMONSTRATE MOVEMENT PATTERNS AND ACCURACY IN MOST ACTIVITIES YOU ARE TAUGHT. (up to 5 points).

GRADING SCALE A = 97-100% B+ = 87-89% C+ = 77-79% D+ = 67-69% A = 93-96% B = 83-86% C = 73-76% D = 60-66% A- = 90-92% B- = 80-82% C- = 70-72% F = <60%

4 POLICIES/ ATTENDANCE AND LATE WORK

**Attendance in this class is expected and anticipated. If a student is absent from any class the student is responsible for all work or material missed. Please note that teaching labs and quizzes CANNOT be made up and that absences during the lab results in a deduction of points. ANY absences for lab experiences will result in A ZERO (0) FOR THE EXPERIENCE AND ANY RELATED ASSIGNMENTS.

**You are allowed one (1) absence. Any absence after the first will result in an automatic -POINT FINAL GRADE REDUCTION FOR EACH OCCURRENCE as well as the penalty mentioned above..

**Tardiness (of any amount) is equivalent to a ½ of an absence. Tardiness of more than 30 minutes equals an absence.

**All assignments (including all lesson plans) are due AT THE BEGINNING of class on the date noted in the assignment or specified by the instructor.

**Work handed in late will receive an automatic point reduction. One day = 5 pts. Two days = 10 pts Three days = 15 pts

**Late assignments of more than three days will receive a 50% deduction after the class period it is due is over.

PROFESSIONAL DISPOSITION Appropriate candidate dispositions are essential in the making of a quality, beginning teacher. The way one acts, looks, participates, attempts, is prepared, and feels about his/her self and profession are all part of the dispositions candidates will be assessed on. These dispositions must be demonstrated on a daily basis throughout the semester. Teacher candidates, when teaching peer, middle or high school students, will be expected to dress in appropriate attire suitable for a professional physical education teacher. Candidates will also be expected to act in a professional manner during each class.

These dispositions will be assessed regularly and any students violating these dispositions will be given a warning. Should the student continue to violate the dispositions, a 1 to 5 point deductions from the final grade will be given to candidates who are unable to demonstrate basic professional dispositions. The following is a checklist candidates should use to demonstrate appropriate dispositions.

Proper attire includes but is not limited to a. a collared shirt that tucks in and is buttoned appropriately (no mid-riff shirts), b. wind pants, shorts (of appropriate length), or khaki pants that are not rolled over, c. sneakers, d. no excessive skin showing (mid section, arms, or legs), e. no dangerous (for you or others) jewelry, f. all attire should be in presentable condition.

5 Disposition Continued:

A quality Physical Education Teacher Education Candidate will: _____arrive on time. _____make sure phones and other electronics will not disturb the class. _____take off hats and make sure attire is appropriate. _____be prepared for class by reading assigned readings prior to the day the topic is discussed in class. ____stay attentive and participate regularly in class discussions. It is okay – and expected to ask questions when something is unclear! _____be able to link course topics with the profession and realize the importance of mastery of such topics by the professional physical education specialist. _____demonstrate complete academic honesty at all times. _____not pack up folders, notebooks, or other materials until class is dismissed. LABS/ all of the above as well as… _____never bring tobacco, alcohol, or any other substance to labs. _____only say positive things about children, parents, peers, professors, or programs in lab experiences. _____arrive early and stay late. _____always put equipment away to its original home. _____always help peers when appropriate. _____always smile and be friendly yet professional. _____always be energetic and willing to participate. _____always look and act professional. This list may be amended throughout the semester and is not meant as an all-inclusive list.

For Students with Disabilities

If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of Access Ability Services at 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of Access Ability Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of Access Ability Services. Your cooperation is appreciated.

6 Assigned Readings

Planning

Tuesday, January 27 –Teaching Physical Education and Factors That Influence Teaching: Chapters 1 and 2

Tuesday, February 3 - Planning and Designing Learning Experiences And Tasks. Teaching Strategies: Chapters 4, 9, and 11

Tuesday, February 10 - Content, Analysis and Development of Learning. Assessment in the Instructional Process: Chapters 6 and 12

Tuesday, February 17 - Observational Techniques and Tools. Chapter 15 Lesson Plan Format. Class Handout

Instruction

Tuesday, February 24- Student lessons, Video Analysis

Tuesday, March 3 - Student lessons, Video Analysis

Tuesday, March 10 - Mid Term Exam

Tuesday, March 17 – Student Lessons, Video Analysis

MARCH 23-27 Spring Recess

Professional Growth and Reflection

Beginning on Tuesday, and lasting for at least six weeks, the whole class will meet at a middle or high school to conduct laboratory experiences in physical education. More information on this field experience will be given later the semester.

Final Exam: May 12

Grading

Attendance (14 points) ………………………… ______

Content Knowledge: (25 points) Mid -Term Exam – 25 points……………. ______

Teaching Experience: (10 points for each experience) (30 points) Peer Teaching …………………………….. ______High School Teaching ……………………. ______Middle School Teaching ………………….. ______

Teaching Analysis : 5 points for each experience (20) Video Analysis …………………………… ______(3) Reflection Papers ……………………….______

Outside Teaching Observation: (15 Points)……….. ______

Unit Plan: (5 points) …………………………….. ______

Final Exam : (10 points) …………………………….. ______

Total = 100 points ______