PHYSED 2320 Introduction to Physical Education and Health Promotion ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Time: Tues. – Thurs. 10:00 - 10:52 Time: Tues. – Thurs. 10:00 - 10:52 Site: Williams Fieldhouse - rm. 206 Site: Williams Fieldhouse - rm. 202 Instructor: Colleen McCabe Instructor: Lisa Emendorfer Office: 110F Williams Fieldhouse Office: 140 Doudna Hall Office Hours: See office door posting Office Hours: By appointment Phone: 342-1796 Phone: 342-1285 E-mail: [email protected] E-mail: [email protected] ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Textbook: Siedentop, Daryl (2001); Introduction to Physical Education, Fitness, and Sport. NASPE (2004); Moving Into the Future: National Standards in Physical Education. Suggested Readings: Wisconsin’s Model Academic Standards for Physical Education – (blue booklet) Wisconsin’s Model Academic Standards for Health Education – (yellow booklet) Course Description: This course is designed to provide the student with a basic understanding and professional awareness of the academic discipline of physical education and aid in the development of level one portfolio. Course Objectives: Wisconsin Teacher Standards
1. Develop a personal philosophy regarding physical education and/or health promotion. 1,3,4,7,9,10 2. Develop / refine personal technology skills. 1,2,6 3. Identify and discuss the historical evolution within the discipline of physical education. 1,2,7,10 4. Identify and discuss the current trends and issues within the discipline of physical education 1,2,9,10 5. Define and demonstrate professional behaviors within the field of physical education 1,2,7,9,10 and health promotion. 6. Analyze and evaluate the profession of physical education and health promotion through 1,2,7,9,10 active observation of currently practicing professionals. Attendance Policy: This course is designed to be an interactive setting in which its member can grow from the thoughts and experiences of others. Students are expected to be in attendance at the beginning of each class, and stay through its duration to receive full benefit.
Evaluation: Assignments Points Class Participation 1 - 5pts /class (115 possible) School / Community visits with reflections –5 hrs 100 – (20 per hr.) Reading Material Quizzes 3 @ 40 pts each Resource Log 15 points Timeline Segment 20 points Artifact Presentation 15 points Journal Review 40 points Pre-professional Days Seminar (3) 15 (5) pts each Portfolio Project- Hard copy & Electronic (start) 60 point Final = Portfolio Interview 20 pts
*The above evaluation structure is tentative and subject to change at the instructor’s discretion. Note: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to contact their instructors regarding reasonable accommodation needs. Students requiring reasonable accommodation need to be registered with the Students with Disabilities Office (Warner Hall Rm. # 114, ext. 1818) before receiving those services.
Tentative Course Schedule - subject to change at the instructor’s discretion. Week Assignments Tuesday Thursday Due Dates & Quiz Dates 1 Read Chapters 1-4 Introduction Computer lab Sept Intro -On the Move HPE Presentation D2L 2 & 4 Electronic Needs 2 SoE Handbook Standards Historical Overview Quiz 1 –History Sept Assign Historical figure Content & Professional D2L 9 & 11 Portfolio Development Due - 9/12 by noon 3 Autobiography Start of Timeline School or Fit Lab visit Sept Read Chapters 8 - 10 Philosophy of 16 & 18 PE / H P
4 . Framework for Teaching Planning Observation Reflections Philosophy Paper Content and Pedagogy Professional Development Due- D2L Sept 30 Sept Opening Paragraph WAHPERD Quiz 2 –Fitness 23 & 25 & HPE Club D2L Due - 9/62 by noon
5 Read Chapters 11 – 13 Environment Belief Statements Autobiography Sept 30 & Philosophy Paper Classroom Management & Sept 30- Hard copy Oct 2 -Para. 2 purpose of PE/HP Philosophy Statement Electronic copy Oct 2 Para. 3 role of * First draft * student/client 6 Philosophy Paper Instruction School or Fit Lab visit Observation Reflections Oct. - Philosophy Paper Instructional Strategies Due-D2L Oct 14 7 & 9 -Para. 4 role of http://glossary.plasmali teacher/Health Promoter http://olc.spsd.sk.ca/DE/PD/instr/in nk.com/glossary.html dex.html Quiz 3 –Profession D2L Due – 10/10 by noon 7 Read Chapters 14 – 16 Pre-Professional Days Activity Day PPD Reflections (3) – Oct Philosophy Paper No Class Dress for physical Due –Oct 16 14 &1 6 -Para. 5 role of Attend 3 or more sessions activity Final Draft teacher/Health Promoter Autobiography D2L in community Drop box Oct 16 8 Journal Article Review Professionalism Activity Day Philosophy Paper - Due Oct Philosophy Paper Developing as a Professional Dress for physical –Hard copy Oct 28rd 21 & 23 -Para. 5 Why do you want activity Electronic Oct 30 D2L to be Teacher/HP *First Draft * -Para 6 align w/historical figure. & closing Para 9 Resource Log School or Site visit Resource Log Oct Due- D2L Nov 6 28 & 30 Observation Reflections Due D2L Nov 4
10 Unit/ Lesson Planning Unit/ Lesson Planning Nov 4 & 6 11 Artifact Presentation Portfolio Development Portfolio Development Journal Article Review Nov Sign-up Due –D2L Nov 13 11 & 13 HPE electronic formats 12 Artifact Presentation School or Site visit Observation Reflections Nov Due – D2L Nov 25 18 & 20 13 Artifact Presentations No Class Nov Thanksgiving 25 & 27 14 Portfolio Interview Artifact Presentations Artifact Presentations Dec Sign-up 2 & 4 15 Portfolio Reviews Portfolio Reviews Dec 9 & 11 16 Portfolio Reviews Portfolio Reviews Dec 16 & 18 INTRODUCTION TO PHYSICAL EDUCATION AND HEALTH PROMOTION Assignments
Assignment I - Timeline Segment -20 points
You will be assigned the name of an important individual in the development of our discipline during the first week of the course. You will be given a week to research this individual and create a 2 - 4 min. presentation on your findings to our class. Two or three presentations will take place at the beginning of each of our classes starting on the third week. The presentation should include a type written summary of the information presented. Historical names drawn daily until all are finished. If the student is not present on the day their name is drawn they will only be eligible to receive half of the point total with a type written summary.
Assignment II - Philosophy Paper- 30 points
It is important to be aware of your own philosophy since it helps you focus on why you make the decisions, which you make when you plan for your lessons, and implement these lessons. Through the writing of your own philosophy, you will see more clearly your own goals and values. Your Philosophy is a description of your own goals and beliefs as a teacher. Include the following statements in your philosophy paper:
The purpose of physical education and health promotion
The role of the student or client in physical education and health promotion
The role of the teacher or health promoter in physical education and health promotion
The role of the teacher or health promoter in the community
Why do you want to become a physical teacher or health promotion specialist?
How does your philosophy align with the philosophies studied in the classroom? Tips to Writing your Philosophy paper
There really is no such thing as “the” philosophy; our philosophies are a reflection of our own beliefs, experiences and training.
1. Your educational philosophy reflects your own approach to education; this philosophy should be based on your personal beliefs, which in turn should show an influence of college work, readings, and experiences. Consequently, when appropriate, “drop names” in your philosophy. For example, “As John Dewey and Thomas Wood, I believe that mental and physical learning cannot be separated and it will be part of my task to assist young people in learning about a variety of educational concepts by educating them through the physical.” However, be sure that you understand the philosophy of the person that you quote since you may be asked questions about it in an interview.
2. Appropriate grammar is mandatory; among other things, be careful with the following: Be sure to write using complete sentences. Use only one idea for each paragraph and be sure to provide a transition between paragraphs.
3. You cannot write a philosophy in one paragraph!
4. Your philosophy should have an introduction and a conclusion; your conclusion should provide a “logical” ending to your philosophy.
5. Avoid using the same phrase over and over in your philosophy. For example, avoid using the word “teacher” several times in the same paragraph or near each other.
6. Avoid the use of “jargon”. If you do use physical or health educational jargon, explain how you are going to impact the student. For example, rather than writing “I strongly believe in inclusion.” Write “I believe that inclusion is a key ingredient in the makeup of the classroom and I will support inclusion through practices such as alternative assessment and preparing lessons which will appeal to different styles of learning.”
7. Your philosophy should be positive. While there may be problems with our educational system, a prospective employer does not really want to hear how bad things are – she/he is interested in what you are going to do to make the classroom experience a good experience for the students.
8. Your philosophy along with your letter of application, are the first things that a prospective employer will see. The appearance of these documents is important.
9. Under no circumstances should this document be prepared on anything other than a word processor or typewriter. Save it to your j-drive.
10. Avoid the use of different fonts on a page and use a font that is easy to read and of an appropriate size (nothing under 10 cpi) and double space.
11. Have someone review your philosophy for accuracy and eye-catching appearance. Assignment III - Autobiography - 25 points Write a short paper addressing your answers to the following questions: 1. Specifically why did you decide to become a teacher / health promotion specialist? 2. What is it about teaching / health promotion that attracts you to the profession? 3. Who influenced your decision? 4. What qualities did/do your most outstanding PE teachers, coaches, others in a health-related leadership role possess? 5. What are some early experiences that have influenced how you plan to teach / promote health?
Assignment IV - Journal Article Review - 40 points
Read and review two current articles on the same topic from Physical Education, Health or Health Promotion professional journals. Current meaning within the past five years! *** No Internet journals ***
Answer the following statement and questions:
1. List the essential points of the article.
2. Describe how this has or could change our profession.
3. State your opinion on the content of the article i.e. do you agree or disagree with the information presented?
4. How could this information affect your attitude or perception of your future in physical education / health promotion?
This paper should be a minimum of three pages not including the required reference page in length and written professionally. (APA style) Assignment V - School / Community hours with reflections - 100 points
A total of five hours will be spent in actual Physical Education or Health classrooms, observing veteran teachers in action. Each observation needs to be reflected on using the format below. We will go on three scheduled observations and students are to set up and attend two observations on their own time.
Teaching Observation Reflection Format Reflection of: ______Date: ______
1. Description of site observation: brief but detailed.
2. Which NASPE or NHS content standards were worked on during observation or teaching experience? NASPE standards are met by students. NHS are met by students or clients.
3. How were the standards demonstrated? be specific
4. Which Wisconsin Teaching Standards could you identify as the instructor taught the lesson? Wisconsin Teaching Standards are met by the TEACHERS.
5. How did the instructor demonstrate competence in the Wisconsin Teaching Standards? be specific
6. As a result of this activity what did you learn about teaching? This should refer to the Wisconsin Teaching Standard you indicated was met.
Assignment VI - Pre-Professional Days reflections - 15 points (Use attached format) Each student will be required to attend three sessions during the School of Education Pre- Professional Days event. A short reflection needs to be written on each session attended. In the reflection the student should indicate how the information presented in the session will help them in development of their career path.
Assignment VII - Resource Log - 15 points
Each student will write a short description of the content of the site listed and reflect on how the site could be used in their professional development.
Teacher Candidates - Health Promotion Specialists - www.pecentral.com www.acefitness.org www.pelinks4u.org www.fitpro.com www.aahperd.org www.acsm.org www.wahperd.org www.fitday.com www.kidshealth.org www.healthypeople.gov Assignment VIII - Artifact Presentation - 15 points
During the final weeks of the course each student will present one of the artifacts developed for inclusion in the admission level portfolio. The artifact format can be found on the course homepage. PE-(http://www.uwplatt.edu/education/PArtifactReflection.htm) HP-(Health Promotion Artifact format)
The proper reflective format needs to be used for the written submission.
Assignment VIIII - Portfolio and Interview - 80 points (60 portfolios-hard copy and electronic/ 20 interview) If an unacceptable rating in received in any shaded areas the minimum standards have not been met and the student will not receive a passing grade for the course. The student will be required to present a self assessment of their own portfolio as well as an assessment of a classmate’s portfolio at the time of the interview. The rubric can be found on the course homepage. Rubrics available at http://www.uwplatt.edu/~emendorl/Intro2PE.html or http://www.uwplatt.edu/~mccabec/intro.html