PE 2303 Analysis and Teaching of Aerobic Conditioning Fall 2008 2.0 credit hours Tues/Thurs 8 – 8:50 a.m. Garrison 109 Instructor: Mrs. Paige Patterson [email protected] Office: Humphreys 220 Office Hours: MW 11 - 2 Office Phone: 660-543-8881 Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

Mission Statement As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

Assessment Statement The overall instruction of this course is commensurate with AAHPERD/NASPE Standard One Content Knowledge, Outcome 3. The pedagogy, course materials, assignments, and experiences have been prepared and designed to help ensure candidates' competency in AAHPERD/NASPE Standard One Content Knowledge, Outcome 3. Candidates' final grades for this course will be used in Assessment Two - Assessment of Content Knowledge in Physical Education for our Department's Program Report for the Initial Preparation of Physical Education Teachers: American Alliance for Health, Physical Education, Recreation, & Dance/National Association for Sport and Physical Education (AAHPERD/NASPE). Standards Addressed Missouri Standard for Teacher Programs 1.2.1: The pre-service teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students. Missouri Standard for Teacher Programs 1.2.3: The pre-service teacher understands how student differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Missouri Standard for Teacher Programs 1.2.5: The pre-service teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. Missouri Standard for Teacher Programs 1.2.6: The pre-service teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Missouri Standard for Teacher Programs 1.2.8: The pre-service teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Missouri Physical Education K-12 Competencies 1.1: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: fundamental movement skills (locomotor, non-locomotor, manipulative) movement concepts; personal fitness and wellness concepts. Missouri Physical Education K-12 Competencies 1.3: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: developmental, individual, dual, and team activities and developmental games, including outdoor activities and non-competitive physical activities as well as various types of rhythmic and dance activities. Missouri Physical Education K-12 Competencies 1.4: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: the relationship of physical activity and exercise, nutrition, and other healthy living behaviors to a healthy lifestyle. Missouri Physical Education K-12 Competencies 1.5: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: analysis and refinement of basic movement patterns, skills and concepts. Missouri Physical Education K-12 Competencies 1.6: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: conditioning practices and principles; frequency, intensity, time/duration; the short and long term effects of physical training. Missouri Physical Education K-12 Competencies 1.9: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: current technologies and their application in physical education, communications, networking, locating resources, and enhancing continuing professional development. Missouri Physical Education K-12 Competencies 1.11: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Physical Education Content: approved state and national content standards. Missouri Physical Education K-12 Competencies 2.1: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Development and Diversity: biological, psychological, sociological, experiential, and environmental factors (e.g., physical growth and development; neurological development, physique, gender, socio-economic status) that impact readiness to learn and perform. Missouri Physical Education K-12 Competencies 2.2: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Development and Diversity: individual differences as related to optimal participation in physical activity, including concepts such as diversity, disability, multiculturalism, development, gender differences, and learning styles. Missouri Physical Education K-12 Competencies 3.2: The beginning physical education teacher will demonstrate knowledge of and/or competency in the following areas of study: Collaboration and Community Involvement: strategies for advocating in the school and community to promote a variety of physical activity opportunities. Course Description Catalog: Basic skills to participate in and instruct in the area of aerobic conditioning. Purpose: This course provides future professionals an awareness of various methods used to lead aerobic conditioning activities. In addition, students are afforded opportunities to practice teaching aerobic lessons. The course also offers future professionals opportunities to discuss issues related to teaching aerobic conditioning. Course Objectives The future professional:  is exposed to and gains an appreciation for a variety of aerobic conditioning activities. MOStep 1.2.1, MOPE 1.1; MOPE 1.3, MOPE 1.5; MOPE 1.6; MOPE 2.2  gains experience teaching aerobic conditioning activities. MOStep 1.2.3; MOPE 1.3; MOPE 1.5  creates materials needed for teaching aerobic conditioning activities. MOStep 1.2.5; MOStep 1.2.6; MOPE 1.3; MOPE 1.5; MOPE 1.9  practices the assessment of teaching aerobic conditioning activities. MOStep 1.2.8, MOStep 1.2.11; MOPE 2.1  reflects upon classroom activities and teaching practice. MOPE 2.2; MOPE 3.2  becomes familiar with professional literature in physical education. MOStep 1.2.5  develops an awareness of issues in teaching. MOStep 1.2.5; MOPE 1.11; MOPE 3.2 Course Expectations The future professional:  participates in class activities on a daily basis, demonstrating a positive role model.  practices teaching aerobic conditioning activities.  develops a lesson plan for teaching/leading aerobic conditioning activities.  completes reflections on issues related to teaching/leading aerobic conditioning activities.  completes reflective writings on student practice teachings in class.  completes reviews of physical education/physical activity literature.  participates in class discussions about the teaching/leading of aerobic conditioning activities. Student Assessment Participation (32 x 5 points per day) 150 points Practice teaching 50 points Lesson plan 25 points Reflection papers (2 x 25 points) 50 points Reflection notebook 125 points Article reviews (3 x 25 points) 75 points Final exam 50 points TOTAL 525 points

Grading Scale (Percent) A = 90.0 – 100% B = 80.0 – 89.9% C = 70.0 = 79.9% D = 60.0 – 69.9% F = below 59.9%

Course Policies Calendar - Class may not meet on certain days throughout the semester. During these times, students are encouraged to work on course assignments. Examine the course schedule as distributed in class and listed on Blackboard. Students should check Blackboard on a regular basis, in case there is a need to make an unscheduled cancellation of class. Make it a practice to check your e-mail. Professional Preparation Policy - It is expected that students are professionals in physical activity. It is assumed daily performance and assignments reflect a student’s best effort. Students are expected to act with proper decorum and discipline. In addition, students are encouraged to begin developing professional relationships with peers.

Participation Policy--This is a “hands on” course and missing class diminishes a student’s full ability to apply activities into their daily teaching. Attendance and participation is expected. If a student has a physical condition that disallows you from participating, please alert the instructor immediately. Students are expected to be supportive of each other as they practice teaching/leading aerobic conditioning activities.

Note - STUDENTS ARE EXPECTED TO ARRIVE TO CLASS ON TIME. STUDENTS ARE EXPECTED TO BE PREPARED FOR CLASS.* LATE WORK WILL NOT BE ACCEPTED (please do not ask). ** WORK SENT ELECTRONICALLY WILL NOT BE ACCEPTED UNLESS SPECIFIED IN DIRECTIONS. *Proper Clothing--Students are expected to wear appropriate attire for class. This includes gym clothing and appropriate footwear during teaching sessions. Appropriate shoes are especially important due to the potential risk of injury. Please do not wear clothes that may hamper your movement. Jewelry may lead to injury and it is suggested that you do not wear jewelry to class.

**Excused absences occur when previous agreements are reached between the student and the instructor. Professionals are required to arrange for a substitute when they are absent. In this course, an excused absence occurs when students contact the instructor prior to missing a class. Excused absences can be made up; make-up work is due within one week of returning from the absence. Unless excused, absences leading to missed assignments result in a score of zero.

Academic Honesty Policy - Academic honesty is one of the most important qualities influencing the character and image of an educational institution. Honesty in the classroom among students and faculty is a matter that should concern everyone in the university community. Assignments found not to be that of the student claiming the work will receive a grade of zero without the opportunity to make up the lost points.

Office of Accessibility - Students with documented disabilities who are seeking academic accommodations should contact the Offices of Accessibility Services, Union 222, (V) (TTY) 660-543-4421.

Library Services--Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk: Phone: (660) 543-4154 Email: [email protected] AIM: JCKL Reference RefChat: http://library.ucmo.edu/chat

Pagers and Cell Phones - To avoid class disruption, please turn off all cell phones and pagers.

Writing Expectations - This course assumes all participants can and will show evidence of quality writing competency. All students are encouraged to have peers or others to review their work before turning it in for an assignment. If assistance is needed, the writing center on campus (116 Humphreys - 543-4367) is free for students to use in evaluating grammar and the mechanics of the paper. All work should be typed (12 font) and correctly cited with appropriate references showing where the information can be found, APA style. The internet is an expectable tool to use, but please use it with caution.

Caveat - The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

PE 2303 Assignments Participation—150 points--Students are expected to attend class each day and participate fully; dressed appropriately and on time! Each day we will learn and practice skills, such as: technology, aerobic activities, movement skills, principles of aerobic fitness, use of standards, learning and teaching strategies, diversity inclusion for all students. Students earn five points each day they participate fully. Being late or not participating may reflect in a loss of points. Students that miss class without previous arrangements with the instructor are not allowed to make up the points missed. MOPE 1.1; MOPE 1.3; MOPE 1.6; MOPE 1.9; MOPE 1.11: MOPE 2.1; MOPE 2.2; MOPE 3.2

Article Reviews--25 points each--The purpose of these reviews is to introduce future professionals to professional literature in teaching physical education. The first review is assigned by the instructor. The second and third article review can come from a variety of journals related to aerobic conditioning. The first article, a study of student fitness and additional PE hours by Cawley, Meyerhoefer, and Newhouse, will be a handout provided by the instructor. The other two articles must come from journals; internet articles will not be accepted. MOStep 1.2.1; MOStep 1.2.3; MOPE 1.9 Name is to be hand-written in the upper right corner of the paper. Brief synopsis of the article (5) Impact (so what!) - What does article offer the future professional? (8) Citation - [Example: Smith, D. (2003). Aerobic conditioning is fun. Journal of Conditioning, 3(1) 7-9.] (3) [Citation is to appear on the back of the page.] Use APA style Format - Typed, exactly one-page, 1 inch margins, font 12, double-spaced lines. (3) Grammar perfect (spelling, mechanics, flow, etc.) - (6)

Reflection papers--25 points each--Students are to reflect upon an issue related to aerobic conditioning as presented in class. The reflection should include how the issue impacts the student as a future professional or educator. Topics are listed below. MOStep 1.2.1; MOStep 1.2.5; MOPE 3.2 Name is to be hand-written in the upper right corner of the paper. Introduction of the topic - (4) Personal reaction - How does the topic make you feel? How does it stir your thinking? The student may include a personal experience related to the topic. How does this relate to your future career? (12) Format - Typed, exactly one-page, 1 inch margins, font 12, double-spaced lines. (3) Grammar perfect (spelling, mechanics, flow, etc.) - (6) Reflection topic 1: An aerobic conditioning class has several components including: warm- up, aerobic activity, strength training, cool-down, and stretching. Balance training has been overlooked in the past. Reflection topic 2: In order for an aerobic program to be effective, people must use a variety of activities.

Practice Teaching--50 points each--Students lead the class in an aerobic activity lesson. The lesson should last no more than 15 minutes. A lesson plan (due prior to any teachings) and a one page reflective paper (due one class period after you have taught your lesson) will constitute this assignment. The one-page reflection discusses the teacher’s reaction to the lesson--what went well, what did not go well, what the teacher would change if they were to re-teach the lesson, etc. MOStep 1.2.1; MOStep 1.2.3; MOStep 1.2.5; MOStep 1.2.6; MOStep 1.2.8; MOPE 1.1; MOPE 1.3; MOPE 1.5; MOPE 1.6; MOPE 2.1; MOPE 2.2 The grading for practice teaching is as follows: Preparation of the teacher - (5) Introduction to lesson - (2) Equipment ready - (5) Specific cues used - (5) Uses appropriate “voice” - (5) Effective use of feedback - (5) Student engaged time - (10) Effective demonstration - (5) Reflection on teaching - (6) Closure activity/remarks - (2)

Lesson Plans--25 points each--Students develop a complete lesson plan for their teaching activity. Lesson plan format will be available on Blackboard. MOStep 1.2.3; MOStep 1.2.6; MOStep 1.2.8; MOPE 1.3; MOPE 1.6; MOPE 1.11; MOPE 2.2 Organized, common sense format - (5) Completeness; inclusion of all items listed on lesson plan format - (15) Neatness - (5)

Reflection notebook--125 points--At the conclusion of the semester, students produce a complete journal. The journal should include reflections upon all the teaching experiences from the class. Also included should be all student handouts, article reviews, and reflection papers. The reflection journals should demonstrate a collection of thinking by students. MOStep 1.2.8; MOPE 1.5; Organization - (15) Organized notebook (3-ring binder) - 5 Table of contents - 5 Sections provided - 5 Brief biography -Your goals with using your education – (10) Teaching reflections - Teaching reflection forms will be handed out. Each teaching session must include an assessment/reflection (50) Handouts included - Handouts put together in an organized fashion. Include any notes too. (20) Article reviews included – Include the actual article with the review (10) Reflection papers included - (10) Final reflection - A one-page reflection sharing insight gained from this course (10) Final experience--50 points--The final experience brings closure to the course. Although reflective in nature, all items of discussion from the course are potential topics for the final.