PLEASE NOTE: Some minor changes to this overview may occur as needed to optimize course effectiveness during the semester.

Course Description

This course is designed to prepare Health and Exercise Science teacher certification students to successfully teach physical education activities in the k-5 school setting.  Students are exposed to planning, preparing, managing, teaching and evaluating physical activities in 6-10 content areas.  Emphasis is placed on the development of lifelong, active learners, and on teaching and learning principles which improve cognitive, affective and psychomotor skills.  Emphasis is also placed on learning experientially and developing as a model for elementary students.  Course content will be delivered through the filter of the National Association of Sport and Physical Education (NASPE) National Standards for Physical Education, and the NJ Department of Education's Core Curriculum Content Standards for Comprehensive Health and Physical Education.  Students will also learn and apply NASPE and New Jersey Professional Teaching Standards for beginning teachers in preparation for clinical and professional practice.

Course Objectives

By the completion of this course the student will:

• Describe and demonstrate the characteristics of skilled performance in a variety of physical activities and domains
  
• Apply movement concepts, biomechanical principles and motor learning to skill development progressions.
• Demonstrate infusion of lifetime fitness and activity principles in lesson and unit plans
• Demonstrate organization, preparation, and management skills in teaching elementary physical education
• Describe and/or demonstrate functional methods and procedures that can be utilized when teaching skills
• Discuss accepted teaching methodologies used to teach psychomotor, cognitive and affective objectives
• Specify how guided practice can be organized and executed to effectively develop skills
• Show how technology can be utilized in teaching elementary physical education
• Describe and demonstrate assessment techniques for elementary school physical education teachers and students
• Explain and demonstrate how teaching content can help facilitate the NJ Core Curriculum Content Standards for Comprehensive Health and Physical Education
• Explain and demonstrate the development of a community of learners through elementary physical education
  

Gallahue, D., & Cleland Donnelly, F.  Developmental Physical Education for All Children (4th edition).  Champagne: Human Kinetics.

Supplemental Texts

Fronske, H., & Wilson, R. (2002). Teaching Cues for Basic Sports Skills for Elementary and Middle School Students.  Boston: Allyn & Bacon.

Graham, G. (2001).  Teaching Children Physical Education: Becoming a Master Teacher (2nd ed).  Champagne: Human Kinetics

Graham, G., Holt-Hale, S., & Parker, M. (2004). Children Moving: A Reflective Approach to Teaching Physical Education (6th ed).  Champagne: Human Kinetics

Grineski, S. (1996).  Cooperative Learning in Physical Education.  Champagne, IL: Human Kinetics.

Landy, J., & Landy, M.  Ready To Use P.E. Activities Series: K-2, 3-4, 5-6.  (1992).  Paramus, NJ: Parker Publishing.

Melograno, V. (1998).  Professional and Student Portfolios for Physical Education.  Champaign: Human Kinetics

Pangrazi, R. (2005).  Dynamic Physical Education for Elementary School Children (14th edition).  Boston: Allyn & Bacon.

Supplemental Reading

Journal of Physical Education, Recreation & Health (JOPERD).  Available in Campbell Library
Strategies.  Available in Campbell Library
Teaching Elementary Physical Education

There are two articles on reserve in Campbell Library - see below for reading assigments

Course Requirements (500 points total - due dates are on WebCT/Blackboard calendar)

Attendance and Participation (100 points):

• Attending class and participating in discussions and activities is critical.  Full attendance and participation is a critical professional disposition you are expected to demonstrate.  Five (5) points will be deducted per absence.   If you are an athlete who cannot make class due to a game or meet, the absence will be excused AS LONG AS YOU GIVE ME THE REQUIRED PAPERWORK AHEAD OF TIME.  A doctor's note is acceptable for an excused absence after the fact, however all other rules apply.  If you are sick or have an unavoidable reason for absence and I receive an email or voice mail ahead of time, the absence will be excused.   If you are absent for either of these latter two reasons, and I receive an email or voice mail from you ON THE DAY OF YOUR ABSENCE, only two (2) points will be deducted for that day.  After one (1) of each of the above excused or semi-excused absences, you will be deducted 5 points per absence.  Arriving to class late is disruptive to class.  Two (2) points will be deducted for each class for which you are late (tardy).  You are late if you arrive after attendance is taken and/or the day's activities have begun.
• Uniform is required for this class.  This consists of the HES shirt, available at the book store, and appropriate shorts/pants/sweats and footwear.  Two points will be deducted if you are not prepared to participate in terms of being appropriately dressed.  No hats in class, please.

• Web Journal (50 points):  You will need to utilize the WebCT/Bb bulletin board by the end of the first full week of class.  The assignment can be found by clicking the "discussions" icon on the home page for this course onWebCT/Bb.   You will be required to post 10 journal reflection entries over the course of the semester.
  
• Core  Content Standards (15 points):  We will be using the current New Jersey Department Of Education Core Curriculum Content Standards for Comprehensive Health and Physical Education.  You need to be familiar with the  New Jersey State Core Curriculum Standards for Comprehensive Health and Physical Education, including a statement of the standards and the complete list of progress indicators.  Clicking on the above link will take you to a contents page.  Click on the link to Comprehensive Health and Physical Education.  This will take you to an html document of the standards for grades 2, 4, 6, 8 and 12.  A link at the top of the page will allow you to open a .pdf version of the document which is more "printer friendly".  The assignment will require you to look at several standards and progress indicators and write objectives based on them.  For details see Blackboard Assignments link
  
• Lesson Plan/Idea Analysis (10 points):  You will need to select a lesson idea from PE Central or one of the other lesson plan links on WebCT/Bb or elsewhere on the Web, and submit an analysis based on the five questions listed on the assignment on WebCT/Bb.  The selected lesson plan/idea must be in the elementary physical eduation area (K-4).  The analysis must be submitted in paper form with a copy of the lesson plan/idea.
• Article Summaries (30 points):  You will be required to read and write a summary of two articles.  The articles relate to teaching/learning and curriculum models utilized in the course and are designed to supplement experiential learning of these models.  Several copies of one specific article are on reserve and electronic reserve at the Campbell Library.  Ask at the front desk.  This assignment must be typed and turned in as a hard copy,  at least three pages double spaced (20 points).  The other article will be one of your choice, related to elementary physical education.  You will need to: explain why you chose the article; give a brief but substantive summary of the article; describe which areas of the course the article addresses, and provide an opinion of the value of the article based on what it addresses and why you chose it (10 points).
  
• Unit Plan (40 points):   The Unit Plan will be specific to one of the content areas in this course and will include 4 lesson plans. Details relative to the development of a unit plan are available on this web site (by clicking on "Unit Plan" link). This assignment must be submitted electronically via the assignment drop box (click on "assignments" the left menu bar of Web CT).  It should be submitted as an attachment, which works best.  If you use MS Works or Word Perfect, paste the plan into the body of the email itself, or submit it in rich text format (.rtf) if you can.
• Bulletin Board (20 points):  You will create a bulletin board related to an interdisciplinary assignment or elementary PE theme for display to elementary classes which will be "visiting students" at the end of the semester.  The board should be creative, colorful, enticing and should relate certain physical education principles to other curricular areas.  More will be discussed in class and on the assignment page.  A sample board can be found on Web CT.
• WebCT/Bb Survey (10 points):  You will complete a short WebCT/Bb survey at the end of the course which is an evaluation of the class - what worked well for you, what you would like to have been done differently.  This is a narative version of the student assessment which will be conducted by another professor in class.  The WebCT/Bb survey is anonymous - WebCT/Bb can only report who has completed the survey.  You will receive all 10 points simply for answering all questions to the best of your ability and judgement.
• Self Teach assignment/Gym night (10 points):  You will need to choose a skill to learn.  This will be performed at the "Gym Night" section of Micro 3.  See Blackboard/Assignments link for more details.
  

• Each student will complete five micro teaching episodes during the course.  You will need to demonstrate how teaching content involving movement themes can help facilitate the New Jersey Core Curriculum Standards for Health and Physical Education by completion of lesson plans for each of the  mini-teaching sessions. This requirement must be submitted electronically.
• Cooperative activity (10 points).  Your formal (cooperative) group will lead a short cooperative game or activity of your design based on cooperative structures.
  
• Micro 1 will be an "instant activity" (20 points).  This session will be taught individually, the others may be team taught to some extent.  Micro 1 will be videotaped.  This instant activity will be become part of your unit plan.  Part of the grade for Micro 1 consists of a self analysis of the video of your teaching.
  
• Micro 2 will be a full lesson (50 points).  This will be taught individually, but with the assistance of other members of the unit base group.  You will develop four lesson plan outlines as part of your unit plan assignment, and you will teach one of these lessons for this assignment.  A full lesson plan will be submitted prior to your teaching day.  This can then be revised, with a self assessment/reflection added, after you teach.  The final lesson plan and self assessment should be emailed within 24 hours of teaching your lesson.  You will be teaching part of your Micro 2 lesson to a group of elementary students at the end of the semester.
  
• Micro 3 will be a PE Night or a Field Day event (20 points).  This is the culminating event of the class and takes place during finals week (i.e., this is the "final exam").  This will be team taught with your base ("skill theme") group.
  
• You MUST NOT MISS your micro teaching assignments.  You cannot complete the course without completing all your micro teaching presentations.  If you are in dire straits you must call or email me prior to the class.

• You will submit your portfolio in the last week of class which contains your portfolio items for this class.  Your "regular" portfolio items consist of your lesson idea analysis, unit plan, lesson plan, all micro teaching descriptions, assessment rubric (part of unit or lesson plan), digital photos of your micro teaching, and digital photos of your bulletin board along with captions/descriptions for all digital photos.  In addition, supply an item of your choice including a short explanation of why you chose this item.  Lastly you should include extra credit items with a short paragraph for each.  These items will have also already have been graded.  Your portfolio score comes from having each item presented in a 3 ring binder, each page set back to back in plastic protectors, and with all items in final form, including grading rubrics.  You will need to design a cover for the portfolio binder.  The portfolio item checklist can be found on WebCT/Bb.  Include a content page and tab pages in your binder. 
  

• Exams: There will be three exams during the semester.  Exams will be open book, on line chapter tests.  You will access these from the assessment link on WebCT/Bb.  Exams will typically be up for a week, are essay based questions, and can be done in your own time with no time limit.  For Due dates, see WebCT/Bb calendar.

• Off site visit: there may be one off site visit to an elementary school.  Details TBA.  This visit may be via video conference link or a virtual observation through iTunes University.
  
• On site visits: there may be a visit by an active elementary HPE teacher who will be a guest presenter for one of our classes.  There will be at least one visit by an active elementary class who will be guest pupils for your micro teaching assignments.  There may also be an on site visit to the preschool at Education Hall.
  

• Assignments: there are no "extra credit" assignments for this class.  Please do the work in a timely and quality manner and you should be fine.  Address problems/low scores early.  Do not wait until the end of the semester to "improve your grade".
  
• Professional development: there is extra credit available for professional development.  If you are a member in good standing of the HES club, 5 extra credit points will be awarded.  This also applies for community service activities undertaken with the club (again, 5 points).  Attendance at the NJAHPERD student workshop (First Sunday in November).  The NJEA convention (November), is also worth 5 points for the Thursday/excused absence for the Friday.  Attendance at the NJAHPERD Annual Convention is worth 5 points.  Other professional development activities may be negotiated.  The most extra credit points that can be earned for professional development in this class is 15 points (3%).
• Community attendance bonus: this class is your learning community.  I would like attendance to be 100% every day  To encourage this, after the fourth instance of 100% class attendance, a bonus point will be added to everyone's attendance score every time there is 100% attendance for the day.
  

Grading Scale

Points          %      Grade
470-500    94-100     A
450-469    90-93       A-
430-459    86-89       B+
415-429    83-85       B
400-414    80-82       B-
385-399    76-79       C+
365-384    73-75       C
350-383    70-72       C-
335-349    67-69       D+
315-334    63-66       D
300-314    60-62       D-
<300         <60          F
 

Course Policies and Expectations

Dispositions: Your disposition in this class is important.  For the duration of this course we will work together to build a community of learners and of leaders of future learning communities.  Be the kind of student you would like to teach when you are out in the field.  Show up every day on time, be enthusiastic, work hard, help others, and set a high standard for yourself in all assignments.  These are dispositions you should be teaching to your future pupils, and this class will help you begin to formulate ways to do that (see below).

Communication: You will be required to submit several assignments electronically, so be prepared to use email.  You will also need to navigate WebCT/Bb.  If you are not computer literate, it is now time to become so.  I will communicate to the whole class via the campus portal email system.  If you use your Rowan email account, you will receive these messages.  If you do not, you will need to forward your rowan email to the address you regularly use.  To do this, go to the campus portal link at http://cp.rowan.edu/cp and follow the instructions for forwarding email.  Do this RIGHT AWAY.  A note on cell phones: if you bring them to class, please turn them off.  If there is an emergency situation for which you need your cell phone in class and turned on, please ask for permission to do this.  I will extend you the same courtesy.

Accomodation Policy:  Your academic success is important. If you have a documented disability that may have an impact upon your work in this class, please contact me. Students must provide documentation of their disability to the Academic Success Center in order to receive official University services and accommodations. The Academic Success Center can be reached at 856-256-4234. The Center is located on the 3rd floor of Savitz Hall. The staff is available to answer questions regarding accommodations or assist you in your pursuit of accommodations. We look forward to working with you to meet your learning goals.

Honesty Policy: You are EXPECTED in this (and every other class you take) to complete your work on your own, honestly and fairly, and to fully contribute to group projects. Copying other people's papers, citing references that you did not use, plagiarizing an author's words and cheating on exams are some examples of dishonest practices that will at minimum cause you to fail the class. DO NOT CHEAT. If you are unsure about whether or not something is "legitimate" in a paper or project, discuss it with me. Plagiarism occurs whenever you copy more than three words of someone else's text without directly quoting it or use someone else's ideas without giving them credit. YOUR WORK MUST BE WRITTEN IN YOUR OWN WORDS.  If noted in the syllabus, YOU MUST BE PREPARED TO PROVIDE A COPY OF THE ARTICLE OR BOOK YOU CITE. 
    Rowan University has a very clear policy related to cheating, falsification, plagiarism, and facilitating academic dishonesty.  It can be reviewed at: http://www.rowan.edu/studentaffairs/deanstu/policies/academic_honesty/

Late Work: Late papers will be accepted but may incur a penalty. Missed tests must be taken as soon as possible.  Athletes who will miss a test due to a sports event will not be penalized for the make-up test as long as they provide the official excused absence form BEFORE the exam date. Athletes should arrange a make-up time PRIOR to their absence. Illness, car problems and job demands are legitimate concerns, however I have no way of verifying them to waive penalties. For a long term problem, COMMUNICATE.  I may be able to help, so please talk to me about it.  If you turn in work very late (up to finals week), you will still receive credit.  It will be graded on a percentage of the original grade.  Paper assignments are due at the start of class.  Electronic assignments are due by midnight on the due date.  Unit plan and micro teaching assigments have specific points assigned for being turned in on time.

Tardiness: It is disruptive to the class and the instructor when students arrive late. Please be on time! If there is a legitimate reason for you to be late on more than one occasion, discuss it with me. Repeated tardiness will lower your participation grade.  You will be considered tardy if you arrive after I have finished taking roll and/or activities have started for the day.

Personal Responsibility:

• YOU are responsible for keeping up with your reading, your work and your grade in the class. If you are having concerns about anything in the class, talk to me about it early.  Little can be done about a grade at the end of the semester!
• Dress appropriately for class.  Proper participation attire is the Rowan HES shirt.  It can be purchased at the University Bookstore and includes neat, clean, and untorn shorts and shirt, or sweat suit.
• The appropriate footwear for activity is sneakers.  They are expected to be tied, and socks worn.
• Professional attire for micro teaching requires an HES collared shirt, and neat, plain sweat pants, pants or slacks.  Dress shorts should be worn for micro teaching.
• Show positive social skills relative to using respectful language and cooperating in class.  Be the type of student in class that you would want to teach.
• Demonstrate satisfactory leadership skills by contributing in positive ways toward class goals and helping with equipment.
• Show cooperative skills by helping the students who are micro teaching to look their best, being an able assistant when those in your micro group are teaching, and working cooperatively with your group on micro 3, including completing your individual responsibilities for group projects.
• Demonstrate a professional orientation by being prepared for class, completing work on time, having written work in acceptable form (spelling, grammar), including exam essay questions, bringing your text book and writing materials every day, taking notes, helping with equipment, and having all materials organized in a folder or binder.