TEACHING CONCEPTS OF TEAM
Health & Exercise Science
Esby 1 & 2
12:15 - 1:30 pm; 1:45 - 3:00 pm (Fall); 8:00 to 10:00 am Summer Session
3 (First 5 week session)
Monday and Friday
On Campus: 3766; off-campus: 256-4500 ext. 3766.
Office hours: Monday 10:30 - 11:15 am; Tuesday
4-5 pm; Wednesday Bb Chat Room, 9-11 pm; by
appointment; drop in - if I am in my door is open; email; Bb
Chat Room - ping me.
Some changes to
overview may occur as needed to optimize course effectiveness during
Concepts of Team Sports is
Health and Exercise Science teacher certification students
to successfully teach specific sport activities
k-12 school setting, with the emphasis on secondary age range.
Students are exposed to rules, strategies,
and skill development in a variety of team sports. Emphasis is
on the teaching and learning process throughout the various grade
and on certain fundamental movement and tactical principles that apply
to team sports. Different curriculum and instructional models
will be demonstrated and practiced as vehicles to optimize
K-12 student outcomes. The philosophy underlying this course is
can learn to be active for life while developing fitness, team sport
general and specific knowledge, and affective skills, through the
of physical education classes. Course content will be delivered through the filter
of the National
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 begin to learn and apply NASPE and New Jersey
Teaching Standards for beginning teachers in preparation for clinical
and professional practice.
the completion of this course the
- Describe and
demonstrate the characteristics of
in a variety of team sports.
- Apply movement
concepts, biomechanical principles
learning to skill development progressions.
- Describe and
demonstrate effective organization,
rules, equipment use,
strategy and etiquette for each activity presented in class.
- Describe and/or
demonstrate functional methods and
that can be utilized when teaching team sport skills.
- Discuss accepted
teaching methodologies used to
and affective objectives of team sports.
- Specify how
guided practice can be organized and
to effectively develop team sport related fitness, motor and tactical
assessments and describe effective assessment techniques as applied to
- Explain and
demonstrate how teaching content
sports can help facilitate the New Jersey Core Curriculum
Comprehensive Health and Physical Education.
- Demonstrate propensities that
contribtue positively towards developing a community of learners.
N. & McManama, J.
Education Activity Handbook (11th edition). San Francisco:
Games For Understanding (Tactical Model)
Mitchell, S., Oslin, J., & Griffin, L., (2005). Teaching
sport concepts and
skills: A tactical games approach.
Siedentop, D., Hastie, P., & Van Der Mars,
H. (2005) The Complete Guide
to Sport education.
Champaign: Human Kinetics
Grineski, S. (1998) Cooperative learning in physical education.
Champaign: Human Kinetics
D., & Glover, Dl
competition-cooperation link: Games for developing respectful
competitors, Champaign: Human
School Ideas, Inclusion, Grid System
Hichwa, J. (1998). Right fielders are people too: An
inclusive approach to teaching middle shool physical
Champaign: Human Kinetics
Fronske, H. (2007). Teaching Cues for Sport
Skills for Secondary Students. Boston: Allyn and Bacon.
(2001). Teaching Cues for
Skills. Boston: Allyn and Bacon.
Melograno, V. (1998). Professional and
Portfolios for Physical Education. Champaign: Human
Notes (Adapted From Text, 9th & 10th
of Physical Education, Recreation &
(JOPERD). Available in Campbell Library
Strategies. Available in Campbell Library
Assignments 120 points):
- Attendance and
points): Attending class and participating in discussions
activities is critical.
For summer, Five (5) points will be deducted for first ablsence.
Seven (7) points will be deducted per
absence after that.
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
OF TIME. If you are sick or have an unavoidable reason for
and I receive an email or voice mail before class, the absence
be excused. If you are absent for either of these latter
reasons, and I receive an email or voice mail from you during that
or later that day, only two (2) points will be deducted for
day. After three (3) total "excused" absences, you will be
deducted 5 points per absence. A doctor's note after the fact
will suffice for an excused absence, however all other rules
apply. Arriving to
class late is disruptive
to the other students. Two (2) points will be deducted for each
for which you are late (i.e., roll has been taken/class activities have
begun). Uniform is required for this class.
This consists of the HES shirt, available at the book store, and
shorts/pants/sweats and footwear. Two (2) points will be deducted
you are not prepared to participate in terms of being appropriately
For micro teaching dress
requirements, see below.
- Blackboard Initial Posting (5
Due before our third class. This assignment is to be
posted on the Blackboard discussion board before our third meeting.
assignment can be found by clicking on the "communications" link for
this course on Blackboard and then clicking on the
"First Assignment" link. I will be corresponding
with you using
and Blackboard. This course syllabus is available on Blackboard
a link (under courses) on my web page http://users.rowan.edu/~rattigan.
Content Standards (5 points): Due
date - see Blackboard Calendar. Using the Content Standards link on Blackboard, You
will submit an assignment using one progress indicator, one objective,
and one activity description. Submit to assignment drop box.
self assessment 5 points). You will
submit a dispositional self assessment around half way through the
course in DISCUSSIONS. Honesty and completeness are the criteria
for a good assessment, rather than trying to make yourself sound
good! See details in Discussions and Assignments link on
- Lesson Plan/Idea Analysis
See Blackboard calendar. Students will select a lesson plan
the web list and submit an analysis. The selected lesson
must describe team sport skill, and be secondary level (grades
5-12). The analysis must be
by hand with a copy of the lesson plan/idea.
- Reading Summaries (30
points): See Blackboard calendar. Students will
complete 3 selected
Two of the articles will be on reserve in Campbell Library, one is on
line. You are to
each article in detail to the extent that I can see see that you have
the key concepts of each article. This assignment must be
in hard copy form, must be double-spaced, and should be at least two
- Unit Plan (45 points): Due
mid term. See Blackboard calendar for details. The
Plan will be specific to one of the team sports of your choice in this
course. Details relative to the development
a unit plan are available on this web site by clicking the unit plan
on Blackboard or on my Rowan web page. There is also a template
available on the assignments page and in the assignments link. This
requirement is to be submitted electronically in the assignment drop box (assignments
link on left side) on Blackboard.
(20 points). You will submit a
portfolio in the last week of class which contains your portfolio items
class. Your portfolio items consist of your unit plan, lesson
plan, your fitness and
modified game descriptions, (accompanied by relevant grading rubrics),
and one item of your choosing, accompanied
by a short paragraph explaining why you included it. These
items will have already been
graded except for micro 3. Also include your extra
credit items with paragraph
on each explaining their professional development benefit to you.
Your portfolio score comes from having each item presented in a 3 ring
binder, each page in plastic protectors, and with all items in final
You will need to design a cover for the portfolio binder. The
item checklist can be found on Blackboard. Include a content page
- Each student
will complete three micro teaching
during the course. Each component when added together will form
entire lesson, or part C of the departmental lesson plan form (learning
experiences). This lesson plan (and therefore your micro
will be a sample lesson from your unit plan. Thus, throughout the
semester you will be selecting a team sport, writing a unit plan for
team sport, taking a sample lesson from that team sport, building a
plan for it, and teaching the introductory/fitness part, the skill
part, and the modified game for each of your micro teaching
You will be working alongside the other students who chose the same
sport. This will be your cooperative base group for the semester.
- Micro 1 is a warm
up/fitness activity (10 points). You will lead the class in a
fitness activity which uses or develops a health fitness component and
utilizes skills related to your micro team sport. You will be
alongside 2-3 other students in your micro group, each person leading
class for a different fitness component. You will assist your
members by helping with equipment, demonstrations, etc., when it is
turn to lead. Post the first draft in the assignment drop box 2
and the final draft via the assignment drop box on your teaching
after you teach.
- Micro 2 requires a complete lesson plan (30 points).
You will be
the skill development component of the lesson (20 points - total
micro 2 = 50 points). The lesson plan will be based on the
sport you chose for your unit plan. You will demonstrate how
content involving team sports can help facilitate the New Jersey Core
Standards for Health and Physical Education in your activity
and lesson and unit plans. Ideas for lesson activities can be
in sites such as PE Central,
links 4U, and other lesson
associated with the modified game and skill development mini-teaching
requirement must be submitted electronically via the ASSIGNMENT
DROP BOX two days
before you teach. You
will be given an initial score AND RUBRIC for the lesson plan and will
to revise the plan. The final draft is to be posted after you
teach, within 24 hours, and must include a short self assessment of the
teaching episode. You will assist your group members by helping
with equipment, demonstrations, etc., when it is their turn to lead,
In addition, for Micro 2 you will be an "assistant teacher", helping
the lead teacher
by monitoring groups as they practice, and reinforcing the lead
- Micro 3 is a modified
game (20 points). This game may be the culminating activity
micro 2 lesson plan. The game should be inclusive, involve lots
contact activity for each student, and should allow application of a
skill and/or strategic focus. You will be presenting this game to
rest of the class as a micro group. You will have individual and
group assignments for this activity, and part of your score will be a
- DO NOT MISS
teaching assignment. If you are in dire straits you must call or
email me prior to the class. No shows for micro teaching will
a zero, or, if lucky, an incomplete for the course.
Exams (200 points):
- There will be five (5)
the semester. The two rules exams will be open book,
line tests. They will be multiple choice. Concepts tests
be a combination of multiple choice and essay answer, covering
biomechanical and psychological aspects, the text chapters on
softball, and volleyball and other team sports, plus materials
available on line or in
The final exam will be entirely multiple choice and will cover
the concepts based material in the course (no rules). It will be
during finals week
at the time designated by the university.
- Rules tests 1
and 2: 20 points total, 40 items
each, see Blackboard calendar for availability and due dates;
- Concepts Tests
1 and 2: 50 points total, 30
items, 2 long essay questions each, see Blackboard for dates;
- Final exam:
during finals week, may be on line, 60 points, all
items, cumulative based on both concept tests and article summary
- You are expected to read the relevant chapter
in the text book for the team sport unit prior to the end of that
unit. The class calendar can be found on Blackboard.
not covered in the text. A detailed document on Lacrosse and
rules can be found on
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
member in good standing of the HES club, 5 extra credit points will be
awarded. This also applies for community service activities
with the club (again, 5 points). Attendance at the NJAHPERD
workshop (First Sunday in November). The NJEA convention
is also worth 5 points for the Thursday/excused absence for the
Friday. Attendance at the NJAHPERD Annual Convention (February)
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%).
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.
Course Policies and Expectations
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
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
for yourself in all assignments. These are dispositions you
be teaching to your future students, and this class will help you begin
formulate ways to do that (see below).
will be required to submit several assignments electronically, so be
to use email. You will also need to navigate Blackboard. If
are not computer literate, it is now time to become so. I will
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
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
A note on cell phones: if you bring them to class, please turn them
If there is an emergency situation for which you need your cell phone
class and turned on, please ask for permission to do this. I will
extend you the same courtesy.
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.
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.
other people's papers, citing references that you did not use,
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
If you are unsure about whether or not something is "legitimate" in a
or project, discuss it with me. Plagiarism occurs whenever you copy
than three words of someone else's text without directly quoting it or
use someone else's ideas without giving them credit. YOUR PAPERS MUST
WRITTEN IN YOUR OWN WORDS. If noted in the syllabus, YOU MUST BE
TO PROVIDE A COPY OF THE ARTICLE OR BOOK YOU CITE. Rowan University has a very clear policy related to
falsification, plagiarism, and facilitating academic dishonesty.
can be reviewed at: http://www.rowan.edu/provost/policies/documents/AcademicIntegrityPolicy_RAIVForm_AIVProcessOverviewFlowChart.pdf
will be accepted but may incur a penalty. Unit and lesson plans
and other teaching related paperwork will
incur a penalty if late-this is part of the grading
rubric. 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
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,
I may be able to help, so please talk to me about it. If you
in work very late (up to finals week), you will still receive
It will be graded out of 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. Teaching assignments include
a score in the grading rubric related to being submitted on time.
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
occasion, discuss it with me. Repeated tardiness will lower your
grade. You will be considered tardy if you arrive after I have
taking roll and/or activities have started for the day.
case of bad weather or instructor illness, class may be canceled.
Two things to note are: 1. I am never sick; 2. If Rowan is
in session, class will run. To
out about class cancellations due to bad weather, Click
here. If I am unable to teach class, I will leave a
message with the HES
(256-4785), and a sign will be posted on the HES office door.
assume that class is canceled.
- YOU are
responsible for keeping up with your reading, your work
grade in the class. If you are having concerns about anything in the
talk to me about it early. Little can be done about a grade at
of the semester!
appropriately for class. Proper
attire is the Rowan HES shirt. It can be purchased at the
Bookstore and includes neat, clean, and untorn shorts and shirt, or
- The appropriate
footwear for activity is
They are expected to be tied, and socks worn.
attire for micro teaching
requires an HES collared shirt, and neat, plain sweat pants, pants
or slacks. Dress shorts are to be worn for micro teaching.
- Show positive
social skills relative to using
language and cooperating in class. Be the type of student in
that you would want to teach.
satisfactory leadership skills by
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 the
- Demonstrate a
professional orientation by being
for class, completing reading and work on time, having written work in
(spelling, grammar), including exam essay questions, bringing your text
book and writing materials every day, helping with equipment, and
all materials organized in a folder or binder.
Rattigan's Home Page