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

Course Description

Teaching Concepts of Team Sports is designed to prepare Health and Exercise Science teacher certification students to successfully teach specific sport activities in the k-12 school setting, with the emphasis on secondary age range.  Students are exposed to rules, strategies, organization and skill development in a variety of team sports.  Emphasis is placed on the teaching and learning process throughout the various grade levels, 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 that students can learn to be active for life while developing fitness, team sport skills, general and specific knowledge, and affective skills, through the medium of physical education classes.  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 begin to 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 team sports.
• Apply movement concepts, biomechanical principles and motor 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 procedures that can be utilized when teaching team sport skills.
• Discuss accepted teaching methodologies used to teach cognitive and affective objectives of team sports.
• Specify how guided practice can be organized and executed to effectively develop team sport related fitness, motor and tactical skills.
• Develop collaborative assessments and describe effective assessment techniques as applied to team sport skills.
• Explain and demonstrate how teaching content involving team sports can help facilitate the New Jersey Core Curriculum Standards for Comprehensive Health and Physical Education.
• Demonstrate propensities that contribtue positively towards developing a community of learners.
  

Schmottlach, N. & McManama, J. (2005).  Physical Education Activity Handbook (11th edition).  San Francisco: Benjamin
      Cummings.

Supplemental Texts

Teaching Games For Understanding (Tactical Model)
Mitchell, S.,  Oslin, J., & Griffin, L., (2005). Teaching sport concepts and skills: A tactical games approach.
     Champaign: Human Kinetics

Sport Education
Siedentop, D., Hastie, P., & Van Der Mars, H. (2005)  The Complete Guide to Sport education.  Champaign: Human Kinetics

Cooperative Learning
Grineski, S. (1998)  Cooperative learning in physical education.  Champaign: Human Kinetics

Midura, D., & Glover, Dl (1999).  The competition-cooperation link: Games for developing respectful
        competitors,  Champaign: Human Kinetics

Middle School Ideas, Inclusion, Grid System
Hichwa, J.  (1998).  Right fielders are people too: An inclusive approach to teaching middle shool physical
     education.  Champaign: Human Kinetics

Teaching Cues
Fronske, H. (2007).  Teaching Cues for Sport Skills for Secondary Students.  Boston: Allyn and Bacon.
Fronske, H. (2001).  Teaching Cues for Sport Skills.  Boston: Allyn and Bacon.

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

Supplemental Reading

Lecture Notes (Adapted From Text, 9th & 10th editions)
Mechanical Aspects
Psychological Aspects

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

Course Requirements

• Attendance and Participation (100 points): Attending class and participating in discussions and 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 AHEAD OF TIME.  If you are sick or have an unavoidable reason for absence and I receive an email or voice mail before class, 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 during that class or later that day, only two (2) points will be deducted for that 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 class 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 appropriate shorts/pants/sweats and footwear.  Two (2) points will be deducted if you are not prepared to participate in terms of being appropriately dressed.  For micro teaching dress requirements, see below.

• Blackboard Initial Posting (5 points):   Due before our third class.  This assignment is to be posted on the Blackboard discussion board before our third meeting. The 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 email and Blackboard.  This course syllabus is available on Blackboard and through a link (under courses) on my web page http://users.rowan.edu/~rattigan.
• Core  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.
• Dispositional 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 Blackboard.
  
• Lesson Plan/Idea Analysis (10 points):  See Blackboard calendar. Students will select a lesson plan from the web list and submit an analysis.  The selected lesson plan/idea must describe team sport skill, and be secondary level (grades 5-12).  The analysis must be submitted by hand with a copy of the lesson plan/idea.
• Reading Summaries (30 points): See Blackboard calendar.  Students will complete 3 selected readings.  Two of the articles will be on reserve in Campbell Library, one is on line.  You are to summarize each article in detail to the extent that I can see see that you have understood the key concepts of each article.  This assignment must be submitted in hard copy form, must be double-spaced, and should be at least two pages long.
• Unit Plan (45 points): Due around mid term.  See Blackboard calendar for details.  The Unit Plan will be specific to one of the team sports of your choice in this course. Details relative to the development of a unit plan are available on this web site by clicking the unit plan link 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.
• Portfolio (20 points). You will submit a portfolio in the last week of class which contains your portfolio items for this 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 form.  You will need to design a cover for the portfolio binder.  The portfolio item checklist can be found on Blackboard.  Include a content page and tab pages.
  

• Each student will complete three micro teaching sessions during the course.  Each component when added together will form an entire lesson, or part C of the departmental lesson plan form (learning experiences).  This lesson plan (and therefore your micro teaching) 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 that team sport, taking a sample lesson from that team sport, building a lesson plan for it, and teaching the introductory/fitness part, the skill focus part, and the modified game for each of your micro teaching requirements.  You will be working alongside the other students who chose the same team 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 working alongside 2-3 other students in your micro group, each person leading the class for a different fitness component.  You will assist your group members by helping with equipment, demonstrations, etc., when it is their turn to lead.  Post the first draft in the assignment drop box 2 days before teaching and the final draft via  the assignment drop box on your teaching day after you teach.
• Micro 2 requires a complete lesson plan (30 points).  You will be teaching the skill development component of the lesson (20 points - total micro 2 = 50 points).  The lesson plan will be based on the team sport you chose for your unit plan.  You will demonstrate how teaching content involving team sports can help facilitate the New Jersey Core Curriculum Standards for Health and Physical Education in your activity descriptions and lesson and unit plans.  Ideas for lesson activities can be found in sites such as PE Central, PE links 4U, and other lesson plan links associated with the modified game and skill development mini-teaching sessions. This 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 have the opportunity 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, and.  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 teacher's instructions.
• Micro 3 is a modified game (20 points).  This game may be the culminating activity for your micro 2 lesson plan.  The game should be inclusive, involve lots of contact activity for each student, and should allow application of a skill and/or strategic focus.  You will be presenting this game to the 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 group score.
• DO NOT MISS your micro teaching assignment.  If you are in dire straits you must call or email me prior to the class.  No shows for micro teaching will receive a zero, or, if lucky, an incomplete for the course.

• There will be five (5) exams during the semester.  The two rules exams will be open book, on line tests.  They will be multiple choice.  Concepts tests will be a combination of multiple choice and essay answer, covering biomechanical and psychological aspects, the text chapters on basketball, football, soccer, softball, and volleyball and other team sports, plus materials available on line or in handouts.  The final exam will be entirely multiple choice and will cover all the concepts based material in the course (no rules).  It will be conducted 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 multiple choice items, 2 long essay questions each, see Blackboard for dates;
• Final exam: during finals week, may be on line, 60 points, all multiple choice items, cumulative based on both concept tests and article summary readings.

• 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.  Lacrosse is not covered in the text.  A detailed document on Lacrosse and rules can be found on Blackboard.
  

• 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 (February) 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.

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 students, 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 Blackboard.  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 PAPERS 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/provost/policies/documents/AcademicIntegrityPolicy_RAIVForm_AIVProcessOverviewFlowChart.pdf

Late Work: Late papers 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 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 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.

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 are to 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 the group project.
• Demonstrate a professional orientation by being prepared for class, completing reading and work on time, having written work in acceptable form (spelling, grammar), including exam essay questions, bringing your text book and writing materials every day, helping with equipment, and having all materials organized in a folder or binder.