SUNY Cortland

Physical Education Department

EDU 255 - Basics of Effective Instruction in Physical Education

TABLE OF CONTENTS:

Course Information:                    Instructor Information: Texts/Bibliographic Materials Required: School of Professional Studies Deans’ Office  Course Description: GE Category 10: Basic Communication Course Attendance Policy:  Daily Expectations: Dress Code: Evaluation of Student Performance: Grading Scale: Goals/Course Objectives: Class Organization: Course Outline: Teacher Education Candidacy: Academic Integrity Statement: Disability Statement:

 

 

Course Information:                    Instructor Information:

 Credit Hours:              3.0                                       Instructor:                  Dr. Helena Baert, Ph.D.

Semester/Year:            Fall 2011                               Phone:                       (607) 753-5618     Or Skype: helenabaert

Location:                     Park Center 1128                   Office Location:          Park Center 2111

Office Hours:              MWF 12:40-1:30PM                 E-Mail:                      Helena.Baert@Cortland.edu

 

Texts/Bibliographic Materials Required:

Special Course Pack with custom binder from McGraw-Hill which includes the following texts:   

            1. Rink, J. (2010). Teaching physical education for learning (6^th ed.). New York: McGraw Hill

            2. NASPE (2004). Moving into the future (2^nd ed.). St. Louis, MO: NASPE) 

            3. Fronske, H. (2012). Teaching cues for sport skills for secondary school students, 5th ed. New York, Pearson/Benjamin Cummings.

 

+ EDU 255 Packet at the ASC Bookstore.

 

School of Professional Studies Deans’ Office 

John Cottone, Interim Dean                           Eileen Gravani, Associate Dean

(607) 753-2829                                            (607) 753-2702

Professional Studies Building                         Professional Studies Building

Room 1175                                                  Room 1175

 

Course Description:

(A) This is an introductory course in physical education teaching methodology. The main purpose is for the student to study, practice, and acquire basic teaching skills applicable to K-12 physical education instruction. The course prepares the student for required NYS field experiences and also introduces the learner to NYS standards-based instruction, curriculum and assessment. Corequisite: EDU 256. Prerequisites: PED 201 (with a minimum grade of C-), and cumulative 2.5 grade point average. (3.0 cr. hrs.) 

 

GE Category 10: Basic Communication

This course fulfills GE 10b, Presentation Skills as well as Learning Outcomes 4 (develop proficiency in oral discourse) and 5 (demonstrate the ability to evaluate an oral presentation according to established criteria.

 

Course Attendance Policy: 

Because this is a professional development course students are not allowed to miss any classes.  Instructors will consider only those absences that are extenuating, rare, or personal in nature provided the instructor is notified prior to the start of class.  Each absence (after the second) will accrue a 1/3 of a letter grade penalty upon the final grade total.

(If the absence is for medical reasons, there must be a written medical excuse, due to the instructor within 1 week of the absence.) Missing class before/after break is not considered an excused absence. 

 

Additionally:

• Two (2) “lates”= 1 absence
• 15 minutes late= 1 absence

 

Daily Expectations:

1. Professional bearing (on time, conduct, speech, dress).
2. Prepared for content and activity. Bring notebook and text daily for notes
3. Positive attitude and contribution to the class
4. Active participation in the classroom and gymnasium 

 

Dress Code:

Courses with Teaching labs (for course syllabi, field experience materials, and advisement manual)

Teacher candidates are preparing for a field where dress is relatively conservative and they should dress accordingly in their role as pre-service teachers. When teaching labs in physical education classes, collared shirts with shorts or slacks (e.g. golf type or Dockers) or a professional-looking warm-up are considered appropriate. Clothing should fit comfortably to allow for movement and demonstrations. Clothing should be clean and neat in appearance. Logos or printing on clothing should not be distracting and any message in the print should be suitable for children. Sweat pants, street shoes, jeans, cut-off shorts, and T-shirts are not appropriate for teaching.

 

Evaluation of Student Performance:

     1. Academic Performance

• Pedagogical Readings, Quizzes, and Curriculum Committee K-12 Scope and Sequence Chart  (CF: Knowledge Base)                 10%
• Two Essay Style Examinations (Mid-term & Final) (CF: Knowledge Base)                                                                                  40%     (*Exit competency of at least a 65% on this part of the evaluation)

 

     2. Professional Performance 

• Peer Teaching Episodes That Are Developmentally Appropriate With                  30%

          Videotape Analysis and Reflection (CF: Knowledge Base, Standards, Diversity,Assessment)              (*Exit: 2/3s of the point total for lab C & D)

 

     3. Resource Project for a Select Activity Showing Sequences (K-12) including:           15%

• Block Plan & Sample Lesson Plans (CF: Knowledge Base, Standards)
• Selection of a Developmentally Appropriate Assessment Instrument (CF: Diversity, Assessment)
• Evidence of Use of Professional Literature and Other Resources (CF: Professional Commitments)

 

     4. Professional Bearing Profile Assessment                                                             5%

 

* EXIT COMPETENCIES: There are two exit competences that must be passed in this course. Failure of either exit competency automatically earns a course grade of “E”.

 

Grading Scale:

97-100	A+
94-96	A
90-93	A-
87-89	B+
84-86	B
80-83	B-
77-79	C+
74-76	C
70-73	C-
67-69	D+
64-66	D
60-63	D-
<59	E

 

 

Goals/Course Objectives:

1.         To develop the ability to evaluate learners and the instructional process using formal and informal assessment strategies. (NASPE: 5.1, 5.2, 5.3; CF: Assessment) 

2.         To demonstrate the ability to plan, sequence and organize developmentally appropriate sequences as well as allocate and manage resources for instruction in a standards-based environment. (NASPE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6; CF: Standards) 

3.         To demonstrate the ability to utilize the proper instructional strategies/styles and varied teaching roles that promote active engagement and self motivated learning. (NASPE: 4.1, 4.3, 4.4; CF: Knowledge Base, Diversity) 

4.         To develop the ability to use and analyze teaching via systematic coding of teaching behaviors. (CF: Assessment) 

5.         To practice instructional and behavioral techniques necessary for effective classroom management. (NASPE: 4.5, 4.6; CF: Knowledge Base) 

6.         Use modeling, demonstration, explanation, and visual aides to link physical activity concepts to developmentally appropriate learning experiences. (NASPE: 4.2; CF: Knowledge Base) 

7.         To plan and implement a safe learning environment which reflects an understanding of safety and liability/legal issues in physical education. (NASPE: 4.5; CF: Knowledge Base) 

8.         To prepare for EDU 256 (Seminar for Field Experiences) as part of the NYS requirement.  

9.         To practice verbal and nonverbal communication strategies and create and use

            instructional cues and prompts for developmentally appropriate episodes. (NASPE: 4.1, 4.2)

            a.  develop proficiency in oral discourse (GE10b: LO4)

            b.  demonstrate the ability to evaluate an oral presentation according to established criteria (GE10b: LO5)

10.       To consult and use professional literature and other resources. (NASPE: 6.2; CF: Professional Commitments) 

11        Exhibit professional behavior that reflects a commitment and respect for the profession. (NASPE 6; CF: professional commitments)

 

 

Class Organization:

Lecture, large group instruction, small group instruction, lab work involving peer teaching episodes.

 

Course Outline:

1.         What is Physical Education in the State of New York? 

• Physical Education vs. Athletics
• The “New Era” of Physical Education (Standards, etc...)
• The Physically Educated Person
• Top Down Planning
• NYS Standards 1a, 1b, 2, & 3
• The NYS Curricular Framework
• The NYS-AHPERD Proposed State-Wide Graduation Requirements
• The Physical Education Profile for secondary Physical Education
• Effective and Ineffective Physical Education Programs

 

2.         Teaching and Professionalism 

• “Professionalism” and Becoming a Professional Teacher
• The Nature of Teaching – Art or science?…or a Moral craft?
• Dynamic/Inexact
• What do Effective Teachers do?

            1) 3 Dimensions of Teaching

            2) Traits of Effective/Expert Teachers

 

3.         Basic Mechanics of Teaching Direct Styles 

• Mosston’s direct styles: Command, Practice, Reciprocal
• Introduction to the “Essential Elements” of Instruction
• Analyzing and Systematically Observing Teaching
• Analyzing and Systematically Planning for Language and Literacy Skills

 

4.          Peer Teaching Episodes 

• Small Group to Large Group Settings
• Content/activities for Middle School and High School

 

5.         Creating / Implementing Lessons

 

6.         Refining Our Teaching Skills 

• Establishing Your Legitimacy: Good Beginnings/Endings
• Effective Demonstration: Theory to Practice

 

7.         Behavior Management Strategies

 

8.         Legal Awareness in the Physical Education Classroom

 

Teacher Education Candidacy:

If during your enrollment at SUNY Cortland you are convicted of a crime and/or have any judicial or academic integrity violations, you must notify your School’s associate dean at once. Failure to do so may result in your dismissal from the teacher education program. Failure to provide truthful information may result in your dismissal from the teacher education program and may result in academic dishonesty charges (Source: SUNY Cortland Teacher Education application).

 

Academic Integrity Statement:

"Students in this course are expected to abide by the guidelines on academic dishonesty that are found in chapter 340 of the SUNY Cortland College Handbook (http://www.cortland.edu/president/handbook.pdf). As stated in these guidelines, any instance of plagiarism, cheating on examinations or other forms of academic dishonesty will be punished, most likely by the receipt of a failing grade for this course and possible dismissal from the College. The primary means for enforcing the course's policy on academic dishonesty will be a Web-based plagiarism detection service to which you will be required to submit all of the papers you write for this course."

 

Disability Statement:

SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973.  If you are a student with a disability and wish to request accommodations, please contact the Office of Student Disability Services located in B-1 Van Hoesen Hall or call 753-2066 for an appointment.  Because many accommodations require early planning, requests for accommodations should be made as soon as possible.