PEXS 4007: Elementary Physical Education Method

Class Meeting Schedule
Tuesday/Thursday, 11:15-12:25, Rm 222 Minidome
On-Campus Clinical Experience: Gym 101
Off-Campus Clinical Experience: University School Gym

Disability Services:
If you are registered with Disability Services please meet confidentially with me during the first week of the semester.

Textbooks:

1.    Graham, G. Holt/Hale, S. & Parker, M. (2001). Children Moving, Mayfield Publishing.

2.    Health-Related Fitness for Grades 1 and 2. Chris Hopper, Bruce Fisher, & Kathy Munoz. (2001). Human Kinetics. ISBN: 0-87322-498-1.

Required Materials:

1.    Clipboard (8 1/2 “x 11”)

2.    Blank Videotape

3.    Official’s Whistle with lanyard

Course Description:
Prerequisite: PEXS 3005, 3032 and admitted to Teacher Education.

This course is designed to provide instruction and experiences in the program content, teaching methods, and learning styles for a developmentally appropriate physical education program for children ages 5-to 10-years-old. Emphasis is placed on movement education, body management, fundamental motor skills, and fitness/wellness appropriate to the kindergarten through fifth grade child. Field experiences will include working with students at University School during class time as well as observing for twenty (20) hours at designated elementary schools.

 Additional Course Information:

1.  The Praxis II Exam will assess your knowledge base of PEXS 4007/5007. “All applicants for a teaching license in TN must submit satisfactory scores on specified Praxis II tests.”  See ETSU Catalog, 2004-05, p.145. See: http://www.teachingandlearning.org/ and www.pepraxis.com

       2. Students are encouraged to become student members of TAHPERD and AAHPERD. Membership forms will be provided during class.

       3. Since PEXS 3005 and 3032 are prerequisites to PEXS 4007/5007, students are responsible for that material.

Relationship to College of Education Goals:
The Department of Physical Education, Exercise, and Sport Sciences promotes the goals of the College of Education and East Tennessee State University by providing quality programs to prepare physical education specialists. This course helps meet the philosophy and goals of the College of Education by:

1.  Preparing physical education specialists to meet ever-changing trends in the profession by providing "cutting edge" instruction in physical education for children 5 to 10 years old.

2.  Providing students with the tools to utilize developmentally appropriate pedagogy for children 5 to 10 years old.

3.  Involving students in classroom and field experiences that will assist them in developing technology, critical thinking, reflective thinking, problem solving, and decision making skills through participation in peer teaching, public school teaching, and practical teaching experiences.

4.  Involving students in classroom and field experiences in public elementary schools that will assist them in developing individualized instructional skills to address cultural differences and special needs of individual students. 

The National Association for Sport and Physical Education’s Standards for Initial Programs in Physical Education Teacher Education are met in the following objectives (see parentheses for standard #):

COURSE OBJECTIVES:
The objectives of this course are designed to prepare physical education specialists who can:

1.  Identify the broad scope of physical education activities that comprise a physical education curriculum for children. (1,4,5,6)

2.  Describe the importance of physical education as an integral part of the “total” education of the child. (1,2,5)

3.  Develop physical education lesson plans for children (5-to-10-years-old) that follow developmentally appropriate activities. (1,2,6)

4.  Identify the cognitive, motor, and affective domain characteristics of children. (1,4,8)

5.  Effectively combine pre-active and post-active skills such as planning and student assessment with the actual lessons taught. (6,7)

6.  Identify cultural differences and develop physical education lessons accordingly. (3,6)

7.  Identify contraindications and modifications required to develop physical education lesson plans for children with developmental delays or disabilities. (2,3)

8.  Describe and demonstrate a variety of physical education instructional methodologies for each age group (5-to-10-yrs. old), (stations, task sheets, and convergent and divergent questioning skills. (1,6)

9.  Utilize a variety of physical education instructional strategies to enhance problem solving and critical thinking skills of children. (1,5,6,7)

10.  Demonstrate technology skills such as audio recordings, video camera recordings, interactive video, pedometers and computer as a teaching tool for physical education with children. (9)

11.  Infuse resources from the  Internet into course assignments. (6,9)

12.  Describe the differences in curriculum and delivery strategies for kindergarten through fifth grade. (1,2,6)

Course Topics
The following material will be covered in context of physical education for children ages 5-to 10-years-old:

INTRODUCTION
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       The Skill Theme Approach
       NASPE Standards
       Reflective Teaching
       Curriculum Development
       Exam #1

TEACHING SKILLS & CONCEPTS
       Determining Skill Proficiency
       Designing Movement Themes
       Teaching Movement Themes
       Assessing Student Learning
       Space Awareness
       Effort
       Relationships
       Exam #2

SKILL THEME DEVELOPMENT &  FITNESS
       Traveling, jumping, balancing, kicking, throwing, catching, striking.
       Health-Related Fitness          
       Physical Fitness and Wellness for Children
       Fitness Development
       Final Exam (comprehensive):

COURSE ACTIVITIES AND REQUIREMENTS:
1.  Demonstrate oral and written proficiency on assigned chapters from textbook, lectures, handouts, assigned readings, classroom assignments, and clinical experiences.

2.  Write and micro-teach mini-lesson plans to teach peers simulating kindergarten through fifth grade children.

3.  Self-evaluation of teaching peers by observing and analyzing own video taped lessons.

4.  Write mini-lesson plans to teach students in a public school setting.

5.  Micro-teaching with audio and videotaped recordings of lessons planned and taught to students in a public school setting.

6.  Self-evaluation of teaching experience in a public school setting by observing and analyzing own video taped lessons.

7.  Make teaching aides and homemade equipment for teaching physical education to elementary students.  

8.  (Graduate students only) Research an area of interest in elementary physical education and write a 12-15 page paper in APA format.

FIELD EXPERIENCE REQUIREMENTS:
The primary goal of this course is to provide students with the knowledge base and practical experience to become a leader as an elementary physical educator.  That practical experience will include working with children at University School during class time as well as observing for twenty (20) hours in elementary schools approved by the instructor.

EXAMS AND GRADING PROCEDURES:
Exams will address all assigned chapters from textbook, handouts, lecture material, assigned readings, classroom assignments, and field experience.

Grading Scale
Three exams                         75 pts. each
Two lessons taught                80 pts. each
Analysis of lessons                20 pts. each (min. of 3)
2 Article Reviews                   50 pts. each
Journal for 20 hrs field exp.     100 pts.
Equipment box                      50 points
Total estimated                   695 pts.

Graduate Students:
Three exams                         75 pts.
Graduate Project                   100 pts.
Analysis Layout                     20 pts.
Two lessons taught                80 pts.
Analysis of lessons                25 pts. Each (min. of 3)
Journal for 20 hrs of field exp.  100 pts.
Equipment box                       50 pts.
Total                                      725 pts.

ATTENDANCE POLICY:
Since this course has a strong practitioners content, requiring extensive field experiences with peers and children, ATTENDANCE IS CRITICAL TO EARNING A HIGH GRADE. The children and your peers are depending on you. Please remember that professionalism involves being prompt and coming prepared to class.

Each student is required to attend all scheduled classes. Students who miss more than two (2) classes will have three (3) points taken off their final grade for each subsequent absence.  An excused absence is one due to a University sponsored event, emergency or special circumstances approved by the instructor. Students missing classes for a University sponsored event will not be counted absent if proper verification is submitted during the next scheduled class. Any questions concerning an absence must be resolved during the next scheduled class. Students will be allowed to make up work with proper verification of an excused absence:

1.  Proper verification must be on ETSU official letterhead with signature of the activity advisor. This verification must be submitted during the next scheduled class to be considered an excused absence.

2.  All approved make-up exams must be taken during next scheduled class.

3.  Assignments are due at the beginning of the next scheduled class.

4.  It is the responsibility of the student to follow #1-3 above.  Failure to do this will result in a grade of zero.