PIEDMONT COLLEGE

                                                     SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of   all        children

 

                                                                       

 

COURSE SYLLABUS B

 

EDUC 622  Health and Physical Education in the Classroom

 

 

INSTRUCTOR INFORMATION:

Name:                          Dr. Ellen Briggs                     

Office:                         Library 118

Phone:                         (706) 778-8500 Ext. 1209       Office

                                    (706) 706 776-6285                Home

E-mail:                         ebriggs@piedmont.edu

Fax number:                706-776-0135

Office Hours:              11:00 – 1:00 PM    M

                                    10:00 – 12:00 T

10:00-12:00 W

1st  session 4:30 – 5:00 Tuesday

1st session 4:30-5:45 Thursday Athens

Other hours by appointment

 

Please, if you have a problem that I may help you with, do not hesitate to contact me at school or at home.  Please call my home before 10:00 P.M.

 

TIME &  PLACE:

 Demorest       Fall Semester            August 14, 2007- October 2, 2007

 Day:    Tuesday

 Time:  5:00 -9:30 PM                                          

Place:   Stewart 130

 

 

COURSE INFORMATION:

Prerequisites:   None                                            

Credit:           Three                                                                

Period:             104     

             

 

I.          TEXT AND SUPPLEMENTARY READINGS:

 Thomas, K.T., Lee, A. L. & Thomas, J. R.. (2003). Physical education methods for                     

            elementary  teachers. (2nd ed.).  Champaign, IL: Human Kinetics

       

                 ISBN# 0736071229

 

            Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

See the attached suggested resource list and relevant websites. Additional hand-outs will be given out in class.

 

II.        PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; & GRADUATE MAT AND MA PROGRAM GOALS: (See School of Education Syllabus A - II)

 

III.       COURSE DESCRIPTION AND PURPOSE:

            A survey of health, physical education, and safety activities, methods, and materials appropriate for early childhood students in the classroom and on the playground.  Information will be provided for developing, organizing, planning, and implementing a developmental early childhood physical education program.  Indoor classroom activities are presented to reinforce skills learned in language arts, mathematics, social studies, science, and other areas.  Through directed field-based experiences and through classroom experiences, the candidate will learn to become an effective proactive teacher who is comfortable and proficient in teaching aspects of health physical education, and safety.       

 

 

IV.       SCHOOL OF EDUCATION OUTCOMES (See School of Education

            Syllabus A – IV)  (Core Candidate Learning Outcomes by Program and                  

            Dispositions for All Candidates)

           

 

V.        COURSE OUTCOMES (CO):

Upon successful completion of the course, the student should be able to demonstrate the knowledge of:

1.  concepts underlying the relationship between physical activity and the growing child.

     CCLO      2, 3, 12

                        a.  State the relationship between physical education and intellectual development.           

                        b.  Describe the guidelines for exercising children safely.

            2.  concepts underlying the legal liability and proper care of students. CCLO 2, 12            

                        a. Explain the responsibility of the teacher and the school in taking proper care of                                      students.

                        b. Identify the basic safety procedures and concern for the physical education                                         program.      

            3. concepts underlying movement. CCLO 2-6, 11, 12

                        a. Describe the methodology used in teaching education movement themes.

b. Define specific terminology related to educational movement such as space, body     awareness, time, force, contrasting terms, flow, balance, personal space, divergent     movement.

c. Develop activities that will allow children to explore and discover different ways      to move. 

            4. concepts underlying motor skills. CCLO 2-6, 12

                        a. List and describe the fundamental motor skills.

                        b. List and describe the locomotor skills.

                        c. List and describe the manipulative skills.

            5. concepts underlying health-related fitness and skill-related fitness.  CCLO 2-6, 12

            a. List and describe the components of health-related physical fitness

b. List and describe the components of skill-related fitness  

            6. developing a developmentally appropriate physical education program accommodating a                            diverse group of individuals based on current research, i.e., student’s with/without                                  special  needs. CCLO 4, 7, 11 - 14 

7. discussing multicultural education in regards to developing physical education activities              designed to understand the similarities and differences between cultures. CCLO 4, 9, 12

8. developing various activities that will integrate subjects such as language arts, math,                    social studies with physical education  CCLO 2-5, 7, 11,13

9. identifying and creating some type of  home-made equipment needed to implement a                  quality physical education  program (suitable for use in a game, dance or activity) for                inside or outside the classroom  CCLO 5, 8, 11

          10.  teaching a 15 minute lesson from concepts and strategies learned in this  class by using                           the home-made equipment.  CCLO 1-11

           11. developing and implementing health and physical education  lesson plans for the field-                             based experience at their local elementary  school.  CCLO 8, 10, 13

           12. finding and implementing  information about physical education and health on the                                   Internet.              CCLO 2, 5,7, 8, 12, 13                                                                              

           13.  concepts associated with child abuse and neglect  CCLO 2, 12

                       a. Describe sexual, physical, and emotional abuse.

           14.  concepts associated with substance abuse  CCLO 2, 12

                        a. Describe the effects of drugs on the body

           15.  describe the value of proper nutrition, personal health, and safety.  CCLO 1, 2, 7, 11

           16.  explore, analyze, and implement in the lessons the QCC objectives. 

                   CCLO 1, 2, 7, 8,1 3, 14

17.  analyze and implement guidelines from the Council on Physical Education for Children and        the national content standards for physical education from the National Association for               Sport and Physical Education.  CCLO 2-9, 12, 13          

           18.  explore and analyze the national  health education standards. CCLO 2-9, 13

 

VI.       COURSE POLICIES & PROCEDURES: (In addition to information provided on                       School of Education Syllabus A – VI)

            1.  Class Attendance & Participation:

Attendance, timeliness, and participation are required and part of your grade. The School of Education Policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The allotted number of excused absences for this course is one.  Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.   Please contact me prior to absence when possible.  Only those absences due to emergencies, illness, excused absence or extenuating circumstances can be made up.

It is your responsibility to inform me in writing, within one week how you will make up the work. Your writing should include: (1) a statement about why you were absent, (2) a detailed quality description of the process you undertook to make up the work, and (3) a comprehensive summary of the content that was covered in class.  If work is not made up, the highest grade a candidate can receive for the course is a B.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading classmate’s notes cannot easily duplicate many of the experiences of the course.

                 

*Any candidate who misses more than 1 class will be asked to drop the course or will receive an F in the class at the end of the semester.

 

            2. Written Work:

(Use APA style (5th ed.)   (See School of Education Syllabus A –VI)

Papers for Field Experiences, and Lesson Plan for Homemade Equipment will be a combination of single spaced and double – spaced

 

Use a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.  Your name, EDUC 622: Health and Physical Education in the Classroom, Field Experience # 1: K-1, Date.  

           

            If at any time you are unclear about the writing format, please contact me for             clarification.

 

            3.  Academic Integrity:                     (See School of Education Syllabus A – VI)

            4. Special Considerations:                (See School of Education Syllabus A – VI)

5. Cell Phone Usage:                         (See School of Education Syllabus A – VI)

 

 

VII.     INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS,                   AND FIELD EXPERIENCES:

            1. Instructional Methods:  (See School of Education Syllabus A – VII)

Candidates will have hands-on practice in addition to the School of Education instructional methods.

            2.  Descriptions of Assignments:

Readings from the assigned texts and handouts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

All assignments are to be handed in on time at the beginning of the class period or handed in on an agreed upon future date.  Late assignments will be penalized ONE letter grade for each late day. To meet the deadline, assignments may be sent electronically on or before the due date, or delivered by a peer at the class meeting. Any work may be turned in at an earlier date than assigned.

 

Candidates are responsible for all missed work.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Tests or Presentation:

No make-up tests or presentation are permitted except in cases of emergency (serious/unavoidable conflicts, such as death in the family or serious illness), for which the candidate is excused. The candidate should contact the instructor before class.  If excused, candidates will be expected to make-up the exam before the next scheduled class period.  An alternate form of the original exam may be used.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

 

Assignments to Be Completed for This Course:

a.        Tests

Dates for test will be:                                    CO 1- 9, 12 - 18

            Test 1  Chapters 1, 2, 4, 6, 9                                                   September 4

            Test 2  Chapters 8,12, Drug information and Child Abuse    October 2

 

            There will be two tests.  The tests will be multiple choice, matching, true-false and             discussion. Students will be given a 5x8 index card to put notes on and will be allowed to       use the card to use during the test.

 

            b.    Game - Homemade Equipment With Lesson Plan:    CO 1 – 12, 16,

Integrating physical education to language arts, math and other academic subjects is very important. The candidate will be evaluated by developing homemade type of equipment with lesson plan, suitable for use in a game or activity inside the classroom or outside the classroom. The equipment should meet four criteria (safe, durable, colorful, and functional).  A typed description on how the equipment was made and how the equipment meets the four criteria is required. In addition, the criteria used to evaluate will include depth, breadth, and creativity of the equipment.  The candidate will teach a 10-minute (microteaching) lesson from concepts and strategies learned in this class using the homemade equipment.  Cover pages required

 

 

            c.    Journal Reflection Articles:                  CO 1 - 8

There will be three reflective articles. Guidelines: 1) select and read the article, 2) highlight the key points, 3) write your reactions and reflections to the key points in the margins by connecting to personal experience and implications for your teaching (you may type your reactions/reflections on separate paper if you wish), 4) be prepared to discuss the article in class, and 5) make a title page and turn in the article on the due date noted on the schedule for the semester.  Journal articles will be given out by the instructor.          Cover page required

 

            d.    10 Integrated Activities From  Internet                       CO 3-8, 12

The candidate will search the Internet and find 10 physical activities that can be used inside or outside the classroom, which are integrated with other subjects (3 language arts, 3 math, 3 social studies, 1 science or 1 health. The candidate will submit and discuss the information with the class.  There must be a minimum of 3 different Internet websites used.  Cover page required

 

e.    Health and Disability Internet Websites:                                CO 3, 6, 7, 12

The candidate will find 5 different Internet web sites. Three websites pertaining to health topics (e.g., chicken pox, fifth disease or diabetes and two web sites pertaining to individuals with disabilities (e.g., cerebral palsy or ADHD are required. The candidate must submit and discuss the information with the class.        Cover page required

           

            3. Field Experiences:

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools.  Also, certain field experience placement forms may be required by your college professor Make sure you are using the appropriate placement request form(s) for the field experiences in this course.

 

Field Experiences in Elementary School:    Scheduled individually           CO 1-8, 11 - 18

Field experiences:  Candidates must observe 3 physical education classes grades P-5 if early childhood major.  Early childhood candidates must observe (1) K; (1) 1st or 2nd or 3rd; (1) 4th or 5th  grade physical education class.  Cover page required.

Lesson plan format will be given out in class

 

Each candidate is responsible for arranging and documenting his/her field experiences at the appropriate grade level. . If you are unable to leave your school, I have a video available to complete this requirement.

 

Initial Certification-Candidates must observe 3 physical education classes P-5 with the physical education teacher.  You must observe at least once in P-1, 2-3, and 4-5 grades. Candidates must teach two lessons in the elementary school setting: 1) physical education activity in a physical education class, 2) health and safety lesson at the elementary school of their choice. A lesson plan is required for each lesson taught and observed. The format for lesson plans will be handed out in the session.  Cover page required

 

Adding a New Field—Candidates must observe 3 physical education classes P-5 with the physical education teacher.  You must observe at least once in K-1, 2-3, and 4-5 grades.  A lesson plan is required for each lesson observed. The format for lesson plans will be handed out in the session            Cover page required

 

 

VIII.    RESOURCES:

1.      Bibliography:

            Association for the Advancement of Health Education. (1994). Cultural awareness and 

 

                        sensitivity: guidelines for health educators. Reston: Virginia.

           

Cone, T. P, Werner, P., Cone, S. L., & Woods,  A. M. (1998). Interdisciplinary

 

             teaching through physical education. Champaign, IL: Human Kinetics

 

            Foster, D. R., Overholt, J. L. (1989). Indoor action games for elementary children. West

 

                        Nyack, New York: Parker Publishing Company.

 

Kamiya, A. (1985). Elementary teacher's handbook of indoor and outdoor games.

 

            New York: Parker Publishing Company.

 

            Kotnour, M. (1990). Physical fitness games & activities kit. New York: Parker

 

                        Publishing Company.

 

            Kirchner, G. (2000). Children’s games from around the world.  (2nd ed.).  Boston: Allyn

 

                        and Bacon.

           

            Kuhrasch, C. (1997a). InteGreat!! language arts: movements activities that teach academic

 

                        concepts.  Verona: Moving Ahead Publishing Company.

 

            Kuhrasch, C. (1997a). InteGreat!! math: movements activities that teach academic

 

                       concepts.  Verona: Moving Ahead Publishing Company.

 

            Kuhrasch, C. (1997a). InteGreat!! social studies: movements activities that teach academic

 

                       concepts.  Verona: Moving Ahead Publishing Company.

           

           

            Lieberman, L.J. & Houston-Wilson, C. (2002). Strategies for inclusion: A handbook for

 

                        physical educators. Champaign, IL.: Human Kinetics. 

           

            Pangrazi, R.& Dauer, V.  Dynamic physical education for elementary school children.  

 

                        (12th ed.). New York: Allyn & Bacon

 

Wheeler, K., & Spilker, O. H. (1991). Physical education curriculum activities kit for

 

            grades K-6. New York: Parker Publishing Company.

 

            2. Relevant Web Sites:

            (See School of Education Syllabus A – VIII)         

            PE Central  Virginia Tech       http://www.pecentral.org

 

            Ayden Elementary School Physical Education