PPE 550

ELEMENTARY SCHOOL PHYSICAL EDUCATION

Mary Lou Fulton Teachers College

Arizona State University

Fall 2014

Course line #75324

 

Instructor: 

Office: 

Office Hours: TTH Before/After class and by appointment

Phone: 

Email: 

 

Days/Times: TTH 1:30-2:45

Room: 

 

Course Information:

Mary Lou Fulton Teachers College and the State of Arizona have implemented Student Arizona Academic Standards for K-12 students (www.ade.state.az.us/standards) as well as InTASC Model Core Teaching Standards (http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf ) for the preparation of K-12 teachers. This course utilizes both sets of standards, as well as the common core standards of Mathematics and English Language Arts (ELA), in identifying course goals/objectives, course activities, assigning course requirements, and in creating course assessments. The following list of Course Goals/Objectives identifies which of the InTASC Model Core Teaching Standards match the goals/objectives for the course. The Standards (i.e., 1, 3, 9) and/or Standards and Performance Assessments (ex 1.5, 3.4, 9.1) may be listed depending on the nature of the Goal/Objective and nature of the Standard.

 

Catalog Description:

This course teaches students an understanding of elementary school physical education curriculum and how to implement the curriculum in a school environment. Students will learn effective teaching techniques, how to effectively manage students, and ways to improve the physical skill and activity level of students. Prospective teachers will use authentic assessment techniques to assess and prescribe activities for improving motor skills in kindergarten through 6th grade youngsters. Prospective teachers will leave with requisite knowledge to implement a comprehensive physical education program and the physical skills necessary for successful instruction.

 

Course Format:
Lecture, discussion, activity based, out of class assignmnets.

 

Required Course Texts, Materials and Resources:

1.  Pangrazi, R.P. Dynamic Physical Education for Elementary School Children, 17th Edition. San Francisco: Benjamin Cummings., 2013.

 

2.  Pangrazi, R.P. Lesson Plans for Dynamic Physical Education for Elementary School Children, 17th Edition. San Francisco: Benjamin Cummings., 2013.

 

3.    ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have FREE access to this web resource).

 

4.    Mary Lou Fulton Teachers College Internet resource – TK20 at https://asu.tk20.com  (requires a subscription fee).

 

5.    http://en.linoit.com/ Sign-Up and register.

 

Tentative Course Calendar:

See attached.

 

Student Learning Outcomes:

Goal/Objective	InTASC Teaching Standards
1.   Identify the purposes, benefits, and objectives of an elementary school physical education program.	4,5,
2.   Write a detailed report justifying the need and value of an elementary school physical education program.	4,5
3.   Apply motor learning principles and mechanical principles involved in skill performance.	4,5
4.   Delineate and explain the sequence of steps to follow when writing a curriculum for elementary school students.	3,4,5
5.   Describe the four basic parts of a lesson plan and demonstrate the ability to write a comprehensive lesson plan for three skill areas while effectively integrating common core standards for mathematics and ELA.	1,2,3
6.   Effectively manage and discipline a class of elementary school children in a physical education class.	1,2,3,4,5
7.   Demonstrate effective planning skills while teaching a lesson activity to a class of elementary school students.	1,7,8
8.   Describe and demonstrate in a peer teaching setting 15 ways to prepare students for activity utilizing introductory activities.	1,7,8
9.   Describe and demonstrate in a peer teaching setting 10 different fitness routines to be used with students at the appropriate grade level.	2,3,4,5
10.  Explain how to modify low-organized and sport lead-up games to meet the needs of all students.	3,4
11.  List important steps to follow to avoid liability due to accidents in a physical education class.	4,5

 

Course Assignments:

You will be involved in observing an elementary school physical education teacher. In these settings, you will observe and discuss actual lessons. In addition, you will teach youngsters in a number of different grade levels. A number of microteaching experiences are planned and implemented using peers. Finally, as a requirement of this class, you will teach a minimum of four complete lessons to youngsters at each of the three developmental levels.

 

 

READING ASSIGNMENTS AND EXAMINATIONS

 

Three examinations will be administered on the tentative dates identified below. Exams consist of multiple choice and true false questions. Students are responsible for reading the chapters since many of the lectures will cover supplementary material rather than chapter material. The exams will cover lecture material and the chapters listed below. (InTASC 4n, 4k, 7g, 8j, 5i)

 

Exam 1 – Covers Chs. 1, 2, 5, 6, 7, 16              Date of exam: September 23, 2014

Exam 2 – Covers Chs. 3, 12, 13, 17, 19             Date of exam: October 23, 2014

Exam 3 – Covers Chs. 8, 9, 11, 14, 15               Date of exam: December 2, 2014

Comprehensive Final Exam:                               Tuesday December 9, 2014 – 1:30 pm

 

 

STUDY GUIDE FOR TESTS

http://wps.aw.com/bc_pangrazi_physed_16/108/27865/7133616.cw/index.html

 

 

Assignment	Score/Points	InTASC Standard Assessed	National Professional Standard Assessed
Discipline Signs (C) September 18, 2014	100	3m, 7b, 7g, 10j, 8h, 8m, 8g	NASPE 5
Parent Newsletter (C) October 2, 2014 Signature Assignment	100	3e, 4n, 6j, 6n, 6o,	NASPE 5, 6
Fitness Signs (C)(B) October 21, 2014	240	3m, 7b, 7g, 10j, 8h, 8m, 8g	NASPE 1, 3, 6
Activity Day Lesson Plans X 4 (C) See schedule	200 (50 each)	1a, 1d, 2a, 2g, 3b, 3c, 3d, 3i, 3j, 7b, 7c, 7g, 7l, 8a, 8b, 8d, 8f, 8j, 8k, 8l, 8m,	NASPE 2, 5
Principal Letter (C)(B) November 13, 2014	100	3e, 4n, 6j, 6n, 6o	NASPE 5, 6
Research Paper or Demo Night (C)(B)(A) November 25, 2014	150	1d, 1,e, 4j, 4l, 4n, 8j	NASPE 2
Three (3) Exams Plus Cummulative Final (C)(B)(A) See Schedule	125, 125, 100	1d, 1,e, 4j, 4l, 4n, 8j	NASPE 1, 2, 6

 

 

Signature Assignments:
A signature assignment is an assignment that is submitted electronically in Tk20 providing direct evidence of student achievement and progress towards a specific outcome, or group of outcomes. The electronic submission of the signature assignment in Tk20 serves two purposes; the signature assignment is intended to assess important skills, abilities, and identifies areas of strength and challenge, which instructors use to evaluate student progress. It also serves as a college accreditation data collection and storage site that is required by the Department of Education. All students seeking certification are REQUIRED to upload and submit their signature assignment in Tk20 for evaluation. For information, please see http://education.asu.edu/tk20-userguides .

Rubric for Signature Assignment:

 

PPE 550 Parent Newsletter Rubric

 

Criteria	5	4	3	2	1	Points
Objectives InTASC (4n, 6k)	Objectives clearly relate to standards.  The objective is closely aligned with student assessments.		The objectives are related to the standards. The objective is aligned with student assessments.		Objectives are missing or do not relate to standards. The objective is not aligned with student assessments.
Total Student %
Procedures/ Instructional Activities (InTASC 7b, 7c, 7g, 7j)	Accommodations in assessment allow for students of varying learning styles and needs to excel.		The assessment works for most of the students, but is difficult to modify for some learning styles.		There is no clear alignment between standards and objectives.
Total Student %
Procedures/ Instructional Activities (InTASC 3l)	There are 1-3 mistakes in spelling or grammar.		The lesson plan contains a 2-4 mistakes in spelling or grammar.		The lesson plan contains more than 6 mistakes in spelling or grammar.
Total Student %
Parental Communication (InTASC 4j, 1g,)	There is a clearly stated method of documentation and communication with parents.		There is a method of  documentation and communication with parents,		There is not a clear method of documentation and communication with parents.
Total Student %
Collaboration (InTASC 3a, 3c, 3e, 8h,)	Collaboration methods are clearly stated and directly relate to increased student achievement.		Collaboration methods are stated and somewhat relate to increased student achievement.		Collaboration methods are not stated and do not relate to increased student achievement.
Total Student %
Academic Knowledge (InTasc 4j, 4l, 4n)	Information presented clearly establishes the presence of extensive specific subject knowledge of the writer.		Information presented establishes the presence of an adequate level of specific subject knowledge of the writer.		Information presented establishes little, if any, evidence of specific subject knowledge of the writer.
Total Student %

• The total number of points for each assignment is 100.  Each rubric indicator is multiplied by 3
• Your total  is ___________

 

PPE 550 Physical Education for the Elementary School

• Parent newsletter: Write a beginning of the year newsletter to parents explaining your physical education program. Include your philosophy of physical education, your rules and expectations, what students will learn during the year, and an invitation for parents to visit. It should contain graphics and look attractive to parents and students
• Standards alignment: InTASC 1g, 3a, 3c, 3e, 4j, 4l, 4n, 6k, 7b, 7c, 7g, 7j, 8h

 

 

 

 

Grading Scale:

The instructor of this course recognizes that the university has adopted a plus/minus grading system and that it is each instructor’s right to apply-or not apply-this system when awarding final grades.  It is the decision of this instructor to use the plus/minus system.

 

In order to receive a grade for this course, all course assignments must be completed.  Course grades will be assigned based upon the following criteria:

 

A+ = 98-100%

A = 94-97%

A- = 91-93%

        B+ = 88-90%

        B = 85-87%

        B- = 82-84%

        C+ = 79-81%

        C = 75-78%

        D = 68-74%

 

Course/Instructor Evaluation:

The course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of classes of each semester or summer session. Response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU

 e-mail address, so make sure ASU has your current email address on file. You can check this online at the following URL: http://www.asu.edu/emailsignup.

 

University/Mary Lou Fulton Teachers College Policies

 

• Professional:

It is expected that students exhibit professional behavior inside the classroom, during intern placements, and working with other students outside of the class on assignments related to this class in addition to behavior in the classroom on ASU’s campus. If at any time your behavior is ‘unprofessional’, the instructor may refer the student to the Director of the Office of Student Services (OSS)  for the development of a Professional Improvement Plan (PIP).

 

• Attendance and Participation:

All courses in the ASU MLFTC Physical Education programs require the participation and presence of all class members. Tardiness is not accepted. Students will have a five (5) minute grace period to be in their seat at which point no admittance will be allowed. Attend class regularly (no more than ONE unexcused absences). An unexcused absence occurs when I am not notified PRIOR to class. Unexcused absences cannot be made up. A one-letter grade reduction per absence will be given for each subsequent unexcused absence.

 

**A maximum of four (4) absences (excused and unexcused) will be tolerated. After the fourth absence the student will be dropped from the course.

Participation in class is critical for successful completion of this course. You will be evaluated each class using a daily participation format (awarding of 0-5 participation points).

Absences result in 0 points. Participation expectations include “informed involvement”, that is, the student comes to class having completed the required readings and participates in class assignments, discussions, activities and projects.

 

• Late and Missing Assignments:

Assignment due dates will be provided on the course syllabus and schedule.  Students are responsible for reading the calendar, noting due dates, and planning accordingly.

Assignments turned in late will receive a 15% deduction per day. Assignments over a week late will be given one (1) point credit for passing purposes only.

Students will be provided with clear directions concerning each assignment.  The instructor is responsible for providing these directions well ahead of the due date; the students are responsible for following the instructions and seeking clarification, when needed.  Evaluation will focus on the completion of each element in the assignment, demonstration of knowledge, and the professional appearance of the work.

The profession of teaching demands appropriate and correct use of the English language.  Therefore, it is the policy of the ASU MLFTC Polytechnic Physical Education programs that written mechanics be considered when grading EACH assignment, and that students use a consistent formatting style. This class has adopted the writing style of the (APA) American Psychological Association (2009).  All papers are required to follow the writing style set forth in that document. Incorrect use of mechanics/grammar will result in point reductions—not to be less than one full letter grade—in any assignment for this course.  Assignments will NOT be accepted if excessive errors interfere with the fluency and/or the comprehensibility of the piece. Quizzes and exams will cover information from the readings and all lectures/discussions.  NO MAKE UP QUIZZES WILL BE ADMINISTERED.

 

• Academic Integrity/Plagiarism:

The ASU Student Handbook contains the following information: “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabricating, tampering, plagiarising, or facilitating such activities.

 

The university and unit academic integrity policies are available from the Office of the Executive Vice President and Provost of the University and from the Deans of the individual academic units.”

The rest of the code, which consists of several pages, is available at the following URL: http://students.asu.edu/srr/code.

Dependent upon instructor’s discretion, penalties for plagiarism range from loss of points on plagiarized assignment to student receiving an E for the course.

 

• Disability Accommodations for Students:

Students who feel they may need a disability accommodation(s) in class must provide documentation from the Disability Resource Center (Downtown campus UCB 160, Polytechnic campus Sutton Hall 240, Tempe campus Matthews Center, or West campus UCB 130) to the class instructor verifying the need for an accommodation and the type of accommodation that is appropriate. Students who need accommodations for a disability should contact DRC as early as possible (i.e. before the beginning of the semester) to assure appropriate accommodations can be provided. It is the student’s responsibility to make the first contact with the DRC.

 

• Religious Accommodations for Students:

Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible.Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. 

 

• Military Personnel Statement:

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request a complete or partial administrative unrestricted withdrawal or incomplete depending on the timing of the activation. For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.

 

• Harassment Prohibited:

ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status.  Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact Student Life (Downtown campus- 522 N. Central Ave., Post Office Room 247, 480-496-4111; Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campus- Student Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if you feel another student is harassing you based on any of the factors above. Contact Equal Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is harassing you based on any of the factors above.

 

• Grade Appeals:

The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute.

The process for grade appeals is set forth  for the undergraduate and graduate programs are available at http://education.asu.edu/content/current-students .

 

• Cell Phone Policy:

The use of cell phones is prohibited during class time. If you are awaiting an important call please alert the instructor prior to the beginning of class. Laptops and I pads ARE allowed unless they are used for something other than note taking, e.g., surfing the web, checking Facebook, twitter and/or tumblr accounts, etc. This will be enforced on a case by case basis and is at the total discretion of the instructor!

 

• Electronic Communication:

Acceptable use of university computers, internet and electronic communications can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the University’s Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).

 

• Technological Services and Support:

The Mary Lou Fulton Teachers College encourages students to make use of technological services available through ASU to make their learning experience more efficient.

 

Students with personal laptop computers or netbooks can connect wirelessly to the Internet and to printing services on all four campuses and some PDS sites. The following support services are available to support student computing needs.

 

Student Purchases:

Discounted pricing for students purchasing laptop or desktop computers is available at through the ASU bookstore or online. (http://computerstore.asu.edu/store/pc/home.asp)

 

The John Babb Scholarship provides $500 financial reimbursement for qualified students. (http://gomobile.asu.edu/content/scholarship-info)

 

ASU Campus Classroom Connectivity:

In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In cases where students need to make presentations during class, most classrooms have the capability of allowing laptops to connect to classroom projectors. Mac laptops may require an adaptor. For collaborative work, social networking tools are provided to ASU students through a Google partnership, including Google docs, spreadsheets, presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all)

 

Hardware and Software Support:
ASU 1:1 Technology Studios provide support to students on all four campuses for hardware, software, operating systems, security, networking, etc. (http://gomobile.asu.edu/)  MyApps provides free software tools including free virus scan software, online applications, and information about discounted software for purchase. (https://webapp3.asu.edu/myapps/)

 

• ASU Writing Centers: offer in-person and online feedback at any stage of the writing process. Trained tutors can help writers:
•  brainstorm
• plan papers
• organize content
• use and document sources
• revise for clarity, correctness, and flow

While tutors won’t do your writing for you, they will work with you to improve your skills.  Be sure to bring assignment instructions, source materials, and printed drafts to your appointment to get the most out of your experience.  I encourage you to take advantage of this free service, to use it frequently, and to schedule your appointments early.  Call any of the ASU Writing Centers below to book appointments:

 

 

Polytechnic – Academic Center Building CNTR 92

(480) 727-2708

 

COURSE ASSIGNMENTS

 

	B.	Complete the following assignments. All assignments are projects that can be used in an actual teaching setting. Written projects must be typed; the quality of the projects must be at a level that would be acceptable for use with other teachers and parents. Projects will be returned if grammar, content, and spelling errors are evident. Teaching signs must be durable and will be used in your student teaching assignment. Assignments must be turned in by the due date listed.   1.     Make a set of discipline plan signs that include a) class rules, b) consequences when students break rules, and c) four time-out signs. The signs will also be used when you teach youngsters and must be no smaller than 8½” x 11” or larger than 11” x 14” (due 9/18/14) 120 possible points. (InTASC standards 3m, 7b, 7g, 10j, 8h, 8m, 8g)   2.    Write a beginning of the year newsletter to parents explaining your physical education program. Include your philosophy of physical education, your rules and expectations, what students will learn during the year, and an invitation for parents to visit. It should contain graphics and look attractive to parents and students (due 10/2/14) 100 possible points. (InTASC standards 3e, 4n, 6j, 6n)
	B.	1.     Make instructional signs that can be used in your student teaching experience for three (3) of the following fitness activities. The signs must not be smaller than 8½” x 11” or larger than 11” x 14”. Grading criteria will include whether students can understand the assigned tasks, whether they are attractive to children and if they look professional. (due 10/21/14) 240 possible points. (InTASC standards 3m, 7b, 7g, 10j, 8h, 8m, 8g)   a.   circuit training (8 signs)  b. Animal Walks    c.   squad leader ex (8 signs) d. Hexagon Hustle (8 signs) e.  aerobic fitness activities (8 signs)   2.  Construct a letter to your principal describing how you will grade students in your classes. Include a) your grading rationale or “why I choose to grade,” b) the areas where you will grade your students’ performance, and c) how you report the grades to parents (how they should interpret the grade). Your position should be defensible and able to withstand scrutiny by parents, teachers, and administrators. (due 11/13/14) 100 possible points. (InTASC standards 3e, 4n, 6j, 6n, 6o)

 

	A.	Write a scholarly paper that is at least six (6) typed (double-spaced) pages in length. A minimum of six (6) references must be integrated into the paper and referenced in APA format (like references in your DPE textbook) at the end of the paper. References and title pages are not counted toward the six (6) content page minimum requirements. Topics must be related to elementary school physical education or some area of physical activity and children.   Examples of topics might be: youth fitness, physical activity promotion for youth, the impact of fitness on development and growth; discipline techniques in the physical education setting; wellness instruction; instruction for skill development, etc. (due 11/25/14) 150 possible points. (InTASC standards 1d, 1,e, 4j, 4l, 4n, 8j)   A one or two paragraph proposal stating your desired topic and focus of your paper must be turned in no later than (11/6/14) for instructor approval.

 

**OPTIONAL – INSTRUCTOR APPROVAL REQUIRED: Plan and design a Parent PE Demo Night. This must include the three P’s - Purpose, Process, Pay-Off, a handout for parents/clients, and instructional signs. You will also be required to submit a report using specified criteria. Guidelines for this project are on blackboard for those of you choosing this option. Please see the instructor for more information – (due 11/25/14) 150 points. (InTASC standards 3e, 4n, 6j, 6n, 6o)

 

 

PPE 450/550 CLASS SCHEDULE

Fall 2019

DATE	LECTURE/DUE DATES
August 21	Index cards/Prof PP/Intros
August 26	Syllabus Review/Game
August 28	Quality PE PP/Procedures
September 2	4 Parts/Cooperative Discipline/Intros
September 4	School Site Visit – Patterson
September 9	Site Visit Recap/Cooperative Discipline
September 11	Intros/Mgmt Handout
September16	Responding to Misbehavior PP
September 18 * TO Signs due	Discipline Scenarios
September 23	Exam #1 - 1,2,5,6,7,16
September 25	Fitness v. PA PP
September 30	Fitness Modified/Fitness Activities
October 2 *Newsletter due	Success in Sport Experience
October 7	Teaching Sports Skills - Activity
October 9	Success in the Activity Days PP/ Activity Day Signups/ LP
October 14	October Break – No School
October 16	AHPE Conference – No School
October 21 *Fitness Signs due	Rhythms
October 23	Exam #2 – 3,12,13,17,19
October 28	Evaluation/Grading
October 30	Activity Day- Crismon
November 4	Activity Day Follow-Up
November 6 *Proposal due	Activity Day-Roosevelt
November 11	No School – Veteran’s Day
November 13 *Principal Letter due	A&H Schools/Integrating Academics
November 18	Activity Day-Hale
November 20	Liability
November 25 *Paper/Demo due	Activity Day-Patterson
November 27	Thanksgiving – No School
December 2	Exam #3 – 8,9,11,14,15
December 4	Chicken Ball/Dead Poets Society
Tuesday, December 9	Final Exam 1:30 -