Curriculum Proposal System
Course Details

Prerequisites (list each individually, one course per line, with course number and title)
Current None New None New prerequisites to be checked at time of registration? no
Corequisites (list each individually, one course per line, with course number and title)
Current None New None New corequisites to be checked at time of registration? no
Bulletin description
Instructional strategies for teaching secondary students in physical and health education. A variety of instructional models will be introduced appropriate to the learners’ age and development.
Web Components
N/A
Textbook selection
Rink, J. (2002). Teaching Physical Education for Learning, (4th. ed.). McGraw-HILL. Reading package for graduate students. Hodges, B. & Videto, D. (2005). Assessment and Planning in Health Programs
Rationale
Changes to reflect the program change, which includes health.
Syllabus
The University of Akron College of Education Sport Science & Wellness Education] 5550:446 Instructional Techniques: Secondary PE & Health 3 credits I. Course Description Presentation of various teaching styles/skills/behaviors for effective teaching of secondary physical/health education via microteaching. Two hours lecture, two hours lab. II. Rationale This course introduces students to the micro-teaching process. The purpose is to learn the teaching process and apply the instructional skills for effective teaching of physical education from adolescent to young adult. The students will study the teaching-learning process from classroom discussion, lab clinical presentation, and field experience. The course is required for state license in physical education (pre-k to 12). III. Course Objectives/Activities/Assessment _____________________________________________________________________________________ Objective Activity Assessment _____________________________________________________________________________________ 1.Demonstrate the pedagogical knowledge of a Lecture, discussion Quiz, exam variety of physical activities taught in the group work. secondary level. (NASPE 1.9, 2.2) (INTASC principle 5) 2. Understand basics of research on teaching group work group/individual physical education (NASPE 1.8) internet search projects (NASPE 4.3, 5.4 (INTASC INTASC principle 5) principle 5) 3. Demonstrate skill and knowledge regarding In class and off class Quiz, exam planning the teaching-learning process. assignment, planning plans (NASTPE 6.1, 6.2) (NASPE 6.1, 6.2) 4.Demonstrate skill and knowledge regarding Field observation Field report implementing the teaching-learning process. and teaching teaching (NASPE 2.2) analysis, lesson plans (NASPE 8.1) 5.Demonstrate knowledge about human movement Lecture, field Field report as it relates to the need for classroom management observation and teaching and control procedures. (NASPE 4.4) Teaching analysis 6.Understand and use appropriate teaching styles including Lecture, Field report media communication techniques field for various activities/learners and be able to assess the observation and teaching implementation of the styles. micro-teaching analysis (NASPE 3.2, 4.3 5.4; INTASC principle 4,6) (NASPE 5.2, 5.4) 7. Understand the knowledge of observation and field observation field report analysis of instruction in the field experience. Micro-teaching analysis of report (NASPE 8.1,INTASC principle 9 performance) teaching analysis _____________________________________________________________________________________ IV. Course Outline Part I. Understanding the Teaching /Learning Process , (INTASC principle 1) 1. Teaching Physical Education: An Orientation 2. Factors That Influence Learning 3. Research on Teaching Physical Education (NASPE 1.8) Part II. Effective Teaching Skills (INTASC principle 4, 5, 6, 7) 4. Designing Movement Experiences and Tasks 5. Task Presentation 6. Content Analysis and Development 7. Developing and maintaining a Learning Environment (NASPE 4.4) 8. Teacher Functions During Activity 9. Teaching Strategies (micro-teaching) (NASPE 5.2, 5.4, 6.7, 8.1) 10. Motivation, personal growth, and diversity 11. Planning (NASPE 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.9; INTASC principle 7) 12. Assessment in the Instructional Process Part III. Context and Reflection 13. Context-Specific Pedagogy 14. The professional Teacher and the continuous Learner 15. Observation Techniques and Tools V. Text Rink, J. (2002). Teaching Physical Education for Learning, (4th. ed.). McGraw-HILL. Reading package for graduate students. Hodges, B. & Videto, D. (2005). Assessment and Planning in Health Programs VI. Course requirement 1. Attendance and participation in activities are required. Except attending activities representing the university, 2 points will be deducted for each absence. A grade of F will be given if more than 25% of the total class meetings are missed, or an incomplete will be given with legitimate excuse. 2. Be prepared for the field experience. Observational package will be distributed. 3. Participation in class discussion is required. 4. Graduate students will be required do review 10 research articles and present 2 in class. Based on a reading package. VII. Evaluation Scale Attendance & Participation 30 Lesson Plans 30 Micro-teaching/analysis 20 Field Experience/ Observational Reports 40 Tests 200 Graduate Assignments 50 Total 320 pts. 370 for graduate 91-100%=A 89-90% =A- 87-88% =B+ 81-86% =B 79-80% =B- 77-78% =C+ 69-76% =C 67-68% =C- 65-66% =D+ 58-64% =D 56-57% =D- 00-55% =F CONCEPTUAL FRAMEWORK PROFICIENCIES The University of Akron, College of Education has identified Educator as Decision Maker as the theme of our conceptual framework, which has been developed around the core components of professional practice and scholarship identified in the mission statement of the college: Knowledge, Technology, Diversity, and Ethics. The theme and components provide direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. It is our goal to provide opportunities to candidates to develop a solid foundation in the identified proficiencies for each of the core components through well-planned coursework. This foundation then transfers into knowledge-based decision making as it applies to Standards Setting Programs, Research and Inquiry, and Outreach. Descriptions of the proficiencies are provided at http://www.uakron.edu/colleges/educ/COE/cf-proficiencies.php As you progress through your program, you will find the conceptual framework aligned with course objectives. You will also find the conceptual framework theme and core components reflected throughout the College of Education. This reflects our commitment to these central tenets and our vision that all of our graduates will be effective decision makers throughout their professional careers. STUDENT ETHICS AND OTHER POLICY INFORMATION For further information about The University of Akron's policies regarding student ethics and conduct, please consult the following sources: http://www.uakron.edu/gradsch/docs/Gradbulletin.pdf, then select "General Information" (academic honesty); or http://www.uakron.edu/studentlife/sja/codecon.php (Student Code of Conduct). Any student who feels she/he may need an accommodation based on the impact of a disability please consult http://www.uakron.edu/access and the Office of Accessibility at (330) 972-7928.
Bibliography
Roche, A. F., & Malina, R. M. (Eds.). (1983). Manual of physical status and performance in childhood (Vol. 1). New York: Plenum. Vickers, J. N. (1990). Instructional design for teaching physical activities. Champaign, IL: Human Kinetics Publishers, Inc.