ESHE 294: Motor Development
Pre- or Corequisite: ESHE 210
Credit Hours: (2) Two hours lecture/laboratory
A study of motor skill development as a result of human growth and maturation throughout the lifespan. It provides students with a background to explain motor performance via differences in development and motor development. Students are given opportunities to observe performances and apply motor development principles in practice. The course is requisite to the Theory and Practice methods courses within the ESHE teaching concentration.
Detailed Description of Content of Course
● Overview of Developmental Physical Education
° Identify characteristics of a physically educated person
° Discuss National (NASPE) and State (Virginia Department of Education) standards
● Childhood Growth and Motor Development
° Birth to pre-school
° K-5 growth
° Grades 6-12 growth
° Developmental readiness
● Movement Skill Acquisition
° Fundamental Stability Skill Themes
° Fundamental Locomotor and Non-locomotor Skill Themes
° Fundamental Manipulative Skill Themes
● Utilize movement concepts to modify skill themes in providing developmentally appropriate physical education lesson activities
● Cognitive , Affective and Social Learning
● Children with Disabilities
° Identify and prescribe lesson activities that accommodate children with diverse and
● Classroom Integration
° Develop classroom integration activities that reinforce academic concepts in physical education class and reinforce movement concepts in classrooms
● Developmental games, dance and educational gymnastics
● Assessment of Progress
° Physical activity
Detailed Description of Conduct of Course
This course emphasizes the sequential, age-related and continuous processes whereby movement behavior changes across the life span and addresses the acquisition of basic skills, perceptual motor and fitness development. ESHE 294 serves to provide additional insights concerning working with the young children in preschool – 5th grade. It will be a companion with material presented in ESHE 395: Motor Behavior and ESHE 382: K-12 Teaching Methods in Physical Education.
Goals and Objectives of the Course
• Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:
° NASPE/NCATE Standard 1: Content Knowledge
° Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
° NASPE/NCATE Standard 2: Growth and Development
° Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
° NASPE/NCATE Standard 3: Diverse Students
° Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.
° NASPE/NCATE Standard 6: Planning and Instruction
° Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
° NASPE/NCATE Standard 8: Reflection
° Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.
• Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:
°VDOE HPE Standard 2: Understanding basic human anatomy and physiology needed to teach quality health and physical education
° VDOE HPE Standard 3: Understanding of the basic scientific principals undergirding human movement as they apply to:
a. Health-related fitness (flexibility, muscular strength, cardiovascular endurance, and body composition); and
b. Skill-related fitness (coordination, agility, power, balance, speed and reaction).
° VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical education program, including instruction and assessment.
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards for beginning physical education teachers.
As a result of successfully completing this course, each teacher candidate will be able to:
● Identify, select, and implement appropriate instructional strategies based on understanding the student, selected content, student needs, the learning environment, and safety issues, to facilitate learning in physical activity settings including the use of teaching skills that are thought to comprise effective physical education teaching (NASPE/NCATE 2.3; NASPE/NCATE 6.3; VDOE HPE 4.a).
● Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family and community). (NASPE/NCATE 3.1; VDOE HPE 4.a; VDOE HPE 4.b)
● Develop long and short-term plans that are linked to both program and instructional goals and student needs. (NASPE/NCATE 6.2; VDOE HPE 4.a; VDOE HPE 4.b; VDOE HPE 4.c)
● Use a reflective cycle involving description of teaching, justification of teaching performance, critique of teaching performance, the setting of teaching goals, and implementation of change. (NASPE/NCATE 8.1; V DOE HPE 4.a; VDOE HPE 4.c)
The students are specifically assessed on the following items:
• Weekly assignments
• Portfolio Task
• Quizzes and final exam
Other Course Information
Review and Approval
11/20/08 Course Revised and submitted Susan Miller