ESHE 304: Theory and Practice of Team Sport Activities
Prerequisite: ESHE 210 and ESHE 294
Credit Hours: (2) One hour lecture; two hours laboratory
Provides an overview of school-based curricular offerings related to team sport activities. Students will become familiar with the skills and the content of a wide variety of team sports. Contains both physical activity and peer/clinical teaching requirements.
Detailed Description of Content of Course
● Developmentally Appropriate Physical Education Teaching Practices
° Effective teaching of selected team sport activities
● National (NASPE) Standards for Lifetime Physical Activities
° K-12 curriculum offerings for selected team sport activities
● Virginia Department of Education K-12 Standards of Learning (SOLs) for Lifetime Physical Activities
° What Virginia students should know and be able to do after completing high school requirements
● Teaching Team Sport Activity Skills in Elementary School Settings
° Focus on fundamental motor skills
▪ Throwing, catching, kicking, striking
● Teaching Team Sport Activity Skills in Secondary School Settings
° Combining fundamental motor skills with game strategies
▪ Basketball, volleyball, flag football, soccer, softball, floor hockey, Kinball, lacrosse, speedball, team handball, Tchoukball, rugby, and Ultimate Frisbee
● Utilize movement concepts to modify skill themes in providing developmentally appropriate physical education lesson activities
Detailed Description of Conduct of Course
This course places an emphasis on student knowledge of team sports and team sport activities that make-up so much of the NK-12 physical education curriculum. Students will be expected to demonstrate their understanding and expertise in the planning and teaching of “activity clinics” for team sport activities such as: basketball, flag football, soccer, softball, volleyball, floor hockey, lacrosse, speedball, team handball, rugby, Tchoukball, Kinball and Ultimate Frisbee.
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 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.
• Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:
° VDOE HPE Standard 3: Understanding of the basic scientific principals undergirding human movement as they apply to:
° Health-related fitness (flexibility, muscular strength, cardiovascular endurance, and body composition); and Skill-related fitness (coordination, agility, power, balance, speed and reaction).
° VDOE HPE Standard 6.a.4: Understanding of the knowledge, skills, and processes for teaching physical education, including sequential pre-K-12 instruction in a variety of movement forms that include team and individual activities.
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:
● Demonstrate competent motor skill performance in a variety of team sport activities. (NASPE/NCATE 1.2)
● Define and describe performance concepts and strategies (e.g. fitness principles, game tactics, skill improvement principles) related to skillful movement as it applies to team sport activities. (NASPE/NCATE 1.3)
● Design and implement a team sport activity clinic that illustrates and explains basic skill-related fitness principles associated with competent performance. (VDOE HPE 3.b.)
● Design and implement/teach a team sport clinic that illustrates an understanding of the skills needed to teach the activity in a sequential, developmental and progressive manner.
(VDOE HPE 6.a.4.)
● Select appropriate teaching resources and curriculum materials to create a professional resource handbook that shares teaching tips, lesson plans, activity task progressions, lead-up games, playing strategies, key performance cues, terminology, history, rules, etiquette, safety, and potential benefits from participation in team sport activities. (NASPE/NCATE 6.7)
● Demonstrate appropriate participation in activity clinics taught by peers such that motor skill performance in team sport activities is improved and leads to competent performance. (NASPE/NCATE 1.2)
The students are specifically assessed on the following items:
• Class presentations of peer teaching
• Weekly clinic quizzes, readings and clinic activities
• Creation of a professional resource handbook
Other Course Information
Review and Approval
11/20/08 Course Revised and submitted Susan Miller