Exercise, Sport and Health Education 371

ESHE 371
Effective Teaching Skills in Physical Education

1. Catalog Entry

ESHE 371
Effective Teaching Skills in Physical Education

Credit hours (3)
Prerequisite: ESHE 210, ESHE 294

This course is designed to enable teacher candidates to identify and use specific teacher behaviors believed to enhance learning opportunities and that have relationship with student success. Course content includes an emphasis on practicing effective teaching skills while instructing in physical activity settings. Episodes of peer teaching will be emphasized to allow teacher candidates multiple opportunities to practice specific teaching skills in both managerial and instructional roles. Much of the information in this course will compliment material that will be presented in ESHE 380: Methods of Teaching Elementary Physical Education and ESHE 384: Methods of Teaching Secondary Physical Education.

2. Detailed Description of Course
   1. Planning to Maximize Learning
       a. The National & Grade-Level Outcomes for K-12 Physical Education
       b. The Virginia Standards of Learning (SOLs) for Virginia Public Schools
       c. Instructional Objectives (Psychomotor, Cognitive, Affective)
       d. Planning Formats and Components
   2. Creating a Positive Learning Environment
       a. Emotional Safety
       b. Physical Safety
       c. Minimizing Off-Task Behavior and Discipline Problems
       d. Placement and Use of Equipment
   3. Getting the Lesson Started
       a. Instant Activity
       b. Set Induction (Anticipatory Set)
       c. Communicating the Purpose of the Lesson
   4. Instructing and Demonstrating
       a. Student’s First Names
       b. Verbal Cues
       c. Scaffolding
       d. Modeling
       e. Physical Guidance
       f. Checks for Understanding
       g. Showcasing
   5. Differentiation of Instruction
       a. Intra-Task Variation
       b. Teaching by Invitation
   6. Observing and Analyzing
       a. Back to the Wall
       b. Movement with a Purpose
       c. Teacher Positioning
       d. General Observation
       e. Specific Observation
   7. Motivating Students to Practice with Success
       a. Encouragement
       b. Positive Feedback
       c. Corrective Feedback
       d. Specific and Congruent Feedback vs. General and Incongruent Feedback
       e. Essential Instructional Sequences
   8. Managing Student Behavior
       a. Positive Pinpointing
       b. Rules and Routines
   9. Content Development
       a. Extending Tasks
       b. Refining Tasks (Cues)
       c. Applying Tasks (Challenges)

3. Detailed Description of Conduct of Course

A variety of instructional methods including lecture, small-group work, e-mail, physical education websites, D2L, Instructor-led and student-led teaching episodes will be used to help teacher candidates understand how to use effective teaching skills in a physical activity setting.

4. Goals and Objectives of the Course

   1) Society of Health and Physical Educators/National Association for Sport and Physical
       Education (SHAPE/NASPE)
   2) Interstate Teacher Assessment and Support Consortium (InTASC)
   3) Virginia State Code for health and physical education p-12 teacher education programs
   4) PRAXIS II Health and Physical Education Content Test (5857)
   5) Demonstrate knowledge of the Virginia Standards of Learning (SOLs) for Physical
       Education (VDOE HPE 1 SHAPE/NASPE 3;)
   6) Demonstrate knowledge of the National Standards & Grade-Level Outcomes for Physical
       Education; SHAPE/NASPE 3)
   7) Create learning objectives that are specific, observable, and measurable and congruent
       with state and national content standards; (PRAXIS HPE: SHAPE/NASPE 3)
   8) Identify how to differentiate instruction for students; (VDOEHPE 7; SHAPE/NASPE 3;
       InTASC 2)
   9) Describe and implement selected instructional teaching skills (e.g., verbal instructions,
       modeling, physical guidance) to enhance motor skill performance; (PRAXIS HPE: SHAPE/NASPE 4; InTASC 8)
   10) Explain and demonstrate how instructional cues can be used to refine student
        performance; (PRAXIS HPE: SHAPE/NASPE 4)
   11) Describe and implement selected managerial routines (e.g., entry, gather, equipment,
         gain attention, start and stop, exit) to accomplish instructional and non-instructional
         aspects of a lesson; (PRAXIS HPE: SHAPE/NASPE 4)
   12) Demonstrate the use of positive, specific, and congruent feedback based on critical
         elements of motor skill performance during a lesson; (PRAXIS HPE: SHAPE/NASPE 4)
   13) Demonstrate the use of corrective feedback based upon critical elements of motor skill
         performance during a lesson; (PRAXIS HPE: SHAPE/NASPE 4)
   14) Engage in teaching reflections to enhance teacher performance, student learning and/or
         instructional goals and decisions. (PRAXIS HPE: SHAPE/NASPE 4; InTASC 6)

5. Assessment Measures

Assessment measures may include, but are not limited to:
   1) Class participation in instructor and peer-taught lessons
   2) Student-led teaching performances
   3) Quizzes
   4) Creation of professional resources handbook
   5) Final exam

6. Other Course Information