Exercise, Sport and Health Education 374

ESHE 374    
Behavior Management in Physical Education

1. Catalog Entry

ESHE 374    
Behavior Management in Physical Education

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

This course provides teacher candidates with an understanding of how to effectively manage students in time and space in the unique context of physical education environments. Course content explores the teaching-learning environment, proven management practices, motivation of students to participate, promotion of positive relationships, and the development and use of effective behavior management plans.

2. Detailed Description of Course

    1) Basic Concepts
        a. Positive Reinforcement
        b. Negative Reinforcement
        c. Schedules of Reinforcement
        d. Punishment
        e. Penalty
        f. Shaping and Chaining
        g. Decreasing Behavior with Differential Reinforcement
    2) Special Applications of Behavioral Procedures
        a. Contingency Contracts
        b. Token Economy
        c. Group Contingencies
    3) The Environment for Learning
        a. Emotional Climate
        b. Teacher Management of Student Behavior and Learning Tasks
            i.  Current Interaction vs. Established Structure
            ii. Degrees of Freedom
    4) Task Structures in Physical Education
        a. Stated Task vs. Actual Task
        b. Classifications of Students
            i.  Member in Good Standing
            ii. Competent Bystander
    5) Rules and Routines in Physical Education
    6) Teaching Responsibility Through Physical Activity
        a. Teaching Personal and Social Responsibility Curricular Model
        b. Levels of Behavior
        c. Cooperation, Communication, and Conflict-Resolution
    7) SPARK Curricular Model
        a. Promoting Social Skills
    8) Effective Managerial Teaching Skills in Physical Education
        a. Back to the Wall
        b. Movement with Purpose
        c. Students’ First Names
        d. Positive Pinpointing
        e. Positive and Corrective Feedback
    9) Bullying Prevention
    10)Teacher Interviews and Observations

3. Detailed Description of Conduct of Course

A variety of instructional methods including lecture, small-group work, class presentations, e-mail, physical education websites, D2L, teacher interviews and observations in local schools help teacher candidates understand the philosophy and practical aspects of behavior management in a physical activity setting.

4. Goals and Objectives of the Course

Goals, objectives and assignments in this class may address the following sets of accreditation standards or guidelines:
    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 (VDOE HPE)
    4) PRAXIS II Health and Physical Education Content Test 5857 (PRAXIS II HPE) Goals and objectives are specifically
        related to SHAPE/NASPE 4; VDOE HPE 4; PRAXIS HPE; InTASC 3.

As a result of successfully completing this course, each teacher candidate will be able to:
    1) Identify principles of classroom management practices that create effective learning experiences in physical education
    2) Design and explain how to use token economy, contingency contracts, and group contingency plans to shape student
    3) Explain the differences between rules and routines;
    4) Identify the different components of the teaching-learning environment;
    5) Organize and allocate resources to provide active and equitable learning experiences (e.g., time, space, equipment,
        activities, teacher attention, students);
    6) Develop an effective behavior management plan;
    7) Distinguish between an aggressive and an assertive discipline authority style;
    8) Describe the importance of consistency in helping children develop self-control;
    9) Identify techniques used to start and stop the class; organize the class into groups, formations, and squads; and
        prepare students for physical activity;
    10)Design and modify games that effectively change student behavior.

5. Assessment Measures

A variety of assessment methods may include, but are not limited to, one or more of the following methods:
    1) Quizzes
    2) Weekly written responses to lectures and readings
    3) Written reflections of teacher interviews and observations
    4) Individual and/or group projects
    5) Mid-term exam and final exam

6. Other Course Information


Review and Approval