Exercise, Sport and Health Education 382

ESHE 382: Methods of Teaching K-12 Physical Education

Prerequisite: ESHE 210; minimum 2.5 cumulative GPA

Credit Hours: (4) Three hours lecture; two hours field experience

Teacher candidates will gain an understanding of developmentally appropriate physical education teaching practices for teaching elementary through secondary school-aged youngsters. The course builds upon previous curriculum courses taken by teacher candidates and addresses the fundamental instructional skills needed for successful teaching in elementary, middle, and high school physical education.

Detailed Description of Content of Course

●  “Old PE” vs. “New PE”
    °  Skills Themes and Movement Concepts vs. Large Group Games
    °  Developmentally Appropriate Physical Education
    °  National Standards
        ▪ National Association for Sport and Physical Education K-12 Content Standards
    °  State Standards
        ▪ Virginia Department of Education K-12 Standards of Learning (SOLs)
            a.    Diamond Curriculum
●  Elementary Instruction
    °  Integration of Academic Concepts
    °  Behavior Management
        ▪Class Routines
    °  Generic Levels of Skill Development
    °  Content Development
    °  Planning-Teaching-Reflection Cycle
    °  Skill Themes
        ▪ Motor and Non-Motor; Manipulative vs. Non-Manipulative
        ▪ Balancing, Transferring Weight, Kicking, Catching, Throwing, Volleying, Striking with Long-Handled Implements, Striking with Short-Handled Implements
●  Secondary Instruction
    °  Curriculum Models
        ▪ Lifetime Physical Activity, Cooperative Learning, Personal/Social Responsibility, Adventure Education, Fitness Education
    °  Behavior Management & Discipline
    °  Teaching Styles
    °  Assessment
    °  Liability
    °  Physical Fitness Testing

Detailed Description of Conduct of Course

A variety of instructional methods including peer teaching, lecture, small group work, class presentations, case studies, email, the internet, Student Management System, and hands-on teaching in local public schools help participants understand the philosophy and practical aspects of teaching current models 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 4: Management and Motivation

Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

  •  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.

  • NASPE/NCATE Standard 9: Technology

 Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.

Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:

VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical education program, including instruction.
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:
●  Define appropriate and inappropriate models for K-12 physical education including demonstrating knowledge of approved state and national content standards and local program goals (NASPE/NCATE 1.6; VDOE HPE 4.a).
●  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 setting including 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).
●  Critically analyze, observe, and reflect on the process of teaching and learning in physical activity settings including use of a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change (NASPE/NCATE 8.1).
●  Describe and demonstrate effective teaching strategies used in gymnasium instruction including the identification of critical elements of motor skill performance and the combination of motor skills into appropriate sequences for the purpose of improved learning (NASPE/NCATE 1.1).
●  Effectively design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction (NASPE/NCATE 6.4; VDOE HPE 4.a).
●  Describe and analyze the relationships between physical education teaching, motor skill learning, student motivation, and adherence to a physically active lifestyle including the use of developmentally appropriate practices to motivate students to participate in physical activity in and out of school (NASPE/NCATE 4.3; VDOE HPE 4.a).
●  Describe and demonstrate teaching strategies typically employed in teaching physical education such as stations, task sheets, and convergent and divergent thinking and describe their impact on students of varying skill levels and is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (NASPE/NCATE 3.1).
●  Demonstrate knowledge of current technologies and their application in physical education including the use of appropriate technology (i.e., e-mail, web, etc.) that helps teachers develop professionally and be more productive as a teacher (NASPE/NCATE 9.1).
●  Use managerial routines that create smoothly functioning learning experiences and environments including creating a positive learning environment and critically discussing effective strategies for dealing with off-task behavior and discipline problems (NASPE/NCATE 4.1).
●  Develop a repertoire of instructional formats including a “movement education” (i.e., skill themes) approach to teaching elementary physical education and a “lifetime participation” (i.e., physical activity themes) approach to teaching secondary physical education that facilitate student learning (NASPE/NCATE 6.10; VDOE HPE 4.a).


Assessment Measures

The students are specifically assessed on the following items:

•    Class participation in discussions and small group activities
•    Weekly written responses to lectures and readings
•    Quizzes and a final exam

Other Course Information


Review and Approval

11/20/08          Course Revised and submitted                          Jon Poole

July, 2010

May, 2011