ESHE 210: Introduction to Teaching K-12 Physical Education
Prerequisite: 15 semester hours completed
Credit Hours: (3)
Teacher candidates will gain an understanding of history, philosophy, sociology, and
current models of teaching physical education. The course provides an overview of
the teacher licensure process for health and physical education in the Commonwealth
of Virginia. This course is also designed for students to study changes during childhood
in motor behavior, which reflect the interaction of the mover with the demands of
the movement task and the contextual features of the environment. Emphasis will be
placed on student knowledge of the guiding principles and standards of childhood motor
development.
Detailed Description of Content of Course
Comprehensive School Health Education
° Role of Physical Education and Health Education
° School Nutrition, School Counseling, School Nurse, etc.
° National Standards
National Standards for Initial Physical Education Teacher Education 2017
° State Standards
° Virginia Department of Education K-12 Standards of Learning (SOLs)
Historical Foundations of Physical Education
° Sport in the Ancient World
° Western Perspectives
° Influence of European Gymnastic Models
World Events and Physical Education in Schools
° World War I, II, etc.
° Role of Mandated Physical Fitness Testing
° President’s Council on Physical Fitness and Sport
National Events and Physical Education in Schools
° Economic Troubles
° No Child Left Behind
° Standardized Testing
° Chronic Diseases and Role of Physical Educators
° Childhood Obesity/Diabetes/Coronary Heart Disease/Smoking
Current Trends in Physical Education
° “Old PE” vs. “New PE”
° Integration of Academic Concepts
Developmental Overviews
1) Define a “Physically Literate Individual”
2) Developmentally Appropriate Physical Education (DAPE)
3) Six elements of developmental change.
Developmental Scope and Sequence
1) Developmental characteristics of early, middle, and upper elementary students
2) Implications for teaching
Physical Development of Children
1) Health-related physical fitness
2) Motor-related physical fitness
Detailed Description of Conduct of Course
A variety of instructional methods including lecture, small group work, class presentations, case studies, email, the internet, and Student Management System help participants understand the philosophy and practical aspects of teaching current models in physical education.
Goals and Objectives of the Course
As a result of successfully completing this course, each teacher candidate will be able to:
1)Locate and demonstrate knowledge of approved state and national content standards and local program goals.
2)Demonstrate a basic understanding of comprehensive school health programs and identify key colleagues in the successful administration of high-quality physical education programs (VDOE HPE 4.d).
3) Understand and critically analyze current physical education issues and laws based on a historical, philosophical, and sociological perspective ( SHAPE America 1.f).
4) Express a personal teaching philosophy that is compatible with the Department of Exercise, Sport, and Health Education at Radford University (VDOE HPE 7.a).
5) Summarize historical foundations and their impact of the future of teaching physical education (SHAPE America 1.f).
6) Summarize philosophical viewpoints and their impact on the future of teaching physical education (SHAPE America 1.f).
7) Demonstrate an understanding of and ability to teach the relationship between a physically active lifestyle and health (VDOE HPE 7. e).
8) Demonstrate knowledge of key national and international events which directly impact (or have impacted) the teaching of physical education in K-12 schools (SHAPE America 1.f).
9) Demonstrate an understanding of and ability to teach the cultural significance of dance, leisure, competition, and sportsmanship (VDOE HPE 7. i).
10) Define the physically educated person and developmental physical education; Identify the six elements of developmental change and how these principles should guide curriculum, instruction, and assessment in physical education.
11) Identify basic terminology and concepts form theoretical perspectives, such as motor learning and cognitive, social, perceptual development, which study the processes that underlie changes in movement behavior.
12) Identify and describe contextual variables of the task (all goal-oriented human movement and characteristics of equipment and task demands) that influence play behaviors, motor skill acquisition, and adaptive movements.
13) Identify and describe contextual variables of the mover (cognitive, physical, social, perceptual, gender, genetics, age, and disability) that influence play behaviors, motor skill acquisition, and adaptive movements.
14) Identify and describe contextual variables of the environment (settings such as home, school, teaching behaviors, etc.) that influence play behaviors, motor skill acquisition, and adaptive movements.
15) Design and utilize educational technology to facilitate learning, of motor development issues and information.
16) Utilize movement concepts to modify skill themes in providing developmentally appropriate physical education lesson activities.
Assessment Measures
Assessment measures include, but are not limited to:
• Class participation in discussions and small group activities
• Weekly written responses to lectures and readings
• Quizzes and a final exam
Other Course Information
None
Review and Approval
11/20/08 Course Revised and submitted Jon Poole
July, 2010
December 18, 2025