Office Hours: MW 1100-1145 or other days and times by appointment

COURSE DESCRIPTION:

This course is an overview of organization and administration of physical education programs in the public schools. This class contains a variety of topics including curriculum content, instructional design, standards based assessment, program content, legal bases, materials, facilities and constraints in the discipline of physical education. An arranged portion of the course is equivalent to two hours of activity per week and requires students to observe various aspects of education in the school environment.

COURSE OBJECTIVES:

Students should be able to

Understand the underlying concepts of the Teaching Responsibility through Physical Education model and its application to schools
Recognized and use appropriate instructional design strategies when developing lessons and unit plans
Discuss liability issues as they relate to instruction of students
Identify professional organizations and the role of advocacy
Understand the role of youth sport in relation to the development of individuals with healthy and active lifestyles
Identify and engage in appropriate professional behaviors
Implement and develop student assessment strategies
Recognize national content standards and standards based assessment
Discuss and comprehend current issues in physical education
Critically analyze and synthesize previously learned concepts during observations in physical education settings

TEXT:

Hellison, D. (2003). Teaching Responsibility Through Physical Activity, 2^nd Edition, Human Kinetics, Champaign: IL.

ATTENDANCE / PARTICIPATION:

It is in your best interest to attend class sessions, particularly when in-class assignments and projects are scheduled. Much of the learning that occurs will be dependent upon class discussions. Therefore I am expecting that you will complete the assigned readings prior to each class and that you come prepared to discuss the readings and apply them to daily discussions. Students are responsible for material presented in class on examinations. If you miss a class be sure to review the course website to determine if additional information has been posted for your enrichment.

COURSE ASSIGNMENTS & PROJECTS:

Throughout the semester you will be asked to participate in a variety of interactive activities. These activities are designed as alternate assessments of your comprehension of the course content. Many of these assignments occur during the class session and students will not be able to make-up these interactive experiences or the points associated with the tasks.

Debates:

A series of three debates will occur during the semester and each student will participate in at least one of the scheduled debates. Students will be divided into cooperative teams and assigned a topic and issue position. Each team will need to research their assigned topic and prior to the debate submit an APA reference list of the sources used to support their position.

On the day of the debate, each individual will submit a 1-2 page typed paper containing the following information.

At the top of page one list your name and position topic
Next highlight the main group arguments of your debate topic
Describe your own perspective in relation to the topic and reflect on the impact of this topic to you as a professional. As part of the reflection ask yourself questions such as - would you have taken the position you were assigned? Or do you support the opposite position? Are there other aspects of this topic that you believe need to be highlighted? and so on.
List of references in APA format (can be at end of article)

Debate presentations will be approximately 10 minutes for each side. During the presentation the teams should use PowerPoint presentation software to highlight their main points in a clear and concise manner. Every member of the debate team should have a role in the presentation.

Debate one, September 24, Changing clothes for physical education classes

Debate two, October 22, Grading in physical education

Debate three, November 19, Homework in physical education

Case Studies:

Case studies are used to explore your opinions and thoughts concerning physical education issues. During the semester there will be in-class opportunities to read and reflect upon case studies in small groups. Each group will be assigned a case from Case Studies in Physical Education: Real World Preparation for Teaching (Stroot, 2000) to read and as a group discuss and respond to the guided questions at the end of the case. Small groups will interact on the topic and complete the reflection questions on the case and submit these as a group. Upon completion of this task the entire class will engage in dialogue on the cases that were examined that day.

Reflection Assignments

The activity of reflection begins by posing questions concerning an issue or experience. Reflection is active and should assist you in learning more about a physical education experience. During the semester there will be several assignments where students will be asked to write/type a 1-2 page reflection paper on a topic from the readings or activities.

Assessment Project

Standards based and authentic assessment will be topics discussed in this course. Applying these concepts to a series of lessons is an important learning objective for students. This project will provide students with a series of lessons and students will work in small groups to develop appropriate assessment strategies. Each small group will share their assessment strategy with the class.

EXAMINATIONS

Two examinations will assess your learning of material covered in the text and application of those principals to the class discussions. Students arriving late to class will not be given additional time to complete an exam but must complete it in the time remaining.

ACADEMIC MISCONDUCT:

Academic misconduct is not tolerated in this class. Examples of misconduct include, but are not limited to, falsely representing a student’s academic performance: cheating, plagiarizing, unauthorized collaborating on coursework, stealing course examinations or materials, falsifying records or data, or intentionally assisting another individual in any of the above. Actual and suspected incidents of plagiarism or cheating will result in a grade of zero (0) and will the case will be referred to the campus Judicial Office.

GRADING:

Course grades will be calculated as follows:

Daily participation in class discussions **		25 points
APA references for debate		10 points
Debate presentation		40 points
Individual Debate paper		20 points
Case study group questions		10 points each
Assessment project		15 points
Reflection papers		10 points each
Two examinations		50 points each

** Two points will be deducted for each absence and absences occurring on an in-class project day will result in no points for that assignment.

Upon completion of the student earned points will be added and divided by the total course points to obtain a percentage. Grading scale by percentage:

A	100-91
B	90-82
C	81-73
D	72-64
F	63 or below

Emergency situations forcing a student to miss an exam or paper submission date must be discussed with the instructor PRIOR to the exam by either calling (619-594-3706) or sending an email (lamaster@mail.sdsu.edu). Documentation of health or other emergency situations will be required and the professor will determine legitimacy of excused absences. Students who miss an exam or submission date without prior instructor notification, or without appropriate documentation will receive a grade of zero on the exam or project.

445 Arranged Activities

Observations and reflections at elementary, middle school and high school settings will comprise the arranged component of ENS 445. Students are responsible for contacting the schools and obtaining permission prior to the visitation. Reflection, guided by questions focused on the school sites will help to engage you in the process of critical thinking about effective instruction.

Upon completion of each observation series you will submit a 2-3 page typed paper that compares and contrasts the three levels in the focus area. Data collected (guided field notes, observation comments, etc) must be submitted attached to the back of the project in order to receive any credit on the project.

Support materials for these observations can be found on the blackboard website in the observation area. You will find forms to assist with the guided observations and data collection as well as rubrics identifying assessment strategies for these papers. Students are responsible for locating and using the correct supporting documents for each series.

Observation Series #1

Sites: Select one elementary, one middle school and one high school location

Focus: Management in Physical Education

At each site you will collect data in the form of field notes that are focused on areas of management. Examples of management activities include attendance, transition, equipment management, routines, and rules. Observe at least 30 minutes of a class session at each site and gather information on specific management strategies used at each location using the guided field notes worksheet. Upon conclusion of your three observations you will analyze the data and synthesis the information into a formal write up to be submitted on Monday October 6 at the beginning of class. The paper should be 2-3 pages typed, use correct grammar and punctuation. In order to receive complete credit you must attach your field notes to back of your write-up.

Observation Series #2

Sites: Select one elementary, one middle school and one high school location

Focus: Activity time

At each site you will collect data by observing three students during activity time (low skilled, medium skilled, and high skilled students as identified before class by the teacher). Collect data on OTR’s or use duration recording to identify how many minutes of activity each student has during a ten-minute observation. Describe the activity segment by identifying if there were modified games, regulation games, skill activities, drills, etc. Your role is to create a picture of what was occurring during the class session and the level of access each student (low, medium, high) had to the activity. Your paper should discuss the accessibility of all three types of learners at each level, which level you believed was the most equitable for students, which provided the greatest opportunity for participation, and what activities seemed to provide the greatest activity time. This paper is due Monday November 3^rd at the beginning of class and should be 2-3 pages typed, use correct grammar and punctuation. In order to receive complete credit you must attach the data that you collected at each visit to the back of your paper.

Observation Series #3

Sites: Select one elementary, one middle school and one high school location

Focus: Assessment

Based on information you have learned in class about assessment you will observe the classes at these various locations and highlight examples. You will want to identify whether the assessment is formative or summative, authentic, standards based or non-existent. If nothing was assessed during the class session you will write your paper and identify various assessment strategies that might have been implemented by the teacher. Be sure to focus on how the assessment took place and who was the collector of the data (self collected, peer collected, or teacher collected).