K-12 Physical Education Curriculum and Instruction



K-12 Physical Education Curriculum and Instruction

Course# 083534201 and 083534202 - 3 credits

Spring Semester 2006

Tuesday and Thursday, 12:15-1:30 and 1:45-3:00 pm

Professors: Dr. Stephen L. Cone

Office: Education 1041

Office Hours: Tuesday and Thursday 9:30 - 12:00, Other by appointment

Email (Office): cone@rowan.edu

Phone (Office): (856) 256-4500 x3704

Email (Home): tscone@

Phone (Home): (609) 747-9047

Web site:

Catalog Description

This course is a critical junior level course designed to help prepare health and exercise science majors to become successful physical education teachers in schools.  Students will develop expertise in curriculum construction, planning, instruction and evaluation for implementation at the elementary, middle and high school levels. (Prerequisite: 0835.286 and Corequisites: 0835.336, 0835.392, 0837.453)

Course Objectives

As a result of taking this course you should be able to:

• Develop and articulate a teaching philosophy that represents personal values, curriculum theory and best practice.

• Collaborate as a curriculum team to design a K- 12 curriculum scope and sequence.

• Design a yearlong plan for curriculum implementation.

• Develop one unit block plan outline for each of the elementary, middle and high school levels that focus on one or more content areas.

• Create a complete and detailed lesson plan that addresses the NJ content standards.

• Plan, create and present a visual display that supports a curricular content area or goal.

• Speak to contemporary issues that impact Physical Education curriculum development and implementation.

• Demonstrate an understanding of the role of advocacy in the Physical Education curriculum.

• Demonstrate knowledge of several models of curriculum design and delivery and describe how they influence teaching and learning.

• Demonstrate knowledge of the teaching principles and strategies that lead to effective instruction.

• Compare and contrast the effectiveness of varying styles and methods of classroom management.

• Demonstrate how assessment and evaluation are relevant in providing a successful K-12 physical education program.

• Demonstrate the ability to locate resources that support curricular content areas.

Required Text

• Kelly, L. and Melograno, V. (2004). Developing the physical education curriculum. Champaign, IL: Human Kinetics.

Optional Texts

• American Alliance for Health, Physical Education, Recreation and Dance. (2005). Physical education for lifelong fitness: The physical best teacher’s guide (2nd ed.). Champaign, IL: Human Kinetics.

• Rink, J. (2002). Teaching physical education for learning (4th ed). Boston: McGraw-Hill.

• Graham, G. (2001). Teaching children physical education: becoming a master teacher (2nd ed). Champaign, IL: Human Kinetics.

Course Procedures

The course meets on Tuesdays and Thursdays from 12:15-1:30 and 1:45-3:00 pm, in Education 1146 for the entire semester.  This meeting will consist primarily of lecture and discussion of the week’s assigned content and readings, as well as class time spent drafting curriculum and presenting curriculum assignments.  Students will be expected to collaborate with others, complete assignments and be prepared for class discussions.

Tentative Course Calendar

A tentative course calendar has been placed on this web site.  Be sure to check it regularly for any updates.

Assessment and Grading

• Attendance: 200 points

o You will lose 15 points for each time you are absent and three points will be subtracted for lateness or leaving early.  You have one free absence which has been included in the 215 points (based on 15 class sessions and one free absence).  If you do not miss any classes, the extra points will count toward your final grade.  As a result, you will not need to present a note when you are absent - but make sure you use your "free" absence wisely because you might need it if you get sick.

• Assignments completed in class and out of class: 1000 points

o Email: 25 points

o Quotes: 50 points

o Standards questions: 25 points

o Teaching Philosophy: 75 points

o Teaching Philosophy Revisited: 100 points

o Group Scope and Sequence: 150 points

▪ K-5

▪ 6-8

▪ 9-12

o Individual Year-Long Implementation Plan: 125 points

o Written Tests (2): 150 points

o Issues debate: 50 points

o Bulletin Board: 100 points

o Professional Development: 50 points

o Interview Question Exam: 100 points

o Your final grade will be assigned based on a percentage of accrued points (percentage of 1200 - e.g., 94% of 1200 = 1128).

▪ 94 - 100% = A ; 91 - 93.99 = A- ; 88 - 90.99 = B+ ; 84 - 87.99 = B ; 81 - 83.99 = B- ; 78 - 80.99 = C+ ; 74 - 77.99 = C ; 71 - 73.99 = C- ; 68 - 70.99 = D+ ; 64 - 67.99 = D ; 60 - 63.99 = D- ; 59.99 or less = F .

Academic Success

Your academic success is important.  If you have a documented disability that may have an impact upon your work in this class, please contact me.  Students must provide documentation of their disability to the Academic Success Center in order to receive official University services and accommodations.  The Academic Success Center can be reached at 856-256-4234.  The Center is located on the 3rd floor of Savitz Hall.  The staff is available to answer questions regarding accommodations or assist you in your pursuit of accommodations.  We look forward to working with you to meet your learning goals.

Professional Expectations

You are expected to abide by the University policies on academic honesty and integrity.  This means that all information you use related to a resource needs to be referenced.  Resources include: books, articles, curriculum guides, online information, emails, printed or taped interviews, DVD’s, CD, videotapes and audiotapes.

Please be in the classroom and ready to begin promptly at 12:15 or 1:45.  Students who arrive after attendance is taken are considered late and will lose points.  You are expected to attend the entire class session and points will be deducted if you leave early.

Your disposition in this class is important.  Be the kind of student you would like to teach when you are out in the field.  Show up every day on time, be enthusiastic, work hard, help others and set a high standard for yourself in all assignments.  These are dispositions you should be teaching to your future pupils and this class will help you begin to formulate ways to do that.

If you are absent, you are expected to take responsibility for making arrangements to acquire all materials and information covered during your absence.

Late assignments will be penalized 20 percent of the assignment point value if turned in before the next class meeting.  If the assignment is over one class late, the maximum score is worth 50% of the maximum original score.

All work submitted for the course must include your name and be legible, well organized, labeled and stapled together.  Assignments need to be typed, double-spaced and proofread for spelling and grammatical errors.   Check the specific assignment to see how it will be submitted - either in class or via email.

Class Cancellation

In case of bad weather or instructor illness, class may be canceled. To find out about class cancellations due to bad weather you can check the Rowan website,  If, for whatever reason, both of us are unable to make class, we will leave a message with the HES secretary (256-4785), a sign will be posted on the HES office door and we will send you an email as early as possible.  We would also encourage you to double check the course calendar for dates when class will not be held.  We would not suggest that you assume that class is canceled.

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