Springfield College

Department of Physical Education and Health Education

PHED 239: PE Design Methods and Pre-Practicum: Grades 9-12

Spring 2017

Professor: Dr. Kathy Mangano Office: Wellness Room 112 / X3147

Office Hours: Posted outside office Email: kmangano@springfieldcollege.edu

Grad Teaching Fellow: Mr. Tim Losee Office: PE Complex Room 105 /
Phone: 413.244.4309
Office Hours: Posted outside office Email: tlosee@springfieldcollege.edu

Credits: 1.5 Lecture: M & W 1:30-2:20 p.m. in PE Complex Room 119 /

Lab: M, W and/or F 9:00-10:50 a.m. in Blake Arena

Course Information: MY SCWEB / MOODLE

Pre-requisites: PHED 102, MOSK 140, MOST 105

COURSE DESCRIPTION AND OBJECTIVES:

This one half semester course is designed to help second-year physical education
teacher preparation students further their pedagogical content knowledge and to
introduce principles of curriculum development for grades 9-12. Students will also be
introduced to appropriate practices for planning, teaching and evaluating high school
physical education. The approach to teaching used in the course is based on nationally
recognized appropriate physical education practices for high school students. The
information given in lecture will be reinforced and practiced in a 2-hour per week lab
experience at a high school site teaching students.

In addition, PHED 239: grades 9-12 is one (1) of four (4) modules (PHED 236: grades
K-2; PHED 237: grades 3-5; PHED 238: grades 6-8) that students will take in the year-
long course sequence. Students will be assigned two (2) modules in the fall and two (2)
modules in the spring. Each module must be successfully completed (C or better
grade) in order to matriculate for the pre-practicum and practicum experiences.

Upon completion of the course, students will be introduced Methods of

and be able to practice the identified indicators of the Assessment
Massachusetts Professional Standards for Teachers (PST)
and Subject Matter Knowledge (SMK) at the high school
level. PHED 239 students will be able to:
1. identify and demonstrate an understanding of the National LPs, Teaching, Exam,
Standards and the MA State Curriculum Framework Standards. Worksheets
2. develop an understanding of the Professional Standards for PSTs Project
Teachers (PSTs) by collecting supportive evidence for the MA
State Standards.

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3. know the subject of secondary physical education well, have Worksheets, LPs,
a good grasp of the development, characteristics, interest, and Exam, Teaching, BP,
how high school students learn. (1a), SMK 7.06: (a,d) MG, SE, PSTs Projects
4. design effective and rigorous standards-based units of LPs, Teaching,
instruction consisting of well-structured lessons with Reflections, BP, SE,
measurable outcomes. (1a) PSTs Projects
5. use a variety of informal and formal methods of assessment LPs, Teaching,
to measure student learning, growth, and understanding, Reflections, BP, MG,
develop differentiated and enhanced learning experiences, and SE, PSTs Projects,
improve future instruction. (1b) Exam
6. use instructional planning, materials, and student Worksheets, LPs,
engagement approaches that support students of diverse Teaching, Video,
cultural and linguistic backgrounds, strengths, and challenges. Reflections, PSTs
SEI (a) *Pending site Project
7. demonstrate knowledge of the difference between social and LPs, Teaching, Video,
academic language and the importance of this difference in Reflections, PSTs
planning, differentiating and delivering effective instruction for Project
English language learners at various levels of English language
proficiency and literacy. SEI (c) *Pending site
8. use instructional practices that reflect high expectations LPs, Teaching, Video,
regarding the content and quality of effort and work, engage all Reflections, BP, MG,
students, and are personalized to accommodate diverse SE, PSTs Projects
learning styles, needs, interests, and levels of readiness. (2a)
9. create and maintain a safe and collaborative learning LPs, Teaching, Video,
environment that values diversity and motivates students to Reflections, BP, MG,
take risks, challenge themselves, and claim ownership of their SE, PTSs Projects
learning. (2b); SMK 7.06: (a,d)
10. actively create and maintain an environment in which LPs, Teaching, Video,
students diverse backgrounds, identities, strengths, and Reflections, BP, MG,
challenges are respected. (2c) SE, PSTs Projects
11. plan and implement lessons that set clear and high LPs, Teaching, Video,
expectations and make knowledge accessible for all students. Reflections PSTs
(2d) Project
12. employ a variety of strategies to assist students to develop LPs, Teaching, Video,
social emotional-competencies: self-awareness, self- Reflections, BP, MG,
management, social awareness, relationship skills, and SE, PSTs Projects,
responsible decision-making. (2e) Exam
13. employ a variety of classroom management strategies, and LPs, Teaching, Video,
establish and maintain effective routines and procedures that Reflections, PSTs
promote positive student behavior. (2f) Project, Exam
14. use effective strategies and techniques for making content LPs, Teaching, PSTs
accessible to English language learners. SEI (b) *Pending site Project, Reflections
15. create and maintain a safe and collaborative learning LPs, Teaching, Video,
environment that values diversity and motivates students to Reflections, BP, MG,
meet high standards of conduct, effort and performance. SEI (d) SE PSTs Projects
16. demonstrate the capacity to reflect on and improve ones LPs, Teaching,

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own practice, using informal means as well as meetings with Reflections
professor, teaching fellow, peers, and supervising practitioner to
gather information, examine issues, set meaningful goals, and
develop new approaches in order to improve teaching and
learning. (4a)
17. collaborate effectively with colleagues on a wide range of Worksheets, LPs,
tasks. (4c) Teaching
18. demonstrate ethical and reliable behavior, and meet routine All assignments
responsibilities consistently. (4f)

Required Texts:
Darst, P. W., Pangrazi, R. P., Brusseau, T. A., & Erwin, H. (2015). Dynamic
physical education for secondary school students (8th ed.). New York: Benjamin
Cummings.

National Standards & GradeLevel Outcomes for K-12 Physical Education. SHAPE
America (Society of Health and Physical Educators). (2014). Champaign, IL: Human
Kinetics.

Assessment: A grade of C or better is required to matriculate (73% or 394/540).

Lecture = 60% of grade / Lab = 40% of grade

Lecture Assignments Due Dates Points

Modified Games Project Mon. Feb. 6 50 pts
Physical Fitness/Wellness Block Plan Wed. Feb. 15 50 pts
Sport Education Model Project Mon. Feb. 27 80 pts
Professional Standards for Teachers (PSTs) Mon. March 6 20 pts
Weebly E-Portfolio Mon. March 6 25 pts
Worksheets/Forums/Presentations TBA 35 pts
Class Participation --- 10 pts
Exam Mon. March 6 70 pts
Total = 340 pts

Lab Assignments Due Dates Points

Site Observation One day after observation 30 pts
Lesson Plans (4@10pts each) Thursdays for Mon. lessons 40 pts
Sundays for Wed. lessons
Tuesdays for Fri. lessons
Teaching (4@10 pts each) TBA 40 pts
Post Lesson Reflections (4@10 pts each) One day after teaching 40 pts
Video Tape Evaluation TBA 20 pts
Reflection Summary Paper Two days after final
teaching experience 30 pts
Total = 200 pts
Grading Scale:

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The following percentages will be used to calculate final grades:
A = 95% of total points B- = 80-82.9% of total points
A- = 90-94.9% of total points C+ = 76-79.9% of total points
B+ = 86-89.9% of total points C = 73-75.9% of total points
B = 83-85.9% of total points F = below 72.9% of total points

Dress Code:
On- and off-campus lab classes SC professional teaching attire (SC collared shirt
tucked in [based on length], khaki pants/shorts [appropriate length & fit], or
black/grey/maroon warm up pants unrolled and sneaker length, sneakers [tied, and
socks. No hats!) Expected to have a WHISTLE AND a WATCH (on your wrist, not your
cell phone) for all labs.

Individual Behavior:
Students in this course are frequently involved in class discussions and small group
activities. All students are expected to listen to others respectfully and to express their
views in a courteous manner.

Attendance/Tardiness:
Attendance is required for both lecture and lab. The overall course grade will be
reduced 5% for each unexcused absence. Missing a lab constitutes two (2) missed
classes! Remember, the teachers and students at the laboratory sites are expecting us
to be on time and prepared to teach quality lessons. Promptness is a professional
responsibility. If tardiness occurs frequently, points may be deducted from the grade.

Make-ups/Late Assignments:
Make-ups will only be given in the event of an excused absence from class which has
been approved prior to the examination/quiz. Late assignments will receive a 10%
reduction for each day the assignment is late. No assignment will be accepted more
than one (1) day late.

Accommodations Planning: If you have a documented physical, learning, or

psychological disability on record with the Academic Success Centers Learning Support
Services, you may be eligible for reasonable academic accommodations to help you
succeed in this course. It is your responsibility to request such accommodation in
advance and to provide appropriate documentation. Students on the main campus
should contact the Director of Learning Support Services, who is located on the first
floor of Hickory Hall, room 105, and can be contacted at 413-748-3768. Please let me
know of your request as soon as possible so that I can work with you and the Director to
arrange for appropriate and reasonable accommodations.

Academic Assistance: A wide variety of academic assistance is offered through the

Academic Success Center. Students can receive a variety of services, such as
tutoring through Writing Support Services, Math-Science Support Services and the
Content Tutorial Program. The Academic Coaching Program is available to help
students improve time management and study skills. The Assistive Technology

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Program provides training in a range of assistive technology software. The MTEL
Assistance Program provides support for students preparing to take the
Communications and Literacy Skills portion of the Massachusetts Tests for Educator
Licensure. The Conversation Partners Program provides support for non-native
speaking students wishing to improve linguistic skills in English, Spanish, French,
Chinese, and other languages as available. The Academic Success Center is located
on the first floor of Hickory Hall, room 109 and can be contacted at 413-748-3747 or
asc@springfieldcollege.edu. The most up to date information and support service
schedules are available on the ASCs PrideNet page:
https://pridenet.spfldcol.edu/ICS/Academic_Departments/Academic_Success_Center/

Academic Dishonesty:
Students will be held accountable for the academic integrity of their work. Violations of
academic integrity include:
1. failure to cite sources used in paper (plagiarism).
2. cheating on examinations or assignments by unauthorized collaboration with other
students.
3. purchasing/borrowing papers, using crib sheets on exams or presenting the same
written work as the requirement for more than one course without the permission of
the instructor.
Any student suspected of academic dishonesty will be reported to the Office of the
Dean of Students. Sanctions may include receiving a zero for the examination or
assignment, failure of the course, placement on academic probation, or dismissal from
Springfield College. See Academic Honesty and Integrity Policy in Student Handbook.

Withdrawal/Incomplete:
Incompletes are only given under extenuating circumstances. Students will not receive
an incomplete because of an unsatisfactory grade. The instructor will allow withdrawals
until the date published in the Academic Schedule.

REFERENCE GUIDES:
Buck, M. M., Lund, J. L., Harrison, J. M., & Blakemore Cook, C. (2007). Instructional
strategies for secondary school physical education (6th ed.). New York: McGraw Hill.

Butler, J., & Griffin, L. (2010). More teaching games for understanding: Moving globally.
Champaign, IL: Human Kinetics.

Dougherty, N. (2010). Physical activity & sport for the secondary school student (6th
ed.). Champaign, IL: Human Kinetics.

Fronske, H. (1997). Teaching cues for sports skills. Boston, MA: Allyn & Bacon.

Hastie, P. (2003). Teaching for lifetime: Physical activity through quality high school
physical education. New York: Benjamin Cummings.

Hellison, D. (2003). Teaching responsibility through physical activity (2nd ed.).

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 Champaign, IL: Human Kinetics.

Himberg, C., Hutchinson, G. E., & Roussell, J. M. (2003). Teaching secondary physical
education: Preparing adolescents to be active for life. Champaign, IL: Human
Kinetics.
Metzler, M. W. (2005). Instructional models for physical education (2nd ed.). Scottsdale,
AZ: Holcomb Hathaway.

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching sport concepts and skills: A
tactical games approach (2nd ed.). Champaign, IL: Human Kinetics.

Mitchell, S. A., & Walton-Fisette, J. L. (2016). The essentials of teaching physical

education: Curriculum, instruction, and assessment. SHAPE America. Champaign, IL:
Human Kinetics.

Mohnsen, B. (2010). Concepts and principles of physical education: What every

students needs to know (3rd ed.). Champaign, IL: Human Kinetics.

Rink, J., Hall, T., & Williams, L. (2010). Schoolwide physical activity: A comprehensive
guide to designing and conducting programs. Champaign, IL: Human Kinetics.

Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide to sport
Education (2nd ed.). Champaign, IL: Human Kinetics.

Silverman, S. J. & Ennis, C. D. (2003). Student learning in physical education: Applying

research to enhance instruction (2nd ed.). Champaign, IL: Human Kinetics.

Zakrajsek, D. B., Carnes, L. A., & Pettigrew, F. E. (2003). Quality lesson plans for
secondary physical education (2nd ed.). Champaign, IL: Human Kinetics.

PHED 239: Grades 9-12 / Tentative Lecture & Lab Schedule

Date Day Topic Reading/Assignment Due

1/18 W Lecture: Intro to Course, Syllabus, Review Student Background
Assignments, SHAPE America - Organization Information Sheet, ESSA
& ESSA Advocacy Worksheet, Title IV Action
Letter to Legislators. Read
ESSA Fact Sheet, Title IV
Part A, PE + Health =
Student Success documents
W Lab: EVERYONE Lab Schedule, Site
Observation, Reflections, Divide Labs and
Assign Teaching Sites & Cooperating Teachers,
Lesson Plan Format, Mr. Losees Sample
Lesson, Activities Blake Arena
1/20 F Lab: EVERYONE Teach sample lessons Sample Teaching LPs Due

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 Blake Arena / Lessons
1/23 M Lecture: Components of a Quality and Ch. 1, Appropriate Practices
Characteristics of a Successful PE Program, handout, Complete
and Appropriate Instructional Practices for High worksheet #1-bring to
School PE class
M Lab: Observation at Agawam High School / Site
observation due 1/24
1/25 W Lecture: Impact of Physical Activity on High Ch. 2, National Standards &
School students including safety issues, MA CF handouts. Group
National Standards & MA Curriculum Presentations from
Framework worksheet #2
W Lab: Observation at East Longmeadow High
School / Site observation due 1/26
1/27 F Lab: EVERYONE PSTs and Fitness Circuit PST handout, Fitness
Training Wellness Room 214 Circuit Task Sheet
1/30 M Lecture: Modified and Small-Sided Games & Group Presentations from
Tournament Formats worksheet #2 (continue),
Ch. 13 (pp. 288-290),
Modified Games/
Tournament handouts
M Lab: Teaching Lesson #1 at ELHS & AHS Lessons
2/1 W Lecture: Modified and Small-Sided Games & Ch. 13 (pp. 288-290)
Tournament Formats Modified Games/
Tournament handouts
W Lab: Teaching Lesson #1 at ELHS & AHS Lessons
2/3 F Lab: Teaching Lesson #1 at ELHS & AHS Lessons

2/6 M Lecture: Developing Curriculum, Unit Ch. 3 / Complete

Outcomes, and Characteristics of High School worksheet #3 bring to
Students class / Modified Games
Project Due
M Lab: Teaching Lesson #2 at ELHS & AHS Lessons
2/8 W Lecture: Lifetime Physical Activity and Physical Ch. 10 (pp. 218-222) 15 &
Fitness/Wellness Curriculum 16 (pp. 330-337)
W Lab: Teaching Lesson #2 at ELHS & AHS Lessons
2/10 F Lab: Teaching Lesson #2 at ELHS & AHS Lessons, Respond to
Forum on On-line PE
2/13 M Lecture: Lifetime Physical Activity and Physical Ch. 10 (pp. 218-222) 15 &
Fitness/Wellness Curriculum 16 (pp. 330-337)
M Lab: Teaching Lesson #3 at ELHS & AHS Lessons

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2/15 W Lecture: Sport Education Model Ch. 4 (pp. 79-81), SE
handouts / Physical
Fitness & Wellness Block
Plan Due
W Lab: Teaching Lesson #3 at ELHS & AHS Lessons
2/17 F Lab: Teaching Lesson #3 at ELHS & AHS Lessons, Respond to
Forum on Make gym
optional for athletes
2/20 M NO CLASS Presidents Day!

2/22 W Lecture: Sport Education Model Ch. 4 (pp. 79-81), SE

handouts
W Lab: EVERYONE On-campus / School TBA
Vacation Week
2/24 F NO LAB School Vacation Week
2/27 M Lecture: Behavioral Management & Discipline Ch. 6 & 7, handouts / Sport
Ed Project Due

M Lab: Teaching Lesson #4 at ELHS & AHS Lessons

3/1 W Lecture: Technology in PE /Show & Tell Technology handouts /
Presentations Presentations / Reflection
Summary for Monday lab
Reflection & Review for final exam group
3/1 W Lab: Teaching Lesson #4 at ELHS & AHS Lessons
3/3 F Lab: Teaching Lesson #4 at ELHS & AHS Lessons / Reflection
Summary for Wednesday
lab group
3/6 M Final Exam 12:30 p. m. Reflection Summary Due
for Friday lab group /
Weebly, PST Project &
Time Record Sheet Due
for everyone

CAVEAT: Schedule, procedures, and assignments for this course are subject to
change in the event of extenuating circumstances.