Springfield College

Department of Physical Education and Health Education

PHED 239: Design and Implementation in Physical Education K-12
Module 4/High School Physical Education (Grades 9-12)
Fall 2014: Second Half
Professor: Dr. Kathy Mangano
Office Hours: Posted outside office

Office: Wellness Room 112 / X3147

Email: kmangano@springfieldcollege.edu

Grad Teaching Fellow: Meghan Flanagan

Office: PE Complex Room 105 /

518.391.9029
Office Hours: Posted outside office
Email: mflanagan@springfieldcollege.edu
Credits: 1.5 Lecture: M & W 8:00-8:50 a.m. in PE Complex Room 119 /
Lab: T or R 9:00-10:50 a.m. in PE Complex 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-Module 4/High School Physical Education is one (1) of four (4)
modules (PHED 236-Module 1: grades K-2; PHED 237-Module 2: grades 3-5; PHED
238-Module 3: 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 able to:
1. 1. describe the characteristics, interests and program
guidelines of high school students.
2. apply developmentally and instructionally appropriate
practices for high school students.
3. identify and demonstrate an understanding of the
National Standards and the MA State curriculum framework
standards.
4. develop an understanding of safety issues involved in
the profession and specifically at the high school level.

Methods of Assessment
Worksheet, LPs, Exam,
Discussion
LPs, Teaching, BP, SE
Project, Exam
LPs, Teaching, Exam,
Worksheets
LPs, Teaching,
Discussion, Reflections

5. develop and plan detailed lesson plans that match the

developmental level of the students.
6. promote a positive learning environment that
emphasizes cultural diversity and equity.
7. utilize questions to probe thought and stimulate critical
thinking in lessons.
8. provide positive, corrective, specific, behavioral, and
timely feedback to students and/or class.
9. consistently demonstrate a variety of teaching skills and
styles.
10. develop routines and rules appropriate for high school
students that will promote appropriate standards of behavior,
mutual respect, and safety.
11. collaborate with colleagues and cooperating teachers to
improve teaching & facilitate student learning.
12. reflect on teaching process to improve teacher
effectiveness and future lessons.
13. employ a variety of formal & informal assessment tools.
14. demonstrate professionalism and commitment to the
profession.
15. incorporate technology and research into lesson plans
and other assignments.
16. communicate clearly in oral and written expression.

17. develop an understanding of the Preservice

Performance Assessment (PPA) system by collecting
supportive evidence for the MA state standards.
18. develop an understanding of the impact of physical
activity and the value of promoting an active and healthy
lifestyle for high school students.
19. identify and demonstrate an understanding of
appropriate behavioral management techniques, and
teaching responsible behavior.
20. identify the concepts and features of a sport education
model and how to implement the model at the high school
level.
21. identify the principles and concepts of a
developmentally sound physical fitness and wellness
program.
22. create modified games and small-sided games to
implement in a variety of units.

LPs, Teaching,
Reflections
LPs, Teaching,
Reflections
LPs, Teaching,
Reflections
LPs, Teaching,
Reflections
Exam, Teaching,
Worksheets, BP
LPs, Teaching, BP,
Reflections, SE Project
LPs, Reflections,
Discussion
LPs, Reflections
LPs, Teaching,
Reflections, Exam
Teaching, Reflections
BP, SE Project, Video,
Worksheets, Teaching
Worksheets, Exam
Discussions, LPs, BP,
Reflections, SE Project
PPA Assignment

Worksheets, Exam,
Discussions, LPs,
Reflections, BP
LPs, Teaching,
Reflections, Discussions,
Exam
SE Project, Exam

BP, LPs, Teaching, Exam,

Presentation
Modified Games Project,
Teaching, SE Project

Required Texts:
Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). New York: Benjamin
Cummings.
National Standards & Grade Level 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 391/535).
Lecture = 60% of grade / Lab = 40% of grade
Lecture Assignments
Modified Games Project
Physical Fitness/Wellness Block Plan
Sport Education Model Project
Preservice Performance Assessment (PPA)
Weebly E-Portfolio
Worksheets/Presentations/Quizzes
Class Participation
Exam

Due Dates
Mon. Nov. 10th
Wed. Nov. 19th
Mon. Dec. 8th

Lab Assignments
Site Observation
Lesson Plans (4@10pts each)

Due Dates
Points
One day after observation 30 pts
Fridays for Tues lessons 40 pts
Mondays for Thurs lessons
TBA
40 pts
One day after teaching
40 pts
TBA
20 pts
Two days after final
teaching experience
30 pts
Total =
200 pts

Teaching (4@10 pts each)

Post Lesson Reflections (4@10 pts each)
Video Tape Evaluation
Reflection Summary Paper

Points
50 pts
50 pts
80 pts
Thurs. & Mon. Dec. 11 & 15 25 pts
Thurs. & Mon. Dec. 11 & 15 20 pts
TBA
30 pts
--10 pts
Mon. Dec. 15th
70 pts
Total =
335 pts

Dress Code:
On- and off-campus lab classes SC professional teaching attire (SC collared shirt
tucked in, khaki pants/shorts, or black/maroon warm up pants unrolled and sneaker
length, sneakers, 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
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.
CAVEAT: The schedule and procedures for this course are subject to change in
the event of extenuating circumstances.
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.).
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.
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: High School Grades 9-12
Tentative Lecture & Lab Schedule
Date Day
10/22 W

10/23 R

10/27 M

10/28 T
10/29 W

10/30 R
11/3

11/4
11/5

T
W

11/6

Topic
Lecture: Intro to Course, Syllabus, Review
Assignments, SHAPE America - Organization &
Advocacy; Sample lesson
Lab: EVERYONE Lab schedule, Site
Observation, Teaching Reflections, Divide Labs
and Assign Teaching Sites & Cooperating
Teachers, Lesson Plan Format, PPA, Sample
Lesson taught by Meghan Blake Arena
Lecture: Appropriate Instructional Practices for
High School PE including safety issues
Lab: EVERYONE - Peer mini lessons Blake
Arena
Lecture: Impact of Physical Activity on High
School students, New National Standards & MA
Curriculum Framework, PPA
Lab: EVERYONE Teach sample lessons Blake Arena
Lecture: Modified and Small-Sided Games &
Tournament Formats
Lab: EVERYONE Blake Arena
Lecture: Modified and Small-Sided Games &
Tournament Formats
Lab: Observation at Agawam & East
Longmeadow High Schools

Reading/Assignment Due
Student Background
Information Sheet &
PHYSICAL Act - Advocacy

Ch. 1 & 5 (pp. 106-122);

Appropriate Practices
handout, Complete
worksheet-bring to class

Ch. 2, National Standards

& MA CF handouts. PPA
handout, Group
Presentations
Sample Teaching LPs
Due / Lessons
Group Presentations
(continue) Ch. 13,
Modified Games/
Tournament handouts
Ch. 13, Modified Games/
Tournament handouts

11/10 M

Lecture: Developing Curriculum &

Characteristics of High School Students

11/11 T
11/12 W

Lab: EVERYONE Blake Arena (Veterans Day)

Lecture: Lifetime Physical Activity and Physical
Fitness/Wellness Curriculum, Unit Outcomes
Thurs. Lab Teaching Lesson #1 at ELHS & AHS
Lecture: Lifetime Physical Activity and Physical
Fitness/Wellness Curriculum, Unit Outcomes
Tues. Lab Teaching Lesson #1 at AHS
Lecture: Sport Education Model

11/13 R
11/17 M
11/18 T
11/19 W

11/20
11/24
11/25
12/1

R
M
T
M

12/2
12/3

T
W

12/4
12/8

R
M

12/9 T
12/10 W

Thurs. Lab Teaching Lesson #2 at ELHS & AHS

Lecture: Sport Education Model
Tues. Lab Teaching Lesson #2 at AHS
Behavioral Management & Teaching
Responsible Behavior
Tues. Lab Teaching Lesson #3 at AHS
Behavioral Management & Teaching
Responsible Behavior
Thurs. Lab Teaching Lesson #3 at ELHS & AHS
Lecture: Technology in PE /Show & Tell
Presentations

Tues. Lab Teaching Lesson #4 at AHS

Lecture: Technology in PE /Show & Tell
Presentations

12/11 R

Reflection & Review for final exam

Thurs. Lab Teaching Lesson #4 at ELHS & AHS

12/15 M

Final Exam 8:00 a.m.

Ch. 3 / Complete
worksheet bring to
class / Modified Games
Project Due
Ch. 10 (pp. 222-236), 15 &
16
Lessons
Ch. 10 (pp. 222-236), 15 &
16
Lessons
Ch. 4, SE handouts/
Physical Fitness &
Wellness Block Plan Due
Lessons
Ch. 4, SE handouts
Lessons
Ch. 6 & 7, handouts
Lessons
Ch. 6 & 7, handouts
Lessons
Technology handout/
Group technology
presentation / Sport Ed
Project Due
Lessons
Technology handout/
Group technology
presentation
Lessons
Weebly Portfolio, Time
Record sheet, PPA
Project and Reflection
Summary Due for
Tuesday lab group
Weebly Portfolio, Time
Record sheet, PPA
Project and Reflection
Summary Due for
Thursday lab group

Additional readings/assignments may be assigned at a later date!