PED 235
Self – Evaluation
Syllabus
Class Activities
Prepare a typed paper presenting
your personal philosophy of physical education that analyzes and supports this
position. Include specific information that personally applies to your growth
in behavior self-management skills, communication skill building, self-esteem
building, and resource utilization in relation to PED 235.
In addition, include
your opinion on the relationship between physical education/sport and
education. Also, carefully analyze the career opportunities and choices
(teaching/coaching, business, industry, etc.) available in physical education
and arrive at a career decision for yourself that can be supported with sound
reasoning.
The main
"thread" running through all of this paper is a
self-analysis/evaluation of your progress throughout the course, PED 235, as to
where you've been, where you are, where you need to be, and how this course has
met your needs.
Be sure that you
address all the points of this self-evaluation!!!!!!
PED
235
Principles
of Physical Education
3
credits
NOTE: This
syllabus replaces pages V, VI, VII, VIII, IX, 95, 97, 107 and 109 in your text.
Instructor: John
P. Bennett, Ed. D.
Office:
Phone: 910-962-3740
Office hours: As
posted
E-mail:
Web page: http://people.uncw.edu/bennettj/
I. Catalog Course Description
Introduction and Principles of
Physical Education (3). Study of
the principles, components, and development of physical education from ancient
to modern times applied to the present and future. This is a survey course in the
foundations of physical education. The
course provides the prospective physical education major with an introduction
to physical education as a profession.
The student will also learn the requirements of becoming a physical
education major and develop skills that will be used in other courses. Prerequisite: Physical Education Major
II.
Text(s)
Required Text: Titlow, L. W., and Bennett, J. P. (1996). Introduction and principles of physical
education.
Recommended Text: American Psychological Association. (1994). Publication manual of the American
Psychological Association (4th ed.).
III.
Competencies
Upon successful completion of this course the
student should be able to:
A. Trace the history of physical education
and sport from the earliest time to the present.
B. Identify leaders, events, movements, and
societal and political forces that have contributed to the growth of physical
education and sport.
C. Demonstrate and understanding of the
current trends in physical education and their potential impact in school
programs.
D. Demonstrate an understanding of the
federal legislation that mandates equal opportunity for both genders and for
special populations.
E. Demonstrate an understanding of the key
characteristics of education and physical education programs guided by
philosophies that may include, but are not limited to, pragmatism, idealism,
naturalism, and existentialism.
F. Justify the need for physical education
as it related to the total education process in today’s schools.
G. Develop and express a personal
philosophy of physical education and sport relative to the context of
today’s schools.
H. Using specified professional journals
from the library or other sources and an appropriate style manual (i.e., APA)
read, summarize, and critique in your own words appropriate physical education
articles and other resources.
I. As an outside assignment following
class discussion, carefully analyze the career opportunities and choices (teaching/coaching,
business and industry) available in physical education and arrive at a career
decision that can be supported with sound reasoning.
J. Employ guidelines for career
development through participation in a variety of specified professionally based
field experiences.
K. Select an appropriate physical education
topic, use APA style and correct writing techniques, write a research paper.
This is only for students who contract for an A.
L. Display a disposition toward reflection
and commitment toward professional growth and lifelong learning activities.
M. Demonstrate knowledge of the legal
issues and trends as they pertain to physical education and sports.
N. Demonstrate knowledge of the components
necessary to establish intramural and interscholastic athletic programs that
would compliment the overall school program.
O. Display skills in and knowledge of the
areas of public relations and human relations as it related to the role of a
physical educator.
P. Display knowledge of the structure and
goals of informal and formal sports organizations and how they affect and are
affected by society. This includes the various organizations that govern
adapted sports and games.
Q. Demonstrate an awareness of the
necessity to keep on learning throughout life and the importance of learning
how to learn.
R. Access and utilize computer based
information on principles of physical education.
IV. Course
Outline
A. Professional terminology.
B. Structure and personnel of UNCW,
emphasis on HPER Department.
C. Attributes of physical educator,
including interest in HPER as a career, biological development, and others.
D. Professional organizations and
literature.
E. Introduction to the APA Manual.
F. Foundations of physical education:
1. History.
2. Science:
Anatomical systems, Growth and development, Mechanics, Physical fitness
3. Psychology.
4. Philosophy.
5. Sociology:
Definition of sport sociology, Relatively new area of study, What is
sport?, Sport and society, Socialization and sport,
Social stratification and sport, Socialization of the child, Sport and
education
G. Professional preparation
1. Professional status of HPER
2. Objectives of professional preparation
3. Why teach?
4. Personal qualities
5. Areas of continued growth
H. Curriculum
1. Define
2. Terms
3. Need for objectives
4. Developmental objectives of physical
education
I. Career choices in physical
education: Traditional‑teacher/coach,
Other areas
J. Trends and issues: Overemphasis on school
sports, Ethics and values
K.
Physical
fitness testing of the prospective physical education major (see related course
requirement).
1. Attendance and participation
a. All students are expected to attend, participate, and dress appropriately
for this class.
b. After 3 absences, each absence will result in a 1/2 letter grade deduction
from your final average.
c.
Two lates will count as one absence.
2. Assignments
a. All papers , projects and other assignments are to be typed and are due on
their due date. No points will be provided for materials that are turned in
late.
b. Late assignments will not be accepted without prior approval of the
instructor before the due date. No points will be provided for materials that
are turned in late.
3. All written
work will be evaluated according to the most recent edition of the American
Psychological Association Style Manual.
4. The
instructor reserves the right to modify or change assignments during the
semester.
5. Honor code -
Dedication to the physical education profession requires a high ethical
commitment to the field, peers, and oneself. Dishonesty can neither
be tolerated or accepted. Specific policies are described in the Student
Handbook and Code of Student Life.
6. The
A = 94-100 C = 74
- 76
A-
= 90 - 93 C- = 70 - 73
B+
= 87 -89 D+ = 67 - 69
B = 84
- 86 D = 64
- 66
B- = 80
- 83 D-
= 60 - 63
C+
= 77 - 79 F
= 0 – 59
1. Tests (4) 60%
2. Complete
a 4 hour field experience, grades K-12,
observing/interacting with physical education classes
in the public schools. 10%
3. Final exam (comprehensive) 30%
100%
D.
Grades K-12 Field Experience description - 4 hours Objectives:
1. Describe the students, the environment, the activities, and the learning taking place in the Physical Education classroom.
2.
Record
observations with comments or what went well and what could have been done
differently.
1. Observe and evaluate public school physical
education teachers (multiple settings desirable).
2. Generate a summary and analysis of the students,
learning environment and learning of activities based on the National
Association for Sport and Physical Education Guidelines for a Physically
Educated Person.
3. A 4-5 page reaction paper will be written after the
completion of the field experience(s) summarizing and analyzing the
experience(s).
The course instructor is happy to make appropriate
accommodations for students with disabilities, as specified in federal
regulations. If you have a disability and need accommodation, please follow this
procedure. First, contact and register with the office of Disability Services
in Westside Hall (ext. 3746). Second, obtain a copy of your Accommodation
letter and then make arrangements to speak with this instructor. Assistance
will be gladly provided based on the recommendations of Disability Services and
our mutual agreement.
Class Activities Fall 2004
“Tentative
Schedule”
Updated
John P. Bennett, Ed.D.
|
***Final days for tests will
be announced in class***