Bridgewater State College
Department of Movement Arts Health Promotion & Leisure Studies
PHED 212-002: Strategies and Analysis of Motor Skills
Professor: Heidi R. Bohler Office: Tinsley 236, Thursday 12:15 - 3:15
Class: Burnell, Rm. 112/Gym Time: Thursday, 4:00 p.m. - 6:40 p.m.
Emergency phone: 806-928-6973 Semester: Spring 2009
Email: hbohler@bridgew.edu Credits: 3 hours
Course Description:
PHED 212 is designed to introduce students to generic teaching strategies and techniques within
the context of teaching motor skills/tactics and fitness activities in physical education. The focus
will be on the learning process and development of motor skills and movement principles.
Fundamental assessment and evaluation concepts and procedures will be studied and applied.
Prerequisites: PHED 205
Required Texts:
1. Rink, J. (2004). Teaching Physical Education for Learning. Boston, W. C.
Brown McGraw-Hill.
2. NASPE (2004). Moving Into the Future: National Standards for Physical Education:
A Guide to Content and Assessment. Mosby.
3. Appropriate Practices Documents (Middle School and High School).
4. * Supplementary articles will be distributed or assigned for reading throughout the
semester.
Teaching Methods:
A constructivist approach to teaching and learning will be used in class. Student questioning, peer
interaction, thinking, and reflection will be emphasized. Class and small group discussion, peer
teaching, observation and cooperative learning will provide students with the opportunity to
demonstrate their knowledge.
Philosophy of Teaching:
Consistent with the constructivist approach to learning I believe that the classroom environment
must allow for action and interaction among students and the teacher. Students actively construct
knowledge and must be provided with multiple avenues to demonstrate this knowledge. Class is
constructed to provide learning experiences based on the individual students’ prior knowledge
and personal experiences with the goal of enhancing learning through social interaction and
collaborative class activities.
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Outcome Goals:
As a result of this course students will be able to…
• Create, implement and reflect upon developmentally appropriate and effective physical
education lesson segments using a variety of teaching techniques.
• Demonstrate the ability to appropriately use a variety of instructional techniques for
classroom procedures, organization of physical space and student behaviors in order to
increase teacher effectiveness.
• Demonstrate content knowledge in physical education across generic levels of skills and
proficiency.
• Utilize a variety of appropriate assessment methods for physical education and maintain
accurate records of these assessments.
• Demonstrate professional behaviors and a commitment to professional growth.
• Develop, implement, and evaluate a personal wellness plan based on the results of their
FITNESSGRAM.
Objectives for Goal 1- The student will…
• Write performance objectives using four components in all three domains of learning for physical
education on lab assignments, lesson plans, and exams.
• Demonstrate appropriate instructional strategies that provide maximum opportunities to respond
and time on task in physical education during all teaching experiences.
• Effectively reflect on each lesson segment taught through written reflections and by
implementation of changes as identified in post-lesson supervisory feedback.
• Utilize specific skill feedback in error correction and skill development and appropriately extend
the given task based on learner’s performance.
Objectives for Goal 2- The student will…
• Identify and implement various ways to move students from one task to another, distribute
equipment, open and close a lesson in several settings without interfering with the smoothness and
momentum of the lesson.
• Describe and identify the knowledge of managerial and organizational terminology by scoring a
minimum of 70% on tests.
• Demonstrates various management techniques that maintain appropriate class control during all
teaching experiences over 90% of the engaged time.
Objectives for Goal 3- The student will…
• Demonstrate knowledge of skill analysis of basic motor skills by scoring over 70% on written
assignments, quizzes and exams.
• Demonstrate knowledge of generic levels of skill proficiency by scoring over 70% on written
assignments, quizzes and exams.
• Sequence motor skills into a coherent lesson so each learner will progress at individual pace across
the generic levels of skill proficiency during each teaching experience.
• Identify the mechanical principles of movement in teaching selected activities during each
teaching experience.
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Objectives for Goal 4- The student will…
• Use various assessment tools for evaluating motor skills and physical fitness during teaching
experiences and class presentations.
• Identify the relationship between assessment and grading in physical education by scoring over
70% on written assignments, quizzes and exams.
• Identify and demonstrate examples of physical ability test (power, agility, balance, speed, reaction
time) and motor performance by scoring over 70% on written assignments and tests and through
teaching experiences.
Objectives for Goal 5- The student will…
• Demonstrate basic reading and writing skills that will be needed to pass the Massachusetts
Teacher Educators Test on all written assignments.
• Demonstrate a desire to be the best teacher possible by effectively preparing for all class
assignments and getting involved in professional experiences outside of class that will enhance
each student’s development as a teacher as self-assessed on the BSC teaching dispositions rubric.
Objectives for Goal 6- The student will…
• Write fitness goals using the FITT principles based on baseline fitness results from the
FITNESSGRAM.
• Demonstrate a commitment to regular physical activity through the use of a fitness journal.
• Identify web-based and/or community based resources which can support exercise adherence.
Course Content by Units:
1. Unit 1-Developmentally Appropriate Physical Education/ NASPE Documents (REVIEW
FROM PHED 205) ( Chapter 1 in Rink)
a. Developmentally appropriate practices (middle and high school)
b. Standards based teaching (NASPE, State Frameworks)
c. Physical Education Hall of Shame (lab work and competition reflection).
2. Unit 2-Components of Skill Analysis (Chapter 2)
a. Observational skills
b. Motor learning principles involved in skill learning
c. Skill analysis
3. Unit 3- Effective Teaching Skills (Chapter 4, 5)
a. Generic instructional strategies and teaching skills
b. Class management and organization (LAB- Formations)
c. Differentiated instruction (tentative)
d. Teaching strategies specific to Gymnastics, Weight Training, Fitness, Dance, and
Outdoor Pursuits
4. Unit 4-Application of Effective Teaching Strategies in Selected Activities (Chapter
6): Gymnastics, Weight Training, Fitness, Dance, and Outdoor Pursuits (You will need to
find a variety of resources from library and web)
a. Micro teaching of specific activities
b. Providing skill specific feedback
5. Unit 5-Assessment and Evaluation (tentative) Chapter 12
a. Statistical procedures
b. Criteria for assessment
c. Administration of published physical fitness, and motor skill assessment
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Selected Course Assignments and due dates (Not inclusive of all assignments):
1. Personal Fitness Plan- Based on the results of your FITNESSGRAM testing in PHED 205
develop, implement and assess a personal fitness/physical activity plan. Due April 23.
a. Use your results to write at least three measurable fitness/physical activity goals for
yourself this semester.
b. Maintain a physical activity log. You are responsible for finding a web-based system
to maintain your log. You will provide a hard copy of this log to me.
c. Develop a packet of materials/resources from professional resources, which provide
information about youth/teen fitness, exercise adherence, and motivation to exercise.
Provide a 1 page summary of the contents of this packet.
d. Write a 2-3 page reflection on your journey and progress throughout the semester in
relationship to your fitness plan. Mention factors that encouraged adherence and
factors that worked against adherence to your plan.
2. Micro Teaching Assignments- We will have three micro teaching experiences. Students must
be dressed in appropriate attire (tucked in collared shirt (polo type) and wind pants, or
matching warm-up outfits and sneakers), have a lesson plan, watch, and clipboard or they will
not be allowed to teach and will not receive credit for the lab. All peer teaching assignments
will include a) lesson plan, b) post-reflection, and c) teacher or peer evaluation of teaching
skills. Due: Throughout semester
a. Micro Teach 1 – Set Induction and Demonstration of a motor skill. Select a complex
motor skill (appropriate for MS or HS students) that you know well and teach this
skill to your peers. You have 7-minutes to demonstrate the skill and get the students
into a practice of the skill for 1-2 minutes. Make sure the skill is practiced in the
situation it is used in a game or physical activity. Must have a completed wordprocessed
lesson plan (just the four columns filled in-no cover page), clipboard,
watch, and whistle. You will be expected to arrange for equipment so you maximize
student involvement. Make sure you have enough content for 7 minutes. You will be
evaluated using the Demonstration checklist. Complete the reflection questions and
pass in with your lesson plan.
b. Micro Teach 2-Teach one item on the FITNESSGRAM to a group of your peers.
Items will be assigned in class (BMI, PACER Test, Shoulder Flexibility, curl-up,
push up, sit and reach)
i. You must prepare and post two professional quality posters of the item you
are testing to support your teaching. Posters must be word processed-not
hand written! Include a graphic. Use LARGE FONT. First, explain how to
do the test item with specific cues. Second, include on another poster what
component of fitness the item tests and how this influences wellness. Make
it large enough for students to see from a distance. Third, develop wordprocessed
score sheet to keep track of results at your station. You will be
required to pass in the results of your all the participants in your group.
c. Micro Teach 3-Teach a 20 minute lesson to ½ of our class. Your activity will be
assigned and this will be team taught. The purpose of this is to show that you can
teach a lesson with a brief intro, a progression of tasks, and a closure (Dance,
Gymnastics, Fitness, Weight Training, Outdoor Pursuits, Challenge Activities) to
peers. This will be video taped and you will be required to complete an ALT-PE
coding sheet from the video, and complete the required written reflection(pass in 1
lesson plan for the group, each do an ALT-PE coding sheet, and each do an
evaluation)
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3. Group Project Associated With Micro-Teaching Three. Provide a justification for inclusion
of your non-team sport activity in a high quality secondary physical education program. In
addition to teaching for Micro 3 you must complete the following three separate items. You
may do this with your teaching partner and turn in one project for your group. Use class time
on April 9th and 11th to do this group project. Due: April 16th
a. Write a 400-500 word justification of and benefits for including the activity (general
topic- e.g., dance, not line dance) from Micro-teach 3 in a quality secondary physical
education program. Imagine this is a letter home to parents explaining the upcoming
unit. Mention benefits of the activity and how this connects to your overall program
goals (NASPE Standards). Also consider how your “non-traditional” activity
contributes to equity for all and how you will attempt to meet the needs of a diverse
group of students.
b. Develop an assessment instrument that could be used to assess student learning in
your lesson. Make sure the assessment is in a form ready to give students or for the
teacher to use. Give it an appropriate name. Include directions on how to use the
assessment and have a clear scoring system,
c. Research your broad area of instruction. Create an annotated bibliography with 5
professional journal articles about teaching, coaching, or the physical benefits from
the activity category you are teaching. An annotation is a 100-200 word summary of
the article. You must use proper APA format when writing the reference for the
article. Articles must be from 1998-2009. Select articles from the Journals listed in
syllabus. Include a copy of the articles.
4. Readings- Students are expected to keep up with outside of class readings from the textbook.
This content will not always be covered in class. Students are expected to read, take notes,
and ask questions in class about weekly readings. Schedule for readings include Chapters 1,
2, 4, 5, 6 for the midterm examination- I suggest reading a chapter per week, creating an
outline, writing down definitions, and then reviewing chapters/notes in the week before the
midterm. Final examination readings include Chapter 12, fitness testing and development,
teaching specific non-traditional activities and will be announced after the midterm. Content
of readings will be assessed on the midterm and final examinations. Not all Chapters will be
covered in class lectures.
5. Class Notebook/Web Page- Organize all class materials into clearly marked sections by
content of class. Include a written reflection of what you learned as a result of each of the
units. It is important to reflect rather than to summarize. Include all classmates skill analysis
work, copies of group projects (e.g., fitness), and any in class group work. Due: April 23
6. Written Tests- Mid-term: March 5. Comprehensive exam based on lecture, lab, and outside
reading. The format will be multiple choice and short answer. Final examination: April 30th
as assigned by college. Comprehensive from the beginning of semester and it will be
multiple choice and short answer.
7. Skill 2 Analysis Assignment (1 and2 )- Due two times in the semester. See assignment sheet.
Due Feb 12th and March 19th
8. Integrating Physical Activity and Fitness into Physical Education- Cooperative Learning
Activity. (see assignment sheet). Due Feb 26.
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Course Requirements/Expectations:
1. Attendance is deemed important and a professional responsibility for all students.
Students are expected to attend all class sessions. Each unexcused absence or tardy after
1 will be minus 5 points from the total accumulated point distribution. Students are
expected to be on time to class. Notification and reason for emergency must be
communicated to instructor prior to the class. Excessive (3 or more) absence, of any
type, will constitute failure in the course.
2. Students are expected to actively participate in class. This includes large group
discussions, and focused thoughtful participation in small group work. It is important to
be alert and engaged in the class. You are not allowed to text message during class or use
technology in a way that takes your attention away from the class content.
3. All assignments must be word-processed. A hard copy of each assignment is due at the
beginning of class. Any work not provided in this way will be considered late and will
result in a 15% reduction in grade for each day it is late. Due date means at the start of
the class session. Lesson plans must be completed in order to teach. Assignments can be
placed in the digital drop box on BLACKBOARD prior to the class session in which it is
due if you have an emergency or printer failure, however it is subject to a 5%
reduction in grade. You must provide me a hard copy before the next class session. If
you are absent from class on the day of an assignment the assignment must be turned in
to me prior to the class session (e.g., via Blackboard) in order to receive credit. Buy an
extra print cartridge! Late work is not tolerated. Absence from class does not excuse
late work. Lesson plans must be completed and word-processed in order to teach in lab.
You must have a back up plan if your printer doesn’t work!
4. Do not wear your hat in the classroom or in lab session. This is not appropriate dress.
Shut off cell phones and do not text message or check email or other websites during
class sessions.
5. Students must take tests on required dates. Students who do not show up for a test will
not be given a make-up exam. Students are required to retake any test that they receive a
score of 70% or lower. Scores will be averaged.
6. Lab sessions will be announced prior to a lab day. Labs will meet in Burnell Gym after
meeting in room 112 first. During lab sessions students must wear a polo shirt, khaki
shorts (without cargo pockets) or appropriate warm-ups, and sneakers. Shirts must be
tucked in.
7. Any student found plagiarizing will be subject to course failure. This includes copying
from a classmate or another’s assignment or from any documented professional
publication. Must include citations on all lesson plans and all written work. See
proper APA format at the Maxwell Library website. It is your responsibility to learn
how to write a paper, lesson plan or project and site work appropriately using APA
format.
8. Students who qualify as disabled persons (Section 504 of the Rehabilitation Act of 1973
or the Americans with Disabilities Act of 1990) where circumstances exist that might
interfere with course work must meet with the instructor at the beginning of the semester
so that reasonable modifications on course requirements can be made when necessary.
9. Students must claim their Blackboard account and are expected to check the site before
each class session. It is helpful to print copies of the lectures before class.
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Evaluation:
1. Examinations: Midterm and Final 30%
2. Micro Teaching 1,2,3 20%
3. Written Project on Selected Non-Team Sport Activity 5%
4. Skill Analysis Project 1,2 10%
5. Notebook/Web Page with reflections 5%
6. Group Fitness Integration Project 10%
7. Class work assigned throughout/quizzes 10%
8. Personal Fitness Plan and Journal 5%
9. Participation and Professionalism 5%
Dates to Note:
• March 5th –Midterm Examination
• April 2nd- No class AAHPERD National Convention
• April 30th- Final Examination
Grading Scale:
Grades are based on the percent of total number of points awarded in semester. Note: Students
who receive a grade below a C- in any teacher preparation course must retake that course.
A+ 98-100 C+ 77-79
A 94-97 C 74-76
A- 90-93 C- 70-73
B+ 87-89 D+ 67-69
B 84-86 D- 60-63
B- 80-83 F 0-59
Professional Journals:
• Journal of Teaching in Physical Education
• Journal of Physical Education, Recreation, and Dance (JOPERD)
• The Physical Educator
• Research Quarterly for Exercise and Sport
• Strategies: A Journal for Sport and Physical Education
• Educational Leadership
Important Web Sites:
www.aahperd.org http://www.humankinetics.com.links/index.cfm
www.Pecentral.org www.humankinetics.com
www.pedigest.com www.gameskidsplay.net
www.pelink4u.org www.unlockresearch.com
www.mahperd.org http://www.bridgew.edu/library/
