EDSE 447-448 Curriculum and Teaching in Secondary School Physical Education

1. EDSE 447-448 Curriculum and Teaching in Secondary School Physical Education Monday - Friday 9:00 am - 1:30 pm Dr. David Chorney Dr. Marnie Rutledge Office: 448 Education South Phone: 492-0916 451-5244 (home phone) Fax: 492-9402 Email:dchorney@ualberta.ca marnier@shaw.ca Office hours: By appointment We will be utilizing a variety of learning environments including: Saville Centre gymnasium, Foote field multipurpose room, Education building 10th floor classroom, computer lab on campus, east pool of physical education building.

2. Today’s Agenda Introductions and attendance Research survey questionnaire Questions to consider and answer What is PE? Brief history and curriculum overview. Effective teaching of PE - Exemplary teaching of PE. What do you know about these areas already? DPA initiative presentation * Course Sections meet separately * 7. Course overview, assignments, expectations 8. Homework - student teaching episode discussion

3. The mediocre teacher tells, The good teacher explains, The superior teacher shows, The great teacher inspires.

4. I hear and I forget… I see and I remember… I do and I understand… Confucius

5. Questions to Consider and Answer: What do you expect from this course? What are your fears about being a physical education teacher? What excites you about being a physical education teacher? What is the role of physical education in today’s schools? On a clean sheet of paper please write your name and answer the above questions. I will give you a few minutes now. Hand in at the end of class.

6. History of physical education curriculum development in Canada • Predominant British influence during the establishment of early Canada resulted in English-speaking Canada assimilating many of the British viewpoints. • The actual development of a curriculum and the implementation of PE into Canadian schools can be thought of as happening over three distinct time periods or waves. • Wave 1 - 1933-1957 The physical education curriculum is widely believed to have emerged from the British syllabus of physical training for military purposes. • Wave2 - 1957 - 1972 This era was distinctly created with the launching of Sputnik and the beginning of the “space race” and “cold war”. A heavy emphasis on competitive team sports and games became a curricular emphasis.

7. Wave 2 continued. • A strong focus on competitive sport still exists in many schools today but with much less focus on expressive activities such as dance and rhythmic movements. • This era was also the beginning of a large increase in the diversity of teaching strategies. Unfortunately, in many schools, the spectrum from open-ended discovery learning to task mastery and direct teaching made physical education seem like an extension of recess. • Wave 3 - The past 30 years have seen physical education curricula in Canada become more marginalized, confused and disarrayed than ever before. • The challenges facing today’s physical educators are countless and with the recent research from the WHO (2002) and the Canadian Institute for Health Information (2004), outlining the current health problems of children and youth, changes need to be addressed immediately both within schools and beyond the walls of today’s classrooms.

8. Why are you here? Other majors are too hard? Passion for PE? To learn? Debates? To make a difference? For the kids? The big bucks? You love sports? You love coaching? Required course!

9. Why have YOU chosen physical education as your teaching major? Lortie’s ( 1975) “apprenticeship-of-observation” model discusses how students, (those in PE undergrad classes and desire to be a future PE teacher) “see” and “experience” their teachers in a front and centre perspective and rarely if ever are aware of their teacher’s private intentions and personal reflections on classroom events. The students’ knowledge about teaching, is gained from a limited vantage point and relies heavily on imagination and imitation. Students will rarely participate in selecting goals, making preparations, or assessing achievement. They are simply witnesses from their own student-oriented perspective.

10. On your own piece of paper, list what you believe to be the primary characteristics of Effective physical education teachers. • Management and organizational skills (highly organized, detailed, and very well-planned) • Learning environment (supportive learning environment is established, proper use and set up of equipment, stimulating) • Relationship with students (fairness, honesty and respect towards all students) • Variety of teaching strategies and styles of communication • Professional qualities (never satisfied with status quo, request student input, very knowledgeable about the subject, reflective) • Personal qualities (positive personality traits, ability to listen to others, enthusiastic)

11. What do you believe are the characteristics of Exemplary teaching of physical education? Expertise can be thought of as an extension of effective teaching and represents a level beyond it. The following characteristics are vital: • Relevant experience (textbook responses and theories are distant) • Quest for additional knowledge and analysis (pedagogical and other forms of knowledge are used more frequently) • Valuing of students (regularly attend to individual student needs) • Planning for instruction (carried out well in advance by thinking long-term) • Classroom ecology (relaxed and efficient learning environment) • With-it-ness (exceptional intuitiveness, ability to process large clusters of information and see things in a more insightful light) • Desire to improve practice (highly competent teachers hold themselves accountable for students who have difficulty learning and honestly identify their own shortcomings and knowledge deficiencies)

12. DPA Daily Physical Activity Provincially mandated initiative in Alberta, Sept. 2005 I have a brief presentation to share with you on this provincial initiative.

13. Course Outline Discussion and Assignments B+ Assessment Vs Evaluation 4.0 Unit plan 3.2 92% Rubrics A- Assignments Due Dates

14. Homework - Class# 2 • Purchase the provincial Guide to Implementation and the Safety Guidelines document from the bookstore or download it off the Internet if you have not already done so. Bring the Guide to our next class. • Please read through the first 5 pages as well as pages 35-46 of the Guide to Implementation for the start of next class. • Log in to Vista 4 and respond to the first of my posted questions for you. This first entry will be based on the article which I will give you today (It is also posted on Vista in a pdf. version). • Sign up for a date and time for your teaching episode. The sheet is located on my office door Ed South 448. • Student information sheet is due before you leave today. • Bring appropriate attire for being active in the gymnasium tomorrow.