Instructor: 						Office: 
Office Hours:.  
Office Phone:		: Fax 549-2549			Home Phone: 
Email:	christine.Rochester@colostate-pueblo.edu				
Class Time:						Credit hours- 3
Prerequisites: None

I. Course Catalog Description: Applied analysis of motor learning and motor development principles and theories throughout the human life span.

II.  Learning Objectives and Outcomes:
A.	At the end of this course the students will have knowledge of :
1.	Physical Education Content.  
2.	Curriculum Planning and Instruction
3.	Assessment
4.	Learners and the Learning process
5.	Managing the Learning Environments
6.	Reflective Practices
7.	Communication
8.	Collaboration
9.	Physical Education Profession
10.	Colorado State Professional Content Standards 

III. Required Reading Materials

Haywwod, K. (1999) Life Span Motor Development. Human Kinetics: Champaign IL.

Graham, G, Holt-Hale, S., Parker, M. (1998). Children moving: A reflective approach to teaching physical education. Mayfield Publishing Co.

Holt-Hale, S. (1998). On the move: Lesson plans to accompany children moving. Mayfield Publishing Co.

Morris, D., & Stiehl, J., (1999). Changing Kids’ Games. (2nd Ed). Human Kinetics.

IV.  Outline of Course Content 

A. Foundations of Motor Development (Weeks 1-5)

	1.  The Developmental Perspective
		a. The Life Span Perspective
		b. Terminology in Motor Development and Learning
		c. Contemporary Issues

	2. Physical Growth, Maturation, and Aging
		a.   Assessing Growth and Maturation
		b.	Factors Influencing Pre and Post Natal Development

B.	Change Throughout the Life Span (Weeks 6-10)

	1. Early Motor Behavior
		a. Acquisition and Refinement of New Skill 
		b. Random Movement and Infantile Reflexes
		c.	Motor Milestones
		d.	Sensitive Periods

	2.  Motor Behavior During Childhood     
		a. Laws of Motion and Stability
		b. Qualitative Changes in Motor Skills

	3. Motor Behavior in Preadolescence Through Adulthood

C.	Correlates of Motor Development (Weeks 11-15)

	1.  Perceptual-Motor Development
		a.  Sensory and Perceptual Development
		b.	Intersensory Integration
		c.	Balance
		d.	Perceptual-Motor Exoerience

	2.	Physical Fitness Through the Life Span
		a. Cardiorespiratory Endurance
		b.	Strength
		c.	Flexibility
		d.	Body Compostion

	3.	Information Processing, Memory and Knowledge Development

	4.	Psychosocial and Cultural Influences in Motor Development

V. Course Requirements and Assignments

1. Self Evaluation-20%


1. The student will state a minimum of 4 goals and performance objectives for the course.
2. The student will explain how he or she will evaluate his or her performance. Both a & b are to be typed and one copy will be submitted to the instructor by the end of the second week of class, another copy will be placed in the student’s notebook.
3. Your final typed self-evaluation of your accomplishments to meet your set forth goals and objectives that will be submitted to the instructor during the final class meeting, a second copy will be placed in your notebook.


2. Class Presentations –15%


1. The students will sign up to teach two twenty-minute lessons to peers during class time.
2. The students may pick any topic that falls within the course content.
3. Whoever signs up first earns the privilege of teaching that content.
4. Each student will do two presentations. One solo and one with a classmate or two.
5. If you want the professor to make photocopies or provide other recourses for your presentation, a one-class period in advance notice is best.


3. Group Project– 15%


1. The students will design and implement a creative project that illustrates their understanding of selected course content.
2. Sign-up with the instructor by September 27th.


4. Writing Assignments-20%


1. The students will complete 12 typed assignments. These assignments will be given to the students during class. If you are absent you must get the assignment from a classmate. Any required papers will be 1 1/2 –3 pages in length and be graded for the following intellectual standards: Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic and Significance. Information on these intellectual standards will be provided. All assignments done outside of class will be stamped upon entering class. All papers not stamped at the beginning of class, the day the assignment is do, will be considered late. Late work can earn a maximum of 50% of the total grade.


5. Notebooks to contain the following:
All work must be computer generated! -15%


1. Written assignments
2. Self-evaluations
3. All class handouts
4. Description of all content presented in class.
5. Journals of your thoughts and feelings about significant events in your life, education, classes, your writings and your readings (6 minimum).
6. Evidence of your completed project.
7. Anything else you decide is pertinent.


6. Two Exams-15%


1. Exam questions will come from course content and class discussions 2 x 100 points = 200 points

VI. Grading Procedures

20% Self Evaluation				100 –96= A+
15% Class Presentations		  		95-93= A		
15% Group Project				92-90= A-
20% Written Assignments				89-85= B+
15% Notebook					84-80= B
15% Exams					79-70= C
100%						69-60= D
 						59 and Below F

VII. Attendance and Participation – If you are not in class you can not participate, interact, learn course content or have fun with us. Your presence is important! Your classmates and I hope you will always attend. If you are ill and feel that it is in your best interest to stay home and rest please do so, and avoid spreading your germs. If an emergency occurs, if possible, please call me and let me know ahead of time that you will be missing class. Two absences are permissible. For every additional two absences your grade will be dropped 1/2 of a letter grade or 5% of your final grade. If you are absent due to an excusable school sponsored activity you must notify the instructor before the absence. Failure to do so may result in inability to make up missed assignments or exams. See instructor for uncontrollable circumstances.

ADA -Statement:

This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." If you have a documented disability that may impact your performance in this class and for which you may require accommodations, please see the instructor as soon as possible, within the first two weeks of class, to arrange accommodations. In order to receive accommodations, you must be registered with and provide documentation of your disability to, the Disability Services Office, which is located in the Psychology Building, Room 232.

Colorado Physical Education Standards Specifically Introduced in Course:

Bolded Items will be assessed.
1. At the end of this course the students will have knowledge of:


1. Physical Education Content


1. Concepts and strategies of physical activity, health-related and skill related fitness.
2. Relationships among physical activity, fitness and health.
3. Historical, philosophical, psychological and sociological factors associated with physical activity in a democratic society.
4. Critical elements and sequencing of motor skills.
5. Student content standards in physical education including Colorado model student content standards and national standards.


2. Curriculum Planning and Instruction


1. Learning theory and current curricular models.
2. Contextual issues underlying effective instruction.
3. Curriculum design and standards-based education.
4. Design of instructional sequences and developmentally appropriate learning experiences that maximize learner participation and success.
5. Laws related to learner rights and teacher responsibilities.
6. Safety issues underlying instructional practice.
7. Variety of instructional resources including technological resources.
8. Literacy and mathematics skills as they pertain to physical education instruction.


3. Assessment


1. Characteristics, advantages, and limitations of a variety of assessment tools.
2. The role of assessment in instructional planning and student learning.
3. The relationship among leaner performance data, instructional decisions, and student progress over time.
4. The use of assessment as an integral part of instruction to provide feedback to learners.
5. The process of selecting and using developmentally appropriate assessment strategies and instruments congruent with physical activity and learning goals.
6. The use of assessment results to refine instruction, to re-teach, or move on based upon program goals.


4. Learners and the Learning Process


1. Developmentally appropriate practices for motivating and maintaining participation, cooperation, and learner awareness in a physical activities setting.
2. Individualization of instruction in physical education based upon how learners construct knowledge, acquire skills and become physically active.
3. The influence of school health and non-school factors on the learning and engagement in physical activity.
4. Strategies needed for establishing realistic student goal setting and the encouragement of independent learning.
5. Strategies to help learners develop and demonstrate responsible personal and social behavior that promotes positive relationships in a productive physical education environment.


5. Managing the Learning Environments


1. Strategies and methods for creating a physically and emotionally safe environment.
2. Strategies for promoting equitable and meaningful learning in physical activity settings.
3. Practices for organizing and managing physical activities resources and environments.
4. Principles of creating and maintaining an orderly physical activities environment to maximize student engagement.


6. Reflective Practices


1. Strategies that foster creativity to promote personal growth and enhance professional practices.
2. A variety of self-assessment and problem solving strategies for reflecting on practice and its influence on learning.
3. Consult professional literature, colleagues, and other resources to develop as a learner and as a teacher.


7. Communication


1. Best practice in writing, verbal and nonverbal communication in the teaching of physical activity.
2. Utilization of technology in physical education.
3. Communication strategies that reflect sensitivity to cultural, gender, ability and environmental differences.
4. A variety of ways to communicate instructional and managerial information.
5. Communication strategies that reflect a sensitivity to cultural , gender, ability and environmental differences.


8. Collaboration


1. Responsibility to participate in a larger setting outside the classroom.
2. The connections across disciplines and the interrelatedness of disciplines.
3. Fostering relationships with colleagues, parents, and the community to support learners; growth and well-being.


9. Physical Education Profession


1. Importance and benefits of membership in the state and national professional associations.
2. Accessible professional development activities.
3. The importance of strategies for effective advocacy for physical education.


2. B. At the end of this course the students will be able to:


1. Physical Education Content


1. Apply developmentally appropriate movement concepts and principles to the teaching of motor skills and help students understand how motor skills are learned.
2. Incorporate interdisciplinary learning experiences that encourage learners to integrate knowledge, skills and methods of inquiry from multiple subject areas.
3. Apply developmentally appropriate fitness concepts and principles in the teaching of physical activity.


2. 2. Curriculum Planning and Instruction


1. Select, plan, and evaluate curriculum in accordance with Colorado model student content standards in a continuous process that meet students’ needs and results in student learning.
2. Identify and evaluate program goals.
3. Select teaching resources and developmentally appropriate curriculum materials for their comprehensiveness, accuracy, usefulness, and safety.
4. Use curricula that encourage learners to see, question, and interpret physical activity from various perspectives.
5. Select and apply a variety of developmentally appropriate instructional strategies that facilitate learning in physical activity settings.
6. Use demonstrations and explanations to capture key components and link them to learners’ experiences in physical activity.
7. Integrate literacy and mathematics practice within the physical education curriculum.
8. Reflect in instruction knowledge of laws related to learner’s rights and teachers responsibilities.


3. Assessment:


1. Use both formative and summative evaluations to guide instructional planning to meet students’ needs.
2. Select developmentally appropriate assessment tools.
3. Use a variety of self, peer, and teacher methods to assess student progress.
4. Use computer technology to facilitate assessment, record keeping, and the reporting of assessment results.
5. Maintain records and communicate learner progress based on appropriate assessment indicators.


4. 4. Learners and the Learning Process:


1. Use developmentally appropriate instructional strategies that assist learners in developing realistic goals for physical activities.
2. Incorporate instructional strategies that encourage problem solving and decision making in becoming a physically educated person.
3. Use a variety of instructional practices to motivate learners to participate in physical activity.
4. Develop and use appropriate instructional strategies and resources to meet learners’ diverse needs.


5. Managing the Learning Environment.


1. Design and manage a safe and equitable learning classroom.
2. Select and implement appropriate managerial and instructional routines to maximize student engagement.
3. Use strategies to develop and maintain a task-oriented environment.
4. Provide appropriate challenges to students with disabilities and become a natural part of the manner in which the class functions.


6. Reflective Practices


1. Critique and evaluate the relationship between practices and student outcomes.
2. Reflect upon and revise instructional practice based on observations and learner responses.
3. Consult professional literature, colleagues, and other resources to develop as a learner and as a teacher.


7. Communication


1. Provide developmentally appropriate, meaningful, and purposeful explanations and demonstrations.
2. Select and use appropriate, clear, and accurate cueing techniques.
3. Design and implement best practice strategies in writing, verbal and non-verbal communication in the teaching of physical activity.
4. Demonstrate strategies for communicating with school colleagues, parent/guardians, and the community.
5. Use technology in communication with parents, students and colleagues.


8. Collaboration:


1. Act as an advocate in the school and community to promote a variety of physical activity opportunities.
2. Participate in collegial activities to improve the overall learning environment.
3. Develop and use strategies for establishing connections with other content areas.


9. Physical Education as a Profession


1. Use current research and professional literature to enhance instructional practice.
2. Identify and use resources available through professional organizations.