Fundamentals of Elementary Physical Education

Course Details

Course Number
Section Number
Spring 2018
Ferguson Hall
Classroom Number
Days & Times

MW 8:00-10:30; Ferguson Hall 300 (Computer Lab) or 303

Field Experience (at WFISD Elementary Schools) is TBD.

In addition, modules and discussion boards will be done in D2L (MSU online course management system). 

Dr. Stacia Miller (view Profile)


Children Moving: A Reflective Approach to Teaching
9th Edition

Course Objectives

Course overview

The purpose of this course is to further the preparation of professional educators and coaches to prepare them for student teaching and internships. This task will be accomplished through a rigorous organized program of study that will allow future professionals to organize, plan, deliver, and evaluate instruction in an efficient, productive manner. At the conclusion of this course, future professionals will have been presented with the necessary skills and knowledge base to conduct classes that meet selected criteria of the Interstate New Teacher Assessment and Support Consortium Standards (INTASC) and Texas Standards for Pedagogy and Professional Responsibilities (TSPPR).  A field component provides future professionals the opportunity to implement acquired knowledge and skills as an integral part of the course.

 Course Objectives/Learning Outcomes

Specific learning objectives for the course derive from the Pedagogy and Professional Responsibilities Standards (EC-Grade 12), the NASPE Standards for Secondary Physical Education, and the Texas SBEC standards. This course provides teacher candidates and SPLS students with a knowledge base of the environment in which they may teach. Satisfactory completion of the course will document that students have demonstrated the ability to:

1)     Design short and long term plans that are linked to program and instructional goals as well as a variety of student needs (NASPE 3.1, SBEC IV, V, VI, X)

2)     Develop appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards. (NASPE 3.2; SBEC I, II, IV, V, VI)

3)     Design content that is aligned with lesson objectives. (NASPE 3.3; SBEC VI)

4)     Plan for resources to provide active, fair, and equitable learning experiences. (NASPE 3.4; SBEC V, VI)

5)     Plan instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. (NASPE 3.5; SBEC I, IV, V, VI)

6)     Plan progressive and sequential instruction that addresses the diverse needs of all students. (NASPE 3.6;  SBEC I, IV, V, VI)

7)     Demonstrate knowledge of current technology by planning learning experiences that require students to appropriately use technology to meet lesson objectives. (NASPE 3.7; SBEC IV, VI, VII)

8)     Demonstrate knowledge of effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. (NASPE 4.2; SBEC I, VI)

9)     Demonstrate knowledge of managerial rules, routines, and transitions to create and maintain a safe and effective learning environment. (NASPE 4.5; SBEC VI)

10)    Design strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. (NASPE 4.6; SBEC III)



Course Expectations




Grading Scale: 


Co-Teaching Practice & Reflection










Lesson Plans:









Lesson Evaluations:







Below 245


Unit Plan





Homework and Classroom Activities










Total Points






Grading Standards

See expectations tab

Final Exam

05/09/2018 8:00-10:00 a.m.

Submission Format Policy

All assignments must be typed for credit (work will not be accepted unless it is typed). 

Format – FOR ALL PAPERS: 12 point Times New Roman font, one (1) inch margins, and doubled spaced.  The heading should have your names, the class and section number, and the right justified on the page. Papers that do not follow this format will not be accepted or graded.

      2. Late assignments will have a minimum automatic 25% point deduction for each day/partial day late.

3.     Correct spelling and use of appropriate grammatical skills are expected on each written assignment or project. Assignments are to be accomplished with the quality expected of an upper division university student.  Excessive errors will result in point loss and unacceptable work will be returned, un-graded, to the class member.  Students should always retain a copy of any work turned in for a grade. Use a backup system like Dropbox.

4.     Lessons plans are to be submitted before a lesson is taught and should be handed to the instructor before you begin teaching at your school. You will have an opportunity to make changes to the lesson plan after you teach, but the final lesson plan MUST be submitted 48 hours after teaching or it will be considered past due.

5.     Students are responsible for submitting their Best Lesson Plan to the TK20 website before the last day of final exams or receive an incomplete “I” for the course. 

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

Late assignments will have a minimum automatic 25% point deduction for each day/partial day late.

Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

  1. Attendance and Engagement

Attendance is expected at all class meetings and please do not confuse attendance with “participation”. Class begins at 8:00am. You are expected to be on time. Roll is taken, and if you are not in your seat, you will be counted absent. Leaving class early without prior permission will result in your being counted absent for the class session.


It is the candidate’s responsibility to make up any missed work.  It is also expected that you will complete all course field experience hours in a professional manner.  Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff).  If you must miss your field experience for any reason, you are expected to contact your mentor teacher before school begins for the day.  You must also contact the course instructor by e-mail or phone and arrange a time with me when we can discuss the most appropriate way to make up that absence. READ THIS: If you do not contact the mentor teacher and the course instructor on a day you are scheduled to teach due to an absence or a tardy, you will be dropped with an F. You must contact all individuals concerned in a timely manner.  Three instances of tardy arrival will be counted as one absence. This attendance policy applies to both the class meeting times and the observation/ teaching times in the mentor’s classroom.


WCOE Attendance Policy

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and excessive absences (3) are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence. If a candidate is taking ‘blocked’ courses that are taught at a Professional Development School, requiring field experience, the candidate will be dropped with an F from those classes as well.


Instructor Drop. An instructor may drop a student any time during the semester for excessive absences, for consistently failing to meet class assignments, for an indifferent attitude, or for disruptive conduct. The instructor must give the student a verbal or written warning prior to dropping the student from the class. An instructor’s drop of a student takes precedence over the student-initiated course drop of a later date. The instructor will assign a grade of either WF or F through the first 8 weeks of a long semester, the first 6 weeks of a 10-week summer term, or the 11th class day of a 4 or 5 week summer term consisting of 20 days. After these periods the grade will be an F. The date the instructor drop form is received in the Office of the Registrar is the official drop date.

Other Policies

Clinical experiences at the WCOE, including both initial clinical experiences (e.g. classroom observations) and clinical teaching, are an essential part of the professional preparation program. Clinical experiences vary across many WCOE undergraduate programs and are designed and implemented through collaboration with school district and community partners. WCOE teacher candidates gain essential knowledge, skills, and dispositions through observations and teaching opportunities in a wide variety of diverse settings (e.g. urban/rural, SES, special needs, race/ethnicity). WCOE believes in gradual release of responsibilities and exposes and evaluates teacher candidates throughout the program so as to provide them with the best learning experience. Below are the assessments that are used across courses and programs to effectively monitor teacher candidates’ progress.  



Candidates in the teacher education program are evaluated on their dispositions towards the 10 InTASC standards three times (beginning, middle, end) during their program in Educational Psychology, Professional Methods Block A, and Clinical Teaching in the following areas:

·       Candidates respect learners’ differing strengths and needs and are committed to using this information to further each learner’s development.

·       Candidates believe that all learners can achieve at high levels and persist in helping each learner reach his/her full potential.

·       Candidates are committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.

·       Candidates realize that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. He or she keeps abreast of new ideas and understandings in the field.

·       Candidates value flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

·       Candidates are committed to using multiple types of assessment processes to support, verify, and document learning.

·       Candidates respect learners’ diverse strengths and needs and are committed to using this information to plan effective instruction.

·       Candidates are committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.

·       Candidates take responsibility for student learning and use ongoing analysis and reflection to improve planning and practice.

·       Candidates actively share responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.


Candidates are evaluated by faculty in those courses at a developing, beginning, and mastery level of competency as determined by the academic committee on program quality. The evaluation is based upon evidence gathered through classroom participation, assignments, observed field experiences and unit planning.


Data Literacy Assignment- Teacher candidates are expected to demonstrate the ability to interpret standardized test data and make instructional decisions based on the test data from students. At the conclusion of Classroom Assessment/Assessment in PE, students will develop an understanding of assessment practices that enable them to accurately read and interpret testing data. In addition, teacher candidates will apply concepts learned in the course to explain what the data means and what, if any, interventions should be implemented for targeting specific groups of students. By identifying weak areas of conceptual understanding of their students, teacher candidates can create appropriate instructional strategies that lead to greater student success.


Lesson Planning -Teacher candidates must demonstrate the ability to plan, assess, and implement instruction. This begins in the Foundational block where the teacher candidates create and write lessons for effective teaching. Teacher candidates are required to develop lesson plans. The specific format can be adapted, but should always include the objectives (TEKS), procedures, materials/resources, and assessment. Student engagement is a key element in a good lesson with a goal of student learning/success is the ultimate goal. Candidates must form an assessment strategy to determine the extent to which students are able to master learning of objectives. Candidates also describes the instructional delivery method addressing the following step-by-step procedures:

1. Questions and concerns listed in the directions given to you by your instructor

2. Setting purposes ("Today we will be…I want you to…because you will…")

3. Method(s) for engaging students in the lesson

4. Any questions asked during the lesson should be in bold

5. Higher order thinking reflected in questions

6. Instructional Strategies: Modeling, Discussion, "Hands-on", Inquiry, etc.

7. Grouping: when and how

8. Instruction that addresses learners’ needs (ELLs, Special Education, 504, Gifted, Struggling Learner)

9. Closure


After teaching the lesson, candidates are then required to reflect on the lesson delivery, appropriateness of instructional strategies, impact for future planning, and opportunities for collaboration with mentor teacher. The skills acquired during lesson planning provides the foundation and are also built upon for unit planning and other key assessments.

Unit Plan -Teacher candidate's ability to  demonstrate the ability to plan, assess, and implement instruction continues in the professional block with the Unit plan assessment. The unit plan assessment is a modified form of Midwestern Impact on Student Learning  (MISL) that requires teacher candidates to plan a unit of teaching. Candidates are required to determine a set of multiple learning objectives aligned to state content standards Texas Essential Knowledge and Skills (TEKS) appropriate to the lesson(s) the candidate is preparing.


Co-Teaching -West College of Education adopts a co-teaching model for the candidates during their clinical experiences.  These strategies include the following:

·       One Teach, One Observe — One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to have a focus for the observation.

·       One Teach, One Assist — One teacher has primary instructional responsibility while the other teacher assists students with their work, monitors behaviors, or corrects assignments.

·       Station Teaching — The co-teaching pair divide the instructional content into parts and the students into groups. Groups spend a designated amount of time at each station. Of-ten an independent station will be used.

·       Parallel Teaching — Each teacher instructs half of the students. The two teachers are addressing the same instructional material and present the lesson using the same teaching strategy. The greatest benefit is the reduction of student to teacher ratio.

·       Supplemental Teaching — This strategy allows one teacher to work with students at their expected grade level, while the co-teacher works with those students who need the information and/or materials extended or remediated.

·       Alternative/Differentiated Teaching — Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students, however the instructional methodology is different.

·       Team Teaching — Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject in-formation, and available to assist students and answer questions. (Adapted from Cook & Friend (1995)


MISL- Midwestern Impact on Student Learning - Successful completion and submission of a MISL portfolio is required during the first six weeks of clinical teaching. Teachers candidates are required to plan, implement, and assess student learning within a unit of study. The Midwestern Impact on Student Learning (MISL) measures content knowledge, pedagogical knowledge, and effect on student learning in the following areas/domains: Learning Environments; Individual Development and Diversity; Collaboration; Planning Process and Content; Assessment; Strategies and Methods; Reflection; Professional Development; and Communication.

Each of the 10 areas is scored with one of 4 ratings: Exemplary 4, Competent 3, Needs Improvement 2, and Unsatisfactory 1. An overall score of 20 (meets expectations) is required for successful completion of student teaching for all teacher candidates.


The MISL is a record of candidates’ ability to carefully consider all contextual factors that influence instruction and to then use those factors to plan and design a unit of instruction, including an assessment plan that can demonstrate changes in student knowledge, skills, or dispositions resulting from instruction. The MISL includes both reflexive (description of instructional decision making during the unit) and reflective components that encourage candidates to plan instruction strategically and to approach teaching in a purposeful, thoughtful, and methodical manner.


Readings & Texts

  • Graham, G., Holt/Hale, S.A., & Parker, M. (2013).  Children Moving: A Reflective Approach to Teaching Physical Education (9th ed.) Boston, MA:  McGraw-Hill Companies.


Access to a personal computer with Microsoft Software, high speed Internet and the ability to access D2L the MSU Online Learning System. 




  1. Field Experience Component

Approximately half of the time associated with this class will be undertaken as field experience.  Each student will be assigned to a mentor teacher to gain practical experience in a real classroom setting.  This field experience will be integrated into class discussions and activities.  Certain expectations are associated with the field experience component.  Among these expectations may be included the following:

1.     Students will be on time for all field experiences and will remain on assignment for the duration of the allotted time. If a student is unable to be in the assigned mentor’s classroom for any reason, he/she will need to make arrangements with the instructor and mentor teacher.

2.     Any missed time resulting from a student’s absence will be made up at a time acceptable to the mentor teacher, but shall not result in missing any course class time. And must be approved by the course instructor and arranged beforehand.

3.     Professional dress and appearance appropriate to the mentor’s classroom will be expected at all times. No eating or drinking allowed in the classrooms.

4.     Students must provide their assigned teacher with a completed lesson plan well in advance of the teaching date.  A copy of the lesson plan must be provided to the course instructor for any scheduled visitation. You will be docked points on the graded lesson plan if you do not have a copy at the time of the lesson.

5.     Students are responsible for notifying the course instructor well in advance of any dates or schedule changes when they are going to teach a lesson.  This notification should include the date, time, and subject of the proposed teaching.

6.     In order to assure that all students have the opportunity to gain from time spent in field experiences, you are prohibited from engaging in any form of distraction—this includes, but is not limited to, pagers and cell phones. Electronic communications devices will be turned off anytime the class member is in the school building.

7.     Inappropriate behavior in the classroom shall result, minimally, in a request to leave class and a Professional Fitness Alert will be filed for review with the college. If the instructor must file a Fitness Alert Form for any reason, including failure to demonstrate appropriate teaching dispositions, the student may receive an "F" for the course. If any student participating in the block courses exhibits any unethical behavior or engages in any behavior against school regulations/policy, he or she will be dropped with an "F." You will be participating in many activities that are class and experience related. You will receive a formal notification if any such situation arises and may result in your dismissal from the course if the behavior is not modified.

a.      Academic Integrity

Student Honor Creed "As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so." You are expected to practice the highest possible standards of academic integrity.  Any deviation from this expectation will result in a minimum of your failing the assignment, a possible failing grade in the course, and may result in additional, more severe disciplinary measures.  This includes improper citation of sources, using another student’s work, and any other form of academic misrepresentation.  When in doubt on collaboration, citation, or any issue, please contact me before embarking on a perilous path.  Please see for more information.




b.     General WCOE Classroom Policies

Students are expected to assist in maintaining a classroom environment which is conducive to learning.  In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any form of distraction—this includes, but is not limited to, pagers and cell phones. Electronic communications devices will be turned off anytime the class member is in the school building—in our classroom or in a field experience classroom. Inappropriate behavior in the classroom shall result, minimally, in a request to leave class and a Professional Fitness Form will be filed for review with the college. If the instructor must file a Fitness Alert Form for any reason, including failure to demonstrate appropriate teaching dispositions, the student may receive an instructor drop with an "F" for the course.


·       No eating in class – this includes snack foods. You may drink soda, water, etc. but all cans or bottles that may make noise should be opened PRIOR to class beginning so as not to disturb the class. Violations of this rule will result in your immediate dismissal from class.

·       This class will engage in open discussion – all students are to address one another and the instructor with respect and courtesy, this includes speaking when recognized by the professor. The proper way to be recognized is to raise your hand and wait until you are called on. This is not Parliament – you never “have the floor.” I will let you know when you have been recognized and when your turn to speak is complete. If you disagree with a point or classmate, you are expected to express yourself in a principled and dignified fashion.  I trust and feel confident we will engage in discussion and debate that exemplifies the ideals and spirit of the founders of our country. I will accept no less.

·       Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

·       Concealed Carry at Professional Development Schools: Although MSU follows the requirements of concealed carry on its campus, this does not negate nor supersede state laws regarding the carrying of firearms on K-12 public school campuses. You may not carry a firearm on a K-12 campus. Some public schools campuses have authorized specific personnel to carry a concealed handgun. This does not apply to you.

·       Any disrespectful or disruptive behavior – including, but not limited to: sleeping, reading, side discussions, overt disruptions, harassing behaviors, etc - will result in your dismissal from the class, and may result in your dismissal from the course with a “WF” (Withdraw Failing), and/or a referral to the Office of Student Conduct.

·       CELL PHONES (READ THIS TWICE, PLEASE). There are NO cell phones permitted to be out and/or in my (or your) sight in this class. This class requires your engagement, and cell phones serve to detract from that engagement. Additionally, your phone should be not only put away, but on “silent” (NOTE: vibrate is NOT silent). If your phone is out and/or in sight, you will be asked to put it away, and you will lose 10 points off of your FINAL grade. Should your phone ring/vibrate during class, you are dismissed for the day. You are to silence it immediately, and quietly leave the class session. You will be counted absent for the session. Failure to adhere to this will result in more stringent disciplinary action.

·       I am to be addressed as “Professor” “Dr.” or “Ms.” Miller. Decorum in emails and other communications should reflect the same professionalism.

·       Instructor Response: During the week, I will typically respond to your emails within 24-48 hours. Any emails received over the weekend will receive a response no later than Tuesday, 8 AM. Emails received on holidays typically will receive a response no later than 8 AM on the second business day after the holiday.

·       Three Then Me Rule: Before you email me, make sure to follow the "Three then Me" rule. The "Three then Me" rule says that you search for your answer regarding the course in at least three other places before you email me. For example, if you have a question about an assignment, you could consult your syllabus, the assignment description on D2L, or another student in the class. Remember, check three sources before you email me your question. It is very likely you'll find the answer and not need to email me. If you don't find the answer, and need clarification, feel free to email me.

·       The instructor reserves the right to amend these rules as necessary throughout the term.



Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at