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PED 125 A: SKILLS AND ACTIVITIES FOR TEACHING
Elon University
Spring 2006
T/Th 8:00 - 9:40 (3 Credit Hours)
Instructor: Office Hours:
Bryan E. Hedrick M/W 11:00 a.m.- noon
Office phone: 278-5860 T/TH 2:00-3:00 p.m.,
Friday and other times cheerfully by appointment.
email: bhedrick2@elon.edu
Course Description:
The course will provide the student with the basic knowledge and skills necessary to effectively organize
and teach various sports. Emphasis is given to skill analysis, teaching progressions, teaching and practice strategies,
and the development of overall concepts. Through the integration of instruction, practice, participation, and various
cognitive activities, the student should understand the instructional process involved in the teaching and playing of a
great number of sports. The sports of Ultimate Frisbee, Volleyball, Basketball, Soccer, Archery, Track and Field,
and many other individual, dual and team sports will be covered.
Course Objectives:
By the end of this course, the student should:
1. Be personally skilled (intermediate level) in the individual skill components that allow successful
participation and demonstrations in each sport.
As measured by teacher subjective skill analysis, objective skill tests, partner analysis, and successful game
play.
* It is understood that minimum skill levels cannot be acquired in the class time provided. For
many, outside practice to develop certain skills will be necessary and is strongly recommended.
2. Demonstrate an understanding of the equipment, rules, safety, and etiquette accompanying each sport.
As measured through written tests and game participation.
3. Be able to group and analyze fundamental movements as they relate to various sport skills, while
demonstrating the ability to isolate, detect and correct errors within a sport skill.
As measured by partner analysis, written tests, teaching assignments, and personal skill development.
4. Demonstrate an understanding of offensive and defensive strategies and concepts
As measured by written tests and game participation.
5. Understand and apply developmental progressions of skill learning according to individual differences and
abilities.
As measured by teaching assignments and written tests.
6. Prepare, organize and teach activity lessons that apply appropriate learning and practice strategies.
As measured by teaching assignments and written tests.
7. Possess, and know how to acquire, appropriate reference materials for use in future teaching situations.
As measured by class textbook, notebook/files, article collection, and organization of materials.
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8. Understand and apply appropriate fitness and conditioning concepts specific to each sport activity.
As measured by teaching assignments and written tests.
9. Understand and apply the general concepts of cooperation, leadership, and teamwork.
As measured by teaching, participation, and written tests.
EVALUATION AND GRADING:
Based on the above objectives, the student will be graded as follows:
1. Written mid-term exam 25 pts.
2. Written final exam 50 pts.
3. Class notebook/files 40 pts.
4. Sports Skills assessments 30 pts.
5. Quiz questions (4 sets of 5; 5pts each) 20 pts.
6. Professionalism 10 pts.
7. Teaching assignments 100 pts
8. Abstracts/Articles (5 @ 5 points each) 25 pts.
Total points possible 300 pts.
Grades are assigned according to:
A+ 293-300 C+ 222-234
A 284-292 C 210-221
A- 274-283 C- 199-209
B+ 262-273 D+ 189-198
B 249-261 D 180-188
B- 235-248 D- 172-179
EVALUATION NOTES:
1. A student automatically FAILS the course if either of the following occurs:
A. More than four (4) unexcused absences. No exceptions, not negotiable. Any absence not covered
under official school functions or uncontrollable emergencies is unexcused. Documentation must be arranged prior
to absence.
* Students are allowed TWO (2) unexcused absences during the semester. So on your Fifth (5) absence
from class you will receive a failing grade.
B. Loss of professionalism points (All 10 pts). A student loses one (1) point for any of the following:
* Tardiness or early exit of a class session.
* Improper dress for a class session (see proper dress below)
* Demonstrated poor effort or attitude towards the objectives of a class session (subjective).
2. Extra Credit Option:
If a student chooses to participate in one of the outdoor education activities or spring term intramural
activities sponsored by the Elon University intramural/recreation department, he/she receives five (5) points added
to the final grade (not applicable to either absence or professionalism points). The activity is selected from the
Spring 2006 program schedule sheets distributed by the Elon Outdoors campus recreation dept. or in class. The
requirements are that an activity must involve a minimum of six (6) hours of your time and be a sport that is
somewhat new to you. The student should provide appropriate documentation of actual enrollment and
participation. Please note the early sign-up deadline to participate in an activity as specified in the above program
schedule!
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3. Proper Dress:
Projecting a professional image is a critical aspect of physical education. Physical education major attire,
(as mandated by your professor’s policy), is required at all times. During activity (as a student), clothing must allow
freedom of movement and must not be torn or have holes or alcohol, drug or cigarette advertising on it. Shirts may
be of any color or brand. They should be professionally styled. Jackets should be collared or with zippers (not
sweatshirt style). Appropriate sport shoes are required for all activities and white socks must be worn. When
teaching class, pullover shirts with collars that are primarily solid colors or color coordinated with pants/shorts are
strongly suggested. Shorts should be professional (no cut-offs, no revealing tops, shorts etc.). No blue jeans!
Non-marking shoes only; during Basketball and Volleyball, DO NOT WEAR RUNNING SHOES due to the
possibility of serious ankle injury.
Required texts and readings:
1. Schmohlach & McManama (10th Ed.) Physical Education Activity Handbook. Benjamin Cummings.
5. Handouts and materials as appropriate and assigned.
ASSIGNMENT: Teaching
In order to prepare for any future teaching you may do, students will select or be assigned sports’ skills to
teach. This will be done during the second week of class. The student(s) will organize, plan, and teach complete
lessons (15-30 minutes or longer, depending on the sport). You may have the opportunity of teaching lessons either
as a team of two, or solo. If you choose the team option, you may be responsible for teaching two consecutive
lessons as that team.
Preparation:
During the first portion of class, and until you and I both feel you are comfortable with the teaching
assignment, the lesson plans will be due one day before you teach. For instance, if you teach on Tuesday, the lesson
plans are due to me for review on Monday. I will be available to look over your lesson plan and provide feedback
prior to your actually teaching the lesson.
A complete lesson plan is prepared for all of the generic levels of skill proficiency. The skill should be task
analyzed and provide drills for each skill level. Drills should be provided in the lesson plan.
Use the attached lesson plan format and refer to the example. Lesson plans must be neat-(i.e., readable);
typed would be great. Diagrams and/or drawings should be included for drills or organization.
The plan should include all components of a good lesson. It may be helpful to provide the class with
practical handouts pertaining to your sport skill. Include a bibliography of references.
Copies of the plan and any handouts/materials should be given to each class member on your teaching day.
Failure to do so will result in loss of professionalism points. You will need to arrive early to prepare and set up
on the days you are scheduled to instruct. For sports needing special reservations or considerations you will need to
work on the logistics with the instructor.
Instruction
The class will be comprised of all skill levels. To address this, adjust the lesson to provide a natural,
logical progression from simple to more difficult. Also, introduce the lesson as a whole, then provide appropriate
practice activities for each skill level. As students perform a drill, provide adaptations that different skill levels can
use to be successful. For example, a basketball dribbling skill might be: stationary for pre-control, moving forward
with one hand for control, running and using both hands for utilization, and with a defender for proficiency.
Appropriate feedback and cues should be provided.
Realistically speaking, it is unlikely that a skill can be mastered during your class. Your lesson, however,
should serve as a sound foundation for the acquisition, (given practice and time) of that skill. Appropriate
organization, instruction, cues and feedback should be provided. This will also serve as a valuable resource for the
future for your classmates and yourself.
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Assignment: Notebook Files
All students will keep all materials associated with this class. The notebook will include all notes,
handouts, teachers’ lesson plans, articles, and information materials. At the end of the class, each student will turn
in all information, organized under each sport. These files are to be neat, comprehensive, and well organized.
Binder notebooks and or folders are appropriate: the purpose is to provide you with resources which would be able
to be easily used and will provide materials necessary to teach the sport at a later date. Keep everything! A
checklist for grading will be provided later. These will be graded and returned during final exam time.
Articles
Each student will be asked to find and critique five articles related to the sports that you are teaching. For example:
if you are responsible for teaching an individual sport such as tennis then you should find a current article on tennis
and summarize and critique that article. Then do articles related to the other sports you are teaching. See the
tentative outline for due dates.
Lesson Plans
The skill of developing effective lesson plans is a progression. I want your first experience to be based on what you
think and find out in the textbook and off the internet to be good lesson plans. Be sure to look at your sport and
think of the simplest skills to most difficult skills that you want to cover and how you would want them to be taught
to you. Your ideas may also come from past experiences as a student, player or coach.
I will expect to see improvement on each of your lesson plans. This should be a fun, creative endeavor, were there
is little risk of failure, as long as you give the effort. Therefore, relax and enjoy the sport and the challenge of
teaching someone else a new skill.
One skill and task that I want you to develop is that of writing good test questions that address the rules, history and
skills of the sports that you are covering. Please write five questions for each sport that you cover. Provide the
instructor with the questions and answers on a separate sheet of paper.
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COURSE OUTLINE
PED 125 A
(Tentative)
DATE ACTIVITY ASSIGNMENT/ Leader
T 1/31 Course overview Buy and read chapter 1 in
A lesson demonstrating everything you need to know about sports, the textbook / Hedrick
using three easy steps.
Th 2/2 Skill assessment activity: How-to-Teach 101 Dress for activity /
Wiffle Ball game and activity. Hedrick
Meet in Jordan Gym
T 2/7 Skills challenge for choosing sports 1 team sport
Game Play, make-up games such as football/golf or kickball/golf 2 individual/dual sports
(campus) 1 track event
Th 2/9 Soccer (Guest Speaker: Dr. Orejan) Find your sports in the
Rules and fundamental concepts; Skill development activities and game textbook and on the internet.
lead ups ( Modified game)
T 2/14 Skills challenge Prepare for individual sport
Circuit or station challenge against your own time and the times of your lesson by Tuesday 2/21
classmates Lesson plan and 5 questions
Th 2/16 Pickle-ball: Serve, volley, basic paddle play and more complex shots Lesson plan
Game play: rules for singles and doubles 5 questions
Tourney format
T 2/21 Disc Golf; Skills and activities Daniel Smith
Game play; begin tournament
We will have to drive to a nearby park (Share transportation)
Th 2/23 Bowling: The Bowling will open for us at 8:30 a.m. The cost is $1.99 Jordy Snyder
per game and $2.49 for shoes. (Share Transportation)
Skills and fundamentals Article #1
T 2/28 Weight Training Jacobi Jones
Skills, activities and safety
Facility?
Th 3/2 Table Tennis Robbie Goins
Skills and activities,
Singles and doubles, tournament play Facility?
T 3/7 Archery Zach Bevilacgua
Safety, basics in shooting, practice
Skill challenge
Th 3/9 Golf Nicole Belsole
Will meet for the class at the golf and learning center
Facility?
T 3/14 Hiking and Orienteering Tim Cleve
Canpus?
Article #2
Th 3/16 Midterm exam
Classroom
Spring Have fun!!
Break No Class (Team Sports will begin after the break)
T 3/28 Basketball Robbie – leader
Skills, drills and fundamentals Jordy- assistant
History, rules and game
Th 3/30 Volleyball Daniel – leader
Skills and games Tim – assistant
History, rules and games Article #3
T 4/4 Floor Hockey Nicole – leader
Skills, drills and game Zach – assistant
History and rules
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Th 4/6 Ultimate Frisbee Tim – leader
History and rules Daniel –assistant
Game play/practice
T 4/11 Lacrosse Zach- leader
Introduction, rules and basic instruction Nicole – assistant
Game play/Practice
Th 4/13 Softball Jordy –leader
Skills, drills and game Jacobi – assistant
History and rules Article #4
T 4/18 Horseshoes / Shuffleboard? Jordy – leader
Jacobi – assistant
Tennis Article #4
Th 4/20 Racquetball Jacobi
T 4/25 SURF: no class
Th 4/27 Badminton Robbie
Angling Zach
T 5/2 Swimming, water exercise Daniel
Water polo, and other water sports Tim
Article #5
Th 5/4 Track and Field All
Shot, Discus, Hurdles, High Jump, Long Jump, Sprints,
Distance and others (Event Practice Day)
Th 5/9 Track and Field (Mini Meet) All
Exam review
Scheduled between 5/11 and 5/16
Final Examination date and time
Make up skills tests after examination