University of La Verne 
                                                                  College of Education and 
                                                                  Organizational Leadership 
                                                                   Liberal Studies Program 
                                                                                   
                                                                 Course Syllabus for EDUC 
                                                                               330 
                                                                                   
                                                                Instructional Approaches to 
                                                                      Physical Education 
                                                                                   
                                                                      Spring Term 2010 
                                                                    Central Coast Campus 
                                                                                                                
                                                                 
               
              Instructor:  Darren K. Avrit, MS.  Office Hours: TBA 
              E-mail Address: davrit@laverne.edu     Work Phone: 805-542-9690 x319 
              Cell Phone: 805-801-2828   Calling Hours: 9am-9pm Mon-Sat 
               
              Course Description: 
              This course is designed to enable students with an introductory knowledge in the disciplines pertinent and 
              content appropriate to teaching quality physical education to elementary children grades K-6. 
               
              Learner Outcomes:  Students who successfully complete this course will be able to: 
              Discuss and apply the basic principles of the Physical Education Model Content Standards by writing 
              detailed lesson plans based on the discussions relating to what the students need to know and be able to 
              do, for each overarching standard, for a particular grade level, with a minimum of 70 percent accuracy.  
             Discuss and apply the basic concepts of the Physical Education Model Content Standards by breaking 
             down the concepts of the content standards on a worksheet and passing the standards exam with 70 
             percent accuracy. 
             Obtain basic principles of motor development, motor learning, biomechanics, exercise physiology, 
             and fitness to age appropriate activities by reading the text book assigned to the course and passing 
             the course quizzes and midterm with a 70 percent or better. 
             Discuss and apply the basic principals of the Physical Education Framework for California Public 
             Schools which include Movement Skill and Movement Knowledge, Fitness Movement and 
             Knowledge, and Self Image, Personal Development, and Social Development by participating in class 
             discussions and applying the information in their detailed lesson plans correctly. 
             Design a philosophy of physical education for elementary children by composing a personal 
             philosophy. 
             Identify and apply the developmental changes and characteristics of children aged 5-12 in all learning 
             domains as it applies to the physical education setting by developing quality written lesson plans. 
             Identify and apply skills and concepts associated with teaching quality elementary physical education 
             by demonstrating effective teaching behaviors during their teaching experience. 
             Design a grade level specific fitness lesson by creating, writing, setting up, and demonstrating a 
             station activity based on the content standards from Physical Education with a minimum of 70 percent 
             accuracy. 
                                                th 
             Design and apply a variety of physical activities to K-6 grade students to meet the California State 
             Content Standards for physical education by completing their resource packet assignment with 80 
             percent accuracy. 
             Identify quality teaching episodes and behaviors by observing lessons in a public school setting and 
             writing a reflection of their experiences. 
             Demonstrate effective teacher behaviors in planning, implementing, and evaluating teaching episodes 
             by planning, implementing, and evaluating quality lesson plans. 
             Participate in physical activities (games, fitness, sports, and/or recreational activities) by 
             demonstrating the ability to meet the demands of physical, intellectual, and emotional aspects of the 
             labs. 
             Incorporate current health and wellness issues and their personal relationship to them by journaling a 
             weekly fitness and change of eating habit log during the duration of the course. 
             Articulate the benefits of physical activity and its effect on the intellectual, emotional, and physical 
             well-being of the individual by journaling their experiences in their daily fitness log. 
            
           Required Text 
             Kovar, Combs, Campbell, Napper-Owen, Worrell, (2009).  Elementary Classroom Teachers as 
             Movement Educators.  McGraw-Hill. 3rd  Edition. ISBN: 978-0-07-337646-2 
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                Physical Education Model Content Standards (2005).  Adopted January 12  2005, Standards for 
                California.  www.cde.ca.gov 
                Physical Education Framework for California Public Schools (2008).  Adopted September 10, 2008.  
                www.cde.ca.gov 
                Selected Articles (TBA) 
              
             Recommended Text 
                                                                                    th
                Pangrazi, R. (2007). Dynamic Physical Education for Elementary School Children (15  Ed.). 
                Pearson Education Inc., publishing as Benjamin Cummings. ISBN:0-8053-7908-8 
                Graham, George; Holt/Hale, Shirley Ann; Parker, Melissa (2007). Children Moving: A Reflective 
                                                   th
                Approach to Teaching Physical Education (7  ed.). Mayfield Publishing Co.  ISBN: 
                9780073045320 
                Avrit, Darren K. (2007). FAvrit Instant Activities.  Physical Education FAvrits.  ULV Graphics. 
                www.physicaleducationfavrits.com 
                                                                     th
                Mosston, M., Ashworth, S., (2002). Teaching Physical Education (5  Ed.). New York: Macmillan 
                College Publishing Company. ISBN: 0-02-384183-4 
              
             Professional Expectations 
                All work will be fully completed and submitted at the beginning of class on the required due date.  
                Late papers will not be accepted unless some very unordinary circumstances arise at which a grade 
                reduction will be discussed.  If work is accepted a point reduction (a minimum of one full grade) will 
                be administered to each late assignment. 
                All written assignments that are turned in must have been composed on a computer.  Save all written 
                documents as an .RTF (Rich Text File).  Hand written documents are only accepted during quizzes 
                and exams. 
                Each student will arrive on time for each class prepared to participate, contribute, learn, and develop 
                new concepts related to teaching and learning.  Being tardy to class will negatively affect your 
                grade 2 points for every 15 minutes.  (Maximum 10 points per class) 
                Absences will negatively affect ones grade.  I must be contacted in advance if you cannot attend 
                for any reason.  If an emergency should arise the day of class, you must get a hold of me before the 
                start of class. Excused absences or leaving class early will affect your final grade by 10 points.  
                Unexcused absences will affect your final grade by 30 points.  Any excused absence including 
                leaving early from class will be given an assignment to make up for missed time and can be awarded 
                up to half the points back. 
                Cooperating with all students.  Students will be responsible for working with their own cooperative 
                groups throughout the quarter (groups of two to four).  Give considerable consideration to the group 
                you select, as changes are rarely possible. 
         You must be dressed appropriately for each class.  Non-marking athletic shoes, shorts/sweats, and 
         appropriate shirts are required.  If you are not dressed appropriately, your grade will be affected by 10 
         points for not being prepared.   
         This course is critical to your development and expansion of teaching knowledge and ability.  It will 
         be expected that your work will be of high quality throughout the entire quarter. 
          
       Professional Dispositions 
       As students and professors in the University of Laverne’s education department, we agree to the 
       following dispositions, and work toward improving and modeling the following characteristics on a daily 
       basis: 
             Intellectual commitment  
             Respectfulness 
             Emotional maturity 
             Empathy 
             Socio-cultural competence 
             Responsibility 
             Advocacy 
             Commitment to professional development 
             Ethical behavior 
        
       **Academic Honesty: Each student is responsible for performing academic tasks in such a way 
       that honesty is not in question.  Unless an exception is specifically defined by an instructor, 
       students are expected to maintain the following standards of integrity:  All tests, papers, oral and 
       written assignments, recitations, and all other academic efforts are to be the work of the student 
       presenting the material.  Please refer to the student catalog p. 57-58 Academic Honesty section, for 
       complete expectations and consequences.