COURSE TITLE:

STANDARDS BASED PHYSICAL EDUCATION

NO. OF CREDITS:

5 QUARTER CREDITS
[semester equivalent = 3.33 credits]

WA CLOCK HRS:  
OREGON PDUs:
50
50

INSTRUCTOR:

Kimberly Carter
bkcarter13@msn.com

 

COURSE DESCRIPTION:

What does a Standard’s Based Curriculum look like in the physical education classroom?  This course was designed to assist K-12 educators to understand, develop and create their own standards based curriculum.

After exploring the definition and purpose of standards based curriculum this course will begin the process of designing a standards-based PE curriculum by developing goals that are based on a sound philosophy and reflect a teacher’s own beliefs and values. 

During this course participants will also explore assessment and the importance of documenting how students in PE are progressing toward achieving the standards. When taking this course you will learn how to provide all students with opportunities to achieve their learning goals through challenging and motivating choices.

The required text, by Jacalyn Lund and Deborah Tannerhill, Standards-Based Physical Education Curriculum Development, Third edition, is available used from Amazon for about $54.00

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Become familiar with what a standards-based curriculum should look like.
  2. Learn how standards based grading differs from traditional grading.
  3. Have an understanding of how to build a quality physical education program.
  4. Have explored ways of evaluating and assessing their current physical education curriculum.
  5. Be able to understand the role of performance-based assessments.
  6. Identify the components of appropriate standards-based assessment. 
  7. Have the opportunity to know what it means to suggest that a program “stands for something.”

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 

 

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%

 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

None. All reading is online.

MATERIALS FEE

$54 for the he required text purchased used from Amazon. It can be sold back to Amazon upon completion for about $35. The text is also available from other booksellers, and at some local and school libraries.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Kim Carter, M.Ed., received her Health and Fitness Degree from Central Washington University in 1987 and received a Masters in Curriculum and Instruction from City University in 1994.

Since 1994 she has taught in both the elementary and middle school Health and Fitness settings.  Kim knows the importance of creating a positive, active and creative teaching environment for her students. 

She is currently teaching Health and Fitness at the middle school level. Kim enjoys spending time gardening, mountain bike riding, paddle boarding, hiking, snowshoeing and all outdoor activities.

Visit Kim's Website.

BIBLIOGRAPHY

STANDARDS BASED PHYSICAL EDUCATION

Joanne M. Landy and Maxwell J. Landy, Ready-to-Use P.E. Activities for Grades 7-9. Paperback, 438 pages, ISBN 0-13-673062-0.  The CPEP curriculum gives special attention to social interaction and the improvement of self-concepts, cooperation and sportsmanship with a strong emphasis on fitness and skill development, and the acquisition of fundamentals through conceptual learning.  It will help you create enjoyable, success-oriented P.E. experiences that reach every one of your students, including the special needs child.

Jacalyn Lund and Deborah Tannerhill, Standards-Based Physical Education Curriculum Development. 2nd Edition, paperback, 422 pages,  ISBN 978-1-284-03419-6. This book teaches students about writing curriculum in conjunction with the National Association of Sport and Physical Education Standards for K-12 physical education.  The text is written by recognized curriculum experts who have specific experience designing and implementing the standards discussed.

Jacalyn Lea Lund and Mary Fortman Kirk, Performance-Based Assessment for Middle and High School Physical Education. Paperback, 278 pages, ISBN 13-978-0-7360-8360-7. This book breaks down the complex topic of assessments and shows you how to develop assessments that will help you and your students work together to enhance the instructional process in physical education.

Bonnie S. Mohnsen, Teaching Middle School Physical Education. Paperback, 350 pages, ISBN 0-88011-513-0.  This comprehensive guide gives you a blueprint for designing a quality middle school physical education program.  It describes how to create a program that addresses the specific need and capabilities of middle school students while helping them through the transition from childhood to your adulthood.