ESHE 374

ESHE 374    
Behavior Management in Physical Education

1. Catalog Entry

ESHE 374    
Behavior Management in Physical Education

Credit hours (3)

This course prepares teacher candidates to effectively manage students and learning environments in physical education settings. Emphasis is placed on behavior management, motivation, positive relationships, and effective teaching practices. Through peer teaching and practical experiences, candidates develop skills for both managerial and instructional roles that support student success in physical activity settings.

2. Detailed Description of Course

1. Basic Concepts
   
   1. Positive Reinforcement
   2. Negative Reinforcement
   3. Schedules of Reinforcement
   4. Punishment
   5. Penalty
   6. Shaping and Chaining
   7. Decreasing Behavior with Differential Reinforcement
2. Special Applications of Behavioral Procedures
   
   1. Contingency Contracts
   2. Token Economy
   3. Group Contingencies
3. The Environment for Learning
   
   1. Emotional Climate
   2. Teacher Management of Student Behavior and Learning Tasks
      
      1. Current Interaction vs. Established Structure
      2. Degrees of Freedom
4. Task Structures in Physical Education
   
   1. Stated Task vs. Actual Task
   2. Classifications of Students
      
      1. Member in Good Standing
      2. Competent Bystander
5. Rules and Routines in Physical Education
6. Teaching Responsibility Through Physical Activity
   
   1. Teaching Personal and Social Responsibility Curricular Model
   2. Levels of Behavior
   3. Cooperation, Communication, and Conflict-Resolution
7. SPARK Curricular Model
   
   1. Promoting Social Skills
8. Effective Managerial Teaching Skills in Physical Education
   
   1. Back to the Wall
   2. Movement with Purpose
   3. Students’ First Names
   4. Positive Pinpointing
   5. Positive and Corrective Feedback
9. Bullying Prevention
10. Teacher Interviews and Observations
11. Planning to Maximize Learning
    
    1. The National & Grade-Level Outcomes for K-12 Physical Education
    2. The Virginia Standards of Learning (SOLs) for Virginia Public Schools
    3. Instructional Objectives (Psychomotor, Cognitive, Affective)
    4. Planning Formats and Components
12. Creating a Positive Learning Environment
    
    1. Emotional Safety
    2. Physical Safety
    3. Minimizing Off-Task Behavior and Discipline Problems
    4. Placement and Use of Equipment
13. Getting the Lesson Started
    
    1. Instant Activity
    2. Set Induction (Anticipatory Set)
    3. Communicating the Purpose of the Lesson
14. Instructing and Demonstrating
    
    1. Student’s First Names
    2. Verbal Cues
    3. Scaffolding
    4. Modeling
    5. Physical Guidance
    6. Checks for Understanding
    7. Showcasing
15. Differentiation of Instruction
    
    1. Intra-Task Variation
    2. Teaching by Invitation
16. Observing and Analyzing
    
    1. Back to the Wall
    2. Movement with a Purpose
    3. Teacher Positioning
    4. General Observation
    5. Specific Observation
17. Motivating Students to Practice with Success
    
    1. Encouragement
    2. Positive Feedback
    3. Corrective Feedback
    4. Specific and Congruent Feedback vs. General and Incongruent Feedback
    5. Essential Instructional Sequences
18. Managing Student Behavior
    
    1. Positive Pinpointing
    2. Rules and Routines
19. Content Development
    
    1. Extending Tasks
    2. Refining Tasks (Cues)
    3. Applying Tasks (Challenges)

 

3. Detailed Description of Conduct of Course

A variety of instructional methods including lecture, small-group work, class presentations, e-mail, physical education websites, D2L, teacher interviews and observations in local schools help teacher candidates understand the philosophy and practical aspects of behavior management in a physical activity setting.

4. Goals and Objectives of the Course

As a result of successfully completing this course, each teacher candidate will be able to:

1. Identify principles of classroom management practices that create effective learning experiences in physical education settings;
2. Design and explain how to use token economy, contingency contracts, and group contingency plans to shape student behavior;
3. Explain the differences between rules and routines;
4. Identify the different components of the teaching-learning environment;
5. Organize and allocate resources to provide active and equitable learning experiences (e.g., time, space, equipment, activities, teacher attention, students);
6. Develop an effective behavior management plan;
7. Distinguish between an aggressive and an assertive discipline authority style;
8. Describe the importance of consistency in helping children develop self-control;
9. Identify techniques used to start and stop the class; organize the class into groups, formations, and squads; and prepare students for physical activity;
10. Design and modify games that effectively change student behavior.
11. Demonstrate knowledge of PRAXIS II Health and Physical Education Content (Test Version 5857).
12. Demonstrate knowledge of the Virginia Standards of Learning (SOLs) for Physical Education (VDOE HPE 1 SHAPE/NASPE 3);
13. Demonstrate knowledge of the National Standards & Grade-Level Outcomes for Physical Education (SHAPE/NASPE 3);
14. Create learning objectives that are specific, observable, and measurable and congruent with state and national content standards (PRAXIS HPE: SHAPE/NASPE 3);
15. Identify how to differentiate instruction for students (VDOEHPE 7; SHAPE/NASPE 3; InTASC 2);
16. Describe and implement selected instructional teaching skills (e.g., verbal instructions, modeling, physical guidance) to enhance motor skill performance (PRAXIS HPE: SHAPE/NASPE 4; InTASC 8);
17. Explain and demonstrate how instructional cues can be used to refine student performance (PRAXIS HPE: SHAPE/NASPE 4);
18. Describe and implement selected managerial routines (e.g., entry, gather, equipment, gain attention, start and stop, exit) to accomplish instructional and non-instructional aspects of a lesson (PRAXIS HPE: SHAPE/NASPE 4);
19. Demonstrate the use of positive, specific, and congruent feedback based on critical elements of motor skill performance during a lesson (PRAXIS HPE: SHAPE/NASPE 4);
20. Demonstrate the use of corrective feedback based upon critical elements of motor skill performance during a lesson (PRAXIS HPE: SHAPE/NASPE 4);
21. Engage in teaching reflections to enhance teacher performance, student learning and/or instructional goals and decisions (PRAXIS HPE: SHAPE/NASPE 4; InTASC 6).

 

5. Assessment Measures

Assessment methods may include, but are not limited to, one or more of the following methods:

1. Quizzes
2. Weekly written responses to lectures and readings
3. Peer Teaching
4. Individual and/or group projects
5. Mid-term exam and final exam

 

6. Other Course Information

None

Review and Approval

December, 2016

January 5, 2026