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2016 Dr. Thomas Ryan A358 - ext. 4403
[email protected] of Education
Course Outline
EDUC 4759 Physical and Health Education (Senior – 3 Credits)
A. Nipissing University Calendar Description
Teacher candidates examine the health and physical education senior family of courses through class discussion, skill development, practical application, and research. Candidates demonstrate pedagogical skills including planning, implementation, and assessment and evaluation with an emphasis on affirming student needs and abilities, embodied identities, cultural beliefs, and values. Using current research, teacher candidates apply inclusive methodologies for teaching health and physical education as they contribute to a well-balanced education for students in the senior grades.
EDUC 4759 -- Physical and Health Education (Senior)
2 of 11 Please refer to our policy concerning academic dishonesty, appeals, attendance and grading within our current calendar. http://academiccalendar.nipissingu.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=3&chapterid=252&topicgroupid=1082
Who is the Ontario Minister of Education - Ontario Liberal Party
OutcomesTeacher candidates are expected to:• apply the health and physical education curriculum to create an inclusive, balanced and positive learning environment;• design learning experiences that will help students develop appropriate living and physical activity skills indicative of healthy lifestyles;• demonstrate a commitment to the development of health and physical literacy;• model professionalism through active participation in all aspects of the program;• demonstrate ability to critically assess health and physical education programs in relation to meeting students’ academic, social and emotional needs, abilities, and identities:• demonstrate specific strategies to assist all students in the transition to secondary school (decision making, conflict resolution, healthy relationships)• become familiar with Ontario Ministry of Education policy documents.
Course Introduction
The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario PH & P.E. curriculum (2015), in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.
The revised curriculum (2015) recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum; that they see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to be informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world.
September 2015 all health and physical education programs were based on the following expectations. These expectations for health and physical education were organized into 3 strands – Active Living, Movement Competence, and Healthy Living.
EDUC 4759 -- Physical and Health Education (Senior)
3 of 11 Integral to expectations in all 3 strands is a further set of expectations, presented at the start of each grade.
Living skills – the personal, interpersonal, and critical and creative thinking skills that are essential to the achievement of expectations in the three strands. The living skills expectations are to be taught and evaluated in conjunction with learning in each of the strands. They make the learning in health and physical education personally relevant to students, as students learn to apply them in a variety of contexts that relate to their everyday lives.
2 sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum in health and physical education (The strands include the Living Skills strand and three content strands, often numbered A, B, and C.) Taken together, the overall and specific expectations represent the mandated curriculum.
The following link - http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf
Note: The organizational structure continues from the elementary curriculum into the Healthy Active Living Education courses in Grades 9 to 12.
Who is the Premier of Ontario
Secondary - http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf
Textbook List http://www.trilliumlist.ca/browse/health-and-physical-education/12
The secondary health and physical education curriculum comprises four Healthy Active Living Education (HALE) courses, one in each of Grades 9 through 12, and three specialized destination courses in Grades 11 and 12.Students are required to earn 1 compulsory credit in health and physical education towards their Ontario Secondary School Diploma, and may also take a health and physical education course to meet the Group 2 additional compulsory credit requirement. The HALE courses offered in each of Grades 9 through 12 are open courses, definedas follows: Open courses - are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirement of universities, colleges, or the workplace in mind. Students choose open courses on the basis of their interests, achievement, and postsecondary goals. The HALE courses may also be delivered with a focus on a particular set of activities
Healthy Active Living Education, Grade 11, Open (PPL3O)https://sites.google.com/a/ocdsb.ca/ms-port-s-homeroom/ppl3o-4ophttp://mrhoover.weebly.com/ppl3o-phys-ed.htmlhttp://www.rchs.on.ca/index.php?option=com_content&view=article&id=521&Itemid=326http://chatt.hdsb.ca/~jacksonb/FOV1-0014E209/
EDUC 4759 -- Physical and Health Education (Senior)
4 of 11 http://www.peterboroughpublichealth.ca/for-professionals/schools/educators/secondary-teachers/health-and-physical-education/ppl3o-healthy-active-living-education-grade-11/
Healthy Active Living Education, Grade 12, Open (PPL4O)http://www.topherdavis.com/ppl4o_syllabus.pdfhttps://westlane.dsbn.org/docs/phys-ed/grade-12-course-description.pdf?sfvrsn=0http://www.kdss.bwdsb.on.ca/teachers/mr_luinstra/ppl4o/http://www.tvdsb.ca/webpages/jdonaldson/ppl4o.cfmhttps://sites.google.com/a/smcstudents.ca/plesh/ppl4o’http://206.130.199.25/[email protected]/?OpenItemURL=S050B9E7D-050B9E7D
Health for Life, Grade 11, College Preparation (PPZ3C)http://www.ilc.org/school/course_details.php?cId=33665http://ppz3c.weebly.com/http://kihs1.knet.ca/files/CourseOutlines/grade11/PPZ3C%20Course%20Outline.pdfhttp://mail.tldsb.on.ca/~S.Dibblee/FOV1-0007AD55/?OpenItemURL=S08C65859http://scottstrachan.wix.com/cphs#!hpe-health-for-life/n4ohs
Introductory Kinesiology, Grade 12, University Preparation (PSK4U)https://christieclass.wordpress.com/pse4u/https://sites.google.com/a/ocdsb.ca/mr-s-symes/home/course-code-2http://thompsonbooks.com/wp-content/uploads/2014/06/PSK4U-The-Curriculum-.pdfhttps://twitter.com/hashtag/psk4uhttp://othsathletics.pbworks.com/w/page/32167693/Assignments1http://teachingtools.ophea.net/sites/default/files/pdf/hpe_table5_10mr16.pdfhttps://cairinewilsonss.ocdsb.ca/academics/departments/Health%20And%20Physical%20Education/12%20-%20Exercise%20Science%20PSK4U.pdfhttps://www.powtoon.com/online-presentation/fZ47JWiQ4YW/psk4u/?mode=moviehttps://sites.google.com/a/woodland.on.ca/mr-johnson/12-ex-science-pse4uhttps://docs.google.com/document/d/1raHPtefB4aCxt4cot93fz8mYU4yUHfmIyif1e43Rt_Y/edit?pref=2&pli=1
Recreation & Healthy Active Living Leadership, Gr.12, Uni/College Prep (PLF4M) http://sjdbh.ycdsb.ca/departments/PhysEd/Grade%2012%20PLFhttps://prezi.com/elobwy6bjgcl/plf4m-leadership-summative/http://andrewwilliams.pbworks.com/w/page/103325407/Recreation%20Leadership%20(PLF4M)http://mrbraunsclasses.weebly.com/leader-paper.htmlhttps://docs.google.com/document/d/1iyN7yYwwZKhbGCdaP1Nza-Pn4-WsNHgcZqznM-SGyXo/edit?pref=2&pli=1#!https://sites.google.com/a/heritage-academy.com/mac-s-laboratory/plf4m---rec-fitness-and-leadership/unit-1https://outed.limestone.on.ca/courses/gen-bro.pdfhttps://twitter.com/sjdbphysed/status/651411876757307393
Lesson Planning Guidelines - http://www.nipissingu.ca/academics/faculties/schulich-school-of-education/bed-programs/concurent-babed-for-ece-graduates/Documents/Lesson%20Plan%20guidlines.pdf
Course Tasks Late assignments are penalized 5% per day
1. A. Develop a Senior (Grades 11-12) lesson plan and teach this health and physical education lesson to the entire class for a maximum of 60 minutes per lesson.
Written Lesson Plan = 20% Note: Use the Nipissing Lesson Template and Lesson Plan checklist as an evaluation tool (on my website).
1B. Self–Evaluation of Teaching = Reflection to self-evaluate your Teaching. 10%
One Self-Evaluation of Teaching and Lesson plan + checklist are submitted to Dr. Ryan the week after you teach. 1C. I will use the lesson plan checklist to assess/evaluate your efforts and teaching via your reflection 10%
Total (A+B+C) = 40%
EDUC 4759 -- Physical and Health Education (Senior)
5 of 11 2. A. Develop a unit plan for a Senior (Grade 11-12) H&PE topic. Due: Week 4
2B. Develop a unit plan rubric and self-evaluate (15%) + Professor evaluation using your rubric (15%)I reserve the right to alter and use the altered rubric as necessary.
3. A. Critique an article listed below (15%) and Present (15%) - Due: Week 2 See critique guide – https://www.ucalgary.ca/ssc/files/ssc/wss_critique_2014.pdf
See Oral presentation scoring guide – to be used by 2 peers and Dr. Ryan.
See critique guide as evaluation tool & guide - https://www.ucalgary.ca/ssc/files/ssc/wss_critique_2014.pdf
Total = 100% (1A to C= 40% + 2AB=30% + 3A =30%)
Critique – Articles via Nipissing Library – Online (EBscohost)
Inclusion Qi, J., & Ha, A. S. (2012). Inclusion in Physical Education: A review of literature. International Journal of Disability, Development & Education, 59(3), 257-281. doi:10.1080/1034912X.2012.697737
Klein, E., & Hollingshead, A. (2015). Collaboration Between Special and Physical Education: The Benefits of a Healthy Lifestyle for All Students. Teaching Exceptional Children, 47(3), 163-171. doi:10.1177/0040059914558945
Healthy Lifestyles Harris, J. (2014). Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools. Physical Education & Sport Pedagogy, 19(5), 466-480. doi:10.1080/17408989.2013.769506
Bertelsen, S. L., & Thompson, B. (2014). It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum. Strategies: A Journal For Physical And Sport Educators, 27(1), 3-8.
Assessment/EvaluationTolgfors, B., & Öhman, M. (2016). The implications of assessment for learning in physical education and health. European Physical Education Review, 22(2), 150-166. doi:10.1177/1356336X15595006
Kniffin, K. M., & Baert, H. (2015). Maximizing Learning through Assessment in Middle and High School Physical Education. JOPERD: The Journal of Physical Education, Recreation & Dance, 86(4), 7-16.
Fencl, M. J. (2014). Fun and Creative Unit Assessment Ideas for All Students in Physical Education. JOPERD: The Journal of Physical Education, Recreation & Dance, 85(1), 16-21. doi:10.1080/07303084.2014.855589
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic Assessment in Physical Education: A Case Study of Game Sense Pedagogy. Physical Educator, 72(1), 67-86.
Professional DevelopmentKeegan, R. (2016). Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher's Perspective. Physical Educator, 73(2), 255-284. doi:10.18666/TPE-2016-V73-I2-6236
Ní Chróinín, D., & O'Sullivan University of Limerick, M. (2016). Elementary Classroom Teachers' Beliefs Across Time: Learning to Teach Physical Education. Journal Of Teaching In Physical Education, 35(2), 97-106. doi:10.1123/jtpe.2015-0030
InstructionBajek, M., Ressler, J., & Richards, K. R. (2016). Student-centered Strategies for Teaching Modern Dance in Secondary Physical Education. JOPERD: The Journal Of Physical Education, Recreation & Dance, 87(2), 52-54. doi:10.1080/07303084.2016.1119567
EDUC 4759 -- Physical and Health Education (Senior)
6 of 11 Maina, M. P., Maina, J. S., & Hunt, K. (2016). Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills—Part II. Strategies (08924562), 29(4), 8-14. doi:10.1080/08924562.2016.1181588
Philpot, R. (2016). Physical education initial teacher educators’ expressions of critical pedagogy(ies). European Physical Education Review, 22(2), 260-275. doi:10.1177/1356336X15603382
Jung, H., & Choi, E. (2016). The importance of indirect teaching behaviour and its educational effects in physical education. Physical Education & Sport Pedagogy, 21(2), 121-136. doi:10.1080/17408989.2014.923990
Oliver, K. L., & Kirk, D. (2016). Towards an activist approach to research and advocacy for girls and physical education. Physical Education & Sport Pedagogy, 21(3), 313-327. doi:10.1080/17408989.2014.895803
Pill, S. (2016). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education & Society, 21(2), 279-297. doi:10.1080/13573322.2014.912624
Perlman, D. J. (2015). Help Motivate the Amotivated by Being a Supportive Teacher. Physical Education And Sport Pedagogy, 20(2), 204-214.
Perlman, D. (2015). Assisting Preservice Teachers toward More Motivationally Supportive Instruction. Journal Of Teaching In Physical Education, 34(1), 119-130.
Resources – Online
Nipissing University. (2015-2016). Practice Teaching Handbook. See online – http://www.nipissingu.ca/departments/brantford/practicum/Documents/Practicum%20Handbook15.16.pdf
Sign – up for a free OPHEA account – If it will not work you may access via Nipissing Library route.
http://teachingtools.ophea.net/lesson-plans/road-safety-education
Secondary – Teaching Strategies - T-Chart Exit Pass Think-Pair-Share Four Corners Take A Stance Concept Map Inside and Outside Circles Dotmocracy K-W-L Chart Ponder It, Post It Placemat Word Wall GraffitiFrom - http://teachingtools.ophea.net/supplements/hpe-secondary/healthy-living/approaches-teaching-healthy-living/teaching-and-learning-strategies-healthy-living/1-see-hear-feel-act
Ophea – The Ontario Physical Education Safety Guidelines - http://safety.ophea.net/
http://mediasmarts.ca/teacher-resources/media-education-outcomes-province/ontario/ontario-health-and-physical-education-1-8
EDUC 4759 -- Physical and Health Education (Senior)
7 of 11 http://www.peopleforeducation.ca/global-topic/physical-education/view_type/faq/?gclid=CM-Y1ZiXvscCFY6EaQod5agJMA
http://www.participaction.com/report-card-2015/
http://ontariohealthyschools.com/
Halton Board of Education - http://www.hdsb.ca/Programs/Pages/HealthPhysEdCurriculum2015.aspx
Halton Hills – Region - http://www.halton.ca/cms/One.aspx?portalId=8310&pageId=81656
Halton Catholic District School Board - http://www.hcdsb.org/search/Pages/Results.aspx?k=physical%20education&cs=This%20Site&u=http%3A%2F%2Fwww.hcdsb.org
Senior Secondary Activities - https://www.youtube.com/watch?v=q5IJK-BrIKs The Warm-up - https://www.youtube.com/watch?v=KtE9fV5vNIU
Anatomy - http://www.innerbody.com/https://anatomy.tv/new_home.aspx?startapp=&startres=&startstudyguide=&S=&ReturnUrl=&lpuserid=&https://www.khanacademy.org/science/health-and-medicine/human-anatomy-and-physiologyhttps://medlineplus.gov/anatomy.html?PHPSESSID=65fa5cade91d7e1288d0e1378e513b16http://www.anatomyarcade.com/https://www.4danatomy.com/https://play.google.com/store/apps/details?id=com.AnatomyLearning.Anatomy3DViewer3&hl=enhttps://itunes.apple.com/us/app/complete-anatomy/id1054948424?mt=8
Biomechanics - https://en.wikipedia.org/wiki/Biomechanicshttp://www.topendsports.com/biomechanics/http://www.biomechanics-education.com/video.phphttp://oyc.yale.edu/biomedical-engineering/beng-100/lecture-19http://ocw.mit.edu/courses/biological-engineering/http://pages.uoregon.edu/karduna/biomechanics/http://www.freebookcentre.net/Biology/Biomechanics-Books.html
Sport Psychology - https://en.wikipedia.org/wiki/Sport_psychologyhttp://www.appliedsportpsych.org/
Dieffenbach: Coach's Education Powerpoint, AASP rate Domain Knowledge National Standards of Coaching Education,
and AASP rate Standard Knowledge National Standards of Coaching Education
Fox: Taking exercise psychology into public health research and practice
Larson: Positive Development in Sports: The Active Minds of Youth
Mugford: AASP Signature Techniques
Watson: AASPirations for a Bigger Tomorrow
Dance - https://www.youtube.com/watch?v=NAfflGMn9N0
Adapted P.E. - https://www.youtube.com/watch?v=j65bARcKmU0
Game – Sink the Ship - https://www.youtube.com/watch?v=4wFE8kR9qCQ
https://www.youtube.com/watch?v=GAFc2kPf_WU
Pickleball - https://www.youtube.com/watch?v=dD2tPkGvURM
EDUC 4759 -- Physical and Health Education (Senior)
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Frisbee (disc) Golf - https://www.youtube.com/watch?v=dD2tPkGvURM
Flag Football - https://www.youtube.com/watch?v=fY9EXH03qMc
Floor Hockey - https://www.youtube.com/watch?v=Bl4aVxqmXk8
Yoga - https://www.youtube.com/watch?v=oBu-pQG6sTY
European Handball - https://www.youtube.com/watch?v=69Ap8WsenXc
Dance - https://www.youtube.com/watch?v=__tR9DBcNNwhttps://www.youtube.com/watch?v=S2W8b7YHfHQhttps://www.youtube.com/watch?v=4SjI1xlFEQghttps://www.youtube.com/watch?v=yU0qnthhY7E
Teaching & Learning Strategies: If you are uncertain - “Google” any term
Activity-based Strategies: Oral presentations, panel discussion, and repetition and practice. Direct Instruction Strategies: Cloze, demonstration, guided reading, lecturer, mnemonic devices,
practice and drill, prompting, review, and Socratic dialogue. Independent Learning Strategies: Independent reading, independent study, learning log,
memorization, portfolio, reflection, report writing, and response journals. Inquiry and Research Model Strategies: Inquiry process, questioning process, research process,
writing process. Learning Skills Accommodation: Bodily Kinesthetic intelligence, interpersonal intelligence,
intrapersonal intelligence, verbal-linguistic intelligence, and visual spatial intelligence. Technology and Media-based Strategies: Communications applications, computer assisted
instruction, email applications, Internet technologies, media presentations, media production, multimedia applications, and online public access catalogs.
Thinking Skills Strategies: Case study, classifying, concepts verification, concept mapping, expressing another point of view, issue-based analysis, lateral thinking, media analysis, metacognitive reflection, oral explanation, problem posing, problem solving, and writing to learn.
Course Overview: Wed & Friday Classes @ College (Old) Gym 3:30-5:00 Use this form to request equipment 48 hours in advance of each class http://www.nipissingu.ca/departments/vpa/forms/Pages/default.aspx
EDUC 4759 -- Physical and Health Education (Senior)
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4759 Senior Grades 11-12 - Course Synopsis: Wed & Friday @ College (Old) Gym 10:30-12:20 (110 Min) A-257 Class
Week # (Independent Warm-up 15’) Wednesday (Independent Warm-up 15’) FridayWeek One VirtualAug 31, Sept 2nd
Blackboard + web site – Introductions + Mosston Text Blackboard + web site + fun with quizlethttps://quizlet.com/136527780/psk4u-unit-4-flash-cards/
Practicum Week 1 Practicum Week 1 Practicum Week 1Week 1 Onsite
Dr. RyanSept 14, 16
A- 257 - Mosston Text Review + DiscussionCourse Overview – Squads – Whats on the web ?
Lesson Planning Review – Growing Success
A – 257 - OPHEA – exploration - Safety + Liability + Permissions
http://sta.scdsb.on.ca/PublishingImages/Lists/LocalNews/AllItems/2016%20Timetable.pdf
Week 2Sept 21 - 23
A 257 – 50’ Government Documents - Safe Schools – Policy, Discipline - Missed Assignments - Student Roles &
Responsibilities + Critique presentations 60’
A 257 – Critique Presentations 110’ – 2 peers to evaluate presentation using guide & Dr. Ryan
Alphabetical - Beamish to Uden
Week 3Sept 28 - 30
Gym - Ultimate + game (In or out)– Skills - PPL3ODermott, Michelle
http://www.topherdavis.com/ppl3o-activity-units-outdoo.pdfPAD4O1 Outdoor Activities, Grade 12 (Open)
A 257 – Stress - PPL3Ohttp://chatt.hdsb.ca/~jacksonb/FOV1-0014E209/FOV1-
00154D9D/ Kody BrakeA-257 - Anatomy - PSK4U - Teagan
https://mr-corrente-classes.wikispaces.com/PSK4UWeek 4
October 5, 7thGym or outside - Frisbee (disc) Golf - PPL3O
Zach Beamishhttp://www.dynamicdiscs.com/what-is-disc-golf/
http://www.discgolf.com/disc-golf-education-development/disc-golf-rules-for-recreational-play/
PAD4O1 Outdoor Activities, Grade 12 (Open)
Physical Fitness - PLF4C PPT CH12.pdf or PPL3OSpencer Duncan
Fitness Evaluation - Grade 12 PLF4M - Sperduti, Justin
http://sjdbh.ycdsb.ca/departments/PhysEd/Grade%2012%20PLF
Week 5Practicum
Oct 10 to Nov 11
Practicum Week 2 to 6 Practicum Week 2 to 6
Week 6Nov 16, 18
A-257 - Risk Management - Mental Health – PPL40http://teachingtools.ophea.net/supplements/youthrive
Rahman, RuniaNutrition - PPZ3C - Graham, Nicholas
http://mrhoover.weebly.com/ppl3o-phys-ed.htmlhttps://www.ophea.net/article/food-
thought#.WCnqBKLx5Uchttps://mr-corrente-classes.wikispaces.com/PPL40
A-257 - Injury Management – See –https://mr-corrente-classes.wikispaces.com/PSK4U
Gignac, BrandenMuscle Physiology - PSK4U - https://docs.google.com/viewer?a=v&pid=sites&srcid=d29vZGxhbmQub24uY2F8bXItam9obnN
vbnxneDozODc1N2UzM2M5OWNlYzYx Inglis, Shelbyhttps://www.youtube.com/playlist?
list=PL4WHxdnIpPzCW3cCD7Ps8o8Ijt64wZ_TM
Week 7Nov 23, 25
A 257 - PSK4U - Bio-Mechanics – Skill Development https://www.powtoon.com/online-presentation/fZ47JWiQ4YW/psk4u/?mode=movie
Mccallion, Tylerhttps://mr-corrente-classes.wikispaces.com/PSK4U
A-257-Growth & Development - PLF4C PPT CH10.pdf - PPZ3CGrant, Norman
http://mrhoover.weebly.com/ppl3o-phys-ed.htmlhttps://mr-corrente-classes.wikispaces.com/PSK4U
Week 8Nov 30, Dec 02
A 257 - HIV http://www.sexualityandu.ca/teachers/student-webquests/grade-9-12
http://teachingtools.ophea.net/supplements/hivaids-online-school-support-kit
A – 257 - Grise, Jake - Sport History – PSK4Uhttps://mr-corrente-classes.wikispaces.com/PSK4U
Pollard, Corey
A-257PSE4U EXERCISE SCIENCE - Performance Enhancing Substances
And Techniques - Sherban, Meaghanhttps://mr-corrente-classes.wikispaces.com/PSK4U
Week 9Dec 07, 09
Meditation / YogaMartin, Tori
http://www.kdss.bwdsb.on.ca/teachers/mr_luinstra/ppl4o/S03C53CD9
Dance - Uden, Carley http://teachingtools.ophea.net/supplements/instructional-
dance-videos
A 257 - Healthy Living - PPL4O - Lair, Justinmccallumd.weebly.com/uploads/2/8/0/7/28078059/ppl_34o_course_description.pdf
http://teachingtools.ophea.net/supplements/hpe-secondary/healthy-living
http://www.sexualityandu.ca/teachers/student-webquests/grade-9-12
Sexual Health - Robson, Tyler
IMPORTANT COURSE POLICIES
EDUC 4759 -- Physical and Health Education (Senior)
10 of 11 1. This course outline contains all pertinent information with regard to expectations for and requirements of this course.
2. You are expected to arrive for class on time, be prepared (i.e., required readings completed before class), and to conduct yourselves professionally.
3. You must use your Nipissing e-mail address when e-mailing the course instructor. All e-mail communication should be professional in tone and content and in keeping with the Foundations of Professional Practice as found on the website for the Ontario College of Teachers.4. If you are absent for a scheduled test or in-class assignment, it is the student's responsibility to contact the instructor as soon as possible. The student must provide appropriate documentation for the absence, before a request to make up missed work will be considered.
5. Students are responsible for keeping back-up copies of all written work and assignments for this class.
6. All of the components for evaluation must be completed in order to gain the credit associated with this course. Assignments have identified due dates. Work must be submitted on time. Extensions must be negotiated prior to the due date and will only be considered in cases of extenuating circumstance and are at the discretion of the professor. A late penalty, of 5 percent per instructional day, will be assessed on all late assignments.
ACADEMIC DISHONESTY:The University takes a very serious view of such offences against academic honesty as plagiarism, cheating, and impersonation. Penalties for dealing with such offences will be strictly enforced. The complete policy on Academic Dishonesty is in the Policies section of the Calendar. Please refer to the Nipissing University policy on Academic Dishonesty in the Course Calendar – http://academiccalendar.nipissingu.ca/~/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=2&topicgroupid=528 For appeals unrelated to academic dishonesty, please refer to the Grade Appeal guidelines - http://www.nipissingu.ca/calendar/UG-studies/brantford/regulations-info/Pages/default.aspx Students who require disability-related accommodations in class and for exams are encouraged to self-identify and register with Disability Services. Students should register with this service at the beginning of the term so that accommodations can be made to meet their needs as soon as possible. All accommodations are arranged through Accessible Learning, not by the course instructor. Please refer to the Accessible Learning site for more information.ATTENDANCE:Punctual and regular attendance is essential for the successful completion of a course. When absenteeism exceeds 20%, the student may be excluded from writing the final examination. If an instructor would like to exclude a student from writing a final examination, the Dean and the student must be notified in writing at least two weeks prior to the exam. Students who wish to appeal this decision may appeal to the Dean. The Attendance Policy is found at the following link -http://www.nipissingu.ca/calendar/regulations/academic/Pages/Attendance.aspx
EDUC 4759 -- Physical and Health Education (Senior)
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EDUC 4759 -- Physical and Health Education (Senior)
