Physical Education Teaching Experiences

The Physical Education Teacher Education program at Manchester University features a great deal of practical teaching experiences prior to student teaching. These experiences are designed as a progression—from fundamental teaching situations to more complex ones—so students can gradually and successfully develop their teaching skills. The experiences are also quite intense—each one is analyzed and assessed by the professor and by the students themselves. Although the nature of these situations is somewhat different from "real" teaching, the demands of these service-learning experiences are designed with a purpose. They are specifically intended to draw out high effort and critical thinking about teaching, which then pays off in better, more effective teaching when these students move into the more realistic situations that they will face during student teaching and in their first teaching position.
The heart of the program is a series of four teaching laboratories in physical education. The courses are arranged so that they must be taken in sequence. Together, they are aimed at providing a professional preparation that readies students for effective teaching in the public and private schools, as well as for leadership roles in school-wide planning and program development.
To give a clearer picture of what all Manchester University students' go through, below is an overview of the courses in which students gain teaching experience.

Introduction to Teaching Service-Learning Experience

Introduction to the role of the teacher as a professional. Content includes:
Professional development, decision-making, effective teaching, family involvement, culture of and in schools, professional standards, collaboration, and teachers as lifelong learners. Service-learning experience in a public school classroom required. First Year, January Session.

Teaching Team Activities Teaching Laboratory 1

Students will develop personal skills, learn basic rules, and focus on teaching progressions, analyzing skills, and selecting appropriate skill tests for specific team activities.

An introductory practice teaching experience in physical education with school-age children in an on-campus clinical teaching setting under the direct supervision of a physical educator. Sophomore Year, Fall Semester.

Teaching Individual and Dual Activities Teaching Laboratory 2

Students will develop personal skills, learn basic rules, and focus on teaching progressions, analyzing skills, and selecting appropriate skill tests for specific individual and dual sports, and noncompetitive lifetime activities.

The second practical experience in teaching school-age children in an on-campus clinical setting applies instructional strategies covered in Teaching Individual and Dual Activities. Students are under the direct supervision of a physical educator. Sophomore Year, Spring Semester.

Educational Psychology Service-Learning Experience

Application of theories of learning. Content develops an awareness of the growth and development of learners from early childhood through adolescence. Service-learning experience in a public school classroom is provided. Sophomore Year, Spring Semester.

Teaching Fundamental Movement Activities Teaching Laboratory 3

Methods for teaching fundamental motor skills and developmentally appropriate physical education activities based on the needs, interest, and characteristics of the elementary school child are stressed within an interdisciplinary context.

The third practical experience in teaching physical education to elementary-age children in an on-campus clinical setting applies instructional strategies covered in Teaching Fundamental Movement Activities. Students are under the direct supervision of a physical educator. Junior Year, Fall Semester.

Teaching Gymnastics and Rhythmic Activities Teaching Laboratory 4

Methods for teaching tumbling, apparatus, and rhythmic activities, including teaching progressions, analyzing skills, selecting appropriate skill tests, and designing interdisciplinary activities.

The fourth practical experience in teaching physical education to elementary-age children in an on-campus clinical setting applies instructional strategies covered in Teaching Gymnastics and Rhythmic Activities. Students are under the direct supervision of a physical educator. Junior Year, Spring Semester.

Adapted Physical Activity Service-Learning Experience

A study of general characteristics of individuals with various disabilities and their capabilities in movement performance. Consideration is given to the means of assessing the performance of people of varying abilities, the process for referral and placement in the least restrictive environment, and ways of modifying environment and physical activity to meet the needs of individuals across the lifespan. Service-learning experience working with individuals with disabilities is required. Junior Year, Spring Semester.

Teaching Methods of Health and Physical Education Service-Learning Experience

An examination of K-12 health and physical education curricula, effective teaching methods, classroom materials and assessment of student learning. Students will participate in 20 hours of observation and teaching experience in a public school classroom. Must be taken the semester prior to student teaching. Senior Year, Fall Semester.

All Grade Student Teaching

Full-time teaching experience in the public schools. Following a brief observation experience, the student assumes the responsibilities of the regular classroom teacher under the teacher's direction. All students will have experiences at two different grade levels (elementary, secondary). Taken as part of the professional semester. Senior Year, Spring Semester.