Standard 2: Skill and Fitness Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K - 12 Standards.
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2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
Artifact: List & Description of Activity Courses
Date: Fall 2011 - Spring 2013
Reflection: Throughout my time at SUNY Cortland, I have been engaged in a wide variety of activity courses. These courses have allowed me to improve my motor skill performance and movement patterns. Not only have I improved in the psychomotor domain, I have learned cognitively as well. I have acquired the knowledge of strategies, history, and rules of all different games. This artifact meets standard 2 because I am able to show competence in a wide selection of activities. I am confident in my abilities to teach all these activities. This is important to my development as an educator because I have a wealth of knowledge for a large, and diverse selection of physical activities.
Rhythms and Dance: This course is designed to introduce students to various forms of dance such as folk, square, social, popular and creative dance. The forms of dance will be presented in developmentally appropriate units. Emphasis will be on learning the dance patterns and performing them with proficiency. Methods and materials for the dance educator will also be presented.
Lifetime Activities: Activity experience designed to provide students with knowledge of the skills and concepts associated with sport activities classified as lifetime activities, specifically the target sport of golf and individual indoor activities. Students will demonstrate skill performance in all sports.
Gymnastics Activities: This course is designed to provide students with developmentally-appropriate gymnastics.? Students will experience and acquire skills and knowledge of various gymnastic models appropriate for school settings.
Self-Defense: This course introduces the learner to the broad area of self-defense and martial arts from a variety of models. Particular attention is paid toward modes of delivery that are suitable to educational settings and stress the teaching of respect, self-discipline, confidence and self-esteem. Self-defense concepts and skills are adapted from the disciplines of sport judo, sport wrestling and non-contact karate. In addition, relaxation techniques based on tai chi and yoga will be incorporated.
WSI: WSI is designed to prepare students to teach the A.R.C. swimming and water safety courses.
Racquet Activities: The purpose of this course is to develop basic skills across the wide range of racket activities. A conceptual and developmentally appropriate approach is emphasized. Particular emphasis is placed on progressions from fundamental motor skills to tactical and mechanical concepts in a variety of racket activity/sport settings.
Adventure Activities: The content for Adventure Activities involves innovative warm-up and conditioning exercises, group cooperation, personal and group problem solving initiatives, spotting skills, trust activities and skills associated with individual challenges in an adventure setting. Through the stages of group development as designed within the course, students will gain an understanding of how to build more effective groups out of groups of virtual strangers. A friendly, supportive environment with school-appropriate modeling will enable students to learn the basics of trust, cooperation and healthy risk-taking behaviors.
Team Sport Methods: Activity experience designed to provide students with knowledge of the concepts associated with skill acquisition in team sport activities classified as team passing, striking, fielding and net/wall sports. Students will demonstrate game performance skills in four exemplar sports.
Inclusive Activities: Theoretical framework and practical applications for including students with unique attributes in physical education/activity programs, including resources regarding developmentally appropriate practices and current interventions that include children with disabilities in physical education/activity programs.
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2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
Artifact: Hiking/Climbing
Date: Current
Reflection: I been involved in hiking year round as I use it to stay in shape. I use hiking as one of the ways to maintain a health-enhancing level of fitness. I have hiked all over the Northeast; from Vermont, to New York, Massachusetts, and more. In the summer of 2012, I backpacked 211 miles through the Sierra Nevada mountain range in California. Hiking is an excellent way to stay in shape because of the excellent heart, muscle, and cardio benefits it gives one when climbing up mountains and walking long distances.
