Course Details

1. Explain and use terms such as body development, space and body awareness, skill development, physical abilities.
2. Identify the structure and the content of a Physical Education program and differentiate and explain the importance of each component of the program.
3. Set up goals for each part of the program and evaluate the program to determine goal achievement.
4. Analyze the unit plan or the lesson plan content and set up short and long term goals in all levels of learning (cognitive, social/emotional, psychomotor) according to the guidelines given by the Ministry of Education and Culture, considering the school context and students’ needs.
5. Reflect on their teaching for self evaluation and describe teachers’ and students’ role during teaching.

·     Children’s development at preschool age –Contribution of school Physical Education: Methods of examining children’s bodyphysical development. Considerations for the physical development at each age -special needs and indications that affect a physical educationclass.

·    Anatomy of a typical Physical Education class: Interpretation of the importance of each part of theclass.

·     Long and short termplanning: παράγοντες that affect planning, periods of planning and teacher’sand students’ role.  

·     Teachers’and students’ perceptions/attitudes toward Physical Education: Causes and explanationof the negative attitude and effort in shaping positive attitudes towardPhysical Education.

·     Pedagogical content knowledge and abilities: criteria of learning and thelearning process at preschool age.

• Constantinides, P. (2009). Introduction to Physical Education at Pre-primary Level. Nicosia. Kantzilaris.

• Pangrazi, R. P. (2004). Dynamic Physical Education for Elementary School Children (14th ed.). Pearson-Benjamin Cummings.
• Derri, V. (2007). Physical Education in the beginning of the 21st Century. Goals and Objectives in Elementary Education. Thessaloniki. Christodoulides Publishing.
• Chatzicharistos, D. (2003). Modern System in Physical Education. Athens, Editor.
• Silverman, S. & Ennis, C. (2003). Student Learning in Physical Education. Human Kinetics.
• Constantinides, P. (2008). Urban Elementary Students’ Attitude Towards Physical Education. Proceedings of the 16th International Congress of Physical Education and Sport, Komotini, Greece.

The structure of the class consists of lectures, class work, workshopsand class discussions to provide the students with the fundamental theoreticaland practical background. The unit plan and the lesson plan are analyzed and discussedthoroughly. In addition, an anatomy of the typical Physical Education class is presented. Students’ and teachers’ perceptions and attitudes toward Physical Education are discussed, based on research findings. The criteria of learning and learning processes are highlighted. Videotaped classes are discussedfor critical thinking. Students get the opportunity to teach mini lesson plans, in order to developtheir first pedagogical content knowledge and skills.