LEADERSHIP FOR KINESIOLOGY


Description

 

ENS 347 focuses on the generic knowledge and skills (behaviors) associated with leading others to become physically educated persons. The class consists of both classroom (347A) and laboratory (347B) experiences. Included are the knowledge and skill development related to planning, informing (lecturing, demonstrating), managing learners and the environment, and assessing instructional processes and outcomes. 

 

For the purpose of this class, a physically educated person is one who:

·        seeks out and engages in physical activity

·        is competent in a variety of physical skills

·        is physically fit, and

·        demonstrates responsible personal and social behavior in physical activity settings

 

ENS 347 is a professional development course that focuses on leadership behavior, with an emphasis on instruction in physical activity settings (i.e., sport, physical education, and fitness environments). During classes students are expected to behave like leaders in a professional setting.

 

You are expected to attend all class meetings, arrive at class on time, and be prepared to engage in leadership roles (i.e., interact regarding the subject matter, plan, observe, provide feedback, and ask and answer questions). 

 

 

REQUIRED COURSE MATERIALS

eInstruction Clicker --- SDSU Bookstore in Customer Service Area

 

LaMaster, K. (2006). Leadership for kinesiology: Supplemental guide. SDSU Bookstore, Montezuma Publishing.

 

OPTIONAL BUT SUGGESTED

Siedentop, D. & Tannehill, D. (2000). Developing teaching skills in physical education (4th edition). Mountain View, CA: Mayfield.

 

 

ENS 347A/B course goals and objectives:

 

Course activities (readings, lectures, class discussions, projects, homework, laboratory experiences, etc.) are designed to assist students reach the following objectives:

 

1.      Identify the systematic nature of learning to instruct effectively.

2.      Identify general instructional strategies (e.g., inform, demonstrate, provide feedback) that have been shown through research to produce differentially higher gains in learner achievement and self-growth.  Practice these strategies in controlled laboratory experiences.

3.      Identify the weaknesses of current research on instructional effectiveness in physical activity settings.

4.      Identify concepts and strategies that allow preservice instructors to learn about, assess, and improve their own teaching.  Use these strategies in controlled laboratory settings and in visits to off campus locations.

5.      Explain the interactive nature of three task systems (managerial, instructional, student-social) as they form an ecology of physical education.

6.      Explain techniques and strategies for developing a managerial task system through which appropriate learner behavior can be taught and maintained.  Practice implementing these strategies in controlled laboratory experiences.

7.      Identify ways to develop and maintain appropriate learner behavior using a variety of discipline techniques.  Practice establishing a group management strategy (behavior game) in a controlled laboratory setting.

8.      Identify ways to develop and maintain a humane instructional environment in which leaders take responsibility for their own actions and instruct learners to be responsible for their actions toward each other.

9.      Examine one’s own beliefs on sensitive issues, particularly those related to learners receiving equal opportunities to develop, receive fair treatment in interactions, and be encouraged to develop as independent and worthwhile movers.

10.    Identify important interpersonal skills and explain how they can be used while instructing in physical activity settings.

11.    Identify basic information relevant to making decisions about program goals and beginning to plan the content of physical education.

12.    Identify basic information related to planning instructional units and sequences.  Practice writing realistic performance objectives for learners.  Plan and conduct short instructional sequences.

13.    Explain the components of the instructional task system.

14.    Explain various instructional strategies and identify the strengths and weaknesses of each.  Participate in a cooperative learning strategy to teach instructional formats to others (e.g., Mosston’s practice, reciprocal, and inclusion styles).

15.    Analyze instructional behavior using frequency, duration, placheck, and time-sampling methods.

16.    Use appropriate technology to self-assess one’s instructional effectiveness.

 

 

ENS 347A EVALUATION

 

ENS 347A is the theoretical portion of ENS 347 that is conducted in the assigned classroom. Student evaluation will consist of three exams, two abstracts and participation.

 

PARTICIPATION: 

During summer session it is imperative that students attend all class sessions for maximum participation. The first absence will result in a 1-point deduction, while each additional absence will result in a 3-point deduction from the final course point total. Students are also responsible for any schedule changes, which may be announced in class concerning both lecture and laboratory.

 

QUIZZES

There will be twelve 5-point quizzes given at the beginning of random class periods. There will be no quizzes on exam days or the day after an exam. Content of the quizzes will be a combination of previous lecture content and assigned reading for that day’s lecture. The two lowest quiz scores will be dropped resulting in a total of 50 points maximum for quizzes.

 

EXAMS: 

There will be three scheduled unit exams (50 pts each). Exams will primarily assess knowledge of areas covered since the last exam, but will also allow students to integrate with previous content. Information will be presented in class that is not included in the text, and students are responsible for it on exams. Each text chapter begins with a list of objectives. These statements and the lecture notes are designed to direct your understanding of the concepts and ideas that are most important.

 

Students arriving late to class will not be given additional time to complete an exam but must complete it in the time remaining. Emergency situations forcing a student to miss an exam must be discussed with the instructor PRIOR to the exam. Documentation of health or other emergency situations must be given to the instructor. The professor will determine legitimacy of excused absences. Students who miss an exam without prior instructor notification, or without appropriate documentation will receive a grade of zero on the exam.

 

EVALUATION & GRADING:

 

A

 

200 – 182 points

B

 

181 – 162 points

C

 

161 – 142 points

D

 

141 –  122 points

F

 

Below 122 points

 

Academic Misconduct. Includes the following examples as well as any other conduct which is aimed at falsely representing a student's academic performance: cheating, plagiarizing, unauthorized collaborating on coursework, stealing course examinations or materials, falsifying records or data, or intentionally assisting another individual in any of the above. Actual and suspected incidents of plagiarism or cheating will be handled according to the procedures established by the campus Judicial Office procedures.