| 1 | KIN 329 (Mtr. Lrn.), Kin 345 (BioMech) and KIN 346 (Ex. Phys). | Complete courses |
| 2 | Kines 113 (Physical Growth & Development), K116 (Fundamentals of Biomechanics), K118 (Fundamentals of Exercise Physiology), K122 (Nontraditional Games & Outdoor Education), K153 (Physical Education for Children), K157 (Adapted and Inclusive Physical Education | Unit tests, Infant development project, written lab reports, written papers, playing and teaching multicultural games, games notebook, preparation of personal philosphy statement, SMC interview, one week wheelchair experience |
| 3 | Lectures, reading, videos, labs and written assignments in Kines 116 (Fundamental of Biomechanics), 118 (Fundamentals of Exercise Physiology), 160 (Applied Biomechanics), 161 (Applied Exercise Physiology), 163 (Fitness & Wellness), and 165 (Performance-Re | Traditional eval of out-of class written assignments and lab reports, and written tests |
| 4 | Students possess knowledge of aquatic skills across a lifespan. | Written exams |
| 5 | Students possess knowledge of hydrodynamics. | Written exams |
| 6 | Students experience motor elite as well as non-elite, adapted and general performers. | |
| 7 | Students work with various populations and age groups. | Assessment - determine whether individuals are at appropriate age motor levels based on assessment instruments. |
| 8 | Students compelte outside assignments and course related field experiences. | Develops an appropriate exercise plan for a specified group; develops a program using developmentally appropriate activities for the population served |
| Can identify primitive reflexes and motor patterns in infants and in children with developmental delays; can discuss effects of sensory deprivation on motor skill patterns (written assignment) | ||
| Critically evaluates a program designed for a specified population, suggesting appropriate modifications. | ||
| 9 | Students write essay exams that ask for the integration of these areas. | |
| 10 | Students possess knowledge of general movement within diverse populations. | Discussion and written exams |
| 11 | Students complete courses, assignments, projects, laboratory experiences, and discussions designed to help them gain mastery of biological, mechanical, psychosocial and cultural factors. | Traditional exams; homework assignments; Term paper assignment with application of mechanical, biological, and/or behavior concepts and principles to the analysis of a selected movements |
| * interactions between function and morphology across the life span. | Projects using ethnographic techniques and concepts to explore and analyze environmental conditions (e.g., socioeconomic status, "race," sex, gender, sexuality, etc.,) that influence individuals' participation in physical activity. | |
| *How environmental and mechanical constraints coupled with constraints that are uniquely human and with those that are unique to an individual to shape movement. | Senior level projects which require students to use interdisciplinary approaches to integrate and apply mechanical, anatomical , physiological, psychosocial and cultural concepts to the comparative analysis of a movement problem, taking into account individual differences between and among performers, including ability status and non-biological factors which may influence movement behavior. | |
| * Observation techniques which will allow the professional to assess and parse these interactions, and subsequently to guide a mover toward improved performance. | Integrative projects such as the above, with specific focus on changes in performance over time, over age, and with varying environmental constraints. | |
| * Applying mechanical, anatomical, physiological, psychosocial and cultural concepts to the analysis of an individual's movement and fitness behaviors, with special attention to individual differences, toward assisting that individual to modify movement behaviors when desirable. | Integrative projects such as the above, with specific focus on selection and design of developmentally appropriate activities. | |
| 12 | Students have biology, anatomy and physiology course work as pre-requisites to required courses in exercise physiology. | |
| 13 | course lectures | written exams |
| 14 | laboratories | instructor evaluation of lab reports |
| 15 | Students learn lifelong activities in outdoor education such as orienteering, scuba diving and cross-country skiing. | |
| 16 | Students are introduced to the "lifespan motor development" model. | tested for understanding by written exam. Students demonstrate understanding through observing a child and writing a report on the child's stages of development. Students demonstrate this understanding by group presentations about the lifespan model of motor development. |
| 17 | Students teach elementary children, including children from heterogeneous backgrounds, in the areas of games, dance and gymnastics. | |
| 18 | Students complete exam on disability definitions and physical implications. Students participate in a 24-hour disability simulation to include a reflection paper. | |
| 19 | Students demonstrate knowledge of physiological, anatomical, and neuromuscular systems and the mechanics of safe and efficient motion. | written exams |