| 1 | KIN 305 (Hist. And Phil.) and KIN 306 (Soc. Psych.) | Complete courses |
| 2 | Students study the history of movement and sport in a project-based course. | Works with a small group to select and prepare a presentation on a historical period, event, person. Critically evaluates presentations of other groups |
| Prepares and presents a poster presentation on a historical subject which includes the relationship of the topic to culture and society of the period. | ||
| 3 | Students complete lectures, readings, in-class discussions and videotapes covering dance in sociocultural contexts, Kines 128 (Dance Heritage Survey). | Written and oral assignments, written exams. |
| 4 | Students complete lectures, readings, videos, in-class discussions, out-of-class writing assignments, observation of commercial/ community programs in Kines 116 (Fundamental of Biomechanics), 118 (Fundamentals of Exercise Physiology), 160 (Applied Biomechanics), 161 (Appli | Describe the known gender and racial differences in anthropometric dimensions, and explain the influences of these differences upon biomechanics of movement and force application,Describe the influence of age upon physical/athletic performance. Traditiona |
| 5 | Students apply historical knowledge to current populations. | draw correlations or parallels, are there any? |
| 6 | Students engage in group discussions and the writing of response papers | Instructor grades discussion based on competency based facts as presented in the literature |
| 7 | Students possess knowledge of bases of movement within diverse cultures, historical periods, and social settings. | Discussion and written exams |
| 8 | Students possess knowledge of sociocultural and humanistic bases of movement within diverse cultures, historical periods, and social settings. | Discussions and written exams |
| 9 | Students study systems of philsophy and their relationships to human movement, exercise, and sport. | Prepares a statement of personal philosophy for presentation/discussion in class and inclusion in portfolio |
| Can develop a coherent, thoughtful response (verbal and/or written) to current ethical and philosphical issues in exercise and sport | ||
| 10 | The biases of students will be examined in many courses and contexts. | Can critically examine and evaluate marketing techniques for toys relative to gender stereotypes; Can recognize, document, and discuss biases and stereotypes in school, exercise, and sport settings |
| 11 | Students write essay exams that require integration of these concepts. | |
| 12 | Students write integrative paper as part of course requirement. | |
| 13 | Students explore the cultural evolution of pe in different cultures. | demonstrate understanding through a comparision grid or discussion. |
| 14 | Students perform a task analysis of movement, which takes into consideration the morphology and experience of the mover and the context of the environmental conditions present. Students are introduced to the variety of sociocultural constraints on human movement. Students observe movement behavior in variety of s/c contexts and are asked to analyze the social constraints associated with effective performance of various skills. | A final paper is required as well as the possibility of submitting such a project in the movement fair in poster format |
| 15 | Students discuss how their cultural background affects their movement (style, choice, access). In a number of courses, students use themselves as subjects for various tests and assessments, thus providing the class with the opportunity to be in the role of tester/testee among a highly culturally diverse student body. | Assignment in which students compare how some relatively "universal" task (e.g., transporting/carrying and infant) is performed under a variety of cultural conditions. |
| 16 | Students are encouraged to bring their socio-cultural background into group discussions and writing assignments . In a variety of courses students explore the ways that self understanding is facilitated through movement experiences. | students acknowledge cultural differences in their relationship to experiment participants. |
| 17 | Students critically examine the intersection of race, class, gender, sexual orientation and their decision to become teachers | put different ethnic groups into the questions to see if the students are able to recognize where the differences are and how their answering of a question might change for the different populations. |
| 18 | Students study how laws have changed the lives of individuals with disabilities. Information about how past cultures have treated and cared for individuals with disabilities. | papers require the inclusion of information about historical treatment and lives of individuals with disabilities. Students are required to write a paper on the laws for individuals with disabilities in school. |
| 19 | Culture, Gender and Movement students study cultural patterns of communication (verbal and nonverbal); and apply understanding of cultural bases of human movement in professional and social settings. | Students in some classes are required to keep personal journal of movement experience and possible cultural influences. |
| 20 | Students explore the ways that physical activity transmits, reinforces cultural identity and cultures transform physical activity to reflect important cultural values. | Physical education majors are asked to reflect on their personal biography and the impact that has had on their view of teaching/learning. |
| 21 | Students examine the ways that attitudes about and meanings associated with physical activity change over time and reflect cultural values. | The student portfolio reflective essays address issues associated with the authorÕs subjective experiences as a mover and scholar of movement. |
| 22 | Students examine the bases of curricular decision making and the impact those decisions have on diverse populations within public schools. | students observe a group of individuals who assemble around a particular movement activity (i.e.dance or sport) and identify the cultural significance of the activity to those individuals. Students keep a journal in which they explore their process towards understanding the sociocultural principles raised in class discussions and readings. |
| 23 | Students examine the sociocultural constraints on motor development (e.g., effects of various child rearing practices etc.) | |
| 24 | Students discuss differences in health related concerns, as it applies to different ethnic groups and socioeconomic status. | |
| 25 | Students examine how individuals' biological backgrounds interact with cultural constraints, to affect movement capacities, styles, and approaches to tasks. | |
| 26 | Students articulate and demonstrate a positive understanding and sensitivity of self and self in relationship to the diversity of human populations. | measured by their ability to apply research findings related to human factors of performance (personality, motivation, stress, etc.) to teaching and learning environments. |
| 27 | Students develop an appreciation and understanding of the cultural significance of physical education and sport in society from a historical, philosophical, artistic, humanistic, economic, and sociological perspective. | ability to critically analyze and discuss issues related to sport and physical education from a global perspective. |
| 28 | Students perform a biomechanical analysis of selected movement patterns under various social settings and within a diverse group of .individuals. | |
| 29 | Students demonstrate knowledge and skills in assembling information relative to movement patterns appropriate to various audiences. | |
| 30 | Students examine inclusive strategies used in teaching physical education. | a reflection paper and group presentation (graded). |
| 31 | Students examine the meaning of school culture and its impact on quality physical education. | collecting refereed articles and writing two, three and five page reflection papers (graded). |
| 32 | Students investigate individual bias regarding the heterogeneous gymnasium (rating scale). | Students are tested on public laws, expectation theory, and the issues surrounding the "ism's" in school physical education. |
| 33 | Students read from the text on the historical context of disability and sport. | |
| 34 | Students describe the effects of age, gender, and environment related to sports performance. | written exams |
| 35 | Students learn to prescribe exercise programs for a variety of populations. | written exams |
| 36 | Students write papers on selected historical periods. | |
| 37 | Students keep a daily journal for purposes of reflection concerning the history and philosophy and issues in the field. | |
| 38 | Students work on group projects related to the foundations of the field. |