| 1 | KIN 325 (Mtr. Dev.) and KIN 329 (Mtr. Lrn.) | Complete courses |
| 2 | K100 (Fundamental Skills & concepts), K109 (Motor Learning), K122 (Nontraditional Games and Outdoor Education), K124 (Analysis & Application (A&A): Tumbling & Gymnastics), K126 (A&A: Aquatics), K128 A&A: Dance Heritage Survey), K130 (A&A: Individual/Dual | Explain how information is processed by an individual and how that influences learning of motor skills. (Standard 2,4 ), Describe the effects of age, gender, and/or culture on learning motor skills. (Standard 2,6,11 ), Demonstrate the stages of developmen |
| 3 | Students develop knowledge of aquatic skills and fitness achieved and maintained across the life span and within diverse populations (K30) | Written exams |
| 4 | Students develop knowledge of cultures of aquatic skills and fitness achieved and maintained across the life span and within diverse populations (K126) | Written exams |
| 5 | Students study skill acquistion in children; laboratory experiences in learning motor skills | After observing childern performing basic locomotor and manipulative skills, student is able to discuss and evaluate how individual differences and environmental factors affected performance |
| Conducts and evaluates an interview an adult about physical activity patterns throughout their lives | ||
| Administers skill batteries to children and prepares a written evaluation | ||
| 6 | Students participate in a variety of laboratory experiences which provide individual measures of fitness components. | Prepares a critical self-evaluation of health related fitness based on laboratory data and develops a personal fitness plan based on the self evaluation. (for portfolio) |
| 7 | Students work with individuals from a variety of ages and observe the stages. | Assessment through interactions with the individuals and materials. |
| 8 | Students complete required activity courses where they gain skills, observe others, and participate with persons representing diverse groups. | Student reflections on their skills and fitness are contributed to their portfolio. |
| 9 | Students observe individuals of various ages and skill levels during the learning process; students acquire a challenging skill. | Completion of group and individual projects (classroom and/or laboratory) involving the analysis and evaluation of fitness, skill, work, and performance. |
| 10 | Students interact with diverse populations through projects and internships. | Submit report on changes in performance as a function of learning. Demonstrate familiarity with learning theory and practice. Ability to discuss stages of learning. And the role of the teacher in each stage (for different age groups and skill levels; and for different tasks under a variety of environmental conditions). |
| Examination performance in exercise science and movement courses | ||
| Completion of ethnographic studies involving persons of various age and cultural groups | ||
| Developing skills and fitness in individuals with disabilities and injuries. | ||
| Successful completion of internships and special projects | ||
| 11 | Students develop ethnographic projects dealing with exercise, work, and sports performance. | Students serve as teaching assistants for activity and training courses. |
| 12 | Students complete lectures, readings, exercise and movement labs, out-of-class written assignments in the same group of courses. | Traditional evaluation of lab reports and out-of-class written assignments |
| 13 | Students are expected to develop a repertoire of movement skills and a foundation of movement knowledge that can be used for self development in lifelong learning and for teaching physical education to children in diverse settings. | Students will be able to articulate a personal philosophy regarding the teaching and learning of physical education as a lifelong learning experience. |
| Students will be able to develop unit and lesson plans for their analysis courses that reflect: 1) an understanding of movement analysis that is consistent with kinesiology and biomechanical principles of movement; 2) a sequencing of skills and movement patterns that is appropriate for specific activities, 3) learning environments, organizational patterns, and feedback cues that are consistent with motor learning theory and practice, 4) developmentally appropriate activities that address the growth and development patterns of children. 5) safe exercise technique consistent with the latest research in sports medicine and exercise physiology. | ||
| Students will be able to teach successful physical education lessons to peers in college laboratory settings and to children and young adults in field work assignments. | ||
| Students will be able to develop fitness programs for students of all ages that are sensitive to exercise physiology principles and to the diversity of student populations. | ||
| 14 | Students learn to work cooperatively with diverse populations in performing fundamental movement skills. This is done by working with students in public schools k-6. Students are assessed by observations and writings. | |
| 15 | Students observe a variety of populations swim and apply lifeguarding techniques to these different populations. | |
| 16 | Students demonstrate knowledge and performance in a variety of motor skills. Students understand the relationship between fitness and how it is achieved and maintained. | |
| 17 | Students perform selected motor skills and demonstrate knowledge and understanding of instruction in the study of health and fitness and how they are maintained throughout one's life. | |
| 18 | Students demonstrate fundamental and motor skill acquisition, which includes locomotor, nonmanipulative and manipulative skills for K-6. | |
| 19 | Students learn complex skills, which apply to various outdoor activities (ropes course, climbing walls). | |
| 20 | Students practice, analyze, and evaluate motor skill and fitness acquisition via educational games, dance, and gymnastics. | Students prepare lesson plans and implement these with children from an area school. |
| Students write and present an individual exercise plan for individuals with disabilities. | ||
| 21 | Students teach swimming skills to individuals with varying ability levels. | subjective grading |
| 22 | Students study how physical fitness is achieved. | written exams |
| 23 | Students use video equipment and photography to analyze human movement. |