| 1 | Students work with individuals of various ages in fitness and skill development. | Plans and implements an appropriate fitness program for an individual; plans and teaches developmentaly appropriate motor activities to pre-school children |
| Administers and interprets the results of the Fitnessgram | ||
| 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) | ||
| 2 | Students participate in numerous lab settings and applied settings. | Assessment through continued exploration of the concepts. |
| Video taped assessment of checklist, verbalized responses pertaining to specified competencies | ||
| 3 | Students write exercise prescriptions for case studies representing these competencies. | Assessed with grading rubric. |
| 4 | Students analyze fitness prerequisites of a variety of motor skills in the intro course and describe how each specific fitness parameter supports (or limits) the effective performance of that skill. | Successful written report on an interactive analysis of movement |
| 5 | Students think about movement as a reflection of the knowledge, well-being, fitness, morphological and skill status of the individual; and further, think about how movement form and function is influenced by the presence or absence of the factors that influence it. | Completion of required departmental fitness and movement performance evaluations (self-reflective essays that require the student to reflect on the interaction of fitness, movement and skill as pertinent to their unique circumstances). |
| 6 | Students analyze the physical and social environment as they impact upon the form and function of the movement for this individual (whose fitness and well being will vary across their lifespan). | Student completion and analysis of health-related fitness assessments that include diverse populations and individual capacities |
| 7 | K20 (Fitness Development), K134 (A&A: Fitness), K153 (History, Philosophy, and Sociology of Physical Education) | Demonstrate an understanding of the psychological concepts and their application to the teaching of physical education, including: psychological benefits of physical activity and exercise adherence; (Standard 4 ), Define and discuss ethics and personal ac |
| 8 | Students complete lectures, readings, exercise and movement labs, and out-of-class written assignments. | Traditional evaluation of lab reports and out-of-class written assignments |
| 9 | Students complete laboratory exercises and assignments where opportunities are provided to view and analyze others performing exercises. | Successful completion of laboratory exercises, assignments, and studies that include consideration of these issues. |
| 10 | Students complete activity courses where heterogenous populations attempt skill, power, and endurance exercises. | |
| 11 | Students examine social and psychological bases for exercise performance through course related discussion topics and assignments . | Completion of written examinations in appropriate courses. |
| 12 | Students design and carry out projects that include examining these interactive issues in culminating experience course activities . | Design and conduct of assessment projects that include adjustments and concerns for these issues for their validity analysis and successful completion |
| 13 | Students complete individual and group class and special projects that include addressing these variables as part of the project design and validity. | Completion of specific individual projects and studies where diverse and otherwise varied types of participants are included and evaluated. |
| 14 | Students complete individual portfolios that include items addressing these issues. | Development of journals and portfolios that include these issues in their analysis and conclusions. |
| 15 | Students apply their synthesized knowledge and skills to teaching environments that require an integration of knowledge, creativity, decision making, and sensitivity. | students are required to write and teach realistic lesson plans that reflect a synthesized knowledge of the discipline of physical education. |
| Students are able to articulate and write a philosophy of physical education that reflects a synthesized knowledge of the discipline. | ||
| Students are able to apply their synthesized knowledge of the discipline through their selection of valid assessment instruments that evaluate the learner as a whole and evaluate various aspects of the cognitive, affective, and psychomotor domains of learning. | ||
| Students are required to develop a portfolio which includes a personal philosophy statement that reflects an understanding of integrated knowledges | ||
| 16 | Students direct exercise testing and the development of an individually designed exercise prescription. | students develop a comprehensive detailed interpretation of the various test and their results, evaluates the test data, suggests preventive actions to be taken, evaluates the clients risk for cardiovascular disease, and writes an individualized exercise prescription. |
| 17 | Students demonstrate knowledge in various new and traditional training techniques and programs for the individual participant. | |
| 18 | Students learn how to participate in promoting the development and the security of outdoor education for lifelong learning. | |
| 19 | Students learn about conditioning principles; water aerobics; competitive swim. |