| 1 | Students learn kinesiological principals. | Evaluate the appropriate application of those principals through lab experiences |
| 2 | Students apply principles of skill acquisition to practice. | Quality of task analysis and qualitative/quantitative analysis |
| 3 | Students use many instructional strategies and methods courses in skill and fitness. | Quality, appropriateness, effectiveness of developmentally appropriate lesson plans and teaching strategies, plan for learning a new skill, and personalized fitness plan. |
| 4 | Students complete classes dealing with specific populations (e.g., different chronological/maturational age groups, individuals with disabilities, skilled versus unskilled, fit versus unfit, etc.). | |
| 5 | Students complete coursework in motor learning and fitness for health and performance. | In a field work setting, can design an individual rehab program for specific injury |
| Qualitatively assesses motor performance and provides appropriate feedback to enhance performance or prevent injury | ||
| Can develop a task analysis of a motor skill, including modification for various levels of skill and environmental conditions | ||
| 6 | Students participate in co-curricular activities such as Healthstart, intramurals/recreation, teaching assistantships as well as internships in fitness, wellness, child development and disability. | Ability to answer questions like "what might you tell the mover" |
| 7 | K31 (Concepts of Human Movement), K100 (Fundamental Skills and Consepts) | Classify skills according to precision of movement, stability of environment, and distinction of the beginning and end points of the skill, Identify and define abilities and relate them to learning motor skills, Identify and conceptually describe the 5 di |
| 8 | Students complete a Senior Project in the community. | community service project under the direction of a faculty advisor |
| 9 | Students participate in a variety of lab experiences and class assignments. | Can analyze a novel task, teach it to peers, and evaluate the process |
| Can evaluate exercise equipment relative to manufacturer's claims, biomechanical and physiological demands | ||
| 10 | Students respond to case studies that require these competencies. | |
| 11 | Students assess current level of fitness or motor skill to perform task analyses, qualitative/quantitative analyses, fitness assessments, identification of critical features of a movement, and construct, administer, and evaluate measuring instruments. | Reflective essay on importance of various course experiences on role as a practitioner |
| 12 | Students learn to enhance fitness of diverse populations. | Written papers, video documentation, specific movement product (e.g., knitted scarf), oral presentation |
| 13 | Students apply theory to practice through internships. | External evaluation by internship supervisor |
| 14 | Students complete lectures, readings, exercise and movement labs, out-of-class written assignments. | Traditional evaluation of lab reports and out-of-class written assignments |
| 15 | Students design developmentally appropriate programs for various groups in relation to skill and fitness. | |
| 16 | Students provide individuals and groups with appropriate feedback in relation to movement skills and fitness. | |
| 17 | laboratories | instructor evaluations of lab reports |
| 18 | term projects | instructor evaluation of written report |
| Students perform and demonstrate critical analysis of human movement, and utilization of movement through analysis of videos. | ||
| Students demonstrate knowledge in measuring and evaluating the fitness and/or motor skill levels of individuals and prescribe appropriate activities to various populations. | 1. Scope and sequence of curriculum development. 2. Determination of student learning rubrics for each unit described in the newly developed curriculum. | |
| Students micro-teach to peers and elementary k-6 classroom students. | 1. Task sheets on skill performance and skill improvement. 2. Application of concepts model in unit planning. 3. Reciprocal teaching 4. Microteaching including lesson planning and reflection while teaching skills to middle school students on two occasions. 5. Scope and Sequence in unit planning. 6. Explanation of how to teach a skill on quizzes and tests. | |
| Students apply knowledge of educational games, dance, and gymnastics during peer teach- episodes and lessons with children. | A rating scale is used to examine pedagogical principles. | |
| Students create developmentally appropriate games that include students with disabilities. | Students present lessons in motor skill development for an integrated class. | |
| Students demonstrate knowledge of performance cues and correct technique through lesson planning, unit planning, micro-teaching assignments, and high school teaching. | ||
| Students design lesson plans to include a progression of motor skills, fitness, history and organization for a variety of populations and conditions (K12). | ||
| Students learn how to teach swimming strokes to all populations. |