| 1 | K104 (Information Systems and Technology in Kinesiology), K159 (Measurement and Evaluation) | Scores, records, statistics, scheduling, test-generation, Budget, inventory, workout schedule, Basic statistics - levels of measurement, frequencies, graphs and tables, measure of central tendency and variability, standard scores, percentile ranks, correl |
| 2 | Students complete lectures, readings, exercise and movement labs, out-of-class written assignments. | Traditional evaluation of lab reports and out-of-class written assignments |
| 3 | Students read, think, and write critically (K30). | Literature summarize in A.P.A. style |
| 4 | Students participate in response papers, case studies, group facilitation, experiential learning, and oral presentations. | Instructor grades on quality of presentation based on specific competencies; participation in a group experiential project; ability to lead a group in intellectual discussion based on pre-determined objectives |
| 5 | Students use core course knowledge to analyze movement in KIN 320 (Team Spts.) and KIN 330 (Ind. Spts.). | |
| 6 | Students participate in class discussions and assignments. | can locate, select, and critically review and empirical study on a specific topic |
| Gives a poster presentation on a selected historical topic | ||
| in class an write a coherent response to an ethical or philosophical movement related topic | ||
| 7 | Students complete a variety of lab assignments. | Collects and evaluates data and prepares lab reports based on data (e.g., qualitative and quantitative analysis of motor skill; metabolic, cardiovascular labs, etc.) |
| 8 | Students write comprehensive papers to specific teacher-posed integrative questions. | |
| 9 | Students evaluate movement situations or skills. | Assessment is to have students analyze the skill from video and describe a prescription for the individual. |
| 10 | Students gain this competency from all classes. | Ability to collect, manage, reduce, analyze data. |
| Ability to use technology and software. | ||
| Participation in debates | ||
| Expression of ideas in class. | ||
| Ability to read and discuss literature. | ||
| Deconstruct assumptions about movement. | ||
| Acceptance of paper in Journal of Student Research. | ||
| Poster presentations and oral presentations (powerpoint). | ||
| Ability to perform task analysis, qualitative/quantitative analysis | ||
| Ability to debunk myths about fitness and skill | ||
| Homework, laboratory notebooks, and exams. | ||
| Ultimate test - effectiveness in integrated senior research seminar. | ||
| Selected samples of work submitted to the portfolio | ||
| can locate, select, and critically review and empirical study on a specific topic | ||
| in class can write a coherent response to an ethical or philosophical movement related topic | ||
| 11 | Students demonstrate critical thinking skills as they relate to understanding, designing and teaching exercise and movement in environments that are sensitive to the diversity and the variability of human learning conditions.. | students are continually challenged to use information gained through reading and through lectures to predict, test, and analyze results in varying environmental conditions. |
| 12 | Students demonstrate critical thinking skills in delineating the mechanisms that underlie the bodyÕs challenge to exercise and movement under various physiological and ambient conditions. | The application of basic mechanical principles and laws of physics to the study of human movement require critical thinking skills in the use of calculations and derivation of the meaning of formulas as they relate to human movement in ambient conditions. |
| 13 | presentation of research or critiques of research | instructor evaluation of presentation |
| 14 | preparation of a term project | instructor evaluation of written report |
| 15 | contribution to class discussion | instructor evaluation of student interations |
| 16 | Students apply qualitative and quantitative analysis of human movement and utilization of movement through analysis of videos. | Students critically analyze two complex performance patterns in the final exam, and do a complete analysis of these performance patterns. |
| 17 | Students analyze human movement and utilization of movement through analysis of videos. | Students apply quantitative and qualitative analysis of specific movement patterns in sport and present this analysis to class. |
| 18 | Students placed in leadership roles, which require verbal and written communication. | Students peer assess daily. Students turn in a class notebook. Students assess class and must come up with their own criteria on how to grade each individual. |
| 19 | 1. Three unit plans, 2. Reading Framework, Frisbee book, Team handball book, selected articles., 3. Lesson planning., 4. Unit planning, 5. Reflection papers on microteaching. | |
| 20 | 1. Reading database articles on leadership, chaos theory, change process, school culture and school improvement, and value orientations., 2. Mini group presentations and small group debates on issues listed above., 3 Small group work (simulation departments), 4. Curriculum model presentations, 5. Reflection papers, 6. Peer reviews and written evaluations, 7. portfolio construction, 8. Curriculum development projects. | |
| 21 | Students critically analyze their biography and the occupational knowledge, skills, and abilities that are needed to become a physical education teacher. | A seven-page biography template is used to complete this experience. It is placed in a portfolio established in the same course. |
| 22 | Students critically analyze the use of feedback for motor skill learning. | Students observe a teacher of physical education and follow a systematic observation form provided by the instructor. |
| 23 | Students complete a class notebook including notes, journal entries, and written tests assessed by the instructor. Students critique eight writings on subject matter content, class organization, historical aspects and pedagogy | assessed by instructor |
| 24 | Students read "Steps to Success: Golf" and other sport skill books and design lessons with youth at a local high school. | Students write a paper, critically analyzing their learning their learning experiences in ten lessons of their choice and make a presentation of the class. |
| 25 | Students write a report on assessments they have conducted in class and in the public school. Students present their assessment evaluations to the class using power point software. Students find valid and reliable, traditional, assessments for k-12 PE. Students create alternative assessment tasks, which they test for reliability and validity. | |
| 26 | Students write reflection papers form volunteer hours throughout the semester. Students give an oral presentation (20 minutes) with partners on an individual program or model teaching a lesson. |