Docstoc

HSES 244—THE HISTORY AND FOUNDATIONS OF PHYSICAL EDUCATION

Document Sample
HSES 244—THE HISTORY AND FOUNDATIONS OF PHYSICAL EDUCATION Powered By Docstoc
					HSES 244—THE HISTORY AND FOUNDATIONS OF PHYSICAL EDUCATION

Instructor: Dr. Angela Lumpkin
Office Location: 160A Robinson
Office Hours: 10:00-11:00 am Monday through Thursday; after class each day
Telephone: 785-864-0778
E-mail: alumpkin@ku.edu

COURSE DESCRIPTION
The history and development of modern physical education and the scientific foundation and
principles underlying school and college physical education

COURSE OBJECTIVES
  1. Students will identify the purpose and objectives of physical education, exercise science,
     and sport programs and be able to explain the meaning and importance of each.
  2. Students will learn about the foundational concepts of the exercise and sport sciences.
  3. Students will begin to understand the duties and responsibilities of a professional physical
     educator, exercise scientist, or sport educator.
  4. Students will formulate a personal philosophy of physical education, exercise science,
     and sport based on an understanding of fundamental philosophical theories.
  5. Students will investigate possible careers in physical education, exercise science, and
     sport and participate in activities to help prepare for a career in the chosen field.
  6. Students will learn about the heritage of physical activity programs from the ancient
     Greeks to the present through an investigation of people, programs, and events.
  7. Students will examine the legacy of the historical occurrences of physical education,
     exercise science, and sport as these have influenced and shaped existing programs.
  8. Students will analyze current issues and trends in physical education, exercise science,
     and sport.

REQUIRED TEXTBOOK
Lumpkin, A. (2005). Introduction to Physical Education, Exercise Science, and Sport Studies
(6th ed.). New York: McGraw-Hill.

ASSIGNMENTS
  1. For each of chapters 2-11 in the book, complete the on-line (Blackboard) quiz prior to the
     first day of class in which the chapter is scheduled to be discussed, as listed on the
     course outline. Points on each quiz will be earned as follows: 2 points for answering all
     10 questions on each quiz; 3 points for up to 5-6 correct answers on each quiz; 4 points
     for up to 7-8 correct answers on each quiz; 5 points for up to 9-10 correct answers on
     each quiz. So, a total of up to 50 extra points can be earned by completing these 10
     quizzes prior to class time. These quizzes may be completed using your textbook. These
     quizzes will not be available and thus no points can be earned after these chapters are
     discussed in class.
  2. Write (must be typed) a personal philosophy (maximum of one-page) regarding your
     chosen career that includes what you believe are the important values to this field and
     how you will continue to grow as a young professional in preparing to enter this field (see
                          HSES 244 The History and Foundations of Physical Education

   pages 126-127 for examples of philosophies). Due in class on June 13. A total of 20
   points can be earned through this assignment.
   Grading rubric with the potential number of points:
   (15 - 20) Includes a complete explanation of the values important in this field
               Provides specific examples and explanations of how you will develop your
               knowledge and skills consistent with these values
   (9 - 14)    Includes a brief explanation of the values important in this field
               Provides only one or two general examples and limited explanations of how
               you will develop your knowledge and skills consistent with these values
   (0 - 8)     Includes only a cursory listing of values important in this field
               Provides only a brief explanation of how you will develop your knowledge
               and skills
3. Conduct a formal interview with a person working in a physical education, exercise
   science, or sport field (you may use the questions provided on pages 140-141 or page 188
   in your textbook or other questions of your choice). Do not just provide answers to these
   questions as statements from the person interviewed. Rather, write (must be typed) a
   summary and analysis of what you learned during this interview. A total of 20 points can
   be earned through this assignment. Due in class on June 20.
   Grading rubric with the potential number of points:
   (15 - 20) Describes in detail, with examples of responses provided, insights into the
               preparation, responsibilities, and perspectives of the individual interviewed
               Provides an in-depth personal analysis of what you learned from this person
               that may help you in your career
   (9 - 14) Describes a broad overview of the person's background and work
               Provides at least one piece of information learned from this person that may
               help you in your career
   (0 – 8)     Lists only responses to the questions on pages 140-141 or 188
               Includes no analysis of the lessons learned
4. Write (must be typed) a research paper on any topic on the class outline or discussed in
   class using at least five resources for information. Your textbook may be used as a source
   of information, but will not count as one of these references. No more that three
   references may be taken from the Web. This paper should be no more than six (double-
   spaced) pages. A total of 60 points can be earned. Due in class on June 27. Grading
   rubric with the potential number of points:
   (50 - 60) Includes a comprehensive description and understanding of the topic
               researched
               Incorporates up-to-date and accurate information and an extensive
               interpretation of the significance of the research
               Presents information clearly with no grammatical or spelling errors
               Includes bibliographic citations (author, title, journal, volume number, date,
               and pages; full URL, if a web site) for all references used
   (35 - 49) Includes a general description and broad understanding of the topic
               Incorporates mostly up-to-date and accurate information along with a good
               analysis of the significance of the research
               Presents information clearly with few grammatical errors
               Includes bibliographic citations as described above




                                            2
                               HSES 244 The History and Foundations of Physical Education

       (20 - 34)   Includes a description of the topic that indicates some level of understanding
                   Presents data and information with some analysis and interpretation of the
                   importance of the information
                   Presents information in a manner that is clear with few grammatical errors
                   Includes mostly correctly cited references as described above
       (0 - 19)    Includes a description of the topic that indicates minimal understanding
                   Presents data and information with no interpretation of the importance of the
                   information
                   Provides incomplete bibliographic citations

EXAMINATIONS AND GRADING
The first and second unit examinations will count 100 points each. The final comprehensive
examination also will count 100 points. All examinations will include objective and subjective
questions.
The grading scale for the course will be:
        A = 372-400 points
        A- = 360-371 points
        B+ = 348-359 points
        B = 332-349 points
        B- = 320-331 points
        C+ = 308-319 points
        C = 292-307 points
        C- = 280-291 points
        D+ = 268-279 points
        D = 252-267 points
        D- = 240-251 points
        F = below 251 points

ADDITIONAL INFORMATION
1. Punctuality (arriving before 1 pm) for this professional course is expected. Please do not be
   discourteous to your classmates by coming to class late and disrupting their concentration
   and learning. Please plan your schedule to attend the entire three hours of class.
2. Attendance and class participation is an expectation of this class. You are expected to prepare
   for each class by doing assigned readings, completing the quizzes, and by participating in
   class discussions. If you miss class, your grade will be adversely affected by your
   performance on examinations.
3. Please place your name tent on your desk for each class so that the professor can more easily
   learn your names. Please remove caps during class so you can more easily be recognized.
4. Cell phones and pagers must be turned off during class. No instant messaging is permitted
   during class.
5. Please do not sit in the same seat during each class. Please do not sit beside the same
   classmates on a regular basis. In many classes, you will be asked to work with other students,
   so seating in various seats will automatically change those with whom you work. For some
   classes, specific groupings will be used.




                                                3
                              HSES 244 The History and Foundations of Physical Education

6. This class will be organized to combine lectures using PowerPoint slides as an outline, class
    discussions, and small group work. Students are expected to come to class prepared to
    participate in and contribute to the questions and answers.
7. Students are expected to adhere to the highest standards of academic honesty, with academic
    integrity an expectation of this class. All student work must be completed individually,
    unless specified otherwise. Plagiarism occurs when a student uses or purchases papers
    written by someone else, including downloading papers from the Web. It also occurs when a
    student utilizes the ideas of or information obtained from another person without giving
    credit to that person. If plagiarism or another act of academic dishonest occurs, it will be
    dealt with in accordance with the university’s academic misconduct policy.
8. If you are a student in the College of Liberal Arts and Sciences (have not yet been admitted
    into the School of Education) and choose to drop this course in the last days of the summer
    session, you must petition to drop this course by School of Education policy.
9. If you have an identified disability, please talk with me privately about any needed
    accommodations.
10. PowerPoint slides can be found at: www.ku.edu/~alumpkin as well as on Blackboard (HSES
    244 and 82777 as the control number)

CLASS OUTLINE
Date  Topics and Activities                                                 Assigned Readings
                                                                            and Assignments
June 7  Course overview and review of syllabus                             Chapter 1
        Introductions and getting to know classmates (pictures)
        Chapter 1—Dynamic Fields
          What are the key terms, purpose, and objectives?
          What is the importance of health-related goals?
          Where are we as a nation relative to health issues?
June 8  Chapter 2—Exercise and Sport Sciences                              Chapter 2 and quiz
          What is exercise physiology?
          What is athletic training?
          What are motor control and motor learning?
          What is motor development?
          What is sport biomechanics?
          What is sport history?
          What is sport management?
          What is sport philosophy?
          What is exercise and sport psychology?
          What is sport sociology?
          Exercise and sport sciences quiz
June 9  Chapter 3—Profession of physical education, exercise science,      Chapter 3 and quiz
         and sport studies
          What is pedagogy?
          What is the role of adapted physical education?
          What are the professional organizations of interest to you?
          What are the issues facing your chosen profession?




                                               4
                            HSES 244 The History and Foundations of Physical Education

June 13  Chapter 4—Philosophy of physical education, exercise           Chapter 4 and quiz
          science, and sport studies                                     Personal
           What are idealism, realism, pragmatism, naturalism, and      philosophy due
             existentialism, and how do they impact our fields?
           What are metaphysics, axiology, epistemology, and
             aesthetics, and why are they important?
           Why have a personal philosophy, and what should it
             include?
         Sport ethics
           What is the importance of moral reasoning in sport?
           What are several ethical issues in sport today?
June 14  Chapter 5—Selecting a career in physical education, exercise   Chapters 5 and 6
          science, and sport                                             and both quizzes
           What are the factors influencing your career choice?
           What are your lifestyle preferences?
           What are the reasons why you are interested in one or more
             career options?
           Suggestions for conducting an interview with someone in a
             career of interest
         Chapter 6—Preparation for a career in physical education,
          exercise science, and sport
           Why is volunteer work important?
           What can you learn through an internship?
           Why get one or more certifications?
           Is graduate school for you, and if so, why?
           How do you prepare a resume?
           What is the value of developing a portfolio?
June 15  Unit one examination
         Chapter 7—Sport in the ancient world
           What was unique about the Spartan city-state?
           What contributions were made by the Athenians during
             their early and later eras?
           What has been the legacy from Greek physical activity and
             sport on today’s programs?
June 16  The Olympic Games                                              Chapter 7 and quiz
           Who were the competitors and why?
           What were the events?
         Chapter 7—European physical education
           How did Romans during the Republic and Empire view
             physical activity?
           Who engaged in physical activity during the medieval ages
             and why?
           Why did naturalism impact physical activity for youth?




                                             5
                             HSES 244 The History and Foundations of Physical Education

June 20  European physical education                                    Chapter 8 and quiz
           Why was nationalism important to the Germans and their       Interview Due
            physical activity programs?
           What were the emphases for Swedish gymnastics?
           What was the theme for Danish gymnastics?
           What is the legacy from the British on American sport?
         Chapter 8—Early American physical education
           What is calisthenics, and why did Beecher teach these?
           What was Hitchcock’s system, and why did he take this
            approach?
           What were the characteristics of Sargent’s system and his
            professional programs?
June 21  Early American physical education
           What was the Battle of the Systems?
           What were Hanna’s program and her impact on the
            profession?
           Why was a national organization established?
           How and why did amateur sports flourish in the latter part
            of the eighteenth century?
June 22  Chapter 9—Twentieth-century physical education                 Chapter 9 and quiz
           Who were the five men associated with the ―new physical
            education,‖ and what were the major contributions to the
            profession made by each?
           What was ―education of the physical,‖ and who was the
            leading advocate?
           What was the playground movement, and what have been
            its transitional stages and legacy today?
         Federal regulations
           What was the impact of Title IX on school physical
            education programs?
           What were the major developments in the provision of
            equal educational opportunity for individuals with
            disabilities?
June 23  Unit two examination
         History of college sports for men
           Why was the National Collegiate Athletic Association
            founded?
           What were the key developments in the history of men’s
            intercollegiate athletics?
June 27  History of college sports for women                            Research paper
           Why were women initially precluded from competitive          due
            sports?
           What were the gradual changes in women’s sports
            opportunities in colleges, and why?
           What has been the impact of Title IX on competitive sports
            opportunities for girls and women?




                                             6
                             HSES 244 The History and Foundations of Physical Education

June 28  Chapter 10—Opportunities and Challenges in Physical             Chapter 10 and quiz
          Education and Exercise Science
           What are the key issues facing the exercise sciences today?
           What is legal liability, and what is its importance to
            physical education, exercise science, and sport fields?
           What is and should be the status of elementary school
            programs?
           What is unique about middle school physical education?
           What should be the curriculum for secondary school
            physical education and why?
           What are some of the issues facing the education
            profession today?
June 29  Chapter 11—Issues in sport                                      Chapters 11 and 12
           What are the positives and negatives associated with youth    and quiz for Chapter
            sport programs?                                               11
           Why do interscholastic sports exist?
           What are the issues in sports and physical activities for
            senior citizens?
           What is the collegiate arms race?
           What impact do the media have on intercollegiate
            athletics?
           Will rule violations continue to grow—why or why not?
         Chapter 12—Future of physical education, exercise science,
          and sport
           What are the characteristics of leadership and why are
            these important?
           What will this century bring relative to school physical
            education, exercise science, and athletics?
           How can physical activity become more valued in this
            country?
         Review for final examination
June 30  Final examination at 1:00 pm




                                              7

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:13
posted:10/15/2011
language:English
pages:7
dcsvzebge dcsvzebge
About