SAMPLE SYLLABUS
Northern Kentucky University
College of Education and Human Services
PHE 125 Introduction to Physical Education
3 credit hours Spring, 2009
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"Committed to the Development of All Learners"
The students, faculty, staff, and community of the NKU educational programs are committed to the development of all learners through active collaboration and participation in coursework, projects, and field experiences. The education programs in the College of Education and Human Services prepare exemplary helping professionals who demonstrate the personal and professional knowledge, skills, and dispositions necessary to provide for the developmental needs of individuals in an increasingly diverse, complex, and technological society.
KERA Initiatives
As students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment.
EPSB Themes
All NKU professional education programs address and affirm the value of diversity in education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme of diversity.
The work you do in this course is subject to the NKU Student Honor Code, .
Students in the education programs must also adhere to the education programs’ Code of Ethics:
.
Professor: Alar Lipping, Ph.D.
Office: AHC 111
Telephone: (859) 572-6576
Office Hours: MWF, 11:00-noon; Thurs., 7:15-8:30
Email: Lipping@nku.edu
Course Information: posted on instructor’s website, nku.edu/~lipping
Textbook: Siedentop, D. (2007). Introduction to Physical Education, Fitness, and Sport.
(6th. edition). New York: McGraw Hill.
Student Activities, Evaluation, and Grading Policy:
Students will attend all class meetings and participate in class discussion and group activities. In addition, students will complete the following assignments:
Area Points Points Required for Final Grade
Exam #1 50 A=216-240
Exam #2 50 B=192-215
Exam #3 50 C=168-191
Exam #4 60 D=144-167
*Library research study 20 F=below 144
Participation and attendance 10
*This assignment may be used as an on-demand task or a portfolio entry to demonstrate student competence.
Assignments will be given a letter grade based on departmental grading policy and the scoring guidelines which accompany each assignment.
The College of Education and Human Services will use the following criteria for grades in undergraduate courses:
A. Superior: Exceptional performance for undergraduate students. Understanding of terms and concepts thoroughly demonstrated; ideas clearly and thoughtfully presented; activities effectively completed; competence clearly demonstrated in performance and knowledge areas; appropriate English usage and spelling.
B. High Achievement: High achievement; clearly very good but not outstanding performance for undergraduate students. Understanding of terms and ideas well demonstrated; ideas clearly presented; activities completed; competence well demonstrated in performance and knowledge areas; appropriate English usage and spelling.
C. Adequate: The minimum expected of undergraduate students. Understanding
of terms and concepts adequately demonstrated; ideas adequately presented; activities completed; competence demonstrated in performance areas; written materials readable, with a few English and/or spelling errors.
D. Unsatisfactory: Understanding of terms and concepts only vaguely demonstrated; competence in performance areas not clearly
demonstrated; English usage and spelling marginal or below average.
F. Unacceptable: Not acceptable for undergraduate credit.
Description of Course Projects:
Exam #1 will primarily be objective, with a variety of multiple choice and short answer questions.
Exam #2 and Exam #3 in addition to multiple choice and short answer questions, these exams will also include essay questions.
Exam #4 will be a comprehensive exam.
Library Assignment will consist of demonstrating knowledge in using various searches conducted with the Steely Library system.
Course Description and Objectives:
STANDARD 1: The teacher demonstrates applied content knowledge.
1.1 Communicates concepts, processes, and knowledge.
Test (On demand task)
1.2 Connects content to life experiences of student.
Test (On demand task).
1.3 Demonstrates instructional strategies that are appropriate for content and contribute to
student learning.
Test (On demand task)
1.4 Guides students to understand content from various perspectives.
Test (On demand task)
STANDARD 2: The teacher designs and plans instruction.
2.1 Develops significant objectives aligned with standards.
Test (On demand task)
STANDARD 6: The teacher demonstrates the implementation of technology.
6.1 Uses available technology to design and plan instruction.
Library Project (On demand task)
6.2 Uses available technology to implement instruction that facilitates student learning.
Library Project (On demand task)
Specific Course Objectives
The student will be able to:
1. Develop a rationale for the profession of physical education.
2. Identify and discuss the major aspects of historical, philosophical, sociological, and scientific foundations of the discipline of physical education.
3. Discuss aspects of professionalism in physical education.
4. Develop an understanding of career patterns in physical education and sport.
5. Identify and discuss major aspects of successful teaching in physical education.
6. Identify and analyze recent developments in the profession of physical education.
7. Identify and interpret issues and problems confronting physical education and sport.
8. Utilize appropriate library resources pertaining to knowledge acquisition in physical education.
9. Review certification requirements in physical education.
10. Identify career roles of physical education in private and public agencies.
Other Course Policies:
Attendance
Attendance at all class meetings is required, and to a large extent, the degree of your success will depend on class attendance. Each student is permitted two excused absences. Absences in excess of two will need to be cleared with the professor. Students are expected to arrive at class on time.
Academic Dishonesty
Academic dishonesty in any form (plagiarism, cheating on exams, submitting other people’s work as yours, and the like) will result in a failure on the assignment in question. Proven academic dishonesty may result in failure in the course and a recommendation that the Dean of the College of Education and Human Services review the student’s standing regarding continuation in any degree program within the College of Education and Human Services.
Emergency Absence of Instructor
Every attempt possible will be made to notify students in advance of the class time in case of an emergency absence of the instructor.
Syllabus and Class Schedule
This syllabus and calendar are subject to change by the instructor through notification from the instructor to the class members.
Course Sequence:
Unit I. Basic Concepts of Sport
A. Meaning of sport: terminology; organization and institutionalization; ethics
B. Sport programs: youth, interscholastic, collegiate, and professional levels
C. Sport professions: nonparticipant sport involvement
D. Problems and issues: psychological and physiological aspects of youth sport; conduct of school and college sport programs; equity issues; sport systems
Unit II. Basic Concepts of Fitness
A. Defining components of fitness: health related fitness and motor performance fitness; social and psychological aspects of fitness; relationship between health and fitness; physiological aspects dealing with fitness
B. Fitness programs and professions: fitness levels among various populations; fitness in private and public agencies
C. Problems and issues in fitness: fitness testing among populations; developing a fitness behavior across populations
Unit III. Basic Concepts of Physical Education
A. The profession and academic discipline of physical education: national organizations; sub disciplines in the area of physical education; major historical developments influences in the development of physical education; curriculum models in physical education
B. Sociological considerations regarding physical education: race and gender issues; legislation regarding equity in physical education programs
C. Issues and problems in physical education: time allotment; legislation; assessment of outcomes.
COURSE CALENDAR
Date Topic Readings
Jan. 12 Review of Course Syllabus Handout
Jan. 14 The Nature of Sport Handout
Operational Definitions
Jan. 16 The Nature of Sport (continued)
Jan. 19 Holiday – no class meeting
Jan. 21 Video: Olympiad
Jan. 23 Basic Concepts of Sport Ch. 5
Jan. 26 Concepts of Sport (continued)
Jan. 28 Sport Programs and Professions Ch. 6
Jan. 30 Problems and Issues in Sport Ch. 7
Feb. 2 Problems and Issues (continued)
Feb. 4 Video: Is Winning Everything
Feb. 6 Problems and Issues in Youth Sports
Feb. 9 Chapter Seven Summary – refer to handout “Summary Chapter 7”
Feb. 11 Problems and Issues (continued)
Review for Exam #1
Feb. 13 Problems and Issues in Sports (gender equity)
Feb. 16 Chapter Seven Summary – refer to handout “Summary Chapter 7”
Feb. 18 Problems and Issues (continued)
Review for Exam #1
Feb. 20 EXAM #1
Feb. 23 Basic Concepts of Fitness
Video: “Why We’re Killing Ourselves” Ch. 8
Feb. 25 Basic Concepts of Fitness (continued)
Feb. 27 Video: “Research in Exercise Science”
Fitness Programs and Professions Ch. 9
Mar. 2 Problems and Issues in Fitness Ch. 10
Mar. 4 Problems and Issues in Fitness (continued)
Mar. 6 Instructor will be attending a conference in Columbus, Ohio – no class meeting
Mar. 9-13 Spring Break
Mar. 16 Exam Review
Mar. 18 EXAM #2
Mar. 20 Library Research
Class Will Meet in the Lobby of Steely Library
Mar. 23 Basic Concepts of Physical Education Ch. 11
Mar. 25 Concepts of Physical Education (continued)
Mar. 27 Physical Education Programs and Professions Chs. 12, 16, and 17
Mar. 30 Programs and Professions (continued)
Historical Foundations of Physical Education Ch. 2
Apr. 1 Historical Foundations (continued)
Apr. 3 Summary of History of Physical education
Apr. 6 Historical Development of Curriculum
Apr. 8 Historical Development (continued)
Library Assignment Due
Apr. 10 Contemporary Curriculum Models Ch. 11-12
Review for Exam #3
Apr. 13 EXAM #3
Apr. 15 Sociological and Historical Aspects of Steely Library
Racism in Sport: Read the Nadir of Blacks in Sport Reserve Reading
In Saga of American Sport chapter 16
Apr. 17 Race in Sport (continued)
Apr. 20 Race in Sport (continued)
Apr. 22 Sociological and Historical Aspects of Steely Library
Women in Sport: Read Women’s Sports a Trial of Reserve Reading
Equality in Saga of American Sport chapter 20
Apr. 24 Women in Sport (continued)
Apr. 27 Physical Education and Sport in the New Ch. 15
Millennium
Apr. 29 Degree Programs and Careers in Physical Education
May 1 Review for Final Exam
May 6 Final Exam 10:10 – 12:10
BIBLIOGRAPHY
Coakley, J. (2007). Sport in Society: Issues and Controversies, eigth edition. New York:
McGraw Hill.
Foss, M.L. and Keteian, S.J. (1998). Fox’s Physiological Basis for Exercise and Sport, sixth
edition. New York: McGraw Hill.
Gensemer, R.E. (1995). Physical Education Perspectives, Inquiry, and Applications, third
edition. Dubuque, Iowa: Brown and Benchmark.
Gerber, E.W. (1971). Innovators and Institutions in Physical Education. Philadelphia: Lea
and Febiger.
Lumpkin, A. (2001). Introduction to Physical Education, Sport, and Fitness. New York:
McGraw Hill.
Eitzen, D.S. and Sage, G.H.(2003). Sociology of North American Sport, seventh edition.
Dubuque: Brown and Benchmark.
VanDalen, D.B. and Bennett, B.L. (1971). A World History of Physical Education, second
edition. Englewood Cliffs, N.J.: Prentice Hall.
Wuest, D.A. and Bucher, C.A.(2001). Foundations of Physical Education and Sport, 13th
edition. St. Louis: Mosby.
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