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HSES 244 History and Foundations of Physical Education Professor: Dr HSES 244 History and Foundations of Physical Education Professor: Dr. Angela Lumpkin Office: 146B Robinson Telephone: 785-864-0778 E-mail: [email protected] Office Hours: 8:30 am – 10 am Mondays, Tuesdays, Wednesdays, and Thursdays; also by appointment Course Description The study of the history, foundational concepts, and current principles of physical education, exercise science, and sport programs 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, or 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 chosen career. 6. Students will learn about the heritage of physical activity programs from the ancient Greeks to the present time 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. (2011). Introduction to physical education, exercise science, and sport studies (8th ed.). Boston: McGraw-Hill. Course Requirements 1. Class attendance and punctuality are expected in this pre-professional course. For every absence over one class (unless excused by the professor), your final grade will be lowered one portion of a letter grade (i.e., A- to B+ or B+ to B). If you choose to attend only half of any class, this will count as half of an unexcused absence. If you miss more than three classes, you will receive an F in this course. Please be respectful of your classmates and professor by being on time for each class. 2. Write (must be typed) a personal philosophy (around one single-spaced page) regarding your chosen career that includes what you believe are the important values for professionals in this field and how your personal values align with these (see pages 122-124 for examples of personal philosophies, although these do not have to be used as models). This paper must be submitted during class on June 14. A total of 50 points can be earned through this assignment. This paper will be graded using the following rubric with the potential number of points: (41 - 50) Includes a detailed description of the values important in your chosen field. Explains how your personal values are aligned with the values in the chosen field. Is clearly written at a level expected for an undergraduate student. (20 - 40) Includes a brief explanation of the values important in your chosen field. Provides a limited explanation of how your personal values relate to the values associated with your chosen field. Mentions, but does not describe, how your personal values are aligned with the values associated in the chosen field. Is somewhat clear, but shows a lack of in-depth understanding and clarity in writing. (0 - 19) Describes personal characteristics or actions rather than values. Fails to explain how your personal values relative to your chosen field. Is poorly written indicating limited thought and editing. 3. Conduct an interview with a person who works in a physical education, exercise science, physical therapy, or sport field (this person cannot be a student or an intern). You may use the questions provided on pages 136 and 187 in your textbook as a guide or you may use your choice of questions. 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 from this interview. This report should be no more than two single-spaced pages. A total of 50 points can be earned through this assignment. This report must be submitted during class on June 21. This paper will be graded using the following rubric with the potential number of points: (41 - 50) 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 and application of what you learned from the person interviewed that may help you in your career. Is clearly written at a level expected for an undergraduate student in college. (20 - 40) Describes a broad overview of the background and work of the person interviewed. Provides only one or two types of information learned from the person interviewed that may help you in your career and makes only minimal personal application of what is learned. Is somewhat clear, but shows a lack of in-depth understanding and clarity in writing. (0 – 19) Lists only the questions and responses to these questions. Includes no analysis and no personal application of what is learned. Is poorly written indicating limited thought and editing. 4. Report on a related book — Select one of the books on the readings list and write (must be typed) no more than three, single-spaced pages discussing at least five specific things that you learned from reading this book. A book not included on this list may be read, but only if approved in advance by the professor. (Biographies of athletes and coaches will not be approved.) This report must be submitted during class on June 28. This report is worth 100 points. This paper will be graded using the following rubric with the potential number of points: (90 - 100) Includes a comprehensive description that shows a strong understanding of at least five key points of information that you learned from reading this book. Is written in a clear, understandable, and in-depth manner that is appropriate for college-level writing with few or no grammatical or spelling errors. Provides a complete citation for the book read (see textbook listing in this syllabus for an example of the correct format) (76 - 89) Includes a general description and broad understanding of less than five key points of information that you learned from reading this book. The writing, at times, lacks clarity in the presentation of information. Contains several grammatical or spelling errors. 2 Provides an incomplete citation for the book read. (61 - 75) Includes a brief overview of contents of the book but with limited explanation of the importance of what is presented. Uses numerous quotes from the book instead of summarizing the key points in your own words. Presentation of information is difficult to follow and lacks clarity. Contains numerous grammatical or spelling errors. Fails to provide a complete citation for the book. ( 0 - 60) Includes only a topical overview of the book that indicates minimal understanding. Relies heavily on quotes or paraphrases rather than your words thus showing a lack of personal understanding of the contents. Includes extensive grammatical or spelling errors showing a failure to edit the report. Provides no citation for the book. 5. For each of chapters 1-12 in the textbook, complete the on-line (Blackboard) quiz prior to the first day of class in which that chapter is scheduled to be discussed (except the chapter 1 quiz that should be completed by class on June 8), as listed on the course outline. Each quiz is worth 10 points. These quizzes may be completed using your textbook. There are 12 quizzes, each worth up to 10 points. These quizzes count only 100 points in the final grade, so any total points you earn over 100 points count as bonus points. These quizzes will disappear from Blackboard at 10:20 am on the dates listed below, so you will no longer be able to access these quizzes. Should you get locked out of a quiz prior to this deadline, please send me an email message so you can be provided access to the quiz. 6. Examinations — There will be two examinations that will count 100 points each, and a final comprehensive examination that will count 100 points. Examinations may have both objective and subjective questions. Grading: The grading scale is based on a total of 600 points (grades are not curved upward): A = 558-600 points B+ = 522-539 points C+ = 462-479 points D+ = 402-419 points A- = 540-557 points B = 498-521 points C = 438-461 points D = 378-401 points B- = 480-497 points C- = 420-437 points F = below 378 points Additional Information 1. Please place your name tent on your desk each class so the professor can more easily learn your name. 2. Cell phones and pagers must be turned off during class. No instant messaging is permitted during class. If you are using or even holding your cell phone during class, it will be taken from you (and returned after class). Computers are permitted as long as they are used to facilitate your learning. 3. 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 sitting in various seats will automatically change those with whom you work. 4. This class will be organized to combine lectures using PowerPoint slides as an outline, class discussions, small group work during class, and written assignments. 5. If you have an identified disability, please talk with the professor privately about any needed accommodations.
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