ࡱ>  &;bjbj>> \TT3%@@$PDR4%b"_> 3%5%5%5%5%5%5%$&^)bY%__Y%n%   v3% 3%  :c$,$PDh3$ %%0%$R))$)$4 Y%Y% %)@ `: Syllabus MISSISSIPPI VALLEY STATE UNIVERSITY Department of Health, Physical Education and Recreation College of Professional Studies Academic Term and YearSpring 2011Course Prefix and NumberPE 205_E01 HCourse Title and Credit HoursMotor Development. 3 hrs.Days, Time and Location of Class MeetingOnlineInstructors Contact InformationOnline E-MailName:Dr. Faye AvardOffice Location:OnlineOffice Hours: 3-6 PM WE-Mail Address: Use Bb communication Tool (E-Mail)Course PrerequisitesNoneTechnology skills:Basic computer skills, working within Windows system environment, navigating the internet, and familiarity with E-mail, Excel, PowerPoint and Word Processing programsCatalog Course DescriptionA study of the basic concepts of motor development. (3) Expected Student Learning OutcomesDemonstrate knowledge of the theoretical foundationsrelative to how students construct knowledge and acquire physical, mental, and emotional and social skills. Demonstrate an understanding of the major concepts, assumptions, process of inquiry, and ways of knowing relative to student growth and development learning process, and student acquisition of performance skill. Articulate the primary goal of physical education in the schools that will meet the needs of students with disabilities. Describe the educational environment, the teacher capabilities; student skills, needs, and expectations and various constraints such as legal issues, school scheduling and facilities for students with special needs. 5. Research the literature using current/classical/ internet sites as it relates to program design and development in physical education performance objectives, content analysis and assessment for the physical education program. 6. Develop content standards and student objectives that determine the direction of the program curriculum, and design curriculums to encourage student reflection on, and evaluation of, his/her own learning performance. 7. Utilize appropriate technology to access information related for use in planning, evaluating, and revising the adapted physical education program. 8. Select or develop activities for the program that are age appropriate, developmentally appropriate, and instructional sound. 9.Demonstrate the principles of effective classroom management and the ability to use a range of strategies to promote relationships, cooperation, and purposeful learning in the classroom 10.Seek out opportunities to grow professionally in the field through practicum experiences that enhance knowledge as well as personal and professional growth. 11.Demonstrate an understanding of the basis of motor development, motor patterns, and identify physical growth, physiological, and aging characteristics associated with the motor development of performers. Course RequirementsRequired textbook(s):Gallahue, David, & Ozman, John: (2009). Understanding Motor Development.6thEd. McGraw Hill Companies: New York, NY Supplementary materials:Companion web site: www.mhhe.com/gallahue6e Class attendance policy:This course is designed as an Assignment/Project-based course. For that reason, the majority of your grade will be determined by the quality of the assignments/projects that you submit. The course will begin in the classroom for orientation to Bb. Each student is expected to access the Bb site on a regular basis (daily, perhaps several times per day), to submit assignments, check grades, personal messages, and view course materials. Student(s) who fail to participate in the classroom during a course week will be deemed absent for that week. The absence will be annotated as absent unexcused (AU), unless the instructor has been informed beforehand and deemed the absence as absent excused (AE). The instructor shall report all absences to the main campus as required. A student who has not participated for 7 consecutive days regardless if the absences were deemed AU or AE shall be recommended for administrative withdrawal to the main campus. In a traditional classroom just because a student contacts the instructor and is excused from a scheduled class meeting does not mean the student is given credit for participation or attendance. The student is still annotated as AU or AE. The online classroom shall be no different in this respect. It is the instructor's sole discretion as to what he/she shall consider AU or AE.Submission of Work:The first week begins the first day of the term. Scheduled assignments MUST be completed and successfully submitted through the Bb Assignment Tool (drop box) by due date and time. Assignments automatically become unavailable after the due date/time expires. All assignments MUST be submitted in Word 97-2003 format (doc.). Or keyed using MS Word and save as a .DOC file. No multiple submissions will be allowed. Submit assignments as an attached file.Make-up examination policy: Opportunities will be available for making up online class activities or assignments depending on the circumstances with an excuse. It is the instructors discretion. Course Drops/Incompletes:Students not completing the course for any reason are required to submit official drop notices to the Registrars Office prior to the deadline date. This is your responsibility. Failure to comply with the procedure WILL result in your receiving a letter grade of F.Cheating and plagiarism policy:Cheating in any fashion will not be tolerated, including but not limited to plagiarizing anothers words, work or ideas on individual class assignments. To address the situation of plagiarism, the University has implemented Turnitin to fight plagiarism and improve reading, writing, and research skills. Turnitin is a comprehensive plagiarism prevention system that lets faculty quickly and effectively check all students work. Results are based on exhaustive searches of billions of pages from both current and archived instances on the Internet. Plagiarism will result in at least a failing grade for the assignment(s) and/or course.Online Communication Observation of Netiquette:Students MUST use Bb mail for contact with the instructor and other members of the class. All your Online communications should be composed with fairness, honesty and tact. What you put into an Online course reflects on your level of professionalismTechnical Problems:If you experience technical/computer difficulties (need help downloading browsers or plug-in, logging into your course, using your course web site tools, or experience errors or problems while in your online course), contact Presidium Learning, Inc 1-888-383-4709 or Ms. Nancy Tucker at 662.254.3114 as well as your instructor.Technology Infusion:Hardware: Operating System: Windows 98, 2000, NT, XP or a Macintosh System 8.1 or higher Processor: 200 MHz or higher Memory: 32 MB of RAM H Drive Space: 100 MB free disk space Modem: 28.8 kbps or higher Monitor: 800x600 resolution Software: Internet Access: Any Internet Service Provider Browser: Internet Explorer, Netscape r 4.7 or higher*, AOL 5.0 or higher** Application Recommend Microsoft Word or application file name .doc Audio & Video: Real Player, Quick Time Teaching/Learning StrategiesThe primary instructional model for this course is collaborative learning. Specifically, the instructor will set course content, course objectives, and methods of classroom assessment. The course will incorporate the following instructional strategies: class discussion, online activities, assigned readings, and/or individual projects. Students are encouraged to actively participate in activities, ask questions, and contribute comments for discussion. Students are also encouraged to offer input regarding instructional strategies and assignments. Most importantly, students are expected to be active learners and to ask for clarification when they have questions. In order to be successful in the class, it is important that students, read the assigned material, and submit assignments and be prepared to discuss what they have read. The goal of this approach is to develop a safe learning environment that addresses a variety of learning styles, promotes critical thinking, and fosters creativity.Evaluation Procedures Access Bb9 course at  HYPERLINK "http://mvsu.blackboard.com" http://mvsu.blackboard.com or  HYPERLINK "http://www.mvsu.edu" www.mvsu.edu and click on Blackboard (Bb) for detailed instructions regarding assignments. Performance Standards/Grading: A 400 - 360 90% B 359 320 80% C 319 280 70% D 379 - 240 60% F 239 Below 50%  Assessments Points Assignments 250 Quizzes 150 *Observation Logs 10 pts each (bonus pts) Total 60 ADA Statement Any student requiring accommodations or services due to a disability must contact the University College, Office of the ADA Coordinator. The coordinator can be contacted directly at 662.254.3446 or through the University College office number at 662.254.3442. The student requiring special instructional strategies should, in writing, make these special needs known to the instructor during the first week of the course. COURSE SCHEDULE/TOPIC OUTLINE: subject to some changes depending on the needs and level of the class Weeks AssignmentsWeeks 1-8Blackboard OrientationChapter-1 Adapted Physical Education Quiz 1 (C 1)Chapter-2 Adapted Physical Education is Public Schools Chapter-3 Determining Educational Needs Through Assessment Quiz 2 (C 3 & 4) Chapter-4 Developing the Individual Education Program Quiz 3 (C 4)Chapter-5 Teaching to meet Learners Needs Chapter-6 Delivering Services in the Most Inclusive Environment Quiz 4 (5 & 6) Chapter-7 Behavior/Classroom Management Quiz. 5 (C 7)Chapter-8 Physical Fitness and Sports Conditioning Quiz 6 (8)Practicum Assigned, See AttachmentMidterm - Grade=Average of Quizzes and Average of Assignments C1 C8Weeks 9-16Discussion Chapter-9 Children at Risk: Psychosocial Issues Quiz 7 ( C 9)Chapter-10 Infants, Toddlers, an Preschoolers Quiz 8 ( C 10)Chapter- 11 Intellectual Disabilities Quiz 9 (C 11)Chapter-12 Pervasive Developmental Disorders Quiz 10 (C 12)Chapter-13 Specific Learning Disabilities Chapter-14 Mental Health Disorders Quiz 11 (C 13 & 14)Chapter-15 Physically Disabling Conditions Chapter-16 Communicative Disorders Quiz 12 (C 15 &16)Chapter-17 Visual Impairment Quiz 13 (C 17)Final - Grade=Average of Assignments, Quizzes C 1-17 and *Practicum Experience with DocumentationBibliography:Coker, C.A. (2006). M). Motor Learning and Control for Practitioners. 3rd. Ed. Santrock, J. W., (2006). Child Development. 10th. Ed. St. Louis: McGraw Hill Publishing. Pass, Jeff. (2006). Elementary School Curriculum. 2nd.Ed. Boston: WBC/ McGraw Hill Publishing. Jewett, A., Bain. L & Ennis, K. (2000). The Curriculum Process in Physical Education. Boston: WBC/ McGraw Hill Publishing. Web sites: Learning Domains  HYPERLINK "http://coe.sdsu.edu/eet/Articles/BloomsLD/Index/htm" http://coe.sdsu.edu/eet/Articles/BloomsLD/Index/htm  HYPERLINK "http://officeport.com/edu/blooms/htm" http://officeport.com/edu/blooms/htm Physical Education Curriculum Information  HYPERLINK "http://www.percentral.com/" http://www.percentral.com/  HYPERLINK "http://www.pelinks4u.org/" http://www.pelinks4u.org/  HYPERLINK "http://www.pe4life.org/" http://www.pe4life.org/  HYPERLINK "http://www.masterteachr.com/" http://www.masterteachr.com/  HYPERLINK "http://www.kines.umich.edu/research/research.htm" http://www.kines.umich.edu/research/research.htm Academic Selected Content Standards: Mississippi State HPE K-12 Content Standards http://www.mde.k12.ms.us National Association of Secondary Physical Education K-12-Standards  HYPERLINK "http://www.naspe.com/" http://www.naspe.com/ American Alliance for Health, Physical Education, Recreation and Dance-Bench Marks  HYPERLINK "http://www.aahperd.org/" http://www.aahperd.org/ Interstate New Teacher Assessment and Support Consortium Standards for Beginning Teacher Licensing and Development in Elementary Teacher Standards  HYPERLINK "http://www.intasc.org" http://www.intasc.org Unit Standards for Elementary Teacher Education Candidates http://www.ncate.org Comments:This syllabus is not a contract. It is only a guideline. The instructor reserves the right to make changes and additions to this syllabus at her/his discretion. If changes are necessitated during the term of the course, you will be notified of changes via Blackboard mail.     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