NORTHERN KENTUCKY UNIVERSITY
COLLEGE OF EDUCATION
PHE 330
MOTOR DEVELOPMENT
3 SEMESTER CREDIT HOURS
Fall, 2003
"Providing for the educational
needs of all students"
The
College of Education will prepare exemplary educators who demonstrate the
knowledge, skills, and professional dispositions necessary to provide for
the educational needs of all students in a diverse and technological society.
This
model on which the College of Education has built its teacher preparation
program represents the effort to prepare teachers and instructional leaders
for ever-changing roles and continuous personal and professional self-improvement.
These professionals know how to evaluate and modify current teaching approaches
to meet emerging student needs. This ability is grounded in a thorough
knowledge of current theory and the ability to evaluate these theories
and beliefs in light of new information and circumstances. The College
of Education places particular emphasis on the themes of diversity, technology,
assessment, evaluation, intellectual vitality, and professional community
The
work you will do in this course is subject to the Student Honor Code.
The Honor Code is a commitment to the highest degree of ethical integrity
in academic conduct, a commitment that, individually and collectively,
the students of Northern Kentucky University will not lie, cheat, or plagiarize
to gain an academic advantage over fellow students or avoid academic requirements
Professor:
Carol A. Ryan, Ph.D.
Office:
BEP 255
Office
Hours: By appointment
Telephone
#: 859-572-5152
E-mail:
ryanc@nku.edu
Home
Page: http://www.nku.edu/~ryanc
Fax:
859-572-6096
Textbook:
Gallahue, D. & Ozmun, J. (1998). Understanding Motor Development:
Infants, Children, Adolescents, Adults. 5th edition,
Madison, Wisconsin,
WCB. Brown & Benchmark
Motor Development Course Packet from Bookstore
Student
Activities, Evaluation, and Grading Policy:
1.
This is a web-enhanced class. You need to check the Blackboard on-line
learning website for this course on a regular basis for class announcements,
discussion forums, etc. Please refer to this syllabus on a regular basis
for class dates, assignment info, etc.
2.
The student will regularly attend and participate in class discussions
and activities. In order to fully participate in class discussions
and activities, students must complete assigned readings for each class.
Excessive absences will result in points being deducted from the final
grade.
3.
All class assignments are due on the assigned date. If assignments
are submitted after the due date, the grade will be lowered.
4.
For clinical lab sessions with the Preschool Motor Development Program,
ATTENDANCE IS MANDATORY. Points will be deducted for each absence.
5.
Unless otherwise indicated by the course instructor, all assignments must
be typed.
6.
Scheduled on-line exams must be taken before 9:00 pm on the scheduled date-
refer to your class syllabus.
% of Grade
Exam
I
15 September 17
Exam
II
20 November 5
Exam
III
20 December 15
Motor
Development Lab *
25 Various Dates
CD-Rom
10 Nov 14
Blackboard
Discussion Assignments
10 Various Dates
100 %
*Any
of these assignments may be used as an on-demand task or a portfolio entry
to demonstrate student competence. The grading scale
is a ten point scale: 100 - 90: A;
80 - 89: B; etc.
Exams:
Three
exams. Each exam will be a combination of objective (multiple-choice,
matching, etc) and subjective (essay/short answer). You are
responsible for knowing the information contained in class lectures and
assigned textbook readings. The exams are NOT comprehensive.
All exams will be taken on-line and must be completed by 9:00 pm on the
assigned day.
Motor
Development Laboratory:
On
assigned Fridays during the first part of the semester, students from the
NKU Child Development Center will attend our program for a physical activity
session. During this time, you will complete various lab assignments.
Some will involve assessment of various motor development components while
others will involve the design and implementation of appropriate learning
activities for the development of fundamental motor skills and perceptual-motor
abilities. You will be evaluated on your written work as well as
your instructional interaction with the children. Refer to the information
in the motor development clinic for additional information.
Blackboard
Discussion Assignments:
Four
discussion questions, based on the articles in your packet, will be posed
for your discussion during the last part of this semester. You must
log-on to Blackboard and participate in the discussion before 9:00 pm on
the assigned night. You will need to refer to information in your
text and/or journal readings to fully discuss the questions.
Attendance
at all lab session is mandatory. Absences cannot be made up and will
adversely affect the course grade. Zeroes will be given for lab sessions
missed.
Extra
Credit:
You
can earn 10 extra points on you lowest exam grade by attending the KAHPERD
convention in Louisville, Kentucky, November 7-8. More info
will follow.
Course
Description and Objectives:
This
course is about the study of changes that occur in motor performance and
the factors which contribute to and alter the acquisition and performance
of motor control and skill development through the lifespan. The
course will examine the application of theories, assessment, and intervention
strategies to improve motor performance for preschoolers through the elderly.
The course also includes a supervised on-campus motor development clinical
experience with preschool children. The course addresses the following
New Teacher Standards (means of assessment in parenthesis):
I.
The teacher designs/plans instruction and learning climates that develop
student abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and
solve problems, and integrate knowledge.
1.
Develops the student's ability to apply knowledge, skills, and thinking
processes. (on-demand task, lab work)
4
Proposes learning experiences that challenge, motivate, and actively involve
the learner. (lab work)
5
Proposes learning experiences that are developmentally appropriate for
learners. Describes experiences for multiple levels of complexity
to accommodate students at different levels of performance. (lab work,
on-demand task)
6
.Incorporates strategies that address physical, social and cultural diversity
and shows sensitivity to others. (lab work)
7
Establishes physical classroom environments to support the type of teaching
and learning that is to occur. (lab work)
9.
Includes appropriate assessment strategies and processes. (lab work, on-demand
task)
11
Includes learning experiences that encourage students to be adaptable,
flexible, resourceful, and creative. (on-demand task, lab work).
II.
The teacher creates a learning climate that supports the development of
student abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and
solve problems, and integrate knowledge.
2.
Establishes and maintains standards of mutually respectful classroom interaction
by establishing the importance of shared expectations during individual
and group responsibilities. (on-demand task)
3.
Shows consistent sensitivity to individual academic, physical, social and
cultural differences and responds to all students in a caring manner. (lab
work)
7.
Uses classroom management techniques that foster self-control and self
discipline.
Encourages responsibility to self and others. (lab work, on-demand
task)
III.
The teacher introduces/implements/manages instruction that develops student
abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems,
and integrate knowledge.
4.
Uses multiple teaching/learning strategies that are appropriate to student
developmental level and actively engages students in individual and cooperative
learning experiences. (lab work, on-demand task)
7.
Elicits samples of student thinking and stimulates student reflection on
their
own ideas and those of others. (exams, lab work)
9.
Demonstrates interpersonal/team membership skills and responsible caring
behavior with
students in facilitating instruction. (lab work)
IV.
The teacher assesses learning and communicates results to students and
others with respect to student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team
members, think and solve problems, and integrate knowledge.
1.
Uses multiple assessments and sources of data. (lab work) Makes
appropriate provisions for assessment processes that address social, cultural
and physical diversity. (on-demand task, lab work,)
5.
Systematically collects and analyzes assessment data and maintains up-to-date
records of student progress. (lab work, exams)
V.
The teacher reflects on and evaluates specific teaching/learning situations
and/or programs.
1.
Accurately assesses, analyzes, and communicates the effectiveness of instruction
and makes appropriate changes to improve student learning. (lab work, older
adult program)
2.
Analyzes and evaluates the effects of learning experiences on individuals
and on the class as a whole and makes appropriate changes to improve student
learning. (lab work)
VI.
The teacher collaborates with colleagues, parents, and their agencies to
design, implement, and support learning programs that develop student abilities
to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems,
and integrate knowledge.
1.
Identifies or recognizes situations when and where collaboration with others
will enhance learning for students (e.g. thematic units, individual education
plan, and school-based decision making). (on-demand task, older adult
project, lab work)
2.
Articulates the purpose and scope of the collaborative effort. (on-demand
task, lab work)
3.
Articulates standards of each collaboration event (e.g., summary, next
steps, responsibilities, timeline). (on-demand task, lab work)
4.
Demonstrates productive leadership or team membership skills that facilitate
the development of mutually beneficial goals. (on-demand task, lab work,
older adult project)
VIII.
The teacher demonstrates a current and sufficient academic knowledge of
certified content areas to develop student knowledge and performance in
those areas.
1.
Accurately communicates the sills and core concepts related to certified
academic areas. (exams)
2.
Effectively applies the methods of inquiry related to the certified academic
areas. (lab work)
3.
Incorporates a multicultural/global perspective in content presentations.
(lab work, older adult project).
4.
Connects knowledge of the certified academic areas to real life situations.
(exam, lab work)
IX.
The teacher uses technology to support instruction,; access and manipulate
data; enhance professional growth and productivity; communicate and collaborate
with colleagues, parents, community, and conduct research.
6.
Uses the computer to do word processing, create databases and spreadsheets,
access electronic
mail and the Internet, make presentations, and use other emerging technologies
to enhance
professional productivity and support instruction. (all written assignments,
Blackboard
discussion, cd-rom movie)
11.
Facilitates the lifelong learning of self and others through the use of
technology (cd-rom movie, Blackboard discussion)
TENTATIVE
COURSE SCHEDULE
M
8/25 Course Orientation
W
8/27 Introduction to Motor Development
Chapter 1, 2
F
8/29 Hourglass Model
Chapter 4
M
9/1 NO CLASS- LABOR DAY
W
9/3 Factors Affecting M D
Chapter 3, 5
F
9/5 Prenatal and Infant Growth
Chapter 6
M
9/8 Infant Reflexive and Stereotypic Behavior
Chapter 7
W
9/10 Rudimentary Movement Abilities
Chapter 8
F
9/12 Infant Perception
Chapter 9
M
9/15 Catch Up Day
W
9/17 Information on Motor Development Clinic
·
EXAM I-MUST TAKE ON-LINE TEST BEFORE 9:00 PM TONIGHT
F
9/19 Practice Set-up for Motor Clinic- Meet
in Gym Area 3
·
Meet in Activity Area # 3
M
9/22 Fundamental Motor Skills
Chapter 11
W
9/24 Assessing Motor Behavior in Children
F
9/26 Pre-school Motor Development Clinic Lab Session
#1
·
Meet in Activity Area # 3 for set-up at 11:00 sharp, Dressed
for activity
Set-up
11:00- 11:10
Program: 11:10 - 12:05
Clean-up: 12:05 - 12:15
·
Assignment: Motor Skills Assessment of your Student/ Videotape skills-
Bring a Mini-DV Tape to class
M
9/29 Assessment Info continued
·
Due: Assessment report. Includes assessment score sheets, assessment
summary, and
goals for your student
W
10/1 NO CLASS- Professor Presentation
F
10/3 NO CLASS- Professor Presentation
M
10/6 Childhood Growth and Development
Chapter 10
W
10/8 Childhood Growth and Development
F
10/10 Pre-School Motor Development Clinic Lab Session #2
·
Meet same as above
·
Assignment: Start Instructional Program/
·
Due: Lesson Plan for Lab # 2
M
10/13 Health and Motor Fitness
Chapter 12
·
Due: Reflection/Evaluation Log for Clinic Lab Session 2
W
10/15 Perceptual Motor Development
Chapter 13, Advocacy Brain Research Art
F
10/17 Pre-School Motor Development Clinic Lab Session #3
·
Meet same as above
·
Assignment: Continue Instructional Lab Program
·
Due: Lesson Plan for Lab #3
M
10/20 NO CLASS- Fall Break
W
10/22 Self- Concept Development
Chapter 14
·
Due: Reflection/Evaluation Log for Lab #3
F
10/24 Pre-School Motor Development Clinic Lab
Session #4
·
Meet same as above
·
Assignment: Continue Instructional Lab Program
·
Due: Lesson Plan for Lab # 4
M
10/27 Developmental Physical Activities
Chapter 22
·
Due: Reflection/Evaluation Log for Lab #4- Submit through Blackboard
W
10/29 Youth Sports
F
10/31 Pre-School Motor Development Clinic Lab Session # 5
·
Meet same as above
·
Assignment: Final Assessment of Preschool child/ Videotape skills
·
Due: Nothing
M
11/3 Work Day on final assessment video and course portfolio
information
W
11/5 Work Day on final assessment video and course portfolio
information
·
EXAM II- MUST TAKE ON-LINE TEST BEFORE 9:00 PM TONIGHT
F
11/7 NO CLASS –Professor Presentation
KAHPERD CONF IN LOUISVILLE
M
11/10 Adolescent Puberty
Chapter 15
W
11/12 Adolescent Physical Development
Chapter 17
·
DUE: CD-Rom assessment movie and Clinic Portfolio
F
11/14 Specialized Movement Abilities
Chapter 16
M
11/17 Specialized Movement Abilities
·
Participate in Blackboard Discussion by 9:00 pm
W
11/19 Adolescent Social Development
Chapter 18
F
11/21 Adolescent Social Development
M
11/24 Physiological changes in adults
Chapter 19
·
Participate in Blackboard Discussion by 9:00 pm
W
11/26 NO CLASS- Thanksgiving
F
11/28 NO CLASS- Thanksgiving
M
12/1 Changes in Motor Development with Aging
Chapter 20
·
Participate in Blackboard Discussion by 9:00 pm
W
12/3 Changes in Motor Performance with Aging
F
12/5 Psycho-Social Development in Adulthood
Chapter 21
M
12/8 Psycho-Social Development in Adulthood
·
Participate in Blackboard Discussion by 9:00 pm
W
12/10 Functional Assessment of Older Adults – Meet in gymnastics
room
F
12/12 Physical Activity Ideas for Older Adults- Meet in
gymnastics room
M
12/15 EXAM III – MUST TAKE ON-LINE TEST BEFORE 9:00 PM
TONIGHT
Bibliography
Corbin,
C.B. (1995). A Textbook of Motor Development. Wm. C. Brown,
Dubuque, Ia.
Haywood,
K.M. ( 1993). Life Span Motor Development. Human
Kinetics, Champaign, Il.
Thomas,
J.R. (1994). Motor Development During Childhood and Adolescence.
Burgess Pub.
Co., Minneapolis, Mn.
College of Education
CODE OF ETHICS
A.
Students must demonstrate professional behavior when representing the College
of Education of Northern Kentucky University in any, activity on campus
or in the community. Behaviors consistent with this standard include, but
are not limited to, the following:
1.
The student shall comply with the Professional Code of Ethics for Kentucky
Certified Personnel.
2.
The student shall comply with all policies, statute, and rules established
by state and local agencies as well as Northern Kentucky University's.
The student shall also comply with all rules and regulations of the local
school(s) for any field assignment or class assignment.
3.
The student shall recognize and respect diversities that exist in the classroom
and plan accordingly.
4.
The student shall create and maintain a safe physical and emotional learning
environment.
5.
The student shall collaborate with others in a positive, cooperative and
courteous manner.
6.
The student shall not falsify or misrepresent any facts, documents, reports
or information given to faculty, staff, supervising teachers, university
Supervisors, students, colleagues or others. Deceitful or dishonest behavior
is not professional behavior.
B.
Students must demonstrate professional behavior when using technology.
Northern Kentucky University students are to use technology for instructional
and research purposes, whether using NKU's resources or resources at a
P 12 institution. (See web sites: http://www.nku.edu/www/policy.html and
http://www.nku.edu/~it/policy/tapolicy.html). Behaviors consistent with
this standard include, but are not limited to, the following:
1.
The student shall obtain permission to use and shall give appropriate citations
for using some or all of another's work.
2.
The student shall submit only original work.
3.
The student shall NOT install software on any computer.
4.
The student shall send only professional messages via email.
5.
The student shall not commit inappropriate actions while using computing
resources which may include:
.displaying
sexually explicit materials, sending harassing, fraudulent, threatening,
or discriminatory communications, including chain emails; breaking into
or obtaining unauthorized access to any computer, or other person's password
or user account; and any other illegal actions, including copyright violations.
C.
Students must demonstrate a professional respect for all students, supervisors
and faculty as well as the education profession.
Behaviors
consistent with this standard include, but are not limited to, the following:
1.
The student shall treat supervising teachers, university supervisors, students,
staff, colleagues, faculty and others with respect. Disrespect may be manifested
in many ways including both verbal and non-verbal communications (i.e.
putting one's head on the desk during class, doing other work in class,
talking while someone else is talking, mumbling comments to others and
consistent refusal to participate in class discussions is unacceptable.)
2.
The student shall not make judgments and/or remarks based on stereotypes
and other biases related to race, culture, gender, social class, sexual
orientation, religion, disability or ability level. Derogatory or demeaning
behavior/language based on prejudice and bias is unacceptable. .
3.
The student shall demonstrate professional responsibility through compliance
with attendance policies in accordance with each course syllabus.
4.
The student shall exhibit professional responsibility for completion of
course assignments in the required time frame.
5.
The student shall exhibit professional respect in class or field assignments
by recognizing the authority of the faculty member. Negative, disruptive
comments; usurping authority in class; physical intimidation; inappropriately
aggressive behavior or comments will not be tolerated.
6.
The student shall exhibit a positive attitude toward the education profession
and his/her content area. Disrespect shown through negative remarks, poorly
prepared lessons, unprofessional appearance or low expectations for self
and students is unacceptable.
D.
Students must demonstrate personal conduct consistent with professional
behavior. Behaviors consistent with this standard include, but are not
limited to the following:
1.
The student shall accept constructive criticism from other students, faculty,
supervisors or others. A hostile, resistant attitude toward learning, as
demonstrated by the refusal to participate in supervisory or advising sessions,
is not acceptable.
2.
The student shall consistently attend classes and meetings. Failure to
keep appointments and frequent absenteeism or tardiness in class or field
assignments is unacceptable.
3.
The student shall demonstrate appropriate behavior in class or field assignments.
Displays of disruptive behaviors such as screaming, insulting, ignoring,
excessive talking, sleeping, irresponsible use of cell phone, inappropriate
communications, intimidation, stalking, usurping authority in class, intoxication,
drug use, or being indifferent to the feelings of students, faculty , supervisors,
colleagues and/or others is unacceptable. The student shall check each
course syllabus regarding drinking and eating in class and bringing a child
to class.
4.
The student shall maintain a professional appearance in all field assignments.
The student must comply with all dress standards and policies expected
of a school's professional staff. Unprofessional appearance may include,
but is not limited to the following: body piercing, tattooing, the wearing
of jeans, revealing attire, sweat pants, tank tops, inappropriate tops
and shoes.
5.
The student shall develop and adhere to appropriate professional relationships.
Developing a friendship that conflicts with professional roles, or developing
a romantic and/or sexual relationship with a current student, instructor,
staff member or supervisor is unacceptable.
6.
The student shall not engage in sexual harassment or accuse others inappropriately
of sexual harassment.
7.
The student shall not issue implied or explicit threats to faculty, supervisors,
students, staff or colleagues.
8.
The student shall not attend class or field assignments under the influence
of drugs or alcohol.
9.
The student shall not use any form of harassment such as phone calls, email,
or written communication toward other students, faculty , or colleagues.
The
purpose of the Code of Ethics is to establish standards of conduct for
students in the College of Education and to provide a procedure that offers
basic assurances of fundamental fairness to any person accused of violations
of these standards. Each student in the College of Education is bound by
the provisions of this Code of Ethics and is presumed to be familiar with
all of these standards.
Students
should aspire to conduct themselves in a manner that is consistent with
the highest degree of ethical integrity whether covered in the Code of
Ethics or not.
The
student shall recognize that faculty have the prerogative and responsibility
to set behavioral standards for class or field assignments as well as academic
standards. As a community of learners, certain behaviors are expected and
faculty have the authority to establish those expectations. If these standards
are not met, then faculty have the authority to dismiss the student from
the class or field assignment, revoke admission to the Teacher Education
Program, deny admission to the Teacher Education Program, or set conditional
requirements for continuation in the Teacher Education Program.
Signature__________________________________________Date__________________________
Procedures
for Violation
1.
An instructor who has received sufficient information to believe that a
student has violated the Code of Ethics from the College of Education shall
communicate with the student within five (5), working days from the date
of the discovery that a meeting must be scheduled. The student will be
apprised of the incident or discovery at this meeting. Documentation of
this meeting should be placed in the student's folder.
2.
After meeting with the student, the course instructor may resolve the problem
with no further action required. If no resolution is possible, the problem
shall be reported in writing to the Dean of the College of Education.
3.
The Dean will attempt to resolve the problem informally. The Dean may report
the incident concurrent with his/her investigation to the Dean of Students
and the University Honor Council if it is determined to be a case for the
Dean of Students or University Honor Council. Students will need to refer
to the Student Handbook for procedures related to the Dean of Students
and the University Honor Council.
4.
If a resolution is not possible, the matter will be referred to the Dispositions
Committee (a subcommittee of the Teacher Education Committee) for a hearing.
The Dispositions Committee will collect evidence by research and interview.
The student shall have an opportunity to be heard by the panel. Insofar
as possible, all parties directly involved in the process will cooperate
by honoring the panel's request for such information relevant to the process
and such information shall be held in strict confidence.
5.
The Dispositions Committee will review the charges and make recommendations
to the Dean of the College of Education regarding the violation. A student
who violates any of the standards shall be subject to one or more of the
following consequences:
A.
An oral admonition or reprimand.
B.
A written admonition or reprimand.
C.
Conditional requirements [i.e. counseling] for continuation in the College
of Education.
D.
Suspension from the College of Education or education class for the remainder
of the year.
E.
Suspension from the College of Education or education class for the semester
following the current semester.
F.
Suspension from the College of Education for one or more years. G. Dismissal
from the College of Education.
6.
The student may appeal the decision of the Dispositions Committee to the
Teacher Education Committee within 5 working days after notification of
the decision of the Teacher Education Committee by Certified mail.
7.
The decision of the Teacher Education Committee shall be final.