The University of Dayton School of Education

"Building Learning Communities Through Critical Reflection to Learn, Lead and Serve"

Course Number : HSS 556
Course Title : Issues in Sport
Science Seminar
(Fall Term, 2000)

Professor : George M. De Marco, Jr., Ed.D.
40H Frericks Center
4210
http://homepages.udayton.edu/~demarco/
George.DeMarco@notes.udayton.edu

Office Hours : Tuesday: 12:30 - 3:30
Thursday: 12:30 - 5:30
Friday: 2:30 - 4:30
By appointment

Terms Offered : Fall, Spring, Summer
Academic Credit : 3 Quarter hours
Prerequisites : Approval of the Department Chair

Catalogue Description : A seminar to investigate and report on a
specific issue in sport science, [sport studies,
health, and physical education].

Room and Time : Frericks Convocation Center Rm 50
Tuesday 4:30-6:30PM(10 min.break @ 5:30)

Required Texts :
Society of Mary-Marianists (1999). The characteristics of Marianist Universities . Dayton, OH:
Marianist Press.

Johnson, S. (1998). Who moved my cheese? : An amazing way to deal with change in your work
and in your life . New York: Putnam.

Access to and reading of scholarly journals, scientific reports, www.sites, contemporaneous reports,text book chapters,books etc. pertinent to class members' topics and related assignments shall be conducted by students themselves and augmented by the instructor on an as-per-needed basis.

Required e-mail accounts and www.sites :

1.    For purposes of efficiency and integration, Lotus Notes e-mail accounts will be utilized by
both students and the professor. Please proceed to Miriam Hall Room 9 to obtain that account and
information related thereto (294.229.3888)

2 . http://www.udayton.edu/~library/ This University of Dayton Library Homepage, use of
which will prove vitally important throughout the course. Access to data bases such a
ERIC (Educational Resources Information Center), OhioLink, and many others, are readily
available here.

3. http://www.udayton.edu/edu/departments/hss/ This site, compiled by the faculty
members of the UD Department of Health and Sport Science, features links to
numerous other sport science, physical educational, and general educational www.sites.
 

"Though the use of computer technology (e.g., the www) promises to enhance our instructional
effectiveness, no http: site will ever replace the outstretched hand of a teacher or coach" (GMPD, 4/14/97).
Requirements - Assignments : Toward becoming eligible for a grade, students are expected to fulfill the following
requirements and complete all assignments. Students shall:
 

  1. Attend all class sessions.

    2.  
  2. Read all assigned material in preparation for class discussions and presentations

    3.  
  3. Present a high quality Power Point Presentation of the findings of their research.

    4.  
  4. One (1) week prior to your presentation, distribute to class members and the instructor,

    5. a combination of three (3) research related-practitioner based articles upon
    which both your presentation and class discussion shall be based.
     
  5. Present a high quality Power Point Presentation of the findings of their research.

    6. PPPs should be saved in Office 98 version and submitted to the instructor for preview no
    later than the Wednesday prior to their presentation
     
  6. Conduct an organized, stimulating, and data-literature and empirically based

    7. discussion related to that presentation. As a class participant in such discussions,
    prepare 3 questions (one for each article ), which will facilitate an academic and
    purposeful discussion.
     
  7. As a major component of that presentation, develop a 5-7-Point Action Plan

    8. (research based, referenced, and if so indicated, radical in scope and nature) intended to
    address/ameliorate the problems inherent in the issue/topic you have selected.
     
  8. Prepare and present two (2) separate reaction paper-editorials to two (2) selected

    9. presentations and discussion: (1) in concurrence with and (1) dissenting from the positions
    taken during the prior week's PPP presentation (to be shared the class during 11 minute
    round table discussion).
     
  9. Complete five (5) abstracts of research related literature (1 page double spaced), which should be functionally related to your area of interest (please see format).

    10.  
  10. Complete five (5) abstracts of research related www.sites (1 page double spaced),

    11. which should be functionally related to your area of interest (please see format).
     
  11. Based on the all of the above, submit a completed formal research report (10 to 15

    12. pages), with reference list included. The paper will integrate the following three
    (3) primary components: (a) a review of related literature and www.sites, (b) a commentary on- and critique of the same, and (c) an expanded clearly explicated
     
  12. 7 Point Action Plan . Utilizing the actual structural framework/text of their original PPPs

    13. converted into outline format (see View Menu on PPP Outline Format), the original text of
    your article-www. review-critiques pasted and refined into coherent essay form, and your
    original Action Plan, students will craft a piece of scholarly writing for which they will
    have been prepared all semester, of which they will be proud, and upon which they
    may chose to build as they move toward developing their Master's thesis.
     
  13. Prepare and present one (1) contemporary Health-Sport Science, Physical Education-

    14. Physical Activity News Report Video. Comprised of a scripted analysis and
    reporting of contemporary "period piece" news gleaned from recent releases from
    scientific, scholarly, and/or popular press.
  1. Read and report on one (1) book related to their topic/issue of interest. Book reports

    2. will be presented to peers as part of our weekly class routine (approximately 2 pages).
     
  2. Read and prepare for discussion during a class round table, an outline of the book:

    3. "Who Moved My Cheese. . . "
     
  3. For the grade of A ; single, co-, or group author (entire class), a research based essay- editorial -- commentary critique for submission to an appropriate media source (e.g.,

    4. journal, newsletter, newspaper, electronic media, www.site etc.)

Note :
All submitted work is to be typed/word processed with 12 point font according to APA
or other acceptable editorial guidelines

Grading :

Research Presentation-Discussion . . . . . . . . . . . . . . . 20%
Article abstracts (5) . . . . . . . . . . . . . . . . . . . . . . . . 10%
WWW.site abstracts (5) . . . . . . . . . . . . . . . . . . . . . 10%
Reaction Papers-Editorials (2) . . . . . . . . . . . . . . . . . . 10%
Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
Video News Report . . . . . . . . . . . . . . . . . . . . . . . . 10%
Final Research Paper . . . . . . . . . . . . . . . . . . . . . . . 20%
Submission of Essay-Editorial . . . . . . . . . . . . . . . . . . 10%
100%
A = 3.75-4.00
B = 3.0 - 3.74
C = 2.0 - 2.99
D = 1.0 - 1.99
F = < 1.0

Note : The instructor reserves the right to amend the award (positively or negatively) of a student's grade vis-a-vis their personal/professional choices, contingencies,
and/or circumstances in relation to class attendance and performance.
 

Instructional Strategies :

  1. Multimedia presentations
  2. Discussion of the readings
  3. Lecture and Question, Answer
  4. Computer applications
  5. Critiquing published research

    6. 6 Critical and written reflection on class presentations
  6. Completion of research projects

    7.  

     

Attendance Policy :
Due to the intensive nature of the content of HSS 556, there shall be NO unexcused absences.
 

Academic Honesty Policy:
Academic honesty for all assignments is implicit and shall be complete.

Provisions for Students with Special Needs :
Students requiring accommodations for special needs should inform the professor immediately.

Course Objectives :

Knowledge, Skills, and Values :
 

  1. Acquire scholarly and practitioner based knowledge of current issues and trends in

    2. sport science, sport studies, health science, health and physical education.
  1. Demonstrate competency in research, analysis, explication, presentation, and discussion

    2. of this knowledge in a scholarly and professional manner.
     
  2. Value and appreciate this knowledge as integral and as a wellspring for global, societal,

    3. institutional, community, and personal change.
     
  3. Develop an understanding of and appreciation for our Marianist Heritage as a

    4. means to provide clients, constituents, and students of varying ability levels from diverse
    backgrounds with a "just, caring, and integral education" as professionals committed
    ifelong learning, leadership, and service.
       
       

Student - Professor Expectations : For the purpose of optimizing student learning, professional growth, fostering respect, enjoyment, the following expectations have been established:

Students

  1. On a daily basis, come to class prepared and ready to generate a sincere and consistent effort to learn and apply course content and skills; AND to become willing and open to

    2. new ideas, methods, approaches, techniques, and practices intended to elicit that effort and
    teach that content.
     
  2. To adhere to the principles and polices of academic/ performance and honesty.

    3.  
  3. To be respectful, and supportive of fellow students and staff, classmates and the professor.

    4.  
  4. To be punctual.

    5.  
Professor
  1. On a daily basis, provide students with challenging, informative, interesting, and,

    2. whenever possible, enjoyable class lectures and activities to optimize their ability to learn
    course content, gain necessary skills, and to prepare them adequately to meet their
    individual professional needs.
     
  2. In his daily interactions with students, to be respectful, forthcoming, fair, honest, positive,

    3. encouraging, and available for personal assistance.
  3. To grade, evaluate, and prescribe various measures of student academic performance fairly and efficiently.
  4. To be punctual.

    5.  

Class Routines
 
  1. Sign-in
  2. Pick up hand-outs, returned assignments
  3. Inspiration, Humor, News, of the Day
  4. Reaction-Papers Editorials
  5. HSS, PE News Report video
  6. Book Report
  7. Featured PPP Presentation
  8. Discussion

Course Calendar - Fall Semester, 2000
(Subject to change on an as-per-needed basis)
 

Date Topic
August
28 Student-Professor Introductions
Course introduction,Review of Syllabus
Sample Assignments from GMPD
Discussion of topics
 

September
5 Presentation: The Surgeon General's
Report on Physical Activity and Health,
NASPE Standards, Guidelines, and the
National response (GMPD via KM; NCATE)
 

12 Presentation: New Methods for New Times:
The Characteristics of a Traditional Marianist
Education and Their Role in a Contemporary
Physical Education Program (GMPD et al.)
 

19 Presentation : Ethical Considerations in the
Utilization of Human Subjects in Research
The Estimable Mr. Derek Haas


26 Student Presentations Begin

Reaction-Paper Editorial-Concur KP

Reaction-Paper Editorial-Dissent CC

HSS, PE News Report Video KM

Book Report MA

Featured PPP Presentation JP - Childhood Obesity
 

October
3 Student Presentations

Reaction-Paper Editorial-Concur CV

Reaction-Paper Editorial-Dissent KM

HSS, PE News Report Video MK

Book Report KP

Featured PPP Presentation MA - Adult Obesity


 
 

October
10 Student Presentations

Reaction-Paper Editorial-Concur CC

Reaction-Paper Editorial-Dissent CV

HSS, PE News Report Video KP

Book Report MK

Featured PPP Presentation KM - Adventure Education
 


17 Group Research-Writing Session
 

24 Group Discussion "Change and Cheese"
 

31 Group Research-Writing Session

13th Annual Doris Drees Lecture ,
Kennedy Union Boll Theatre. 6:00-8:00 PM
Dr. Andrea Kriska , University of Pittsburgh,
UD Alumna; Expert on the role of nutrition and
exercise on diabetes. Attendance and speaker report
are mandatory.


November
7 Student Presentations

Reaction-Paper Editorial-Concur MA

Reaction-Paper Editorial-Dissent JP

HSS, PE News Report Video CV

Book Report KM

Featured PPP Presentation MK - Fad Diets
 

14 Student Presentations

Reaction-Paper Editorial-Concur KM
Reaction-Paper Editorial-Dissent KP

HSS, PE News Report Video JP

Book Report CV

Featured PPP Presentation CC - Diabetes and Exercise

November
21
Student Presentations

Reaction-Paper Editorial-Concur JP

Reaction-Paper Editorial-Dissent MK

HSS, PE News Report Video MA

Book Report CC

Featured PPP Presentation CV - Teacher-Coach Role Conflict


28 Open - Parker Palmer : The Recovery of Community in Higher Education
On Knowing, Teaching, and Learning . KU Ballroom, 4:30


December

5 Final Class Meeting: Final Papers, Research and www. Abstracts
Due., Course Evaluation
 

Final Student Presentations

Reaction-Paper Editorial-Concur MK

Reaction-Paper Editorial-Dissent MA

HSS, PE News Report Video CC

Book Report JP

Featured PPP Presentation KP - Teaching-Coaching Behavior
 
 


 
 

Date of Syllabus: August, 2000
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Article Abstract Format

The following criteria shall guide the analysis, explication, and critiques of your forthcoming
article review-critiques:
 

  1. Select articles appearing in data based scholarly- and practitioner journals only.

    2. Make sure that they are of interest to you and pertain directly your particular topic/research interest.
     
  2. Provide a copy of the article along with your abstract (stapled).

    3.  
  3. In correct APA format, identify the author (s), year, title of the article, journal title, volume,

    4. Issue, and page numbers at the top of the page (e.g., below).
     
     
Siedentop, D. , & Locke, L. (1997). Making a difference for physical education: What professors and practitioners must build together. Journal of Physical Education, Recreation and Dance , 68 (4), 25-33.
 
  1. Text should be double spaced 12-point font only (no less than 1 complete pages bordered by

    2. 1" inch margins).
     
  2. Synthesize-summarize the study/article in clear and concise language (e.g., identify the purpose, design, subjects, methodology, finding, and applicability to your particular area of interest).

    3.  

     

Use the checklist provided below to frame and guide the main body of your
abstract-critique.

What is the primary purpose of the study, program, innovation, etc. serving as the focus for the
article?

Does the article ask a specific question or problem that guides your initial understanding of the
author's work? What is that question?

Was the article organized in a manner that was logical and that provided for clarity in reading
and comprehension? Describe in detail.

Did the article cite relevant related literature in its introduction? What where those sources?
Who were the authors?

Were explanations of the methods, procedures, applications, and findings clearly delineated?
Describe and identify.

Do you agree with the interpretation of the results, applications, concepts, and
recommendations? Why or why not?

With a view toward the overall article, what were the most important points made and/or
information provided? Based on your present level of knowledge and experience, what were
the strengths and/or weakness of the article?

Note: Guidelines partially adapted from:

Leedy, P. D. (1997). Practical research: Planning and design (6th ed.). Upper Saddle River, NJ: Prentice Hall.
 
 
 

www. site Abstract Format
 

1. Select physical education, physical activity, health, and sport science related www.sites
that of interest to you and pertain directly your particular topic/research interest.

2. Provide original print out of the home page of the site only (stapled).

3. In correct APA format, identify the author(s), year, title, and complete address of the
www.site on the top of your report (see below).

American Sport Education Program (1999). The American sport education program home page.
http://www.asep.com/.

4. Text should be double spaced 12-point font only (1 1/2 to 2 complete pages bordered by
1" inch margins).

5. Who mounted the information?

6. What authority or expertise does the author appear to possess?

7. Is there an apparent bias or "slant" to the site?

8. How current is the site? When was it last updated?

9. What is the essence of the information you sought by visiting this site? Describe in detail

10. Is the information provided accurate? How do you know?

11. What is the purpose of the site? To inform, sell, persuade? Describe in detail.

12. Critique the style and functionality of the site.

13. Check for hyperlinks to related sites. Are they functional/useful? Why, why not?

14. Would you recommend the site? Why, why not?
 

Note: Guidelines partially adapted from:

Jacobsen, T., & Cohen, L. (1997, August). Teaching students to evaluate internet sites. The Teaching Professor .
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Prior and Potential Topics
 

The Obesity Epidemic

Violence in Sport

Fad Diets

Quality Daily Physical Education
Teacher-Coach Role Conflict

Early Career Teacher Socialization

Use of Erogenic Aids

Physicians' Compliance w/ Drug and Exercise Therapies

Ethical Considerations in the Utilization of Human Subjects in Research

Social, Cultural, Ethnic, and Economic Considerations for Exercise and
Wellness Programs

Derivation, Types, and Role of Fitness Testing and Relationship to Physical Fitness

Title IX : History, Contemporary Considerations, Implications, and Possibilities

Alternative Conditioning and Physical Activity Programs for Athletic, Student, and
Community Populations

Physical Activity for Individuals w/Handicapping Conditions

Effectiveness of Drug and Alcohol Education Programs in Secondary Education

Ethics and Sport and Physical Activity

Sport and Religion

The Influence of Role Models in Sport and Physical Activity Environments