PED 200
Syllabus and Class Activity Dates
Lifelong
Physical Education Programming
Educational
Dance and Gymnastics
3 credits
Instructor: John P. Bennett, Ed. D.
Office:
Phone: 910-962-3740
Office Hours: As posted
E-mail: bennettj@uncwil.edu
Web page: http://www.uncwil.edu/people/bennettj/
I. Catalog Course Description
The
intent of this course is to develop and enhance knowledge, skills, and the
designing of traditional and lifelong dance and gymnastics physical education
programs. The emphasis will be on the
application of various curricular models to the programming of lifelong leisure
dance and gymnastics physical education programs.
II. Text(s)
Bennett,
J. P. and Reimer, P. C. (1995). Rhythmic activities and dance. Champaign, Illinois: Human Kinetics
Publishers, Inc.
Bennett,
J. P. (1995). Gymnastics for everyone.
Boston: American Press.
III. Competencies
Upon
successful completion of this course the student should be able to:
A. Demonstrate knowledge of the North Carolina Standard Course of Study
and the physical education goals and objectives, of the North Carolina Teacher Handbook for educational dance and
gymnastics.
B. Demonstrate skill in and knowledge of
developmental stages of basic locomotor, non-locomotor, and manipulative skills
as they relate to educational dance and gymnastics.
C. Demonstrate skill in and knowledge of basic
rhythmic activities as well as various dance forms such as folk, square,
social, and creative dance and in gymnastics as non-competitive activities
suitable for participation throughout life.
D. Plan for teaching and learning in educational
gymnastics and dance grades Pre K-12.
E. Develop, design, and demonstrate proficiency
in skills for developmentally appropriate activities in educational gymnastics
and dance grades Pre K-12.
F. Establish and maintain a positive, safe, and
effective learning environment that fosters meaningful movement experiences for
all students and minimizes time students are off-task in educational
gymnastics and dance grades Pre K-12.
G. Demonstrate knowledge of procedures in (a)
the selection and purchase of equipment and supplies, (b) the proper
maintenance of facilities and equipment for gymnastics and dance.
H. Demonstrate knowledge of sound financial
management procedures and practices as needed to maintain a physical education
program in educational gymnastics and dance.
I. Display a disposition toward reflection and commitment
toward professional growth and lifelong learning activities.
J. Describe and demonstrate the use of
educational dance and gymnastics in the development of personal fitness.
K. Analyze motor performance in educational
dance and gymnastics and provide meaningful feedback to the learner.
L. Interpret the dance and gymnastic components
of the physical education program to the many diverse communities that comprise
our society.
M. Access and utilize computer-based information
on Pre K-12 physical education dance and/or gymnastics programs.
IV. Course Outline
A. History
1. Origin and original purposes of dance and
gymnastics
2. Diverse communities in society
B. Performance of fundamental nonlocomotor,
locomotor, and combination movements
C. Dance
forms such as, but not limited to
1. Children’s Creative Dance
2. American and International Folk Dance
3. Square Dance
4. Round Dance
5. Social and Ballroom Dance
6. Aerobic Dance
7. Native-American Dance
8. African-American Dance
D. Gymnastic
Skill Areas
1. Static positions (supports, hangs, and
balances)
2. Springing and landing
a. large, time, distance
b. large with lots of body parts
c. falling forward and backward
d. rotating forward and backward
3. Rotations
a. lateral (forward and backward rolls)
b. medial (cartwheels and roundoffs)
c. longitudinal (turns, 1/2, 3/4, full, etc.)
4. Weight transfer
5. Flight and height
E.
Development of personal fitness through dance and gymnastics
1. Warm-up and warm-down
2. Flexibility and strength development
3. Safety awareness
4. Use of equipment and props
5. Emergency procedures - legal and medical
responsibilities
F. Planning, implementing, and evaluating skills
for dance and gymnastics programs
1. Lessons and unit planning
2. Evaluating individuals and programs
G. Class
organization to optimize management of the learning environment
H. Application of a pre K-12 developmentally
appropriate dance and gymnastics program to the North Carolina Healthful Living
Education Curriculum.
V. Evaluation
A. Upon successful completion of this course,
the student will have completed satisfactorily:
1.
Demonstrated proficiency in pre-K-12 developmentally appropriate dance
and gymnastics skills
2. Quizzes and Tests
3. Lesson and unit planning
4.
Creation and execution of both a dance and gymnastics routines
5. Participated appropriately in class and in an
out of class field experience
B. Grading
Scale
A = 94-100 C = 74
- 76
A-
= 90 - 93 C- = 70
- 73
B+
= 87 -89 D+ = 67 - 69
B = 84
- 86 D = 64
- 66
B- = 80
- 83 D-
= 60 - 63
C+
= 77 - 79 F = 0 - 59
C. Grade
Distribution
1. Tests 45%
2. Lesson and unit planning (1 gymnastics lesson
plan - 5% and 1 dance unit plan - 10%) 15%
3. Skills evaluation in educational dance and
gymnastics pre K-12 (based on skills,
attendance,
and participation) 15%
4. Website analysis on teaching dance and/or
gymnastics pre K-12 (Locate a Website that
provides information on educational dance
and/or gymnastics, summarize and analyze
the
contents of this site. Include a copy of
the home
page in your review). 5%
5. Create, perform, and write a description of
a gymnastics routine 1 to 1and a 1/2
minutes in
length and a group dance 1 to 1and 1/2
minutes
in length 15%
6. Complete a four hour field experience
observing/
interacting with physical education
classes in
grades K-12 in either gymnastics/dance. 5%
100%
Grades K-12 Field Experience Description - 4 hours
Objectives
• Describe the students, the environment, the
activities
and the learning taking place in a dance/gymnastics
class.
•
Record observations, what went well and what could
be
done differently.
• Demonstrate understanding of the stages of
growth
and
development of school-age children.
Types of participation
• Observing and evaluating physical education teacher(s)
in
a gymnastics/dance class at different grade levels.
• Generate a written summary and analysis of
the
students,
learning environment and learning outcomes
• A 3-5 page reaction paper will be written
after the
completion
of the field experience(s) critiquing the
experience(s).
D. Class
Policies and Information
1. Attendance and participation
a. All
students are expected to attend, participate, and dress appropriately for this
class.
b. After 3 absences,
each absence will result in a 1/2 letter grade deduction from your final
average.
c. Two lates will count as one absence.
2. Assignments
a. All papers
, projects and other assignments are to be typed and are due on their due date.
No points will be provided for materials that are turned in late.
b. Late
assignments will not be accepted without prior approval of the instructor
before the due date. No points will be provided for materials that are turned
in late.
3. All
written work will be evaluated according to the most recent edition of the
American Psychological Association Style Manual.
4. The
instructor reserves the right to modify or change assignments during the
semester.
5. Honor code
- Dedication to the physical education profession requires a high ethical
commitment to the field, peers, and oneself. Dishonesty can neither be
tolerated or accepted. Specific policies are described in the Student
Handbook and Code of Student Life.
6. The
Learning Center will provide free tutorial assistance for students. If you are
interested in tasking advantage of the tutoring sessions, you need to register
with The Learning Center on the second
floor of Westside Hall.
VI. Accommodations
for Disabled Students
A. The course
instructor is happy to make appropriate accommodations for students with
disabilities, as specified in federal regulations. If you have a disability and
need accommodation, please follow this procedure. First, contact and register
with the office of Disability Services in Westside Hall (ext. 3746). Second,
obtain a copy of your Accommodation letter and then make arrangements to speak
with this instructor. Assistance will be gladly provided based on the
recommendations of Disability Services and our mutual agreement.
B. Below is a
list of reasonable accommodations, one or more of which may be appropriate for
a particular disabled student.
1. Special Test Administration
Extended
time on test (1 x - 2 x of regular test length)
Word
processing by student with spell check
Amanuensis
(staff records the dictated answers)
Reader
(of material for print disabled students)
Quiet
/ low distraction setting
Oral
Exam
Enlarged
copy
2. Other Accommodations
Accessible
classroom / location
Accessible
tables / desks / chairs
Books
on tape
Extended
time for assignments
Enlarged
print (syllabi / handouts)
Interpreters
FM
Listening Device (amplification)
Library
accessibility / assistance
Laboratory
accessibility / assistance
Note
Takers
Special
seating
Taped
lectures
Taped
materials (syllabi / handouts)
3. Service available in addition to legally
required accommodations
Advocacy
/ Mediation
Tutorial
assistance / Math lab / Writing place assistance
Class Activities Fall 2004
“Tentative Schedule”
Updated
John P. Bennett, Ed.D.
|
***Final days for tests will
be announced in class***