ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS
FOR
ARCHERY, BOWLING, GOLF, OUTDOOR, and RECREATIONAL GAMES
COURSE NUMBER PED 234
CATALOG DESCRIPTION: Consistent with the College of Education Conceptual Framework, focusing on State Department of Education Content Standards (CFSDECS) 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 1.9, 1.11, this course is designed to develop and refine psychomotor skills for the intermediate level of performance in archery, bowling, golf, outdoor, and recreational games as well as knowledge of the rules, scoring, safety and equipment used for these activities. Candidates prepare lesson plans and teach the skills. NCATE 1.2; Praxis Category II
CREDIT HOURS 01
REQUIRED TEXTBOOK: Mood, D., Musker, F., Rink, J. ( 2007). Sports and
Recreational Activities, 14th Edition, St. Louis: McGraw-
Hill.
INSTRUCTOR: TBA
TELEPHONE: TBA
OFFICE: TBA
OFFICE HOURS: TBA
ATTENDANCE POLICY: University Policy
Prepared by: Dr. Pat Floyd Date: 03/2005
Approved by:______Date:______
Department Chair
______Date:______
Dean
NOTE: Any candidate requiring alternative formats for testing, written materials and/or other types of accommodations for this course, due to a disabling condition, should advise the instructor within the first week of class.
Revised 6/2007 by Pat Floyd/Doris Screws
PURPOSE OF COURSE
The purpose of this course is to develop and refine psychomotor skills for the intermediate level of performance in archery, bowling, golf and outdoor recreational games as well as intense study of the rules, scoring, safety and equipment used for these activities. Candidates prepare lesson plans and teach the skills. SDECS (1) (A) 4, (1) (b) 4; NCATE 1.2; Praxis Category II
OUTCOMES
Upon successful completion of this course, the candidate will:
1. Know concepts relative to archery. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1) (a) 4
a. Describe the history, origin and personalities contributing to the development of
archery.
b. Identify the basic organization, regulations, and safety considerations for archery.
c. Describe the basic archery skills.
d. Identify common strategies relative to archery.
2. Demonstrate the ability to perform basic archery skills (see Appendix A for evaluation): CFSDECS 1.5, 1.9, 1.11; SDECS (1) (b) 4
a. on skills tests.
b. in a game situation.
3. Know concepts skills relative to bowling. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1) (a) 4
a. Describe the history, origin and personalities contributing to the development of
bowling.
b. Identify the basic organization, regulations, and safety considerations for bowling.
c. Describe the basic touch bowling skills.
d. Identify common strategies relative to bowling.
4. Demonstrate the ability to perform bowling skills (see Appendix A for evaluation): CFSDECS 1.5, 1.9, 1.11; SDECS (1) (b) 4
a. on skills tests.
b. in a game situation.
5. Know concepts relative to golf. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1) (a) 4
a. Describe the history, origin and personalities contributing to the development of
golf.
b. Identify the basic organization, regulations, and safety considerations for golf. .
c. Describe the basic golf skills.
d. Identify common strategies relative to golf.
6. Demonstrate the ability to perform the basic golf skills (see Appendix A for evaluation) : CFSDECS 1.5, 1.9, 1.11; SDECS (1) (b) 4
a. on skills tests.
b. in a game situation.
7. Know concepts relative to outdoor recreational games. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1) (a) 4
a. Describe the history, origin and personalities contributing to the development of
outdoor recreational games.
b. Identify the basic organization, regulations, and safety considerations for outdoor
recreational games.
c. Describe the basic outdoor recreational games.
d. Identify common strategies relative to outdoor recreational games.
8. Demonstrate the ability to perform the basic outdoor recreational games skills (see
Appendix A for evaluation): CFSDECS 1.5, 1.9, 1.11; SDECS (1) (b) 4
a. on skills tests.
b. in a game situation.
9. Develop a lesson plan for a skill from each activity (see Appendix B for evaluation). CFSDECS 1.7
10. Teach a skill from each activity (see Appendix C for evaluation).
11. Analyze a skill from each activity (see Appendix D for evaluation). CFSDECS 1.8
12. Evaluate the performance of a skill from each activity. (see Appendix A for evaluation).
INSTRUCTIONAL SEQUENCE
I. Archery
II. Bowling
III. Golf
IV. Outdoor Recreational Games
METHODOLOGY
Lecture-demonstration, discussion, micro-teaching and practical applications
EVALUATION AND MINIMUM STANDARDS
Outcomes 1, 3, 5, and 7 will be evaluated by written examinations. To pass each outcome, 70% of the points available must be achieved.
Outcomes 2, 4, 6, and 8 will be evaluated by skills tests. To pass each outcome, 70% of the points available must be achieved.
Outcome 9 will be evaluated by the lesson plan submitted. To pass the outcome, 70% of the points available must be achieved.
Outcome 10 will be evaluated by the lessons taught. To pass the outcome, 70% of the points available must be achieved.
Outcome 11 will be evaluated by the skills analysis. To pass the outcome, 70% of the points available must be achieved.
SUMMARY OF EVALUATION
Written Examinations (4) 200 900 -1000 = A Exceptional (4)
Skills Tests (4) 200 800- 899 = B Proficient (3)
Lesson Plans (4) 200 700 - 799 = C Basic (2)
Micro-Teaching (4) 200 600 - 699 = D Unacceptable (1)
Skills Analysis (2) 200 599 and Below= F Fail
Total Points 1000
GRADING
To pass the course with a grade of A, the candidate must achieve 90% of the points available.
To pass the course with a grade of B, the candidate must achieve 80% of the points available.
To pass the course with a grade of C, the candidate must achieve 70% of the points available.
To pass the course with a grade of D, the candidate must achieve a minimum of 60% of the points available.
Failure to achieve less than 60% of the points available will result in a grade of F.
REQUIRED RESOURCES
Physical education uniform: black shorts or sweats (no jeans), white shirt, white socks, gym shoes (no black soles on gym floor)
REFERENCES
McColl, G. (2005). Golf Basics. New York, NY: Sterling Publishing.
Mullen, M. (2004). Bowling Fundamentals. Champaign, IL: Human Kinetics.
Sorrels, B. (2004). Beginners Guide to Traditional Archery. Mechanicsburg, PA: Stackpole Books.
APPENDIX A
SKILL TEST RUBRIC
Exceptional50 points / Proficient
40 points / Basic
30 points / Unacceptable
20 points / Unacceptable
10 points
Skills Test
Performance / All components are demonstrated and well define / Any one component is missing / Any two components
Are missing / Any three components
are missing / Any four components
are missing
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 points and below = F Fail
APPENDIX B
DAILY LESSON PLAN
DAILY LESSON PLAN - In constructing the lesson plan, the teacher should ask him/herself three questions:
1. Why do I teach this lesson?
2. What materials or activities are to be used to achieve the objectives of the lesson?
3. How should I plan and present the activities to the students?
LESSON PLAN OUTLINE
Subject:______Physical Education Standards:______Grade ______
I. Outcomes
What will the students be able to do when you finish the lesson today?
II. Equipment/Supplies
III. Procedures
A. Introduction
Introduction to lesson focus for the lesson. May be preceded by review of last lesson.
B. Practice of Skills/Lesson Focus
These activities are determined by your outcomes.
C. Closing Activity
The lesson may be brought to a close with a game using skills or concepts developed in the lesson, review of skills or concepts, or any activity that will reinforce skills or concepts and be fun.
IV. Assessment/Observation of students
Informal Assessment
Formal Assessment
V. Next Lesson/Reflection
Lesson Plan Rubric
Outcomes / Outcomes clearly
and completely
stated
Equipment / Equipment list is
complete
Introduction / Focus of lesson is
clearly stated / Focus of the lesson
is somewhat stated
Practice of Skills / Practice very clearly
reflects outcomes.
Candidate gives
highly accurate
directions, feedback
and checks for
understanding / Practice clearly
reflects outcomes.
Candidate gives
accurate directions,
feedback and checks
for understanding / Practice somewhat
reflects outcomes.
Candidate gives
somewhat accurate
directions, feedback
and checks for
understanding
Closure / Closing activity
reinforces skills and
concepts
Evaluation / Evaluation is stated
and is appropriate
Next Lesson / Next lesson is stated
Overall Assessment
45-50 = A Exceptional (4)
40-44 = B Proficient (3)
35-39 = C Basic (2)
30- 34= D Unacceptable (1)
29 and below = F Fail
APPENDIX C
Micro-Teaching Rubric
5 / 3 / 1-Subject Matter / Exhibits exceptional
knowledge of subject
matter / Exhibits average
knowledge of subject
matter / Exhibits little
knowledge of subject
matter
Task Level / All tasks designed at
appropriate level / Most tasks designed
at appropriate level / Many tasks designed
at inappropriate level
Outcomes / Lesson outcomes very
clearly stated / Lesson outcomes
clearly stated / Lesson outcomes
poorly stated
Giving Instructions / Instructions very clear
and concise / Instructions clear and
concise / Instructions not clear
or concise
Task: Description / Task very clearly
described and is easily
understood / Task clearly described
and is understood / Task not clearly
described and is hard
to understand
Feedback / Gives appropriate
feedback 90% or
more of the time / Gives appropriate
feedback 70-89% of
the time / Gives appropriate
feedback less than
70% of the time
Task Challenge / Tasks are very
challenging and
interesting / Tasks are challenging
and interesting / Tasks are not
challenging and
interesting
Equipment / All equipment and
materials set us and
ready for use when
needed / Most equipment and
materials set up and
ready for use when
needed / Most equipment and
materials not set up
and ready for use
when needed
Verbal Presentation / Speaks very clearly,
can be heard, uses
appropriate language / Speaks clearly, can be
heard, uses
appropriate language / Does not speak
clearly, cannot be
heard, uses
inappropriate
language
Organization / Class very well
Organized / Class well organized / Class not well
organized
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 points and below = F Fail
APPENDIX C
Skill Analysis Rubric
Identify
Components / 100% of the
components
of the skill
accurately
identified / 90% of the
components
of the skill
accurately
identified / 80% of the
components
of the skill
accurately
identified / 70% of the
components
of the skill
accurately
identified / 60% of the
components
of the skill
accurately
identified
Explain
Components / 100% of the
components
of the skill
correctly
explained / 90% of the
components
of the skill
correctly
explained / 80% of the
components
of the skill
correctly
explained / 70% of the
components
of the skill
correctly
explained / 60% of the
components
of the skill
correctly
explained
Identify
Correct
Performance / Identifies
correct
performance
100% of the
time / Identifies
correct
performance
90% of the
Time / Identifies
correct
performance
60% of the
time / Identifies
correct
performance
70% of the
time / Identifies
correct
performance
60% of the
Time
Identify
Incorrect
Performance / Identify
incorrect
performance
100% of the
time / Identify
incorrect
performance
90% of the
Time / Identify
incorrect
performance
80% of the
time / Identify
incorrect
performance
70% of the
time / Identify
incorrect
performance
60% of the
Time
Make
Appropriate
Corrections / Makes
appropriate
and accurate
corrections
90% of time / Makes
appropriate
and accurate
corrections
80% of time / Makes
appropriate
and accurate
corrections
70% of time / Makes
appropriate
and accurate
corrections
60% of time / Makes
appropriate
and accurate
corrections
50% of time
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30-34 points = D Unacceptable (1)
29 and below = F Fail