Syllabus approved by UCC: April 28, 2011

LockHavenUniversity of Pennsylvania

Lock Haven, Pennsylvania

Department of Health and Physical Education

Qualitative Analysis of Motor Skills

I.Introductory Information:

A.Department Name: Department of Health and Physical Education

B.Department Catalog Number: HPED 610

C.Course Title: Qualitative Analysis of Motor Skills

D.Semester Hours of Credit: 3

E.Clock Hours Per Week: 3

F Format: The course will be delivered via a web-based distance learning format

G. Overlays: None.

H. Restrictions Upon Student Registration: Graduate course provisions apply.

II.Description of the Course:

  1. Catalog Description: Designed to measure, analyze, and qualitatively evaluate complex motor skills, such as sport skills, by using and integrating basic subdisciplines of motor learning and control, kinesiology, and biomechanics.
  1. Comprehensive Description: Students in this course will be expected to complete indepth analyses of human movement as it relates to the performance of motor skills. These analyses will require graduate students to solve problems and think critically in regard to issues associated with motor skills acquisition, biomechanical and pedagogical principles. This course will provide students the foundation for recommending strategies for the correction of performance flaws of physical education students and athletes based on the students’ error identification. This course is aligned with the following advanced professional standards associated with the National Association for Sport and Physical Education (NASPE):Standard 1 (Professional Knowledge), Standard 2 (Professional Practice), Standard 3 (Professional Leadership)

III.Exposition:

  1. Learning Objectives:

Upon completion of the course, students will be able to……

  1. Demonstrate a familiarity with the interdisciplinary nature of motor learning, kinesiology, biomechanics, pedagogy and motor development, and qualitative analysis of movement (Advanced NASPE Standard –ANS 1);
  2. Integrate the four tasks of preparation, observation, evaluation/diagnosis, and intervention into the model of qualitative analysis of movement (ANS 1, 2, & 3);
  3. Recommend strategies for the correction of performance flaws of physical education students and athletes based on the students’ error identification (ANS 2 & 3).
  1. Activities and Requirements:

1.The students will design and create a qualitative (analytical) video analysis project.

2.The students will analyze and solve problems related to motor skills acquisition, biomechanical and pedagogical principles.

3.Students will apply an analysis of movement process within a 5-10 page report of the skills analysis based upon the four tasks of qualitative analysis: preparation, observation, evaluation/diagnosis, and intervention.

4.The students will write a paper on the evaluation of motor skills, using the four tasks of qualitative analysis as the focal points.

5.The students will create an analysis of motor skill performance.

6. The students will complete problem-solving activities related to the analysis of human movement.

C.Major Units and Time Allotted: (45 hours)

1.Part I. An Integrated Approach to Qualitative Analysis(12 hours)

  1. Interdisciplinary Nature of Qualitative Analysis (6)
  2. Role of Models in Qualitative Analysis(3)
  3. Role of Senses and Cognition in Qualitative Analysis(3)

2.Part II. Four Tasks of an Integrated Qualitative Analysis(12 hours)

a.Preparation: Gathering Relevant Knowledge(3)

b.Observation: Developing a Systematic Observational Strategy(3)

c.Evaluation/Diagnosis: Critical Thinking With Qualitative Analysis (3)

d. Intervention: Strategies for Improving Performance(3)

3.Part III. Practical Applications of Qualitative Analysis(15 hours)

a.Tutorials in Qualitative Analysis of Human Movement(3)

b.Theory into Practice Situations(6)

c.Videotape Replay Within Qualitative Analysis(6)

4.Evaluation (including students’ presentations)(6 hours)

D.Bibliographic Support:

Ackland, T., Elliott, B., & Bloomfield, J. (2009). Applied Anatomy and Biomechanics in Sport. Champaign, IL: Human Kinetics Publishing Co.

Chapman, A. (2008). Biomechanical Analysis of Fundamental Human Movements. Champaign, IL: Human Kinetics Publishing Co.

Colby, M (2001). Motor Learning: Applied to Skill Acquisition in Sport (5th. Ed.). American Press.

Coker, C.A. (2009). Motor Learning and Control for Practitioners. Holcomb Hathaway, Publishers, Inc.

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of Skill Acquisition: A Constraints-Led Approach. Champaign, IL: Human Kinetics Publishing Co.

Knudson, D. V. and Morrison, C. S. (2002). Qualitative Analysis of Human Movement. Champaign, IL: Human Kinetics Publishing Co.

Kreighbaum, E., & Barthels, K. M. (2002). Biomechanics: A Qualitative Approach for Studying Human Movement (4th ed.). J Needham Heights, MA: Allyn & Bacon.

Carr, Gerry. (2004). Sport Mechanics for Coaches (2nd ed.). Champaign, IL: Human Kinetics.

Hall, S. J., Ph.D. (2009). Basic Biomechanics. St. Louis, MO: Mosby.

Hays, J. G. (2009). The Biomechanics of Sports Techniques (4th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Luttgens, K. Ph.D., et al. (2002). Kinesiology, Scientific Basis of Human Motion(10th ed.). Dubuque, IA: McGraw-Hill.

Richard A. Magill, R. A. (2007). Motor Learning Concepts and Application (8th Edition). Dubuque, IA: McGraw-Hill Co.

Schmidt, R.A. (2005).Motor Learning and Performance: A Problem-Based Learning Approach (3rd. Ed.). Champaign, IL: Human Kinetics Publishing Co.

Schmidt, R.A. (2007). Motor Control and Learning: A Behavioral Emphasis (4th. ed.).Champaign, IL: Human Kinetics Publishing Co.

Stergiou, N. (2004). Innovative Analyses of Human Movement. Champaign, IL: Human Kinetics Publishing Co.

Zatsiorsky, V. (2002). Kinetics of Human Motion. Champaign, IL: Human Kinetics Publishing Co.

Zatsiorsky, V. (1998). Kinematics of Human Motion. Champaign, IL: Human Kinetics Publishing Co.

IV.Standards:

Students will be evaluated through multiple forms of assessment such as a exams, projects, problem-solving assignments, and research papers, as well as demonstrating subject-matter competency during threaded discussions. The assessments are aligned with the advanced NASPE (AAHPERD) professional standards required for accreditation through NCATE. See section II for more details about meeting these standards within this course. The following table demonstrates the alignment of the standards-based assessments with the learning objectives.

V.Rationale and Impact:

This is a new course to accompany the current Masters in Teaching and Learning and the Masters in Alternative Education. The course is being proposed due to the large number of in-service teachers requesting courses related to the area of physical education. The course is designed to provide an understanding of the theoretical concepts and practical study of how to analyze movement forms which include physical activity, physical fitness, sports, motor skills and more. The application and synthesis opportunities within this course are geared for teachers and coaches to apply practical analytical methods within their classes that they teach in the public schools.

  1. Cost and Staff Analysis:

Faculty with expertise in the area of motor control and learning in physical education already teach within the Health and Physical Education Department; therefore, the introduction of this course would not require additional personnel because it will be offered only in the summers and will not impact faculty load during the regular academic year. There would be no demand on other University resources such as supplies, equipment and travel. This course will be offered during the summer session I or II.

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