HPS 402 Syllabus Fall 2010
SYLLABUS
NEW MEXICO HIGHLANDS UNIVERSITY
Department of Exercise & Sport Sciences
HPS 402- Motor Learning
Fall 2009
GENERAL COURSE INFORMATION:
Instructor: Dr. Joe G. Schmalfeldt. Phone: 454-3032
E-mail address: Class Location: PE 113
Office: PE 235 Office Hours: MW 1-3PM, W 5-6PM
TR 8:30 – 9:30AM
Catalog Description:Information will be presented on motor learning with an emphasis on the learning process, the individual learner, and the task and instructional procedures that may be employed by those working in a movement setting of any kind.
Text: Magill, R.A. Motor Learning. (2006). New York: McGraw-Hill.
All Course Information can be obtained at Dr. Joe’s website:
Accommodations for Students with Disabilities
NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of Disability Services by phone at (505) 454-3188 or 454-3252, via e-mail at , or visit Room 108 of the Felix Martinez building on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also contact the Coordinator of Disability Service.” David Esquibel Student Advisor/Coordinator of Testing and Disability Services
Academic Honesty/Dishonesty – NMHU Academic Integrity Policy
Because academic dishonesty in any form compromises the University's reputation and thus devalues the NMHU degree, it simply will not be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying to pass off someone else’s intellectual work as their own will be subject to disciplinary action. Depending upon the severity of the infraction, repercussions may include, but are not limited to: (1) a failing grade on the project in question; (2) dismissal from the class; (3) a failing grade in the class; (4) suspension or expulsion.
General Objectives: To provide the student with the opportunity to become actively engaged with motor learning through an applications-based process. The course introduces the practitioner to the processes that underlie human movement learning, bridging the gap between research and practice.
Specific Objectives:At the conclusion of this course, students should be able to:
1. Demonstrate understanding of the stages of motor development.
2. Demonstrate understanding of the stages of growth and development.
3. Ability to apply understanding of motor development & learning and growth and development
principles their implications to movement activity programs.
NASPE Standards Covered in this Course:
Standard 1: Content Knowledge Standard 6: Planning and Instruction
Standard 2: Growth & Development Standard 7: Student Assessment
Standard 3: Diverse Students Standard 8: Reflection
Instructional Methods: Lecture, class discussion, presentations, demonstrations.
observation, implementation/application.
Assignments will include specified readings and presentations.
Evaluation:Quizzes, Mid-Term Exam, Final Exam
Lab Reports – verbal and written
Class Attendance & Participation
GRADING SCALE:
90-100% = A
80-89% = B Class participation 33%
70-79% = C Quizzes/labs 33%
60-69% = D Exams 34%
Below 60% = F
Student Expectations:
1. All course requirements must be submitted in order to pass this class.
2. Assignments submitted late will receive zero credit.
3. This course is designed to focus on how children respond and learn in a physical
activity setting. If, at the end of this class, you are not able to take this information
effectively apply it; little has been gained throughout the semester. To this end I will
do my utmost to provide you with valuable knowledge and experiences, but little can
be accomplished without a concerted effort on your part to be self-motivated,
responsible, and actively learning. In an effort to guide the goal of responsibility,
motivation, and participation, I offer the following as class operating guidelines:
A. Be here. The class is largely interactive and participatory. These types of
experiences cannot be made up. You should plan to attend every class and be on
time. Under no circumstances can in-class work be made up, since it is largely
related to your ongoing field experiences.
B. Participate with effort. This asks that you are prepared and put forth a solid and
consistent effort in class. This includes giving input and feedback during lectures,
discussions, and group work as well as producing college level work. Do what you
have to do to be ready. Additionally, you should have a three ring notebook, with
dividers, in which to keep all course materials (A hole punch would also be a good
investment). Bring to class each day your books, notebook, and syllabus.
C. Take initiative for yourself. Most of the learning will be the result of your own
initiative, not the prodding of instructors or rewards (or threats) of grades. You alone
must be responsible for creating value for yourself in this course. How well you do
will, in large part, be the result of how well you are able to carry on without direct
supervision. Taking initiative means asking questions when material, concepts, or
expectations are not clear. (It is OK not to know, but it is not OK to continue not
know). It also means doing work and readings outside of class.
D. Help others. The ultimate success and reward for each of you depends on your
ability to help and support your classmates in their learning and in their attempts
to be responsible for their own learning. This also means creating a safe
environment, that is the confidentiality of one’s sharing is maintained as well as
working out disagreements with each other in a way that honor’s feelings and
inspires trust. Good teaching is the result of hard work, a continued desire to learn
and a collaborative effort. This class will begin the practice of collaborative
efforts designed to improve teaching.
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