Approved by Faculty Senate.
University Studies Course Approval
Department of Physical Education and Recreation
PER Course Number: 144
Semester Hours: 1 SH
Frequency of Offering: Every semester, multiple sections
Course Title: Contemporary Activities: _________________________________
Catalog Description: This course introduces the student to varied, contemporary movement-based activities. A variety of activities will be introduced as a means of encouraging movement and expanding the students leisure interest profile. May be repeated for credit under different subtitle.
NO, this is not a new course proposal.
University Studies Approval is requested under Physical Development and Wellness in the BASIC SKILLS area.
GENERAL COURSE INFORMATION:
During the 1999-2000 academic year, PER faculty realized that PER 100 level courses were restricted to fairly traditional physical activities (i.e. volleyball, soccer, badminton). Further, PER faculty recognized that students were missing out on many wonderful and exciting opportunities to enhance their repertoire of movement-based, leisure skills simply because the Department did not have a mechanism in place to infuse new and exciting activity tools (e.g. cardio-boxing, swing dancing, scuba diving, etc.) into the curriculum in a timely fashion. It was determined that since the overall purpose of the PER 100 level courses is to stimulate student involvement in current and lifelong movement based activity, we must become better and more timely at selecting and implementing those movement based activities which have the greatest appeal to the students. The PER 144 course was proposed and implemented as a result of the concerns identified above. It was approved by A2C2 as a general education elective during the spring of 2000. PER faculty were appreciative of all those involved in the course approval process for giving the Department the latitude to exercise their professional judgement in determining the specific means (i.e. cardio-boxing, swing dancing, snow-boarding, etc.) through which to achieve the departmental goals for this class.
As required in 1 and 2 of the approval process, the following address the outcomes listed for physical education 100 level activity courses and document course content and learning activities relevant to the course outcomes:
Outcome #1: learn skills that will improve the quality and length of their
Through active participation in the listed PER 100 level courses, students
will experience first hand how physical wellness activities positively
impact one's quality of life.
PE 100 level courses contribute to cardio-vascular fitness, flexibility,
muscular endurance and strength. These factors are known to enhance both
longevity and quality of life.
Outcome #2: make pro-active choices leading to a healthier lifestyle
Incidence of inactivity in our culture will not be reduced without
considerable lifestyle change in people of all ages. Through participation
in the various physical activities introduced in PER 100 level courses,
students will gain first hand awareness of the manner in which physical
activity can stimulate both mind and body. After having gained this insight, students may be more inclined to set and maintain long term goals related to overall fitness and a healthier lifestyle.
Outcome #3 explore dimensions of personal health promotion and disease
Research indicates that physical activity reduces the risk for several
major chronic diseases. Skills and information introduced in PER 100
courses will heighten students awareness of the importance of developing and/or maintaining a healthy, active lifestyle. When this awareness leads to increased activity as a lifestyle change, the student will reduce his/her risk for development of any diseases associated with inactivity.
Outcome #5 understand health as multidimensional, involving the whole
person's relationship to the total environment
PE 100 level courses involve the "whole person." The body is being improved physically (hands-on activities), the mind is learning and expanding (comprehension of rules and strategies, etc.), and students have opportunities to improve their social development (teamwork, cooperation, healthy competition, etc.) and appreciation of movement.
Outcome #6: utilize physical activity to reduce medical risks and provide
relaxation, socialization and balance in their lives
By nature of the physical requirements within the PER100 level courses,
students are challenged to improve their level of physical fitness.
Research indicates that one's level of fitness is associated with a
person's ability to work effectively, enjoy leisure time, be healthy,
resist disease, and cope with stress.
Each new activity based skill introduced gives the student additional
choices for a healthy and balanced leisure lifestyle.
The introduction of team games and skill related practice activities in PER
100 courses infuses a socialization aspect.
Outcome # 8 Enhance creative use of leisure time
The development and creative expression of an active leisure lifestyle is partially dependent upon building a repertoire of leisure activity skills. Through skills practice and other instructional strategies, students enrolled in PER 100 courses gain new participatory skills and knowledge of leisure resources. This, in turn, enhances the students repertoire of leisure skills which may ultimately lead to more creative use of leisure time.
Outcome #9: develop skills consistent with efficient levels of human movement
With practice, basic skills introduced in physical education activity
courses may be taken to a higher level of physical achievement. As skill
related competencies become enhanced, participation typically becomes more
intrinsically rewarding. Individuals who are intrinsically motivated to
participate in healthy movement based activities are likely to continue
this pattern on a regular basis. Regular and consistent participation in a physical activity leads to more efficient levels of human movement.
The attached syllabi for PER 144 is notably brief and generic. Prior to the implementation of any PER 144 class, the Department would ensure that the individual PER 144 course instructor prepared full subtitle specific syllabi in appropriate format with references to the Basic Skills Physical Development and Wellness outcomes throughout. The syllabi would then be kept on file in the PER Department Office.
This is a 1 credit University Studies course that satisfies the "Physical Development and Wellness" component of the students Basic Skills program. Designated University Studies outcomes for this course are listed below. Additionally, the University Studies outcome-related, learning activities/topics will be referenced with the text of each activity specific syllabi that is generated for each 144 Contemporary Activities: _____________________ course.
Outcome #1 Learn skills that will improve the quality and length of their lives.
Outcome #2 Make proactive choices leading to a healthier lifestyle.
Outcome #3 Explore dimensions of personal health promotion and disease prevention.
College of Education
Department of Physical Education and Recreation
PER 144 Contemporary Activities: __________________ - 1 SH
The nature of the course outlines would vary somewhat with subtitle (e.g. contemporary Activities: Snow Shoeing; Contemporary Activities: Climbing, etc.) Course outlines in appropriate format and addressing the University Studies Basic Skills Physical Development and Wellness criteria would be required for each course.
Regardless of subtitle, this course would be taught in experiential fashion with instructors actively interacting and processing with their students. Related readings, skills practice and demonstrations would also be utilized.
Regardless of subtitle, the experiential nature of this course would require that instructors actively participate in and with their group. Because one of the aims of this course is to provide students with opportunities to enhance their repertoire of intrinsically rewarding, movement based leisure interests, students in all PER 144 classes would be evaluated more heavily on participation, effort and level of group involvement than on the level of skill proficiency obtained.
This course proposal involves A2C2 granting the PER Department some latitude in determining which movement based, contemporary activities are appropriate for general education activity electives. The concept behind introducing "Contemporary Activities" is similar to that of many departments "Special Topics" courses. Such courses enable departments to provide students with varied offerings that cover new and unique trends.
Offering a "Contemporary Activities" 1 credit general education course would ease the transfer process for those incoming transfer students who have taken physical education electives which do not exactly match those offered at WSU.
Offering a "Contemporary Activities" course would enable PER to work more collaboratively with ACEED in offering general education credit for some of the qualifying courses they might offer (i.e. karate, snowboarding). In fact, the majority of "Contemporary Activities" courses offered would be offered through ACEED.
Offering a "Contemporary Activities" course would enable the PER Department to be more responsive to student initiated requests for specific courses which meet the stated course objectives.
Offering a "Contemporary Activities" may well enhance the PER Departments ability to expose students to new activities which they find intrinsically rewarding and ultimately choose to participate in as an alternative to some other forms of less desirable leisure involvement.
As noted in a recent survey, a major complaint of WSU college students was the lack of things to do on the weekends other than "going to the bars." Many of the "Contemporary Activities" courses offered through ACEED could be packaged so that students could take advantage of weekend learning opportunities.