P392 Sport In America
****Lecture Readings should be completed before the scheduled lecture date. A Quiz before each lecture will count in your participation points.
Date Location Purpose
1/12 Classroom ES 2100 Orientation and Presentation Grouping Completed
1/14 Classroom ES2100 Lecture Chs 1-2:Why and How we study sport. Understanding the foundations that support culture and society. Framework for Exam Essay 1 Completed
1/19 Classroom ES 2100 Lecture Ch 3 Participants versus Spectators-Presentation Group 1 Adult behavior and American Youth Sport
Finish the Framework for Exam Essay 2 (Worksheet given in class on 1/14.) Completed
1/21 Classroom ES2100
Lecture Ch 4 and 5-Business, Media and Sport
Fig 1.1 p. 5 The Sport Pyramid (Play/Games/Sport/Work) Social Recreation Participation to Elite
High Performance Participation.
Students have now read Chapters 1,2,3,4, & 5 and studied the Chapter Midterm Questions listed under the RESOURCES feature. 1/26 CLASSROOM Lecture: Finish Business in Sport.
Discuss Term Paper
Develop Essay for Sport Participation Pyramid
Video: Entertainment Sport Forms http://www.youtube.com/watch?v=anZvpxIHx0I&feature=related Completed
1/28 Classrrom ES2100 Lecture Ch 5:Media in Sport-
Presentation Group 2: The Behavior of American Children and Adolescents Involved in Yourth Sport CompletedChris Beasley-Jacob Henderson and Cortney Pettit
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NO Classroom Lecture this week. Go ONLINE
2/2 ONCOURSE Lab 1: Sport Sociology Research Methods Exercise Completed
2/4 ONCOURSE Lab 2:NCAA1-Coaches Practice Exam and Chat Room Completed
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2/9 Classroom ES 2100 Lecture Ch.6- 7: Interscholastic and Intercollegiate Sport/Youth in Sport Completed
Moved to 3/2 Presentation Group 3: Social Sport in Higher Education
2/11 Classroom ES2100 Lecture Ch 8: International Sport (Globalization)-Presentation Group 4: Women Coaching Women versus Men Coaching Women in American Sport Completed
:Coaching
2/18 ONCOURSE Lab 3: The use of Music in American Sport Submit using the submission box at the bottom of the assignment.
2/23 Classroom ES 2100 Lecture :Chapter 10
Behavior and Ethics in Sport-Presentation Group 6: The Technology Revolution in American Sport 2/25 Make up date for Presentation Group 3 Classroom ES 2100
The Art of Sport Introduction Video (Resources) Discussion of Field Trip Lab Project.
3/2 Classroom ES2100 Midterm Exam Review Materials and Presentation Groups 3 and 7 The Price of a ticket to an American Sporting Event
3/4 ONCOURSE Midterm Exam Chapters 1-10 and lectures
3/9 Classroom ES 2100 Chapter 11 Lecture:Race, Ethnicity, and Sport
-Presentation Group 8 Laughter and Humor in American Sport
3/11 ONCOURSE LAB 4 Murderball Video and Report
(Special Populations in American Sport)
3/15
Spring Break No ClassJacobi Rent, Tyler Wittenberg
3/25
University Conference Center Lab 5 Art in American Sport Field Trip 2 hours (Lab may be completed between 2/25 and 2/25)3/30 Classroom ES 2100 Lecture Chs. 13-14 Social Divisions in Sport-Presentation Group 9: Games for Special Populations (Special Olympics-Paryaolympics, Masters, Pro-Ams.)
- TERM PAPER DUE 3/30 Future Trends in American Sport
4/1 ONCOURSE Lab 6: American Language and Sport 4/6 Classroom ES 2100 Lecture Ch. 15: Religion and Politics in Sport: Presentation Group 10:Sport Merchandise and the American Consumer 4/8 Classroom ES 2100 Lecture Ch. 16:Politics in Sport -Presentation Group 11: American Sport and the Green Revolution
4/13 Classroom ES 2100 Lecture Ch 17 Deviance in Sport Presentation Group 12: American Cyber and e-sport 4/15 Classroom ES 2100 Lecture Ch 18: Coaching Sport - Presentation Groups 13: Animals and American Sport Culture
4/20 NO CLASS Payback for Lab 5 Field Trip Time
4/22 ONCOURSE Lab 7 Ethics Exercise -Virtue vs Evil in American Sport
4/ 27 Classroom ES 2100 Lecture Ch. 19: Future Trends in Sport-Term Paper Review-Presentation Group 15 (Late Adds) The American X-Sport Revolution in Olympic Sport Craig Garvin and Derrick Hurt
4/ 29 Classroom ES 2100 Review for Final Exam Essays
5/3-5/5 ONCOURSE Final Exam: Chapters 11-19 and lecture note essays
none
This is the first semester that I was allowed to break away from 15 straight weeks of Lecture-Discussion teaching. The students love the change of pace and "classroom" and the design gives me a better look at the learning level for each student. It would be very easy to put the entire class content online.
The ONCOURSE Labs allowed me to fully demonstrate the power of music, art and literature in the sociological development of American Sport.
Multiple technology options were used for learner input.
The Chat Room was used to build group presentations and to compare lab experiences.
Presentations were required to have e-resources and power point development
Instructor Lectures were used during class and provided to students after class as a study guide for the midterm and final exams.
The ONCOURSE features made the course totally accessible to Special Services students.
All examinations were given using the Test and Survey Feature.
e-learning materials were provided for every lecture and every lab.
In several Labs the students were required to gather e-materials in order to complete the asssignment.
Exam feedback was immediate.
The fluid nature of ONCOURSE Tests and Surveys allowed constant construction of exams that related directly to each classroom discussion. Modifications could be made up until the day of the exam.
The Resources feature was used to guide students to online presentation information.
The chat room was used for group meetings as they developed inclass presentations.
The Resource feature was also loaded with all of the chapter test banks. This made it much easier for the students to prepare for the Midterm and Final exams.
The course text was constantly upgraded with "Current Events" . The instructor used the e-mail messages feature to notify students of changes concerning the subject matter presented in the text.
This is the first time that P392 Sport in America has been taught as a hybrid course. The student reaction has been remarkable because:
1. They have a high comfort level with the internet.
2. They like "instant communication" with their instructor and with their peers.
3. The Sakai environment allows the instructor to enter the Computer Age with their students.
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