- Author Unknown

Course Notice: This course meets the requirements of a Tier II Course in the Artistic Expression and Critical Appreciation Context. This course has been enhanced to include a service learning component. WC students will gain a greater understanding of the elements of creative movement by serving as movement teachers and facilitators for residents and program participants at various community sites.

Course Description: An introduction to the elements of creative movement through lecture, reading, activity experiences, experimentation, observation, and discussion. Students will explore movement forms as more than just physical activity; they will appreciate movement as an art form, means of self expression, a vital aspect of culture, and an opportunity to explore new perspectives and understandings of oneself and world. This course will give students practice in designing movement learning experiences for persons of all ages.

Text: Schrader, C.A. (2005) A Sense of Dance: Exploring Your Movement Potential, 2’ edition, ANGEL

Readings on Reserve (in Library):

Jonas, G. (1998) Dancing: The Pleasure, Power, and Art of Movement

Harris, J. A. et al (2000) Dance A While

Gilbert, A. G. (1992) Creative Dance for All Ages

Mertz, A. (2002) The Body Can Speak

Prerequisites: None

Learning Objectives:

When students complete the course they will be able to:

1. Identify and experience the cognitive, affective, physical, and social outcomes of creative movement experiences.
2. Identify and analyze movement elements, structure, and dance forms such as classical, theatrical, ethnic, folk, and jazz dance.
3. Identify various movements and notation systems, specifically working with the Laban Movement Analysis System.
4. Explore the ways that dance serves as reflection of cultural attitudes and bridge to understanding people.
5. Create dances that serve as an art form and means of expressions.
6. Demonstrate a variety of creative movement activities for various age groups.
7. Create age appropriate creative movement experiences for various age groups and reflect on these teaching experiences.

Each student is expected to:

1. Be There -Attendance: Be at class on time & participate in all class activities — Class participation is an important part of your learning in this class. Also many activities are linked to written assignments. Missing a class is very problematic because of the extensive setup for classes and the interactive nature of the class activities. If you must miss class, it is your responsibility to contact Dr. Miller PRIOR to the class by email. Athletic or other Westminster College duty — sponsored trips are excused absences. However, I must be notified of travel dates and times prior to travel. 10 pts deducted for each class absence. Exception: College Duty, sickness WITH Doctor’s note. Missing class more than two classes a semester is excessive AND will result in a grade reduction.

2. Be Prepared: Complete assigned reading prior to each class (See attached schedule)

3. Do Your Work: Complete and submit presentations, exams and assignments on time. Submit all work in typewritten text, unless otherwise specified. All handwritten work must be legible.

Work that is one day late (one calendar day – email submission is an option) will be deducted by 10% or one letter grade. After one day, work will not be accepted and will be assigned a zero (0) score. Make up for quizzes or exams will be given only under one of the following conditions:

a. Illness. A medical excuse signed by one’s physician must be presented to the instructor. The instructor will verify all excuses.

b. Athletic or other Westminster College sponsored trips. Instructor must be notified of travel dates and times prior to travel dates.

c. Extenuating circumstances. It will be the prerogative of the instructor whether or not the student will be allowed to makeup the assignment, quiz, etc.

Important Dates

Drop Deadlines: Wednesday, September 15(without any grade),

Thursday, Nov.9 (with grade listed as WP/WF)

Final: Thursday, December 16 @ 8:30

Academic Honesty

‘The students of Westminster College believe that a major purpose of higher education is to develop habits of honesty and independence of thought.” Please refer to p. 27 in the WC Student Handbook HONOR CODE – All Students are required to live up to the Westminster Honor Code — “No Westminster student shall commit any act of academic dishonesty in order to advance her or his own academic performance, or to impede or advance the academic progress of others “. Academic dishonesty is an extremely serious offence. Academic dishonesty in any form will not be tolerated. If academic dishonesty is proven, the student will receive a 0.0 on the assignment and possibly fail this course.

Student Accommodations

Any student who feels that he or she may need an accommodation based on the impact of a disability should contact me to arrange an appointment as soon as possible. At that time, we can discuss the course format, anticipate your needs, and explore possible accommodations.

Harassment

Westminster College expects all members of its community to treat each other with respect and dignity. The College seeks to create and maintain an academic, social & work environment in which all members of the community — students, staff, administrators, and faculty — are free from harassment. Prevention is the first and best tool to eliminate harassment. However, any person who is the recipient or a witness of harassment should make a report to Director of Human Resources. Dean of Faculty, Dean of Student Life, or other trained college personnel.

Reminders of Common Courtesy: Please be certain to turn off all cell phones, pagers, music devices, while in class. Everyone has the right to learn in an environment free of predictable distractions.

2010 Class Assessment Activities

In class lesson – Concept Lesson & Reflection (25 pts) 10 pts group written lesson, 5 pts preparation/presentation, group coordination 5 pts, reflection 5pts (Warm up Activity & introduction, Explore, Create, Cool down Activity & Assessment)

Dance of Symposium & Picture Dance

Symposium (30 pts): Symposium presentation writeup (5) Describe energy, space and rhythm characteristics of the concept (5), describe choreographic elements of the dance as well as music and props (5), dance performance (10), reflection (5)

The Picture Dance —(50 pts) Title of Piece from William Woods Art Museum or Westminster Memorial Exhibit. Describe the picture in detail. ie. shapes, lines, textures, colors, patterns. (5) Explain your reaction to the piece. Discuss what you think the piece is about and or relate it to personal experience. (5) Describe energy phrases, movement forms, rhythms, and floor patterns (shape, time, and space), props and music, and choreographic elements. that you may use to create a dance from this artpiece. Explain why. (20) Transpose reactions & connections into a dance with music, Include and identify composition ideas presented in Ch. 12& 13, Schrader text. ie. contrast repetition, variation, transition, canon, ABA, Rondo, story line. (15), Reflection (5)

Participation – up to 50 pts.

Service Service Learning — (135 pts)

4 site visits (pre-teaching visit, three teaching visits) (15 x 4= 60),One written lesson from each member of the group submitted to Dr. Miller at conference prior to teaching (15), journal entries for each visit (10 x 4) (For first visit, include preservice expectations) & individual reflection with thoughtful reflection referencing at least two class readings (other articles encouraged) pertaining to the experience. (20 pts.)Describe physical, emotional, cognitive, social, spiritual impact of the experience. Dates of service teaching are @ October 10— November 14. Report on Service due November 24.

Service Sites: Presbyterian Manor, BACPAC, Fulton Treatment Center, Rosa Parks, Head Start [contact information deleted].

Midterm Test 100 – Paper (50) – Dance and the Individual: Themes of paper relate to dance and dimensions of person. At least 3 pages typed, 3 references (ie. ANGEL readings, text, movies, discussion) Cohesive construction of evidence built on thesis.

Final Test (50) & Presentation (50) on Dance and Culture. Test questions are from video series. Presentations build off of video series topics of dance and sexuality, religion, power, theater, etc. Projects will answer a compelling Question, present an original idea, or pose an interesting perspective: ie. Is Michael Jackson the Best Dancer of the Decade?, Example topic areas: Dance for Social Change (ie. Urban Bush Women), Social Dance in 21st century, Dance Icons of the 21st Century (ie. Merce Cunningham), dance linked to social reform, link to cultural context.

Examples of evidence include but are not limited to research journal articles, essays, detailed video analysis, dance presentation/ technique demonstration. Each person’s presentation is 10 minutes. Students Presentation will be graded on presentation style, organization, and preparation (25), should as a compelling question, an original idea, or pose an interesting perspective (5), provide evidence of serious examination – excellent presentation of resources (at least two specific, reputable, and impressive (10).

Grading Scale:

93-100%-A
83-92%-B
70-82%-C
60 – 69% – D
less than 60 – F

PED 208: Creative Movement and Rhythms Class Schedule

* Asterick indicates assignment is due.

Dance & Person

8-26 – Introduction. http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html

1. How is dance a part of my life? Why is dance important to me?

2. What do I expect from this course?

Assign: Ch.I, Schrader, Moodle readings as Assigned & All read Dance for All Ages and Health.

8 -31 Discussion of Readings : What is Dance? Why Dance? Who is a dancer?, The Power of Dance Movie & http://www.youtube.com/watch?v=R76oQQLY3Ho  Activity: Sport Dance (Dive In Approach) Assign: Ch.3 & Ch. 4 Schrader, Moodle Readings as Assigned

9-2- Discussion of Readings, “How do you Learn to Dance?”, The Moving Body (Anatomy), Activity: Spaghetti Dance (Creative) and Learn social dance steps (Technical) (pg.19), Hora, and Chimes of Dunkirk.

Assign: Ch.9 Schrader

9-7 —Multiple Intelligence (Body Intelligence)

Activity: Ml Activity

Assign: Read Chapter 5, Schrader, Complete paper on Dance and Individual.

9-9 —Activity: Complete Multiple Intelligence Activity, Lesson Demonstration, Assign lessons.

Elements of Dance Handout.

Assign: p. 15 – 19 Schrader, 5 matted pictures for Copy Dance

Elements of Dance, Teaching Dance

9-14 — Copy Dance, Service Project Discussion and Jill Pierard Presentation

Assign: Lesson Preparation, Chapter 7 Schrader

9-16 — *Student Lessons Focus on Space: Level, Shape, Direction, Focus, Paths, Relationships

Assign: Chapter 6 Schrader

Attend Symposium session(s) Prepare Symposium presentation writeup (5) Transpose & Describe energy, space and rhythm characteristics of the topic or issue presented (5), describe choreographic elements of the dance as well as music and props informed by pg. 175-185 of text. (5). Reference the presenter and other sources as appropriate.

9-21 – No Class Symposium (Speaker write-up, due next class meeting, electronically)

9-23- Submit Symposium Dance Writing

*Student Lessons: Focus on Rhythm, STOMP Video

Assign: Chapter 8 Schrader

9-28 *Student Lessons: Focus on Effort

Assign: Read Chapter 12 Schrader

Choreographing Dances

9-30 Begin Choreography of Symposium Dance

Assign: Read Chapter 13 Schrader

10-5 Continue Symposium Dance Practice (4 – 6 dances)

10-7 Discussion of Service Project, Symposium Dance Performance. Meet with Service Sites and Begin Writing Lessons.

10-12 No Class, Fall Break Meet at Service Sites this week

Assign: email by 10/19: 1. Journal – information about site, interests of participants, physical, social, emotional, spiritual, and mental needs and challenge AND preservice expectations, 2. Schedule of visits, 3. Focus and outline of each lesson – Objectives and rationale for lesson activities. (This journal posting should be included in your final project portfolio)

10-14 Office Meeting with Dr. Miller: Groups present Dr. Miller their Service Learning Lessons. All three lessons will be discussed at this meeting. Service lessons must be completed by November 14.

10/19 Picture Dance, Visit Art Museum

Assign: Read Chapter 13 -14 Schrader

10/21 Submit Picture Dance Paper: Describe the picture in detail. ie. shapes, lines, textures, colors, patterns. (5) Explain your reaction to the piece. Discuss what you think the piece is about and or relate it to personal experience. (5) Describe energy phrases, movement forms, rhythms, and floor patterns (shape, time, and space), props and music, and choreographic elements. that you may use to create a dance from this artpiece. Explain why. (20)

10/26 Begin Groups and Choreography of Picture Dance (Dance Elements)

10/28 Picture Dance (Dance Composition)

11/2 Picture Dance Performances

Dance and Culture

11/4 * Performance, Sex and Social Dance, Describe Final Project.

Activity: d’Hammerschmiedsgselln (Virginia Reel)

Assign: Begin Final Project

11/9 Religion and Dance Movie

Activity: Yoga

11/11 Dance of Realm Movie

Activity: Ballet, Carnavalito

11/16 New World of Dance Movie

Activity: Jazz, Troika

Assign: Complete Service Project Journal and Reflection

11/18 Service Discussion. Tinikling, Organize Final Presentations

*Service Journal & Reflections Due.

11/23 Threatrical Dance

Activity: Modern Dance, In class preparation of final project

Assign: Read Moodle Labanotation Article

11/25 Thanksgiving Break

11/30 *Labanotation

12/2 * Final Project Presentations

12/7 * Final Project Presentations, Class Evaluation

12/9 *Final Project Presentations

Finals Week – Complete Final Project Presentations, Final Test.

Welcome to your service learning experience focusing on the community of disability and physical activity. The purpose of this class is three-fold: (1) to understand the legal requirements as designated by Public Law 108-446, (2) to understand the unique characteristics of disability and how it can affect teaching, and (3) to learn as you participate in your service learning experience, the unique attributes of families and individuals with disabilities as it pertains to their challenges, their development, and their daily life. The course philosophy is, “We must become the change we want to see in the world”…..Mahatma Gandhi

For you to change the way we teach students with disabilities in physical education, you must change the way you see disability. As you participate in class and your service learning experience, I will ask you to talk about ability versus disability. Your reflections will document not only your experience but also how the experience has heightened your learning and understanding of course concepts including the concept of disability.

The true engagement of service learning also comes from reciprocity of an experience. Depending upon where you have your experience, I will ask that you learn from the families and the participants themselves. Expectations include weekly contact with the families and participants which will assist you in understand their child’s or personal needs through the experience. This communication, or what we will call reciprocity of learning, is essential to your experience. Families who have children with disabilities have very unique needs and experiences as a result of disability. What you can learn from them will enhance your teaching of their child. Individuals with disabilities also experience the world differently that you and I. Their desire for physical activity may also be significantly different than yours so your understanding and appreciation of such will be vital to your experience.

Concluding your service learning experience is your clinic report. This report acts to summarize your reflections and reveal your professional expertise for the next service learning student. You will be asked to write in your report specific, achievable physical education goals and objectives (i.e., IEP), behavior management strategies, and future assessment items for the following semester. This information is shared with families and participants for their use or knowledge regarding their child or self.

I hope that you look forward to your experience both in and out of the classroom. If fully realized, the experience will shape you as a person and as a teacher.
Dr. Stanton-Nichols

HPER 398: Adapted Physical Education
Spring 2010

Instructor: Katie Stanton-Nichols, Ph.D.

Introduction:
The purpose of this course is to provide the student with an understanding of disability as it pertains to teaching individuals with disabilities in the physical education environment. Course information will extend to federal legislation, assessment, placement, and teaching styles used with students with disabilities. Additionally, students will be engaging in a service learning program that will enhance their understanding of unique disability characteristics, assist in understanding teaching modifications, and assist in providing a quality physical activity program for the local disability community.

Course Objectives related to IUPUI’s Principles of Undergraduate Learning:

• Integration and Application of Knowledge
• (IAK)
• Knowledge and applied understanding of the unique physical, social and learning characteristics associated with the various disabilities.
• Knowledge and applied understanding of referral, assessment and placement process for possible special education programming.
• Knowledge and applied understanding of family perspectives concerning ability and disability.
• Knowledge and applied understanding of the physical educator’s role in the team process to educating students with disabilities.
• Understanding of the decision making process regarding placement as related to individuals with disabilities.
• Critical Thinking (CT) Ability to conceptualize disability
• Ability to distinguish between social construction of disability and personal perception of disability
• Ethics (E) Understanding of the challenges related to teaching individuals with disabilities
• Development of personal philosophy regarding individuals with disabilities
• Writing (W) Ability to write in an expressive, concise and communicative manner
• Technology (T) Ability to use the computer effectively and efficiently (e.g., word processing and reference)

Required Text:
Auxter, D., Pyfer, J., Zittel, L. Roth, K. & Huettig, C. (2008) (11th Ed). Principles and methods of adapted physical education. McGraw Hill.

COURSE THEMES

There will be four major themes discussed in this course: (1) legal mandates related to special education and adapted physical education, (2) teaching modifications, (3) behavior management, and (4) disability characteristics and modifications. Each will be discussed in some detail, however, please note that certain details will not be covered due to time constraints.

1) Legal Mandates in Special Education and Adapted Physical Education:
We will begin the course discussing legal mandates. Adapted physical education is by law, a service that all students with disabilities must receive. The laws are very specific and require you to understand how students qualify for services. We will discuss, in detail, specific laws that outline adapted physical education services and responsibilities of teachers. The expectation is that you will carry this knowledge throughout the semester understanding how it relates to other course content.

2) Teaching Styles and modifications:
While many of you may think the main purpose of this course is to discuss how to teach students with disabilities, you may also find that working with students with disabilities is quite simple and practical. Teaching modifications are often a result of several factors and often, generalizing about how to modify gives the teacher the wrong impression. We will discuss particular “must do’s” with certain disabilities, practice management styles, and observe equipment modifications. You will not become experts but you will gain experience and confidence in your abilities.

3) Positive Behavior Management:
Teaching requires management; simply sharing information with students doesn’t always help students learn and planning activities that are fun doesn’t ensure student’s attention to the task. There are specific management styles often used to help students with disabilities stay focused in order to learn. There will review these styles and during your clinical experience, you will have plenty of time to practice.

4) Disability Characteristics:
The federal law defined specific disability categories that can receive special education services. During the course, we will discuss how the law views disability as well as how specific categories may be affected by participation in physical education. Discussion of these characteristics will be discussed towards the later part of the course.

COURSE REQUIREMENTS

Research Assignment 50 points
To help prepare you for your clinical experience, you will be required to search the web and literature to find out “as much as you can” regarding your client’s disability. Minimum you are required to search two web sites and two research/topic articles, summarize the information, reference your citations, and submit to the professor. Summary must be typed and no less than two pages. Submission can be in paper or electronic forms.

Barrier Free Paper 60 points
You will be required to spend 4 hours in a wheelchair or otherwise disabled during a day. The purpose of this assignment is to broaden your experience in a wheelchair/disabled, the barriers faced, the physical constraints of the campus and the modifications you had to make during your day. After spending your 4 hours in the chair, you will be required to write a summary of the events that took place during your “adventure” (2 page minimum-12 pt. font, standard margins).

APE Service Learning Experience 140 points
You are required to attend a pre-arranged practicum sight for a total of 14 hours. Each session is worth a total of 10 points and you will be graded on your performance during these sessions. These practicum settings are crucial to your learning experience and cannot be dismissed.

Clinical Portfolio 150 points
You will be asked to put together a portfolio related to your clinic experience. Because each of you will participate in a different setting, the requirements for this assignment will differ. See Appendix C for further details.

Disposition Assessment 100 points
You will be assessed on how you evolve as a teacher during this course. This assessment will be reviewed with you during the first week of class and assessed throughout the course.

Exams 225 points
There will be three exams given throughout the semester. If you have 97% or above in the class, you will not be required to take the last exam. The exams will be a combination of multiple choice, short-answer and essay and will be elaborated upon when necessary. FAILURE TO TAKE THE LAST EXAM WITHOUT THE APPROPRIATE PERCENTAGE EXEMPTION WILL RESULT IN A FAILING GRADE.

Assignment Point Value Principles of UGL
Research Assignment 50 T, W, IAK
Barrier Free Assignment 60 CT, IAK,W,E
Clinic Attendance 140 IAK
Disposition Assessment 100 E, CT, IAK
Clinic Portfolio 150 CT, IAK, W, E
Examinations 225 IAK, CT, W, E
Total Points 725

Grades
Your grades will be calculated by dividing the number of points you have earned on each assignment by the total number of points possible (%). Final grades will be based upon the following percentages:

100-98= A+ 89-87= B+ 79-77= C+ 69-66= D+
97-94= A 86-83= B 76-73= C 65-62= D
93-90= A- 82-80= B- 72-70= C- 61-60= D-

COURSE POLICIES

Clinic:
Your attendance requirement that will affect your grade is your attendance at your clinical. If you miss a clinical experience, 10 points will be deducted from your grade. If you are late and do not call either Dr. Stanton or one of the program assistants, 5 points will be deducted from your attendance grade. YOU CANNOT MAKE UP UNEXCUSED CLINIC ABSENCES. The only reasonable excuses to miss clinical experiences are illness, REAL family emergencies, or other such circumstances. Additionally, your clinic grade will be deducted by 5 points each time you come to clinic unprepared (e.g., no lesson plan, incomplete lesson plan, improperly dressed, missing forms, etc.)

Class:
Class attendance is not required but obviously highly recommended. I will not give unscheduled tests or quizzes but the schedule will most definitely change. PLEASE NOTE, FREQUENT ANNOUNCEMENTS REGARDING SCHEDULE CHANGES ARE MADE IN CLASS AND ARE NOT ALWAYS POSTED ON ONCOURSE….IT IS YOUR RESPONSIBILITY TO FIND OUT THE CHANGES.

Exams:
Missed exams cannot be made up unless circumstances allow (as decided by the professor). If you have an already schedule conflict on an exam day, you must schedule to take the exam before the date on the syllabus. If you do not qualify to miss the last exam and fail to take it, you will fail the class.

Assignments:
All assignments are due on the date and time listed on the syllabi or per changes as announced by the professor. You must turn in all assignments in class at the beginning of class. Late assignments are not accepted unless PREVIOUSLY arranged by the professor student.

Unacceptable Behavior:
In clinic:
Clinic is a professional experience and must be treated as such. Dress, preparedness, and behavior are of the utmost importance. Therefore, you will be graded on all aspects of your behavior at clinic. Specific requirements will be identified during clinic training.

In class:
Certain behaviors in class make it hard to teach. Continual talking to classmates and joking, cell phones ringing, and sleeping are certainly distracting and somewhat intolerable. Perhaps the most annoying behaviors are attempts to plagiarize or cheat on an assignment. I would much prefer they not occur. Any incident of cheating will be dealt with according to University policy and will be reported.

At schools:
One’s behavior at schools will always be representative of IUPUI and the department. You must regard your behavior at the schools the same as defined in clinic training including dress, preparedness, and general professionalism.

TENTATIVE TEACHING SCHEDULE-THIS SCHEDULE MAY CHANGE

Dates Topic Readings and Assignments PUL’s
Week One
1/13-1/15 Intro/Class Orientation
Explanation of course requirements
Definition of Adapted Physical Education
Federal Legislation Ch. IAK, CT, E

Week Two
1/20-1/22 Placement Options/Assessment
Least Restrictive Environment
Inclusion Ch. CT

Week Three
1/27-1/29 Individualization (concept of..)
Identification of learner needs
Activity Modifications
Teaching Modifications Ch. IAK, CT

Week Four
2/3-2/5 Exam Review
Exam #1

Week Five
2/10-2/12 Positive Behavior Management
Discussion of Clinics
Managing students in LRE continuum Ch.
Research assignment due IAK

Week Six
2/17-2/19 Cognitive Disabilities Ch.
Web based readings IAK, E

Week Seven
2/24-2/26 Social Emotional Disabilities Ch.
Web based readings IAK, E

Week Eight
3/3-3/5 Exam Review
Exam #2

Week Nine
3/10-3/12 SPRING BREAK

Week Ten
3/17-3/19 Sensory Disabilities
Orientation and Mobility Barrier Free Assignment Due
Ch. IAK, CT, E

Week Eleven
3/24-3/26 Orthopedic impairments
Ch. CT

Week Twelve
3/31-4/2 Orthopedic impairments Ch.

Week Thirteen
4/7-4/9 Neuromuscular Disabilities IAK, CT, E

Week Fourteen
4/14-4/16 TBA
4/16-Clinic Portfolio Due

Week Fifteen
4/21-4/23

Week Sixteen
4/28-4/30 Exam review

Final Exam May 5th, 10:30-12:30pm

Clinic, Settings, Dates and Times

Ability Fitness Clinic
Tuesday 5:15-7:00pm
National Institute of Fitness and Sport Motor Activity Clinic
Saturday 8:45-10:45 am
Natatorium Gymnasium
Clinic Training 2/17

School of PETM Conference Room

• Introduction
• Review of Policies and Procedures
• Review of clinic manual and assignments
• Review of client information
• Tour of NIFS Clinic Training 2/21

School of Physical Education -HP Lab

• Introduction
• Review of Policies and Procedures
• Review of clinic manual and assignments
• Review of client information

Clinic Participation:
Clinic participation is a vital aspect of this course. Working with your clients will provide you will a better understanding of course principles and certainly help your confidence in programming for those with disabilities. While you may have reservations about the time required outside of class or your ability, please rest assured that you will be adequately prepared and will definitely learn along the way. Training sessions are designed to provide you with more detailed information. You will not meet your clients until the following week. The remaining dates you will work with your client directly.

Motor Activity Clinic:
The IUPUI Motor Activity Clinic (MAC) serves families and children with disabilities in Indianapolis and surrounding community areas. Housed in the Department of Physical Education at Indiana University Purdue University Indianapolis, the clinic offers physical activity and aquatic instruction for children, ages three through 15 with various types of disabilities. 
Since 1997, nearly 450 children with disabilities have participated in the clinic, which continues to be a fundamental source for families who want additional physical activity opportunities for their children. The clinic, while focused on children, also serves to educate families and future professionals in the area of disability and activity. The clinic does not provide free therapy from licensed therapists. Instead, our volunteers are primarily comprised of students who are seeking degrees in physical education, physical therapy, occupational therapy, and related areas. By participating, students and volunteers receive invaluable experience working with children and are truly the heart and soul of the program. 
 Children learn through a variety of experiences, practice, and continual challenge. The clinic strives to provide activities that meet the needs of individual participants.

Ability Fitness Clinic:
The Ability Fitness clinic is an exercise program designed to meet the needs of adults with disabilities. Participants will receive a individualized assessment and exercise prescription designed specifically by participating students. The program strives to increase the function and independence of those participating as well as helping students learn best practices in exercise modification for individuals with disabilities.

Appendix A
Designing your Portfolio
Your portfolio is due April by 5:00pm (NO EXCEPTIONS)

Submission and format:
At the end of the your semester, you will submit your portfolio for grading. Have your portfolio well organized. This is a reflection of you, your professionalism, and your personality. You may submit your portfolio in paper or disk form, however, I will need you to send me a copy via email or give a copy to me on disk. IF you are capable of developing your portfolio as a website, I would strongly suggest you do.

Clinic Portfolio Introduction:
Your clinic portfolio is designed to be a reflection tool that documents your learning as you engaged in your clinic experience. The report will be used to grade your experience. As such, I will consider the quality of your reflection, the degree to which you genuinely engaged in your experience, and your ability to write about the experience for public dissemination. This is your opportunity to display your talents and proficiencies and demonstrate your knowledge and skills. The question that should be asked is, “What am I trying to tell the reader about myself?” All portfolios must include:
A brief yet interesting biographical sketch; not a lengthy resume or page-filling paper of yourself. A short essay that tells the reader about yourself and your professional goals. This should include why you chose physical education as your field, what kind of teacher you plan to be, and how you plan to incorporate diverse teaching approaches in your classroom.

Responses to the following questions:

• Previous to this experience, how many opportunities had you had to work with students with disabilities in a physical education/activity setting?
• What was your perception of people with disabilities prior to this experience?
• Have any of the above changed since taking part in your service learning experience? If so, how? If not, why?
• Given the limitations of a semester, what other experiences or opportunities would you like to have had that would increase your understanding of disability?
• If you could chose one thing about this class that you want more of or less of, what would it be and why?
• As you move towards your professional career, what are your plans to appropriate implement IDEA and FAPE into your teaching practice?

A short essay about your teaching philosophy, how you teach and how your teaching has changed since having this experience. Avoid any lengthy discourse but clarify how or if your approach to teaching may change as a result of this experience (be speculative and consider that you may have a variety of teaching situations)

**Further details regarding content will be shared with you towards the conclusion of your experience.

Appendix B
IEP Report Format
Name of Student: ___________________________________

Present Level of Motor Performance:

Student’s needs, preferences, interests in physical education/activity:

Annual Goals (3):

Short-term Objective(s)
Assessment
Criteria Modifications Needed to achieve goals

Appendix C
Research Assignment

Why you are doing this assignment:
The purpose of this assignment is to prepare you for your clinical setting. You will be assigned a student or client to work with during the semester and to help you prepare yourself, you will be required to search the web for information about a particular disability. This is a low stakes writing assignment that asks you to integrate you knowledge of technology and critical thinking skills.

Directions:
1) Information regarding your client’s disability will be provided during clinic training
2) Search at least five web sites to find information about the disability, teaching modifications, and other potential useful information
3) Summarize (including the web site addresses) and attach your Word document containing the information below to the instructor (kstanton {at} iupui(.)edu)
4) 2 page minimum

Point Allocation:

o Web/Articles reviewed 5 points
o Must include copies of articles
o Summary of information 45 points
➢ Characteristics of disability
➢ Recommendations for teaching
➢ Recommendations for interaction
➢ Other information

Critical Thinking Skills:
• Reading actively
• Carefully exploring the internet for information
• Evaluating information
• Synthesizing information

Requisite Skills:

• Email account
• Computer skills (P200)
• Ability to move around the internet

Appendix D
Barrier Free Assignment

Why you are doing this assignment:
We will spend a considerable amount of item discussing disability in terms of physical activity and education. However, sensing disability requires feeling what it means to access the world while disabled. While this assignment certainly won’t emulate living with a disability, the assignment may give you a sense of what others experience on a day to day basis. This is a high stakes writing assignment that will require in depth analysis of your experiences. I would like these experiences to be detailed but be sure to make them yours. This assignment will require active participation, active listening, and a synthesis of your experiences.

Technical Expectations:

• 2 page minimum, typed, 12-point font, standard margins (R/L, top/bottom)
• APA formatting
• Page # bottom center
• 4 hours in a wheelchair, blind-folded, or otherwise impaired
• activity participation in at least 2 different settings

Requisite skills:
• Ability to use computer
• Critical thinking and integration of knowledge skills
• Knowledge of APA formatting
• Ability to create your own experience

Required Content Points:

• Fundamentals of your experience
• Where you went in your 4 hours
• Why you chose your locations
• Barriers faced in your journey
• Differences compared to your typical mode of travel
• Other pertinent information

25 points

• General impressions of your experience
• Improvements you would suggest to enable accessibility
• How your experiences made you think about physical activity modifications
• Suggested social, environmental, or educational improvements
• based upon your experience
• Other general or more specific information

35 points

DA 427 Teaching Movement in the Schools

Course Requirements

Class Attendance
Attendance is extremely important. More than two absences will lower your grade. If you miss a class, it's your responsibility to get the material you missed from someone else in the class.

Lesson Plans (15%)
Write 3 original "practice" lesson plans (specify age levels)
"Space" due: September 18
"Time" due: October 1
"Energy" due: October 10 (peer assessment)

Mid term Exam (20%) October 24

Service Learning Internship (25%) in pairs throughout November
Students will teach creative movement classes in a Missoula public school or preschool setting between Halloween and Thanksgiving. In late Sept you will pair up with a teaching partner and discuss your preferred grade level(s) for school placement. I will attempt to place you in your requested grade level. Each person will teach three classes and assist in their partners three classes, for a total of six classes in the schools (to be scheduled according to your availability). During the Teaching Internship we will discuss your successes and challenges during our regularly scheduled classes.

Classroom Observations.
Visit your teaching site the week of October 25th and observe for at least one hour. Write an in depth observation of the students, classroom environment, curriculum, teachers' style, verbal and non verbal communication, anything you notice. Be specific. 2 pages. Due October 31

Final Class Project (20%)

Final Exam (20%) Wednesday, December 19, 8:00-10:00 AM – Essay questions concerning your philosophies of teaching creative movement.

Service Learning File

The Public School Internship involves community visits by DA 427 students. Your interactions with students, teachers and school officials should reflect professionalism and maturity. Please be punctual, well organized and reasonably dressed when you visit the schools.

Your Service Learning File will be assessed on the following criteria:
-The thoroughness of your preparation for each lesson.
-The sequential development from one lesson to the next.
-Your ability to observe, evaluate and record the needs and progress of the students, your own teaching progress, and the teaching of your partner.

Your Service Learning File should contain the following:

1) Demographics

Your name
Name and address of school
Supporting Teachers name
Number of students
Days and times of each class taught
Room where class was held

2) Your Original Lesson Plans for three classes – include date, grade level, length of class and step by step progression of the lesson.

3) Evaluations of each of your classes and each of your partners' classes
This is the most important part of the Teaching File. This should be in journal form, written immediately after the class. The evaluation is an honest reflection of what actually happened. Record all your feelings, insecurities, successes and failures and "if onlys". Be in depth and specific.

4) Overview of the Service Learning Experience
This should be completed at the very end, when all your lessons have been taught and evaluations written up. Think critically about these questions:

1. How would you describe your group of children?
2. Did they change at all during the course of the lessons? What are your impressions of the children now? (Include your initial observations of class).
3. Describe how you and your partner interacted in these classes.
4. Did your partner support your lesson? How or how not?
5. What did you, personally, learn about teaching this semester? Describe your knowledge base when you started. Where are you now?
6. What comments were you given about your teaching? What difficulties did you face? What was gained?
7. How can you realistically envision using creative movement in the future?

Course Objectives

To develop an understanding of the educational, artistic, physical and emotional benefits of kinesthetic learning for children.
To train artists and educators to utilize Creative Movement within the school curriculum.
To provide exposure to past and current literature and theories in the fields of creative movement, kinesthetic education and the creative arts.
To provide first hand experiences and explorations in the basic elements of movement through service learning..
To learn methods, techniques and applications for integrating movement in the curriculum.
To learn pedagogical techniques for maintaining discipline and control while guiding an active group of moving children.
To encourage personal exploration in creative movement as an expressive art form.

Required Texts

The Language of Movement, An Idea Book for Teachers by Karen Kaufmann ($12)

On Reserve at Mansfield Library: "Bodily Kinesthetic Intelligence," Frames of Mind, Howard Gardner.

"Moving and Learning: Kinesthetic Intelligence," Teaching and Learning Through Multiple Intelligences by Linda Campbell.

A Collection of Creative Movement Lesson Plans, Written by Montana Teachers. Edited by Karen A. Kaufmann ($18)

Dr. Judith Ausherman, CHES (Tuesday) – j.ausherman {at} csuohio(.)edu
Ms. Rosemary Lassiter (Wednesday) – r.lassiter {at} csuohio(.)edu

OFFICE/PHONE
PE Building 222,(216) 687 4884 (HPERD main office X4870) (Ausherman)
PE Building 213, (216) 687 4839 (HPERD main office X4870) (Lassiter)

OFFICE HOURS: Monday & Tuesday 2:00 3:30 pm or by appointment

REQUIRED READING

Pettifor, B. (2001). Physical Education Methods for Classroom Teachers. Human Kinetics.
Telljohann, S.; Symons, C; & Miller, D. (2001). Health Education in Elementary & Middle School. McGraw Hill.
Ausherman, J. (2003). CSU Partners with Reach Out and Read Manual.

CATALOGUE DESCRIPTION

Designed to introduce the student to productive, creative, and innovative methods needed to implement school health education and physical education at the elementary grade levels in which they are certified. Students will become familiar with organizing and presenting health and physical education content, materials, curricula, community resources, using technology, and communicating about healthy lifestyles. There is a service learning component to this class.

PREREQUISITE: HED 210 or an equivalent Personal Health course.

INSTRUCTIONAL OBJECTIVES

1. Identify statistics which verify that our "Nation is at Risk" providing a discussion of contributing risk factors and protective factors. (inquiry, professionalism, partnership, contextualism)

2. Identify the objectives from the Ohio Health & Physical Education Model & Healthy People 2010 that can be achieved through health promotion efforts. (Partnership, Inquiry, Contextualism, Professionalism)

3. Relate health education and physical education with a comprehensive (coordinated) school health program. (Partnership, Professionalism)

4. Describe health and physical education resources available for health promotion. (Partnership, Professionalism, Contextualism)

SKILLS

1. Select developmentally appropriate curriculum resources and material (print, audiovisual, and technological) for teaching health and physical education to children in grades preK 4. (Partnership, Contextualism, Professionalism)

2. Assess personal health status from multiple perspectives, e.g. wellness (physical, mental, emotional, social, & spiritual), historical, familial, medical, sociocultural, gender, economical, & ecological. (Professionalism, Partnership, Contextualism)

3. Critically analyze and implement behavior modification skills and strategies for enhancing and changing personal health and physical education across the lifespan, including the role personal health plays in influencing the health of others. (Inquiry, Professionalism, Partnership, Contextualism)

4. Assist learners in developing personal & social skills. (Contextualism, Partnership, Inquiry, Professionalism)

5. Develop and utilize games and contests that promote healthy life time. (Professionalism)

6. Plan, implement, and evaluate elementary school health and physical education lessons which reflect the abilities, needs, interests, developmental levels, and cultural backgrounds of students. (Professionalism, Partnership)

7. Identify and perform service learning in the community (Professional, Partnership, Inquiry)

DISPOSITIONS

1. Develop and utilize a positive philosophy of health and physical education instruction. (Professionalism, Inquiry)

2. Develop more self confidence and poise in health and physical education instruction. (Professionalism, Inquiry)

3. Understand that teachers are one of many contributors to children's health and well being and that a collaborative teaming approach using the Coordinated School Health Program model is needed. (Partnership, Inquiry, Contextualism, Professionalism)

LEARNING EXPERIENCES
The following assignments are required for the successful completion of the course:

1. OBSERVATIONS:
You are required to observe 1 elementary physical education class in a public school. You must contact the school at least ONE week prior to your visit. Before, during, and after your site visit, you will be asked to record your thoughts and observations about teaching AND learning. Write a typed one two page reflection using the questions provided on the Guidelines for Observation in the syllabus and your textbook. Give examples of how you would improve the lesson based on what your textbook suggests. Turn your observation reflection in to the instructor as you complete an observation. (observation = 25 points).

2. IN CLASS PRESENTATIONS:
You are required to teach 2 two mini lessons (see Guidelines for Presentations in syllabus pg. 5) during the semester using the assigned texts as a guide. All developmentally appropriate lessons must have correct health education/physical education information and incorporate multimedia. Each use of incorrect or out dated health/physical education information will automatically receive one letter grade deduction for each use. ALL LESSON PLANS MUST BE TYPED and use the format provided!!! After teaching your lessons in class, you are to critique EACH of your presentations utilizing the Praxis format. Turn in the critique one week following your teaching. Provide copies of your lesson for each member of the class. (110 pts. = 55 points for each lesson).

3. WEB SITE EVALUATION:
You will be required to use technology. Research either a health or physical education website that relates to your lesson plans. Using the webpage evaluation guide prepare an evaluation of a health or physical education website. Make a copy of the webpage. Attach to one of your lesson plans: A) copy of the evaluation and B) the copy of the webpage homepage. (10 points)

4. HEALTH OR PHYSICAL EDUCATION FREE RESOURCE:
As a future teacher, it is important to gain knowledge about "free" health or physical education resources that are available in your community that you can utilize in your elementary classroom. Locate (call, write, or use the internet) a community agency that supplies free resources. You must have an agency you plan to inquire about by Week #3. When you bring your free resources to class, prepare a typed one page description of:
1) the agency information (address, phone, webpage, etc.);
2) explain how you will use this resource in your future elementary class;
3) how will children use this product? When you obtain the appropriate information bring enough to share with your colleagues. (10pts).

5. MIDTERM & FINAL EXAM:
Comprehensive health and physical education (notes, texts, all class presentations, etc.) exam will be multiple choice, essay, and/or short answer (100 points).

6. UNANNOUNCED QUIZZES:
Throughout the semester there will be quizzes on the assigned readings, class lectures, guest speakers, and field trips. If you are absent the day of a quiz you will not be able to make up these points. (50 points Health + 50 points Physical education = 100 points)

7. HEALTH LITERACY SERVICE LEARNING:
This service learning project is based on the national Reach Out and Read Program (ROR) < reachoutandread.org > , which began in Boston City Hospital in 1989 as a collaboration of pediatricians, early elementary childhood educators, and national Kiwanis organizations. You will be trained on how to read to infants and children, including how to talk to parents about the ROR project, and commit to read 8 hours (4 two hour sessions) during the semester at a selected children's hospitals. You will be assigned three times and your fourth visit is your responsibility. Refer to assignment outline for when your reflections are due. Details will be presented during training. Format for Reflections are attached and will be provided in your ROR manual.

8. PARTICIPATION & ATTENDANCE:
You will be evaluated at the end of the semester according to a Performance Scale of Class Discussion and Activity (25 pts.).

GRADING

1. Public School PE Observation & 1 Observation Evaluation Paper
2. In-Class Teaching Demonstrations, Lesson Plans with Praxis Critique and Class copies (2 g 55 pts.)
3. One Website Evaluation (included with one lesson plan)
4. Free Resource
5. Reach Out and Read Service Learning Reflections (4 x 2hrs) (2 g 20 pts) (Midterm reflection and final reflection see Course Outline for due dates)
6. Mid term Exam 50
7. Final Exam 50
8. Quizzes 100
9. Attendance & Participation 25
10. PED 316 Notebook 60

REACH OUT AND READ (ROR)

THE PROBLEM

Children who live in print rich environments and are read to in their preschool years are much more likely to learn to read on schedule

Parents of children living in poverty may lack the money to buy books, may not have easy access to good children's books, and may not themselves have been read to as children

Reading problems may mean school failure, which increases the risk of absenteeism, dropping out, juvenile delinquency, substance abuse, and teenage pregnancy all of which perpetuate the cycles of poverty and dependency.

PROGRAM DESCRIPTION

Reach Out and Read is a program that makes early literacy part of pediatric primary care

Pediatricians encourage parents to read aloud to their young children and give their patients books to take home at all pediatric check ups from six months to five years of age

Through Reach Out and Read, every child starts school with a home library of at least ten beautiful children's books, and parents understand that reading aloud is the most important thing they can do to help their children learn to love books and to start school ready to learn

HOW ROR WORKS

Volunteer readers in the clinic waiting room read aloud to children as they wait for their appointments, showing parents and children the pleasures and techniques of looking at books with children

Pediatricians are trained to counsel parents about the importance of reading with young children, offering age appropriate tips and encouragement

The doctor gives the child a new developmentally and culturally appropriate children's book to take home and keep at every check up from six months to five years of age

PROGRAM BACKGROUND

Reach Out and Read was developed at Boston City Hospital in 1989 by a collaboration of pediatricians and early childhood educators

In collaboration with the Association of American Publishers, ROR has developed a Program Manual, handouts for doctors and parents, prescription pads to help doctors "prescribe" reading aloud, and many other unique materials to encourage literacy in pediatric practice

With generous support from the Annie E. Casey Foundation, the program has been replicated in sites around the country; with further support from the William T. Grant Foundation, Robert Wood Johnson Foundation, Boston Company, there are now over 180 Reach Out and Read sites in clinics and pediatric practices in 39 states

FOR MORE INFORMATION:

Please contact the Reach Out and Read office by phone (617)534 5701 or write to the Reach Out and Read National Center, Boston Medical Center, One BNIC Place, 5th Floor High Rise, Boston, MA 02118.

Instructor: Kevin Taylor, Ph.D.
Office: 43 374
Office Hours: Tuesday & Thursday 2:10-3pm; Wednesday 9:10-11 am
Email address: jktaylor {at} calpoly(.)edu
Class Hour: Tuesday & Thursday 3:10 4:30pm
Units: 4 (3 Lectures, 1 Lab)
Telephone: 756-1785

Required Texts
1. Kine 307 Course Materials available at El Corral in the University Union.
2. Albom, M. (1997) Tuesdays with Morrie: An old man, a young man, and life's greatest lesson.
3. Appropriate Lab Manual Where Applicable: Friday Club; EyeCycle and Adapted Paddling

Course Objectives
By the end of this course students will demonstrate competency in the following areas:

(a) knowledge of the purposes, goals, domains and outcomes of adapted physical activity with the ability to communicate these to others
(b) knowledge of the characteristics often associated with major categories of disabling conditions
(c) knowledge of legislative mandates, the referral process, assessment and special services
(d) understanding and appreciation of the various problems involved in the individual's adjustment to a disability (social and psychological)
(e) sensitivity toward the needs of special populations
(f) an understanding for the importance of viewing people with disabilities from an individual differences or social minority perspective instead of a traditional medical perspective
(g) an understanding of the importance of physical activity as it relates to specific impairments.

Course Requirements and Evaluation Requirements

1. For their own safety, students must wear appropriate footwear and clothing for all activity sessions both on and off the University Campus.

2. It is expected that you will wear clothing appropriate for a professional physical activity specialist. Please refrain from wearing any clothing with graphics or print that may be interpreted as containing discriminatory slogans, sexual innuendo, or alcohol/drug/tobacco advertising or promotion.

3. This course is designed in part to prepare people to teach/lead physical activity. It is necessary that students participate fully in practical activity sessions in order to deepen their understanding of the different activities from the perspective of a learner as well as a teacher.

Evaluation

1. Tuesdays with Morrie Reflection. Students will be required to answer a series of open ended questions designed to stimulate reflection upon their impressions and interpretations of the book Tuesdays with Morrie. 100 points

2. Sensory Deprivation Exercises. Students will be required to complete a series of exercises in which they assume certain disabilities and then explore the process of coping with those disabilities. Students will answer questions designed to stimulate reflection upon their experiences. 50 points

3. Disability Project & Presentation. Students will divide the class into groups of no more than three people. Each group will select a "specific population of need" or a disability sport/physical activity organization. Each group must produce a detailed handout to be shared with the rest of the class. In addition to producing their detailed handout students will make a presentation on their chosen topic to the rest of the class. Projects & Presentations are peer evaluated. 100 points

4. Service Learning Laboratory. Students must complete at least 30 hours working in a physical activity setting with people who are disabled in some way. In view of the diverse backgrounds and interests of the students that are required to take this class, a wide variety of service learning practicum experiences are being made available. Although a great deal of guidance and assistance will be provided by the instructor, each student is responsible for setting up and completing his or her own practicum experience. 200 points

5. Exams. A mid term and a final exam will be set, each exam will be based upon material either presented in-class or taken from the course text. Exams will consist of predominantly short answer questions; both exams will be worth 100 points each. 200 points

650 points total

Adapted Paddling Program Laboratory Course Outline

Course Description
In the Lab portion of Kine 307 you are required to complete 30 hours of practical work during which time you will apply concepts and theory covered in Kine 307 lectures, readings and assignments. You will work in an applied adapted physical activity setting that is pertinent to your personal interests and current career aspirations. There is no substitute for practical experience in Adapted Physical Activity programming, hence the intent of this experience is that you will "learn by doing." In the Adapted Paddling Program Lab, you will work with volunteer paddling instructors and physical therapists who will train you to become an assistant instructor teaching people with mobility impairment to paddle.

A. Learning Outcomes
During the course of completing the Kine 307 Lab, students will demonstrate competency in the following areas:

(a) knowledge of the purposes, goals, domains and outcomes of an applied adapted physical activity setting, with the ability to communicate these to others
(b) the ability to work effectively as a professional or para professional in an applied adapted physical activity setting
(c) an understanding and appreciation of the various problems involved in the individual's adjustment to a disability (social and psychological)
(d) the ability to demonstrate sensitivity toward the needs of special populations
(e) an understanding for the importance of viewing people with disabilities from an individual differences or social minority perspective instead of a traditional medical perspective
(f) an understanding of the importance of physical activity as it relates to people with specific disabilities.
(g) the ability to use appropriate non offensive language when communicating in an adapted physical activity setting.

B. Course Content

Week 1 – Registration

Week 2 – Seminar: Introduction to the program, review lab manual & discuss training and program implementation

Week 3 – Seminar: Quiz over content of lab manual. Preparation for training weekend.

Training Weekend: Meet Saturday morning at Crandall for training in pool and classroom, then Sunday meet at Morro Bay/Avila Beach depending on conditions and tides for open water training.

Week 4 – Seminar: Meet to review training and make final preparations for the implementation of the program.

Week 5 – Adapted Paddling Program: Meet at Crandall before participants arrive to organize boats and adaptation materials and prepare to meet and greet the participants. Paddle program will last from 8-4 Saturday and 9-4 Sunday.

Week 8 – Turn in reflective journals

C. Course Design

As a core class in the Kinesiology major, Kine 307 typically includes students with a broad range of career goals, hence it is important for this practicum to be flexible and where possible be adapted to meet your individual needs. All students are expected to participate in the selection and design of their own service learning experience to ensure that the experience is individually relevant and meaningful. Those students headed into public school teaching positions should look for a practicum that involves working in the public schools. If your career path is not in die public schools or is perhaps still unclear then select a practicum experience that will fit your schedule and provide you the maximum possible hands on experience.

The Kine 307 Lab is designed to build upon the content and experiences gained in lecture. The pedagogy of "Experiential Learning" will be employed extensively throughout the course to ensure that students are afforded the opportunity to apply knowledge gleaned from lectures and assigned readings along with extensive personal reflection. Within an applied adapted physical activity setting, students will attempt to appreciate the perspective of someone with a disability. "Perspective taking" is an important professional skill that will enhance an individual's ability to work effectively with people within a given professional domain.

By working in one of the lab opportunities associated with this class students will participate in the provision of adapted physical activity programming to some portion of the local community of people with disabilities. It is intended that by working closely with individuals who have some form of disability, students will learn to emphasize and appreciate the human being first and their ability second. This objective can only truly be achieved through the integration of knowledge and personal reflection in the applied lab setting provided.

Experiential Learning Reflection Activity

1. Guidelines: Based upon your reading and the content of Kine 307 lectures and in class discussions, generate a list of ten guidelines for interacting with individuals who are disabled that you will follow throughout the Adapted Paddling Program. Your list of guidelines is due to your lab instructor at the start of the first day of your training weekend. 20 points

2. Interview Questions: At an appropriate time during the course of the Adapted Paddling Program discuss the following questions with one or more of the participants:
(a) What made you sign up for the Adapted Paddling Program?
(b) Does the thought of paddling in open water, like the estuary at Morro Bay, worry you?
(c) Were your family and friends worried when you told them you were going to take a paddling class and paddle on open water?
Summarize the responses you received when you asked participants the above questions. Your interview assignment will be due a week after the Adapted Paddling Program is complete. It must be typed and clearly organized into three sections, each corresponding to one of the three interview questions. Your assignment must be turned in on time in order to receive credit. 30 points

3. Reflective Questions: Based upon the answers you received to your interview questions, and upon your observations and experience during the Adapted Paddling Program, answer the following questions as fully as possible. Your answer to each question will be evaluated out of 15 points (5 points for Content, 5 points for Discussion, and 5 points for Analysis):
(a) What evidence did you observe that one or more of the participants had been "conditioned" by societal expectations about people with disabilities? Give specific examples and explain why the evidence you present represents an example of social forces impacting the individual's behavior.
(b) For the specific individual that you worked with in the paddling program, identify some of the potential benefits of sustained participation in physical activity.
(c) For the specific individual that you worked with in the paddling program, describe in detail all modifications and adaptations that were made to accommodate that individual's disability.
(d) For the specific individual that you worked with in the paddle program, describe your initial impression of that individual and how your impressions changed as you got to know them throughout the program. 4 x 15 points = 60 points

4. Summary & Overall Reflection: Summarize your experience in the Adapted Paddling Program by answering the following questions:
1. What did you learn from this experience and how did it change you as a professional and as an individual?
2. Was this class (Kine 307) and lab a worthwhile learning experience for you? Briefly explain your answer. Minimum 200 words. 45 points

5. Supervisor's Report: At the end of your lab experience the program coordinator will evaluate your practical contribution to the program by completing a "Supervisor's Report" form. The report form will ask supervisors to evaluate your performance in the following areas: punctuality, dependability, degree of involvement, commitment to learning, and assuming responsibility. 45 point

Total 200 points