Course Description
A service-learning experience designed to understand and apply concepts of motor development while fulfilling a need in our community.

Purpose of the Service-Learning Experience
Occasionally we learn important lessons by EXPERIENCE. One type of experience is found through giving in your community. In modern times this giving is too often limited to money donations. The act of giving one's time and energy as a service to another seems to have fallen out of fashion among many people. In addition, in the process of giving, significant lessons can be learned that directly relate to course content. The purpose of this lab experience is to facilitate the process of giving of yourself and learning through community service. Service learning is the opportunity to integrate the abstract elements of this course with the concrete aspects gained in the larger community setting. Another benefit of service learning is the insight you gain into yourself and others. In fact, you may find you sense of interconnectedness with others is strengthened. The intent of our service-learning experience in lab, therefore, is for you a) to provide a needed service, and b) to relate the service-learning content to the subject matter of motor development.

Service Learning Outcomes
At the completion of this course, the student will be able to:

Learning Outcome 1: Understand and Apply Knowledge
1. conduct an internet and database search on a motor development topic that is related to a community need.
2. develop the ability to think critically, problem solve, and synthesize knowledge gained through community experience with motor development principles and concepts.
3. develop skills in measuring, interpreting, and presenting data that demonstrates the fulfillment of a community need.
4. observe motor behavior in a normal, diverse, or special population.
5. apply a quantitative or qualitative assessment of movements patterns via observing static images, video records, or real time performance.
6. evaluate and apply ecological theory to motor development.
7. plan, complete, and assess a motor development project relevant to his or her community experience.

Learning Outcome 2: Develop Identity and Values
1. assume responsibility for a community project.
2. appreciate the value of motor development.
3. develop autonomy and independence.
4. recognize societal stereotypes and systems of inequity affecting motor development and work to change them.

Learning Outcome 3: Develop Community Awareness and Practice Community Engagement
1. demonstrate an understanding and appreciation of community diversity.
2. develop problem-solving and decision-making skills in community settings.

Learning Outcome 4: Demonstrate a Commitment to Life-long Learning and Action
1. assume new experiences and unfamiliar roles, taking risks and accepting challenges.
2. improve student recognition of importance of communication.
3. use a variety of ways to articulate information, for example, oral, written, email, and visual.

Course Content
I. Introduction to Service Learning
II. Application of Motor Development Terminology and Theory
III. Physical Growth and Maturation
IV. Observing and Assessing Movement Skills and Correlates of Motor Development
V.Examining Biological and Sociocultural Factors that Influence Motor Development over the Lifespan

Assessment/Evaluation
40% Service-learning Experience

Preparation for Service Experience
- Attendance and Participation
- Tuberculosis Shot
- Email Account
At least 15 Hours of In-service Hours
Service Project Site Supervisor Evaluation
Group Evaluation
Instructor Evaluation

Preparation for Poster Presentation
- Attendance
- Peer Evaluations

60% Reflective Journal (see attached description)

Reflective Journal Guidelines

You should write in your journal (a) to record the process of planning and completing your project, (b) after each interaction with your service partner, and (c) to address any impact assignments. Entries should be in handwriting. For each reflective entry include the date and time. When writing in your journal, use fictitious names when referring to any individuals. This maintains the confidentiality of all persons involved. Each journal entry should be composed of three steps. Each step should be written in its specified color (see below).

BLUE : The activities you've undertaken for either the project or an impact assignment. A key to this process is objectivity. This is when you see like a camera, recording only what is seen without any judgments or preconceived ideas. Don't interpret what is observed.

RED: Thoughtful analysis of the experience. Describe what you felt about the encounter, share all of the joys, successes, frustrations, anxieties, boredom, setbacks, challenges, surprises, etc.

GREEN: Evaluate the experience relative to what is currently being presented in lecture. Connect what we are learning in class with either the impact assignment or the experience you are having at your site. Use information from your textbook to support what you discuss. Underline the concept/theory and give the exact page number(s) in the text where the concept/theory is stated.

Pay close attention to technical errors like margins, spelling, grammar, and punctuation. Neatness does count!