CEC FIPP Activity Report
Name Christopher Richardson
Date 08/30/2010
Department Physical Education
FIPP Partner Ruth Roach
Class title & section # Body Cond. 9804
Name of Activity/Strategy Student Contract
Category: (Please select only one.) (Reminder: You will submit one report from each of
the categories.)
Classroom Activity
Classroom Environment
Classroom Expectations
Feedback & Evaluation
Homework & Out-of-Classroom Learning Experiences
Briefly describe the activity/strategy, providing enough detail so that a colleague can
replicate the activity/strategy.
1. Introduction The first class meeting is devised to introduce the syllabus and
specific safety parameters that are involved in training and the use of exercise
equipment. Developing a respect and understanding of the potential hazards
involved with exercising is deeply important. Once a level of understanding is
developed then the students have a new found respect for training and the
equipment used. The students are to receive a syllabus and sign in referencing
that they have read and understood the specifications on the syllabus.
2. Set-up & Supplies There needs to be a valid syllabus and contract sheet for the
students to sign.
3. Directions I present the class with the syllabus by reading out loud the various
components within the syllabus. Periodically I ask questions and pose
statements to find out who of the students have experience with this
information being provided. At the end, I ask if there are any questions,
comments, or concerns (I make sure to wait and emphasize that they provide
some sort of feedback to avoid future misunderstandings). I then pass out a
contract form, which is emphasized as a way for them to reflect on the
importance of the syllabus and help with accountability.
What worked well? All students seemed interested and uderstood the importance of the
presentation. I was able to also gauge what students had experience and this allows me
to prepare for my particular courses. For example, if there were many novice students I
might have to operate at a slower rate so that certain concepts are retained.
What would you change? I would incorporate a game type experience with introducing
the syllabus, while maintaining the seriousness of the information involved. For
example, I will ask questions at the end of the presentation and give out some type of
external award to those who answer correctly.
Would you use the activity/strategy again? Why or why not? Yes, but the way in which I
will introduce the information will be different. I will try to find new ways to incorporate
more student involvement.
Please describe any student learning and/or changes that you observed after the
implementation of the activity/strategy. I found that my students did remember and
reference the syllabus through the course. I found that students asked questions, which
sparked relevant conversation about the topic.