HONR 258-0 (Fall 2014)
SYLLABUS
HONR 258-0 THE KINESIOLOGICAL BASES OF SPORT: GOLF
TIME & DAY:
ROOM:
CREDITS:
PREREQUISITES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
REQUIRED TEXTS:
Tues/Thurs 2-3:15
SPH 0303
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None
Dr. Seppo Iso-Ahola, Professor
2142 SPH Building
(301)405-2505
isoahol@umd.edu
By appointment
Updike, J. (1996). Golf Dreams. NY: Knopf
ISBN: 0-679-45058-0
Murphy, M. (1972). Golf in the Kingdom. NY: Penguin
ISBN: 0-1401-9549-1
ADDITIONAL READINGS:
I.
Readings assigned each meeting time from the reading packet.
Brief Course Description
The course introduces the student to the study of human movement (i.e., kinesiology) and sport
through the experience of learning a specific motor skill (i.e., golf). Emphasis in the course is on the
theories and knowledges underlying the learning and performance of all motor and sport skills. In
short, this is a course about the science of motor behavior and skills. Through active and personal
learning experiences, students will be encouraged to develop critical and creative thinking skills
about human motor behavior.
II.
Course Outline
1.
Motor Skill: Fundamentals of golf
1.1
The basic swing
1.2
Different clubs and different shots
1.3
Putting
2.
Sport: The game of golf
2.1
The rules
2.2
Etiquette: Social customs and more
3.
Introduction to motor skill learning and performance
3.1
Definitions of the phenomena
3.2
Theories of motor learning: How do we learn a motor skill?
3.3
The biomechanics of the golf swing
4.
Understanding the performer of a motor skill
Theories of motor control and coordination: How is it that the neuromotor system is
controlled and coordinated?
Relationship between motor control and sensory perception
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Neural bases of skilled performance
Talent vs. practice
III.
5.
Understanding the psychology of sport performance and performer
5.1
Psychological aspects of skill performance and learning
5.2
“Flow” and top performance
5.3 Arousal, anxiety, ironic errors of mental control, and choking
5.4
Mental training
6.
Understanding the performer in social context
6.1
Social stratification and golf: The relationship between golf and social
class, social mobility, gender, race and age equity.
6.2
Socialization into sport: Golf as a subculture
6.2.2.-Customs and rituals
6.3
Sport organization: How is golf organized?
6.1.1-Historical development of golf’s organization
6.4
Disabilities and golf: ADA and Casey Martin in Supreme Court
7.
Golf from a philosophical perspective
7.1
Updike
7.2
Murphy
7.3
Eastern vs. Western philosophy
8.
Golf as a leisure activity and as a form of physical exercise
8.1
Lifestyle and health
8.2
Physical health benefits of exercise and golf
8.3
Psychological benefits
Course Requirements.
A.
Readings
Readings will be assigned for each class. Quizzes will be administered almost every time to
check that these readings have been done. Students will be expected to be actively involved
in class discussion and be highly motivated to learn and advance their motor skills in
question. Attendance in every class is mandatory.
An unexcused absence from class is 5% of the total grade. An excused absence can be
obtained only if medical verification is provided. No extra work is given to compensate
for grades.
B.
Thought papers
Students will be expected to write 6 thought papers (about 4-6 pages each) on issues drawn
from the readings and relevant topics. The focus is on analysis and synthesis of the issues.
C.
Journal
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Students will be expected to keep a journal reflecting on their skill learning and performance
and its connection to the course readings and discussion.
D.
Skill examination
Performance and learning are an integral component of the course and therefore a golf skill
exam will be included.
E.
Written examinations
There will be a midterm and final examination covering material from class lectures, labs and
readings
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HONR 2580 - KINESIOLOGICAL BASES OF SPORT: GOLF
Course Objectives:
1.0
“The Kinesiology of...”
1.1
The student will be able to define and discuss how movement, game, sport and dance can be
studied/known from the following perspectives: biomechanical, psychological, sociological,
neuromotor, physiological, philosophical and historical.
1.2
The student will be able to analyze a golf swing from a biomechanical perspective. This
would include the ability to define and discuss the following:
The determinants of a ball’s carry and run
The 5 swing laws that affect the ball’s distance and direction
The role of weight transfer (the pivot)
The importance of the speed producers (the hands and arms)
The importance of the swing plane
1.3 The student will be able to define and describe the golf swing from a motor control perspective.
This would include the ability to define and discuss the following:
The degrees of freedom
context-conditioned variability
Constraints
motor programs
Serial order
time delays
Automacity
proprioception
Variability in movement
Neurological basis of human movement, such as golf swing
1.4
The student will be able to discuss the role of nature and nurture in the acquisition of
expertise in sports.
1.5
The student will be able to define and describe psychological principles (“Psychology of
shot-making”) that, if applied to golf, may help a golfer play better.
1.6
The student will be able to define and discuss the following as they relate to sports:
Goal setting
Arousal
Mental practice (rehearsal)
“Flow”
Pre-Shot routine
Errors of mental control
Choking
Concentration
Intrinsic/extrinsic motivation
1.7
The student will be able to discuss the game of golf as a social institution in the US. This
will include a discussion of golf within a social class framework and discussion of
discriminatory practices. It also includes an understanding of why the law (ADA) is needed
to protect disabled persons’ opportunities to play recreational and professional golf.
1.8
The student will be able to discuss the values and meanings of the game from the perspective
of Eastern and Western philosophy; the golf journey as a physical, mental and spiritual
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experience and as a tool for human growth.
1.9
The student will be able to understand the psychology and physiology of golf as a leisure
activity and analyze psychological antecedents (e.g., motivation) and physiological benefits
of participation in golf as a form of exercise.
HONR 2580 - KINESIOLOGICAL BASES OF SPORT: GOLF
2.0
The game of golf
2.1
The student will know and be able to apply the rules to the game of golf.
2.2
The student will know and be able to apply the etiquette of golf.
2.3
The student will be able to define the following terms related to the game of golf:
Addressing the ball
Casual water
Ground under repair
Provisional ball
Back nine (back holes)
Par
Divot
Fat shot
Hook (duck hook)
Links course
Mulligan
Nap (grain)
Scratch golfer
Winter rules
Summer rules
2.4
bunker
tee (tee ground)
honor (honour)
apron
back tees
eagle
dot-leg
fore
slice
lip-out
match play
Open/closed stance
shank
medal play
hazard
caddie
lateral water hazard
approach shot
birdie
bogey
fade
gimme
lag putt
local rules
stroke play
rough
waggle
albatross
The student will be an informed consumer of golf-equipment-therefore, the student shall
know the meaning of the following terms and concepts as they are applied to golf
Perimeter weighting
Sole of the club
Shaft length
Offset
Frequency
Graphite & Steel shaft
Coefficient of restitution
muscle-back irons
hosel
swingweight
flex point
persimmon wood
“Big Bertha”
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sweet spot
club loft
total club weight
“spring effect”
load profiles
torque
HONR 2580 - KINESIOLOGICAL BASES OF SPORT: GOLF
Description of Journal Assignment
In talking with scholars across all disciplines (from the so-called hard sciences to the humanities), it is
apparent that they all share a common scholarly practice, namely, writing in a journal. For these scholars,
journals serve a number of purposes. They provide, for example, a forum for reflection and speculation on
the scholars’ subject matter as well as a forum for self-dialogue. Of course, journals also yield a wonderful
history of intellectual growth. Indeed, looking back over these journals, one sees the emergence, expansion
and fine-tuning of ideas.
Keeping a journal will be an important component of HONR 258-0. A major goal of this course is to engage
you in the scholarly pursuit of motor behavior. As you learn and play golf, we want you to reflect on your
experiences and connect them to the course readings. To encourage your engagement, we require everyone
to keep a scholarly journal.
The nature of this assignment:
•
Establish a notebook or other bounded book that can serve as your journal. This can be of any type
so long as it has at least 100 pages for writing and will physically hold up over the semester.
•
Writing in a journal is probably best done with pen and paper.
•
After each class, you are required to write a journal entry. Thus rain or shine, exam, lecture or golf,
there should be a journal entry. These are intended to be done within 24 hours of the experience. Do
not write them a week later....
•
Length of each entry should be at least one full page though some days it might be much longer. A
minimum should not be construed as an average!
•
Entries should be analytical, not descriptive.
•
Journals will be read by the instructor. At least once a month, your journals will be collected, read,
and graded by the instructor.
--
BEGIN:First entry, September 4, 2014
END: Last entry, November 25, 2014
Submission to the instructor:
(1) Sept 30, (2) October 30, (3) December 2
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HONR 258 0- KINESIOLOGICAL BASES OF SPORT: GOLF
Grading Summary
THOUGHT PAPERS
#1
#2
#3
#4
#5
#6
Goals and Challenges
TBA
TBA
TBA
TBA
TBA
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
JOURNALS
______________________________
QUIZZES, CLASS DISCUSSION
______________________________
SKILL EXAMINATION
______________________________
Qualitative analysis of swing
Short Iron
Long Iron/wood
Putting
Other (?)
______________________________
______________________________
______________________________
______________________________
______________________________
WRITTEN EXAMINATION
______________________________
Examination #1
______________________________
Examination #2
______________________________
FINAL GRADE
______________________________
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HONR 2580 - KINESIOLGOCIAL BASES OF SKILLED PERFORMANCE: GOLF
ASSESSMENT & EVALUATION Otherwise known as GRADING
--
You may recall that the course syllabus identified 5 areas for assessment and evaluation of your learning in
HONR 258-0. Although the “having fun” goal would be fairly easy to assess and evaluate, I think you
would have to agree that we would not want it to be the basis for ‘what you have learned’. Below are the 5
categories for assessment and evaluation and the weights assigned for each category in the final
determination of your grade for the course.
A,
Thought papers (30%)
Students will be expected to write thought papers on issues drawn from the readings or other
relevant material. The focus is on analysis and synthesis of the issues.
B.
Class participation & Quizzes (10%)
Critical readings, discussion and analyses of the primary literature are expected. Students will be
expected to be actively involved in class discussion and be ready to perform in unannounced
quizzes.
C.
Journal (20%)
Students will be expected to keep a journal reflecting on their skill learning and performance and its
connection to the course readings and discussion.
D.
Skill Examination (10%)
Performance and learning are an integral component of the course and therefore a golf skill exam
will be included.
E.
Written Examination (30%)
There will be a midterm and final examination covering material from class lectures, labs and
readings.
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Accommodations for Students with Special Needs
The University has a legal obligation to provide appropriate accommodations for students with special
needs (permanent or temporary, physical or mental). If you have a documented special need and wish to
discuss academic accommodations, please contact the instructor as soon as possible.
Academic Integrity & the Honors College
The University is an academic community. Its fundamental purpose is the pursuit of knowledge. Like all
other communities, the University can function properly only if its members adhere to clearly established
goals and values. Essential to the fundamental purpose of the University is the commitment to the principles
of truth and academic honesty. Accordingly, the Code of Academic Integrity is designed to ensure that the
principle of academic honesty is upheld. While all members of the University share this responsibility, The
Code of Academic Integrity is designed so that special responsibility for upholding the principle of
academic honesty lies with the students. (The University of Maryland Student Honor Council)
All University of Maryland students are asked to write and sign the following Honor Pledge to all submitted
assignments and exams:
I pledge on my honor that I have not given or received any unauthorized assistance on this
assignment/examination.
The University of Maryland honor system is fully described in the Code of Academic Integrity. Please read:
www.studenthonorcouncil.umd.edu/code.html. The Code is administered by an all-student Honor Council.
The student Honor Council office is located in room 2118 Mitchell Building and can be reached at
301-314-8204.
The Honors College works to enrich its community life by promoting an atmosphere of honesty, trust, and
mutual responsibility. In the event that an Honors College student is found responsible for a violation of the
Code of Academic Integrity by the Student Honor Council, he or she will be dismissed from the Honors
College for the semester in which the violation took place and for all subsequent semesters in which
the student is enrolled as an undergraduate at Maryland.
CourseEvalUM
Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a
student member of our academic community. Your feedback is confidential and important to the
improvement of teaching and learning at the University as well as to the tenure and promotion process.
CourseEvalUM will be open for you to complete your evaluations for fall semester courses at
(www.courseevalum.umd.edu). By completing all of your evaluations each semester, you will have the
privilege of accessing the summary reports for thousands of courses online at Testudo.
Religious Observances
The University of Maryland System policy provides that students should not be penalized because of
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observances of their religious beliefs; students should be given an opportunity, whenever feasible, to make
up, with a reasonable time, any academic assignment that is missed due to individual participation in
religious observances. It is the student’s responsibility to inform the instructor of any intended
absences for religious observance in advance, preferably within the first week of the semester.
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