WESTERN NEW MEXICO UNIVERSITY
SCHOOL OF EDUCATION
Adaptive Movement Science
Syllabus for MVSC 402 (credits 3)
Professor: Ronnie McDougle
Office: Fox house
Phone: 575-538-6767
Fax; 575-388-6163
Office Hours: 10:45-12:00 W (other by appointment)
E-mail: Mcdougler@wnmu.edu
CRN: 20187
Course Catalog Description: Basic scientific principles of physical education for the disabled child; areas
of concentration include deviations for the normal, and selection and adaptation of activities to suit the
needs of the disabled. Field experience required.
Required Text: Michael Horvat, Leonard Kalakian, Ron Croce, Virginia Dahlstrom,
Developmental/Adapted Physical Education, Making Ability Count
School of Education Conceptual Framework: Ignite and nurture a spirit of learning for both the educator
and student.
Course Instructional Objectives
Upon course completion, you shall
1. Understand terminology, trends and laws pertaining to adapted physical education;
2. Understand the IEP process and how to plan programs in adapted physical education;
3. Understand how to teach fitness and motor skills to disabled students;
4. Understand various conditions that cause a student to be considered for adapted physical
education;
5. Understand how to manage student behavior in an adapted physical education setting;
6. Understand how to assess student learning in an adapted physical education setting;
7. Understand how to adapt lessons for special students integrated into physical education
classes; and
8. Think reflectively about teaching and field observations.
Course Outcomes or Competencies
This course contributes to the following competencies required for K-12 Teaching Licensure in
New Mexico: 6.61.5.10 A 1,2,5,6, B 1,2,3, C 2,8, E 1,2,3,4,5,93,15, and F 5 and 5,
State Competencies
Objective/Outcomes
State Competence
Assessment
Content knowledge: A
physical education teacher
understands and
demonstrates physical
education content
Identifies critical elements for
the basic motor skills and
develops appropriate
sequences
Lesson plans, curriculum
projects, evaluation of lesson
plan and units, participations
and presentations
Growth and Development: A
physical education teacher
how individuals learn and
develop and can provide
opportunities that support
their psychology
Asses individual and group
performances in order to
design safe instruction that
meets learner developmental
needs in the psychomotor,
cognitive, affective, and
fitness domains; Identifies,
selects, and implements
appropriate learning/ practice
opportunities based on
expected progressions.
Identifies, selects, and
implements appropriate
instruction that is sensitive to
strengths/weaknesses
multiple needs, learning
styles, and experiences of
learners.
Written tests, quizzes,
collaborative group situation,
analysis, student observation
Describes and models various
communication strategies for
use with learners, the school,
colleagues, parents/guardians
and the community;
Video summary, class
participation, and group
analysis
Diverse Learners: A physical
education teacher plans and
implements learning
experiences that are sensitive
to diverse learners
Communication: A physical
education teacher
demonstrates the use of
assorted media and
technology for presentations
of lessons
Discussion, presentation and
field work
Learning Assessment: A
physical education teacher
understands and uses formal
and informal assessment
strategies to foster
psychomotor, cognitive,
affective, and fitness
development of learners in a
physical activity.
Uses a variety of formal and
informal assessment
techniques to asses learner
performance, provide
feedback and communicate
learner progress
Presentation, oral quizzes
and written tests, student
observation
Special Needs
Students with disabilities in need of accommodation should register with the Special Needs Office
(JUANCB 210, Ext. 6498) at the beginning of the semester. With student permission, that office will notify
instructors of any special equipment or services a student requires.
Class Procedures for Inclement Weather
If you have questions about whether or not class will be held due to weather, watch KOAT-TV, Channel 7
from Albuquerque. Also, check Mustang Express for official university communication.
Assessment/Evaluation and Grading Scale:
Assessment/Evaluation
Knowledge—50%
Evaluated by numerous quizzes and five tests including a final given during finals
week.
Quiz scores will be averaged and the average score will be equal in weight to
one test. Your lowest quiz score will be dropped before averaging.
Assignments—50%
See Assignments section below.
Grading Scale
A=90% and above
D=60-69%
B=80-89%
F=59% and below
C=70-79%
If you have no unexcused absences or tardies, you will receive three extra points on your
final grade.
Important Dates
1/11
Introduction, definitions, trends
1/13
PowerPoint on Adaptive Physical Education
1/18
Quiz
1/20
Program planning IEP
1/25
Ch.3, Continuum of Placements and Program Planning
1/27
PowerPoint Lecture on BIP
2/1
Quiz
2/3
PowerPoint Lecture on IFSP
2/8
PowerPoint Lecture on IEP
2/10
Ch. 2, Mandates
2/15
Lesson Plan motor Skills Presentation
2/17
Ch. 4, Psychosocial Aspects of Disability
2/22
Ch. 5, Parents and the Collaborative
2/24
Ch. 6, Motor Development and Postural Control
3/1
Ch. 7, Information Processing and Perceptual Development
3/3
IEP Lesson Plan Presentation
Spring Break
3/15
Ch. 8, Intellectual Disabilities
3/17
Ch.10, Learning and Attention Deficit Disorder
3/22
Ch. 11, Autistic Spectrum Disorder
3/24
Ch. 12, visual impairment, student presentation
3/29
Ch. 13, hearing & speech disorders; student Presentation
3/31
Test
Teaching Individual with Congenital
4/5
Ch. 14, orthopedic disorders, impairments
4/7
Ch. 15, Neurological Disorders
4/12
Ch. 16, Muscular Dystrophy an Arthritis
4/14
Ch. 21,Teaching Physical fitness
4/19
Ch. 22, teaching motor skills
4/21
Ch.23, Teaching Adaptive Aquatics
4/26
Ch. 24, Sport for Persons with Disabilities
4/28
Test
5/3
Presentations
5/5
Presentations
Disability Services at Western New Mexico University: Students with disabilities in need of
accommodation should register with the Special Needs Office (JUANCB 210, Ext. 6498) at the
beginning of the semester. With student permission, that office will notify instructors of any
special equipment or services a student requires.
Class Procedures for Inclement Weather: I will email students if class time will be changed or
cancelled.
Academic integrity Policy and Procedures: Each student shall observe the standards of
honesty and integrity in academic work as defined in the WNMU catalog. Violations of
academic integrity include “any behavior that misrepresents or falsifies a students knowledge,
skills, or ability with the goal of unjustified or illegitimate evaluation or gain.” (WNMU Faculty
handbook 2008) Generally violations of the academic integrity include cheating and plagiarism.
Refer to the catalog 60-61 for definitions.
Penalties for infractions of academic integrity in this class are as follows:
Plagiarism: “the intentional or unintentional representation of another’s work as one’s own
without proper acknowledgement of the original author or creator of the work” (WNMU Faculty
Handbook 2008).
A. The use, by paraphrase or direct quotation, of the published or unpublished work of
another person without full and clear acknowledgement consistent with accepted
practices of the discipline.
B. The unacknowledged use of materials prepared by another person or agency engaged
in the selling of term papers or other academic materials.
Cheating : “Using or attempting to use unauthorized materials…..and unauthorized
collaboration with others, copying the work of another or any action that presents the work of
others to misrepresent the students knowledge” (WNMU Faculty Handbook, 2008)
A. Use or giving of any unauthorized assistance in taking quizzes, tests, or examination;
B. Use of sources beyond those authorized by the instructor in writing papers, preparing
reports, solving problems, or carrying out other assignments;
C. Acquisition, without permission, of tests or other academic material belonging to a
member of the institutional faculty or staff.
Expectations
1. Please be respectful of others in class.
2. Alcohol, tobacco and food are not allowed in class.
3. When giving presentations, dress as a professional teacher. Wear a collared golf shirt, plain
shorts or nice sweatpants, and court shoes. No caps of any kind are allowed. No clothing
promoting sports teams, alcohol or tobacco is allowed.
4. Excused absences are only those excused by the teacher. All excused absences must be
made up within one week of the absence. Excused absences become unexcused if not made
up.
5. You will have five points deducted from your final grade for each unexcused absence after
the second one.
6. For each tardy except the first, you will receive an unexcused absence.
7. No late assignments will be accepted.
8. If not otherwise specified, all assignments must be typed.
9. Please bring 3 x 5 index cards to class every day.
10. Please do not bring children to class.
11. Any academic dishonesty will result in your failing the class.
Lesson Plans / IEP
You will construct lesson plans as it written in the important date’s.
These plans will consist of lesson outline, key objectives and themes, teaching strategies,
participant evaluation guidelines, and lesson plan evaluation guidelines.
You will then present your IEP evaluation.
The instructor will have the academic freedom to develop the schedule and change the dates of
the activities.