PHYSICAL EDUCATION 301
SURVEY OF PHYSICAL EDUCATION AND HEALTH
Winter 2009
Office:
Office
Hours:
Phone:
Email:
Dr. David Suprak
Bond Hall 418F
MW 12-2; F 10-11
or by appointment
650-4277
Dave.Suprak@wwu.edu
Dr. Ralph Vernacchia
Carver 104
MF 10-11; T, R 1-2:30
or by appointment
650-3514
Ralph.Vernacchia@wwu.edu
Meeting Place for Class: VU 552
Rahmin Buckman (TA)
ET 269
To be announced in
class
650-7269
buckmar@cc.wwu.edu
Class Time: 2:00-2:50, MWF
Class web page: The course will be managed on two sites: 1) Dr. Chalmers’ web page
(http://myweb.facstaff.wwu.edu/chalmers/301.html), and the course Blackboard site (where
announcements and the Blackboard assignments are posted). You may also link to Dr.
Chalmers’ web page through the course Blackboard site.
Required Text: Publication Manual of the American Psychological Association (5th Edition),
Softcover: ISBN: 1-55798-791-2.1
Course Description:
P.E. 301 is a course for declared physical education majors and is to be taken prior to most
other courses in the major. Its purpose is to furnish future physical education professionals
with an overview of the entire field of physical education and an understanding and
demonstration of what skills and areas of expertise the profession feels majors should
possess upon entering the field. In addition, skills and competencies necessary for success
in the physical education program are presented.
Student Goals and Performance Objectives*:
The following areas of expertise and skills have been determined as necessary to be a
successful physical education major and physical education professional. By the completion
of this course, the student will be able to:
1. Identify location of selected materials in the library and reputable online sources,
particularly those pertaining to physical education, health, and sport, and demonstrate
how to find information on any given topic.
*Systematic Literature Search, Term Paper
2. Demonstrate correct form and format for assignments in the Department of Physical
Education, Health and Recreation.
*Systematic Literature Search, Term Paper
1
Students should keep the following information in mind, regarding book purchases, for all classes at WWU. The WWU
bookstore will not stock enough books to provide each student with a book, even for a class for which the book is required.
To ensure you have a book when a class starts, find out what book is required well before the class starts (this information
can be obtained from the WWU bookstore web site), then buy the book before the class starts. If the WWU bookstore does
not have any copies left, then obtain it from other community or web bookstores. Do not expect that you can go to the
WWU bookstore around the time classes start and there will be a copy of the book you need, or that they can get one for
you by the first day of classes.
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Pg. 1
3. Synthesize and present research on a selected topic.
*Term Paper, Debate
4. Demonstrate an ability to effectively orally communicate thoughts concisely.
*Debate
5. Demonstrate acceptable physical conditioning and attendance to perform within the major
and profession.
*Professional Readiness Requirements
Unifying Theme of Woodring College of Education for K-12 Teacher Education
Students: Thoughtful, knowledgeable, and effective educators for a diverse society.
Evaluation:
Test/Assignment
Points
Available
Due Date
Friday 1/30
Blackboard Assignment ‘APA Style’
3
Monday 2/2
Systematic Literature Search (SLS) #
24
Wednesday 2/18
Last day to have term paper topic
N/A
approved
Friday 2/20
Blackboard Assignment ‘Avoiding
3
Plagiarism: Citing and Reporting
Research Literature’
Wednesday 2/25
Review of Literature Term Paper
40
The Term Paper will be submitted at the PEHR office on the due date BEFORE the start of
class.
2/18-3/13
Debate
20
5
Friday February 13; Tuesday March 17
Professional Readiness *
Throughout term
Attendance
5
All assignments are due at the START of class on the due date (except for the Blackboard
assignments, which can be completed until midnight on the due date). All assignments are
to be handed in to the instructor in the classroom, except for the Term Paper and the
Blackboard assignments.
Students can view (& print) the evaluation scale used for the debate, as a supplement to the
description of the assignment evaluations in the course outline. Grading scales are available
near the bottom of the PE 301 web page.
Final Grade:
90-100 = A
87-89 = A84-86 = B+
80-83 = B
77-79 = B74-76 = C+
70-73 = C
67-69 = C64-66 = D+
60-63 = D
57-59 = Dbelow 57 = F
Western Washington University and your instructors are committed to equal opportunity and
non-discrimination in all programs and activities. Requests for accommodation or assistance
should be directed to the Office of Student Life, x 3844.
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Pg. 2
A Few Words on Plagiarism:
Plagiarism is defined in the Western course catalogue
(http://www.wwu.edu/wwu_catalog/index.shtml). All students in this class are responsible for
having read Appendix C of the Western catalogue: Academic Dishonesty Policy and
Procedure.
You may also access information on plagiarism at the WWU Libraries site
(http://www.library.wwu.edu/ref/plagiarism.html), and a useful exercise for understanding how
to avoid plagiarizing the work of others is also provided by WWU Libraries
(http://www.library.wwu.edu/ref/subjects/govinfo/twain.htm, be sure to follow the link at the
bottom of the page for a description of the answers to the questions provided).
The issue of plagiarism will also be discussed in the “How to write a term paper” lecture, but
applies to all sections of the course. If you are unclear as to whether you are correctly
presenting and citing the work of others, or are plagiarizing material, please review your
original sources, the definitions of plagiarism cited above and your report draft, and bring
these materials to your instructor for review if needed.
Course Requirements:
1.
Systematic Literature Search
A topic will be assigned to the student. The topic should be written on the assignment packet
which will be given the second or third class meeting. This assignment involves a systematic
library search of the available literature in the topic area. Research procedures will be
explained in class. This assignment must be typed; therefore the student should save a copy
of the SLS assignment file to edit, from the link on the PE 301 web page. Reference
citations for the assignment will be typed into this file, and printed for submission. Evaluation
will be based upon appropriateness/relevance of sources, completeness of search, correct
and complete APA formatting, and completeness and accuracy in answering questions.
Note that the evaluation of the “appropriateness/relevance of sources” is not intended to
indicate if these are the best sources for your term paper. The sources need only be related
to your topic to satisfy the SLS requirement. You don’t have to use the sources cited in the
SLS in your term paper. The web site you cite in the web search part of the SLS assignment
must be a research quality web site as defined in the description of the term paper
requirements on the next page. This assignment is due at the BEGINNING OF CLASS ON
THE DATE LISTED IN THE “EVALUATION” SECTION OF THE COURSE OUTLINE
SUPPLEMENT. For each 24 hour period (one minute to 24 hours) it is late, the grade will be
lowered 5 points.
Helpful Hints:
a. Do not delay the initiation of this assignment!
b. Put significant thought into your topic and search process. If you are complete in your
research, you will not need to duplicate effort when writing the term paper.
c. Make a copy of your SLS before submitting to instructor.
d. Learn APA style now!
e. Visit the PE 301 web page for help with this assignment.
http://www.ac.wwu.edu/~chalmers/PE203.html
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Pg. 3
f. Complete the Blackboard Assignment ‘APA Style’ prior to completing the SLS assignment,
as it will help with your understanding and proficiency of APA citation formatting style.
g. When you see a good citation in a computer search, print it out to keep, or better yet, save
it to a disc as a file. Handwriting the details is very slow.
2.
Review of the Literature Term Paper/Synthesis
After assignment of a topic, the student will review the literature on the topic area (using skills
and expertise learned from the previous assignment). The student must review all
professional literature on the topic, particularly current research, as opposed to books only.
Using the research process explained in class, the student should complete a 5-6 page (not
including reference pages or title page), double-spaced, typewritten review of the literature
term paper, which should be a synthesis of all literature. Information regarding organization
and format will be presented in class. Students will receive a review of literature term paper
grading sheet in class. This assignment is due at the BEGINNING OF CLASS ON THE
DATE LISTED IN THE “EVALUATION” SECTION OF THE COURSE OUTLINE
SUPPLEMENT.
Paper Requirements
a. Students must follow APA guidelines when writing this paper!
b. When submitting the paper, ALL RESEARCH NOTES (whether hand-written or typed)
MUST ACCOMPANY THE TERM PAPER IN ORDER TO OBTAIN CREDIT FOR THIS
ASSIGNMENT. The order of the submitted materials is indicated on the grading sheet
that will be distributed in class. Student should place all these materials in a sealable
manila envelope. The topic approval form from the original systematic literature search
and the grading sheet must be included, as well. A copy of all reference sources must be
submitted, as well as all outlines, print-outs of 6 database searches, and the rough draft.
Refer to the grading sheet for a detailed list of the submission requirements.
c. ANY PLAGIARISM WILL RESULT IN AUTOMATIC FAILURE IN THE COURSE! YOU
ARE RESPONSIBLE FOR READING APPENDIX D OF THE WWU BULLETIN SO THAT
YOU UNDERSTAND WHAT IS CONSIDERED PLAGIARISM. Note that the most
common form of inadvertent plagiarism is the use of the author’s actual words, even while
providing a citation. If you use the author’s actual words, you must use quotation marks,
in addition to providing a citation. But quotes are seldom or never used in scientific writing.
So write in your OWN words, do not copy the author’s.
d. This paper must be turned in at (or before) the deadline! For each 24 hour period (one
minute to 24 hours) it is late, the grade will be lowered 5 points (12.5% of the total 40
points possible!).
e. The student should closely and carefully review the evaluation criteria.
f. The paper must be error-free (no mistakes in spelling, grammar, punctuation, etc.). The
grade will be lowered accordingly.
g. The paper must be 5 pages in length. Papers that are too long or too short will have
grades lowered accordingly. The font should be 12 point Times or Times New Roman
font, one inch margins should be used on all sides (top/bottom and right/left), double
space throughout (not 1.5 line spacing).
h. THIS PAPER CANNOT COME FROM ANY OTHER COURSE, NOR CAN IT BE USED
FOR ANOTHER COURSE ASSIGNMENT. IF THIS SHOULD OCCUR, THE STUDENT
WILL FAIL THE COURSE.
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Pg. 4
i. The topic must be approved by the instructor no later than one week after the SLS
assignment is returned. Approval form must accompany the paper.
j. Rules and hints for acceptable reference sources for your paper are as follows:
You must integrate 15 sources into this assignment. Talk with your instructors to
receive guidance. All the references must be cited in APA style. Use the databases (&
other sources) learned in the SLS assignment for your literature search, but note the
restrictions below that define what forms of sources are and are not acceptable for a
review of the literature.
 Peer reviewed journal articles should form the bulk of your references. These
articles must be primary sources (original research articles), and not secondary
sources (literature review articles).
 Electronic versions of peer reviewed journals are not considered to be web sites,
they are considered peer reviewed journals.
 A maximum of two of your references may be highly reputable web sites. Web
sites may only be national professional organizations (e.g., American Medical
Association), government web sites (e.g., National Institutes of Health, Center for
Disease Control), or nationally recognized non-profit health information source
dedicated to a specific disease (e.g., American Heart Association, American Cancer
Society). There are a sufficient number of these highly dependable web sites
available that other web sources (even ones with MDs on editorial boards or as
authors) are not acceptable. If in doubt, check your source with your instructor. See
“Health Links – Part A” on Dr. Chalmers’ web site links page for links to quality web
sites that meet the above criteria. Commercial web sites (ones ending in .com) are
not allowed. Web sites that meet acceptable criteria will generally end in .org or
.gov.
 Books, newspapers, general interest magazines, personal communications,
discussion groups and encyclopedias are NOT acceptable references and must not
be used.
 Cite only sources that you obtain and read completely. Do not use a reference that
you only obtain the abstract for, as you may misinterpret or over-generalize the
paper’s findings in your paper.
To cite a web site, go to the PE 301 web page, and select the link titled “APA
citation of web sites” and follow the instructions there. Be sure to print the specific
pages that you cite from a web page, as this will be required in your submission packet,
along with print-outs of all other sources.
You must ensure that you provide a reference for all statements you make in your
paper that are not your own original thought. Also, you must use the most up-to-date
information available as your sources. Health information that is greater than 10-15
years old is likely out-of-date (Would you want your doctor or teacher to use only
information that he/she learned 20 years ago and has not updated since? Staying
current in our profession is crucial!).
k. The paper must be written in the appropriate tense.
Helpful Hints:
a.
Do not delay the initiation of this assignment!
Updated:9/16/08
Pg. 5
b. Take extensive notes in the lectures on how to write a review term paper. An outline of
the notes for this set of lectures will be posted for you to print prior to class.
c. Have someone proof-read your paper.
d. Make a xerox copy of your paper before submitting to instructor.
e. Do not write in first person.
f. Follow an organized plan of research.
g. Be very clear on when and how to cite appropriately.
h. Review examples of previous papers (available in main lobby of PEHR Department).
i. Refer to the review of literature term paper grading sheet!
i. Visit Dr. Chalmers’ web page with hints and suggestions for term paper submission:
http://www.ac.wwu.edu/~chalmers/Paper_Guide.html (or access from link on Dr.
Chalmers' home page)
j. If you require more than six interlibrary loan orders at once though the Wilson Library
ILLiad system, then contact Jeff Purdue (Jeff.Purdue@wwu.edu). When you identify
yourself as a PEHR major he will increase the limit of ILLiad orders you can place at
once.
k. Writing assistance may also be obtained from the WWU writing center:
THE WRITING CENTER, WL 677, 650-3219 http://www.wwu.edu/~writepro
M-R 9-4; F 10-2; T,W,Sun., 8-10 p.m.
As a free resource for students, the Writing Center welcomes writers engaged in the
writing process. In various stages from brainstorming topics to polishing final drafts,
writers may conference with our qualified writing assistants first to clarify ideas (thesis and
organization) and then to identify patterns of error (grammar and punctuation). Services
also include:
- Face-to-face response on course papers, essay exams, and applications/resumes.
- Written response to drafts submitted online.
- Web-based grammar practices.
- Specialized assistance for English as a Second Language (ESL) and learning disabled
(LD) students.
- Books and handouts.
- Writers may call for an appointment or just drop by-in person or online.
Before you turn in your PE 301 term paper ensure you have done the following:
 Include the 1st stage outline, 2nd stage outline, 3rd stage outline, rough draft, final paper.
Each of these items must be stapled (if > 1 page long) to keep it together.
 Include a copy of any source you cite. These must be grouped together in alphabetical
order by the first author’s last name.
 Include your note cards stapled to the front of the source paper.
 Include the signed topic approval from the original systematic literature search and the
term paper grading sheet from this course outline.
 All the material you submit must be in a large manila envelope with your name on the
outside. If it won't fit in one envelope, use two, label both and attach together with a
sturdy rubber band
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Pg. 6
3.
Debate
The student will sign up for a selected debate topic. Students on the team should thoroughly
research the topic (using skills and expertise gained in earlier assignments). Dates for the
various debates will be determined by instructors. The following procedures will be followed
on the day of the debate:
a. Introduction of both teams and presentation of the issue.
b. Speaker order:
i. Speaker 1 for the motion (bit of an introduction, then all facts) [2.5 min]
ii. Speaker 1 against the motion (bit of an introduction, then all facts) [2.5 min]
iii. Speaker 2 for the motion (combination of new facts plus rebuttal) [2.5 min]
iv. Speaker 2 against the motion (combination of new facts plus rebuttal) [2.5 min]
v. Speaker 3 for the motion (combination of new facts, plus rebuttal, plus driving home
the key points in a conclusion) [3.0 min]
vi. Speaker 3 against the motion (combination of new facts, plus rebuttal, plus driving
home the key points in a conclusion) [3.0 min]
Time requirements for speakers if you have only two people on a debate
team are:
Speaker 1 [1.5 - 2 min]
Speaker 2 [2 min]
Speaker 3 [2 min]
c. Questioning of two teams by teams [5.0 min]
d. Open discussion and questions (by the class)
e. Fill out comment cards (by the class)
f. Vote on the issue
g. Closing comments and adjournment
Giving references during the debate. YES, you should be giving a reference after you
make a statement. It gives much more validity to your statement if people know where it
came from. For example, you might say something like "a study published in 2005 in the
Journal of Cancer Research demonstrated that there is a link between smoking and cancer."
This sounds much better than if you just say "there is a link between smoking and cancer".
In this case of a debate it is often best if you give the source of the information and the date,
as opposed to the author, because people can listen to and judge the quality of the source,
based on where it came from and how recent it is. In contrast a name will likely mean little to
them for judging quality. So add in sources to your debate statements, without making them
as formal as the in text citations in the term paper. Including the sources after statements in
your debate is part of your evaluation and is on the grading sheet for the debate.
Selection of Debate Topics and Teams: The instructors will announce when students can
sign up for debate topics. This will be done outside CV 111 Once groups are assigned,
groups are to meet independently. A group leader should be designated and documentation
of group work should be done (see Debate Procedures). Speaker order should be
determined and each member of the group will then conduct his/her own research on the
topic. Afterwards, the group will then meet to organize, discuss what each person has found
to support the position, formulate strategy, and discuss the presentation. This should occur at
least 10 days prior to the debate. The entire group is to meet with the TA directly after class
one week before the debate is to take place. If all members of the team cannot meet at this
time, the team must reschedule with the TA no later than one week before the debate is
scheduled. A debate grading sheet (covering areas in which students will be evaluated) is on
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Pg. 7
the last page of this package, and should be considered when planning and presenting the
debate.
Each member of the group must hand in his/her research (including copies of all articles,
notes made at interviews, notes used when speaking during the debate, and the debate
evaluation sheet) in a manila envelop at the conclusion of the debate. Students who do not
meet with the group and/or produce research and who submit incomplete packets will be
penalized.
The group should be prepared in the event a member drops out. In that event, one person in
the group will perform two roles, and the time required for the presentation will be reduced
(see the above time requirements).
The debate grading scheme is posted on the PE 301 page of Dr. Chalmers’ website, and is
the last page of this course outline.
Helpful Hints:
a. Do not delay the completion of this assignment!
b. Meet with your group frequently!
c. Practice your debate!
d. Anticipate what the "other" group will say.
e. Be mature and look professional.
f. Refer to the debate evaluation sheet!
Helpful hints for the submission of your debate package:
 Only include in your package the articles you list after your names. Include all of the
articles and interviews you list. Later submission of material (e.g., "I forgot to include a
copy of...") will not be accepted.
 Each person includes his/her material in his/her own envelope, with the group leader also
including the group reporting sheet.
 Put an APA citation at the top of each article, along with the name of the person who
found it, and list it under their name on the group summary sheet.
 Staple the pages of each single article or book chapter (no loose pages for a single
article).
4.
Professional Readiness
Students will take part in a general test of their physical fitness (Cooper FitnessGram One
Mile Run Test). The test will be administered during the term and during finals week. For the
professional readiness grade the student will be graded as follows:
5 points if he/she completes the test and receives an evaluation;
0 points if he/she does not complete the test and receive an evaluation.
Cooper FitnessGram One Mile Run Test
Time (min:sec) to complete one mile run, for people aged 17+ years. One mile is four laps
plus 31 feet on the WWU metric tack.
Males
Healthy Fitness zone: 8:30 – 7:00 minutes
Females
Healthy Fitness zone: 10:00 – 8:00 minutes
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Pg. 8
If the student misses the One Mile Run Test, he/she will receive 0 points for the professional
readiness grade. If the student has any physical limitation with a medical excuse that
prevents him/her from participating in a test, or could impair his/her performance, the student
should inform the instructor long BEFORE the test is administered. These students
may be allowed to take another type of fitness test.
Helpful Hints:
a. You can improve your score with increased training. Since you will be tested at the
middle or the end of the quarter begin to work on your physical fitness now !
b. Give your best effort and your best attitude.
c. Dress appropriately so that you can give your best effort.
5.
Attendance
Your attendance will be graded as follows:
5 points if you have 0, 1 or 2 absences
4 points if you have 3 absences
3 points if you have 4 absences
0 points if you have 5 absences
NOTE: If you have more than 5 absences, you cannot pass this class!
This class has several assignments which require a significant amount of time and
effort. Each student should demonstrate the ability to manage time and tasks so that
all assignments are completed in a timely manner. Part of being a professional is
demonstrating organizational and time management skills. BE PREPARED TO DO SO!
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Debate Procedures
Before the Debate:
1. Meet with your group. Introduce yourselves, exchange phone numbers, and set up
meeting times that are convenient to all.
2. Appoint a leader who will record meeting times and document those in attendance.
Assign areas to research.
3. Go individually to conduct the literature search. Copy all articles you locate. Include the
full APA citation at the top of the article. In addition, write your name and date at the top
right hand corner of each article you personally locate. Keep notes from interviews and
turn in with other materials.
4. Meet as a group. Share the information you have found. Assess areas that have not
been researched. Be sure to anticipate the opposition's side of the issue, and conduct
research in these areas.
5. Decide who will go and in what order. If you cannot decide, flip a coin or choose straws.
6. Group meets with the TA directly after class one week before they are scheduled to
debate -- Pro Group meets immediately after the end of class (i.e. at 50 minutes past the
hour, immediately at the end of class), Con Group meets at 20 minutes after the end of
class (i.e., at 10 minutes past the hour). It is expected that all members of the group will
be at this meeting!
7. Be as prepared as possible. Anticipate what the other team will say and ask. Your team
should list, on separate index cards, each of the individual points you believe the
opposing team will make. As a team, write a response or counter point on each card.
8. Each person should prepare a conclusion that is timed at 30 seconds.
9. Practice!
During the Debate:
1. Do not read! Grades will be significantly lowered if presentation is read.
2. Be enthusiastic and confident (confidence comes from thorough preparation and
commitment to the issue).
3. Be aware of the timer. When the timer raises the 30 second warning, complete your
sentence and go immediately to your 30 second card (from #8 above) in order to
conclude your presentation.
4. The second speaker for each team (rebuttal) should have cards (from #7 above) in front
of him/her during the debate. As the first speaker of the opposing team makes individual
points, the second speaker should select the appropriate card and the address these
points during his/her rebuttal.
5. Ask excellent questions and respond with logical, accurate, thoughtful answers. Be an
active member in the discussion.
6. Demonstrate good presentations skills (eye contact, voice, no annoying mannerisms,
composure, etc.).
7. Be professional.
After the Debate:
1. Hand in your packet, which must be complete (research, notes, this evaluation sheet,
etc.)
*Group leader hands in "Group Leader Attendance and Debate Team Search Sheet."
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Pg. 10
1.
Group Leader Attendance
and
Debate Team Search Sheet
List the dates and times your group met and who was in attendance.
2.
Fill in the names of your debate team. Underneath, list the research found next to
each name (list author's last name, the name of the person interviewed, etc.). There should
be no duplication.
Name
Name
Name
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
10.
10.
10.
11.
11.
11.
12.
12.
12.
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Pg. 11
P.E. 301 Debate Evaluation
Name of Debater:
I.
Individual Presentation
Score (20 pts)
X 50% =
Knew material
Rehearsed and well planned
Maintained interest of audience
Adhered to time limit (was not over or under time)
Logical, sound arguments
Effective speaking (voice pitch, volume, inflection, enunciation, articulation, pace, etc.)
Comfortable and confident
Enthusiastic and convincing
Did not stray from the topic main points, to the point, no padding of information
Posture, body language, gestures, physical movements enhanced presentation
Did not read/maintained eye contact with entire audience
Flow of presentation
Incorporated research
II.
Group Discussion
Score(20 pts.)
Demonstrated complete involvement
Contributed actively and convincingly
Asked sound questions
Communicated relevant points
III.
Group Research
Score(20 pts.)
X 30% =
Evidence of sound research which was applicable and useful to the argument
All research notes included (not just citations)
Little overlap and over-reliance on one individual
Interviews: include note cards which document the date and place of interview
Name, date, and source of the articles you found at the top of each article
Evidence of exhaustive research
Research/resource list included for each debate team member
Attended group meetings
All materials included (including this evaluation)
X 20% =
Total Score =
(20 possible points)
Note: Only one individual can claim a source !
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