KINE 306 Syllabus – Spring 2016
“Net Games & Self-defense for Teachers”
Department of Kinesiology, CSU-Chico
Professor: Kevin Shephard, M.A. (call me Kevin)
Class Time: Tues/Thurs 11 - 12:15
Mailbox: 244 Yolo (Available 8-5 Mon-Fri)
Class Location: Acker Gym 140
E-mail: kshephard@csuchico.edu (do not reply to BB
announcements; send separate email through Portal)
Office: Yolo 273
Personal Website: http://kevinshephard.weebly.com/
Office Hours:
Course Description: This course is designed for future physical education teachers and focuses on analysis and
performance of martial arts/self-defense and net sports (badminton, pickleball, and volleyball). Psychomotor,
cognitive, and affective aspects of these sports will be emphasized. This course aligns with the physical
education model content standards for California K-12 public schools.
Required Texts:
1. Required for Participation Grade in Volleyball Unit: Poole, J. & Metzler, M. (2001). Volleyball:
Mastering the Basics with the Personalized Sports Instruction System. Boston, MA: Allyn and Bacon.
ISBN: 9780205323708
2. Blackboard: You are expected to check BB announcements at least twice a week.
Recommended Texts:
1. Chen, G. (2011). Teaching Self-defense in California Schools. SmarTough Self-Defense.
2. Department of Navy (2011). The Marine Corps Martial Arts Program.
Equipment Checkout: You may check out equipment from Shari Rasmussen in Shurmer gym
(srasmussen3@csuchico.edu). Give them 24 hours’ notice and arrange a time for pick-up.
Attendance and Late Policy:
 Attendance is required and graded daily (see Daily Ready Rubric on last page). If you miss any part of class,
it is your responsibility to obtain all lecture notes, assignment sheets, announcements, etc. from Blackboard
Learn (1st option), a classmate (2nd option), or me (3rd option).
 All students can have 2 absences without losing any points. If you want more than 2 absences excused, they
must ALL be university approved absences (ie. death in the family, serious illness, jury duty, religious
observance, etc.). In that situation, keep all of your evidence and turn it in at the end of the semester.
Makeup work may also be required.
 Coming in late or leaving early will result in loss of points on the Ready Rubric.
o 1 to 10 minutes – automatic deduction of 1 point from Ready Rubric.
o 10 to 20 minutes – automatic deduction of 2 points from Ready Rubric.
o 20+ minutes – results in an absence.
 If you are involved in the Chico State athletics or another Chico State sponsored activity, it is your
responsibility to communicate with the instructor regarding scheduling conflicts ahead of time. These events
are not considered an excusable absence.
 Breaks and Finals week: It is expected that you attend the entire class before school breaks (ie. do not buy
air tickets that conflict with classes).
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Assignments & Exams:
 FYI: the recommendation for outside class work is 2-3 hours per unit each week (ie. 6-9 hours for this
course).
 Assignments must be typed, stapled, and submitted with a professional appearance at the beginning of the
class period they are due.
 If you are unclear about an assignment, do not wait until its due date to seek clarification.
 If you email me your assignment, I will reply with “Got it, thanks” (That way you know I received it).
 Deductions for late work are as follows:
 Late same day: 10%
 Late next day: 20%
 Anything after the next
deduction
deduction
day: 30% deduction
Evaluation:
 Reading assignments are expected to be completed prior to class to maximize class discussion.
 Students must be present for all labs and teaching experiences; there are no make-up assignments for these.
 Grades for assignments will be posted on Grade Center for communication purposes only.
 Grades for each assignment are weighted, which means you cannot just add up the points and divide by
points possible. See PPT on weighted grades if you want to calculate your grade.
 Finally, plagiarism will result in one failing this course (see University standards online or in the catalog).

How to calculate your grade: (percentage received on assignment)(percent of course grade for assignment) +
(percentage received on next assignment)(percent of course grade for next assignment) + (repeat for all
assignments). See Excel document on Blackboard.
Assessments
Weight
Your Grade
Calculating Your Grade: (Weight %) x (Your Grade %) =
Self Defense Quiz(s)
3.33%
Self Defense Homework
1.67%
Self Defense Routine Video
10%
Volleyball Quiz(s)
3.33%
Volleyball Homework
1.67%
Volleyball Instructional Video
10%
Pickleball Quiz(s)
3.33%
Pickleball Homework
1.67%
Pickleball S.T.A.D.
10%
Badminton Quiz(s)
3.33%
Badminton Homework
1.67%
Badminton Skills Test (occurs during Finals - no make up)
10%
Warm-up and Skill Related Fitness Assignment
15%
Ready Rubric
25%
= 100%
Course Survey – 1% Extra Credit
Total
93+ = A
90-92 = A-
87-89 = B+
83-86 = B
80-82 = B-
Grading System:
77-79 = C+
73-76 = C
70-72 = C-
2
67-69 = D+
60-66 = D
Calculation
< 60 = F
Professionalism Criteria (act as if this is your professional job):
 Be prepared for unannounced quizzes. This means always being prepared for class.
 Be on time for each class. Contribute to class discussions and group projects.
 Complete all assignments according to the guidelines and submit on time.
 Treat your classmates, your professor, and guests with respect and professional courtesy, even outside of
class. This includes using appropriate language, turning OFF cell phones, etc.
 Arrive early and well prepared for teaching assignments and don't leave until you have taken care of all your
responsibilities.
 Do your share of the work when working in a group on teaching tasks or other class assignments.
 Take responsibility for your actions or lack thereof (e.g. back up saved work on disk, set 2 wake-up alarms).
 Dress appropriately for teaching assignments.
Portable Electronic Devices: Please extend courtesy to your instructor and fellow students by turning off your
portable electronic devices such as: cell phones, pagers, and iPods. Although not an audio issue, text-messaging
is a distraction to other students and prevents you from full participation in class. You should keep your
portable electronic devices in your backpack or purse during class. Your personal electronic devices should not
be on your desks. If you know that you may need to accept an emergency phone call during class or if you have
children in childcare or school, please let the instructor know. If you need to take a phone call during class,
please step out of the classroom while you complete your call. Thank you for your cooperation.
Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability or
chronic illness, or if you need to make special arrangements in case the building must be evacuated, please
make an appointment with me as soon as possible, or see me during office hours. Please also contact
Accessibility Resource Center (ARC) as they are the designated department responsible for approving and
coordinating reasonable accommodations and services for students with disabilities. ARC will help you
understand your rights and responsibilities under the Americans with Disabilities Act and provide you further
assistance with requesting and arranging accommodations. Accessibility Resource Center, 530-898-5959,
Student Services Center 170, arcdept@csuchico.edu
Student Judicial Affairs (http://www.csuchico.edu/sjd/):
Student Judicial Affairs (SJA) addresses student success in two ways: mediating student concerns or grievances
and adjudicating student behavior referrals. For student grievances, SJA ensures that students have a supportive
environment and a fair process for resolving grievances with faculty, staff, and administration. For student
behavior, SJA promotes student success by upholding University standards on one hand and holding students
accountable for their actions on the other.
Student Accountability:
Plagiarism is a serious academic offense and will not be tolerated. If you consult the work of others, fraternity
files, the Internet or other sources you do so at your own peril. If you care to work on class assignments with
another student(s) you must obtain my permission. WORKING WITH OTHERS ON HOMEWORK
REQUIRES A VALID REASON AND MY CONSENT! IF YOU DO SO WITHOUT MY CONSENT IT IS
CHEATING!
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What is “Plagiarism”?
All students are accountable to the California State University, Chico Policy on Academic Integrity, which can
be viewed at http://www.csuchico.edu/vpaa/integrity/index.html. I advise all students to become intimately
familiar with the University guides on how to avoid plagiarism:
 http://www.csuchico.edu/sjd/integrity/Avoiding%20Plagiarism.pdf
 http://www.csuchico.edu/sjd/integrity/cheating.pdf
 http://www.csuchico.edu/sjd/integrity/Unauthorized%20Collaboration.pdf
Generally speaking, I submit any suspicious activity to judicial affairs. I am not a detective, juror, or judge
All work submitted in this course is expected to be that of the student or students assigned as a project work
group are to be appropriately documented according to APA format recognizing the source of the material. Any
formal written assignments may be required to be submitted to Turnitin (details will be provided by the
instructor). Two key principles for this course – 1) do your own work and 2) cite references properly. If you
have any questions, please contact me. Any student involved in cheating on exams or assigned projects either
individually or in group work in this course may result in an automatic dismissal from and “F” for the
course.
Drop Deadlines: January 30th – no restrictions
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Course Objectives: Each course objective is listed beside one of the 6 Kinesiology departmental studentlearning outcomes and refers to what students should know and/or be able to do by the end of the semester.
Student Learning Outcome – Content Knowledge:
Demonstrate knowledge and disciplinary concepts related to the field of Kinesiology.
► Explain the importance of developmental net games and self-defense for K-12 students.
► Be familiar with the National (NASPE) and State (CA) standards for developmentally appropriate physical
education.
► Identify equipment and space needed to include net games and self-defense in a quality physical education
program.
► Understand history, rules, etiquette, and strategy in net games and self-defense
► Understand the difference between physical education, recreation, recess, athletic programs, training
academies, and league opportunities.
► Explain the influence of the media on public perception of martial arts.
► Compare and contrast self-defense, martial arts, kickboxing, grappling, and MMA.
 Digital Movement Analysis
 Quizzes
 Homework
Student Learning Outcome – Communication:
Apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning
and engagement in physical activity.
► Communicate using language appropriate for K-12 elementary students.
► Communicate nonverbally (gestures, signals, referee calls) in self-defense and net games.
► Communicate in a positive, non-discriminatory, and inclusive manner that contributes to good sporting
behavior. This includes both verbal (encouraging teammates and opponents) as well as non-verbal (appropriate
body language and avoiding inappropriate gestures).
 Jigsaw Assignment
 Warm-up Assignment
 Ready Rubric
Student Learning Outcome – Reflection and critical thinking:
Demonstrate reflection and critical thinking in order to refine professional practice.
► Reflect on psychomotor, cognitive, and affective growth throughout semester.
 In-class reflection and discussion  Ready Rubric
Student Learning Outcome – Programming and assessment:
Demonstrate evidence-based knowledge and skills (and best practices) for assessing client/student needs and
for designing, implementing and evaluating programs.
► Design and participate in a round robin tournament.
► Determine skill progressions for net games and self-defense.
► Assess fundamental motor skills in net games and self-defense for self and peers.
 Class discussion
 Quizzes
 Cooperative Learning (STAD)
Student Learning Outcome – Professionalism and ethics:
Demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration,
service to others, and techniques for lifelong learning.
► Demonstrate professional and ethical behavior that values diversity during group work, class discussion,
and skill practice.
 Class discussion
 Ready Rubric
 Warm-up Assignment  Jigsaw Assignment
Student Learning Outcome – Value physical activity and fitness:
Articulate a philosophy that physical activity programs are important to health and well-being of individuals,
and that physical activity can foster self-expression, development, and learning.
► Explain how competence in net games and self-defense can encourage lifetime physical activity.
► Understand how participation in net games or self-defense can be a form of self-expression.
 Class discussion


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High School 1 and 2 CA Standards - General
Accept personal responsibility to create and maintain a physically and emotionally safe
3.1
and nonthreatening environment for physical activity.
Recognize and evaluate the role of cooperation and positive interactions with others when
3.9
participating in physical activity.
Identify and utilize the potential strengths of each individual in physical activities.
3.10
3.9 (2) Encourage others to be supportive and inclusive of individuals of all ability levels.
High School 2 CA Standards for Combatives and Volleyball
A group of physical activities that utilize basic combatives––pulling, pushing, defiances, stands, and guards.
Some examples include wrestling, fencing, boxing, kickboxing, martial arts, and self-defense.
Combine and apply movement patterns, from simple to complex, in combative, gymnastic/
1.1
tumbling, and team activities.
Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team
1.2
activities.
Explain the skill-related components of balance, reaction time, agility, coordination, explosive
power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team
1.3
activities and apply those components in performance.
Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in
1.4
combative, gymnastic/tumbling, and team activities.
Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and
opposition); apply the principles to achieve advanced performance in combative,
1.5
gymnastic/tumbling, and team activities; and evaluate the performance based on use of the
principles.
Analyze and evaluate feedback from proprioception, from others, and from the performance of
complex motor (movement) activities to improve performance in combative, gymnastic/tumbling,
1.7
and team activities.
Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and
1.10
team activities.
Assess the effect/outcome of a particular performance strategy used in combative,
1.11
gymnastic/tumbling, and team activities.
High School 1 CA Standards for Badminton and Pickleball
Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and
1.1
individual and dual activities.
Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and
1.2
dual activities.
Explain and demonstrate advanced offensive, defensive, and transition strategies in
1.4
aquatic and individual and dual activities.
Analyze and evaluate feedback from proprioception, from others, and from the performance
of complex motor (movement) activities to improve performance in aquatic,
1.7
rhythms/dance, individual activities, and dual activities.
Analyze situations and determine appropriate strategies for improved performance in
1.10
aquatic, rhythms/dance, and individual and dual activities.
Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance,
1.11
and individual and dual activities.
Demonstrate independent learning of movement skills.
1.12
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READY!
(5 points)
Throughout the whole class period, or when appropriate…
R-
Respect
E-
Engagement
A-
Acceptance
D-
Diligence
Y-
Yes!
You demonstrated RESPECT for the learning environment by:
 using active listening when the teacher or peers addressed you or the group
 using positive verbal and non-verbal (body) language
 treating your peers with kindness
You demonstrated that you were ENGAGED in your own education by:
 dressing appropriately for class
 having completed any readings or assignments due today
 asking questions if you were unclear about anything
 participating in class and group discussions.
You demonstrated ACCEPTANCE of others and yourself by:
 being willing to keep trying even when you struggled with learning the skills or concepts
 encouraging and/or helping classmates when they struggled
 using inclusive and appropriate language.
You demonstrated DILIGENCE by:
 working actively on all tasks
 being self-directed and focused on self-improvement.
You demonstrated a positive “YES” attitude toward the teacher, teaching assistants, the class and its
content.
Almost READY!
(4 points)
So close! You met most of the READY criteria but you fell a little short in one category. -Or you were unable to participate in physical
activities due to illness/injury (note needed), but demonstrated READY-ness for all alternative work.
Getting ready to be READY?
(2-3 points)
You tried, but were not quite READY to learn today. You fell short in two or three R-E-A-D-Y categories.
Maybe next class?
(0 points)
You were lacking in more than three of the READY categories, or you missed most or all of the Respect criteria. Your behavior was
affecting the instructors and/or classmates in a negative way.
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