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Courses may be offered in one of the following modalities:
- Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
- Hybrid/blended courses (30–79 percent of coursework is delivered online.)
- Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
- Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)
If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
PED 650: Research And Design Of
Experiments
3 credits
The survey and critical analysis of different types of research in physical education and/or exercise science includes statistics, the analysis of techniques and research design.
Learning Goals
Assertions that physical education has a positive effect upon social values have been made ever since the subject became part of the school curriculum in the early twentieth century. Claims that physical education enhanced “character development” and that positive social education occurred “through the physical” were originally based on the assumption that participation in physical activity and sports intrinsically instilled such values. Current curriculum guidelines (e.g., NASPE Standards, New York State Learning Standards) maintains this commitment to the social by stressing the importance of developing personal living skills (e.g., cooperation, negotiation, and ethnic, race, and gender tolerance) via physical education and sport. These skills are perceived as essential, as society is faced with problems such as a lack of moral consensus, increased commodification, and ethnocentrism.While they maintain an emphasis on social values, contemporary physical educators realize that these values do not occur automatically. They must be “taught” via specific programs using physical activity and sport as the medium. In this course, students analyze the social issues (e.g., gender, race, consumerism, citizenship) confronting educators, and review pedagogical approaches that can counter social problems. In summary, we consider the ways in which commitment to civility, inclusion, consumer responsibility, self-control, and personal health can be advanced through the physical education curriculum. Throughout the course, reflective thinking and writing enables students to examine how the social values and cultural identities of our society within physical activity and sport influence and interact with their own approach to physical education.SCHOOL OF
*The learning goals displayed here are those for one section of this
course as offered in a recent semester, and are provided for the purpose of
information only. The exact learning goals for each course section in a
specific semester will be stated on the syllabus distributed at the start
of the semester, and may differ in wording and emphasis from those shown
here.