Courses may be offered in one of the following modalities:
If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Fall 2024 |
| Number: | 0852-641-001 |
| Instructor: | Charles Rizzuto |
| Days: | Wednesday 6:00 pm - 7:50 pm |
| Note: | Traditional In-Person Class |
| Location: | Garden City - Alumnae Hall 120 |
| Credits: | 3 |
| Course Materials: | View Text Books |
| Description: |
In meeting the New York State Standards, the course presents an overview of social theory applied to physical activity. Interactions between males and females, cultural awareness, and diversity issues presented. |
| 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) maintain 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 the curriculum models that have been developed in physical education to counter social problems. In summary, we consider the ways in which commitment to civility, tolerance, consumer responsibility, self-control, and personal health can be advanced through the physical education curriculum. *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. |
» View Other Sections of this Course