Thomas Edison State University | Prior Learning Assessment Course Description
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PLA Portfolio Assessment Course Subjects

Sports

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Courses 1-10 of 13 matches.
Psychology of Sport   (PSY-334)   3 credits  
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Course Description
The student will be able to demonstrate the psychological variables and performance in sports. Topics to include are personality assessment, stress and anxiety, and self-confidence and motivation. The student should also address psychological skills training, goal setting, group processes and leadership styles in sports as well as social facilitation, aggression and violence in sports, burnout, and substance abuse.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Assess the personality features that contribute to success or failure in sports.
  • Analyze the role of stress and anxiety as they relate to sports.
  • Evaluate the issues of self-confidence and motivation in regard to sports.
  • Assess the impact of psychological skills training and sports.
  • Explain and evaluate the function of goal setting and its involvement in sports.
  • Define and discuss issues related to group processes and sports.
  • Compare the various leadership styles in sports.
  • Discuss the role of social facilitation in sports.
  • Evaluate the psychological impact of violence and aggression in sports.
  • Analyze the effects of burnout as it relates to athletic performance.
  • Evaluate the role of substance abuse as it relates to sports.

 
Sports Reporting   (JOU-313)   3 credits  
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Course Description
Principles of writing and reporting on issues relating to sports.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate sports writing and reporting
  • Analyze sports writing and reporting techniques to news writing and reporting

 
Coaching Theory and Techniques   (PYT-396)   3 credits  
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Course Description
The student will be able to demonstrate knowledge of the philosophical, psychological, and physiological aspects of coaching. Topics to address include offensive and defensive strategies, relating to players and parents, recruiting, teaching techniques, identification of skill errors, skill improvement and strength conditioning as it relates to a particular sport, motivational techniques, and rules of the game.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Develop and evaluate a coaching philosophy, including offensive and defensive strategies.
  • Develop and evaluate a philosophy that addresses ways to relate to players and parents.
  • Develop and evaluate a recruiting philosophy.
  • Identify and evaluate teaching techniques pertinent to a particular sport.
  • Identify and discuss a coach's role in the development of individual skills in a sport including drills to improve a player's skills.
  • Defend the importance of implementing a strength and conditioning program.
  • Describe and evaluate motivational techniques used to coach.
  • Defend the importance of rules in sports.
  • Identify and analyze common bio-mechanical deficiencies relevant to the execution of fundamental skills within a sport.

 
Social Problems in Sports   (PYT-256)   3 credits  
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Course Description
Analysis of a number of important and controversial issues related to sports in American society.

 
Prevention and Care of Athletic Injuries   (PYT-263)   3 credits  
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Course Description
An introductory course designed to provide the student with information about those aspects of sports medicine that are necessary for the safe conduct of sports.

 
Feature Writing   (JOU-213)   3 credits  
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Course Description
All aspects of writing personality profiles and of writing critical reviews, columns and/or sports features.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Knowledge of the history of feature articles.
  • Ability to distinguish between news and feature article writing.
  • Practice in writing feature articles.

 
Advanced Photojournalism   (JOU-330)   3 credits  
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Course Description
Advanced study of photography as related to the visual communication of information and ideas, including composition, existing light, depth of field, and action photography, as applied to fashion, sports, and spot news.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate visual storytelling skills through photos and slideshows
  • Analyze the impact of technological innovations on photojournalism storytelling and the legal and ethical challenges and concerns

 
First Aid, CPR, and Safety   (FIT-190)   3 credits  
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Course Description
This course is intended to be a primer in basic safety procedures and preventive safety in the recreation and sports industries with an emphasis on the fitness segment of the industry. The course explores the basic skills required to give emergency care in a fitness facility including basic first aid, CPR, and the use of an automatic external defibrillator (AED). The course also includes an orientation to the basics of accident prevention in fitness and related facilities.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Provide the basic skills necessary to engage in emergency first aid procedures that are pertinent to health and fitness-related facilities, including life-threatening emergencies such as heart attack.
  • Provide an overview of the prevention of accidents in health and fitness-related facilities as well as other recreation and functionally related facilities. The goal is that the student can take notice of potential hazards in such facilities and report them to the senior management or correct them when appropriate.
  • Appropriate certificates and articulation of the application/use of the knowledge must be included.

 
Recreation for Handicapped   (SPE-312)   3 credits  
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Course Description
Historical review of therapeutic recreation; identification of special populations including the study of etiology, characteristics, terminology, and support systems; facility design, use, and adaptation; field trips to settings serving the mentally and physically handicapped, the developmentally disabled, the aged, the convalescent, and the socially deviant.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Trace and discuss the historical and philosophical roots of therapeutic recreation
  • Discuss the philosophical connection between health and recreation
  • Indicate the necessary adaptations and/or accommodations for disabled persons related to the planning of field trips
  • Comment on the need for inclusive community facilities and the characteristics of effective facilities
  • Indicate the role of physical literacy in the training of professionals charged with developing inclusive therapeutic recreational practices
  • List and explain several adaptive sports and games which are effectively enacted for persons with disabilities (mentally, physically, developmentally, socially disabled)

 
Leaders in History   (LDR-324)   3 credits  
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Course Description
Leaders in History focuses on historical perspectives on leadership: first, on real leaders over thousands of years who demonstrated leadership within multiple contexts (including politics, reform movements, diplomacy, military, business, church, sports, and art); second, on writers/scholars/leaders from different historical eras and contexts who wrote about leadership and whose writings provide a means of understanding leaders acting in history. Together, these two elements of the course reinforce each other and provide students with the opportunity to reflect on links between leadership practices and leadership concepts across a broad spectrum of world history. The course introduces a diverse group of historical leaders: men and women, leaders of different races and ethnicities, and persons from varied national/cultural backgrounds.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss how particular leaders from varied historical periods and contexts practiced leadership.
  • Describe how concepts about leadership developed over time and how they affected leadership practices during various historical periods and within particular historical contexts.
  • Assess the ways in which leaders in history exemplified leadership concepts.
  • Analyze how leadership practices have changed over the course of history, and how leaders have challenged, shaped, and/or changed history.
  • Draw conclusions about why a consideration of history and leaders in history is important to an understanding of leadership today.
  • Analyze the ways in which the characteristics/qualities of leaders interact with the culture/social mores of their historical periods.
  • Assess the strengths and weaknesses of leaders in their historical periods and contexts, and explain why strength or weakness in one period or context may not be strength or weakness in another.
  • Connect components of leadership practices and leadership concepts that may be common across all periods of history, and contrast those that are distinctly different from one period to another.
  • Analyze ways leaders in history differ because of factors such as gender, race, or national/cultural background.
  • Assess how the notion of "followership" has changed over the course of history.

 
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