Course Name:Teaching Aerobic Conditioning 
Course Prefix: PEP
Course Number: 3270
             Submitted by (Name & E-Mail):  James Zagrodnik, jameszagrodnik@weber.edu

Current Date:  11/11/2012
College: Education
Department:   HP&HP                              
From Term: Fall  2013 

Substantive

change 

Current Course Subject PEP
Current Course Number 3270

PEP 3270 - Teaching Aerobic Conditioning (2) F, Sp Examine, evaluate and practice aerobic conditioning theories and current practices for the purpose of preparing entry level professionals to select, incorporate, and facilitate appropriate aerobic activities, as well as, design and evaluate the effectiveness of aerobic conditioning programs. Two lecture/labs per week. Prerequisite: PEP 2000 , PEP 2600 or concurrent enrollment in PEP 2000 or PEP 2600.

New/Revised Course Information:

Subject:  PEP            

Course Number: 3270

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Methods of Teaching Aerobic Conditioning

Abbreviated Course Title: Aerobic Conditioning

Course Type:  LEL

Credit Hours:  2  or if variable hours:    to

Contact Hours: Lecture 1  Lab 1   Other

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  standard

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

Prerequisite: PEP 2000,
Co-requisite: PEP 2000

Course description (exactly as it will appear in the catalog, including prerequisites):

PEP 3270 - Teaching Aerobic Conditioning
(2) F, Sp
Examine, evaluate and practice aerobic conditioning theories and current practices for the purpose of preparing entry level professionals to select, incorporate, and facilitate appropriate aerobic activities, as well as, design and evaluate the effectiveness of aerobic conditioning programs. Two lecture/labs per week. Prerequisite or concurrent enrollment in PEP 2000.

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

The first change is to reduce the course credit hours to 2 for each “Skill Development and Methods of Teaching” course so as to make sure students are not acquiring too many total credit hours toward degree completion. The second change is to incorporate a “laboratory” portion of the course such that student’s content knowledge and skill development can be evaluated separately from their teaching pedagogy and efficacy. Thereby the instructors of these courses can identify prospective Physical Education and Coaching majors and minors who may be able to perform skills but not teach them and vice-versa. By holding our students accountable to both aspects (doing/knowing and teaching) we will be able to better identify those students who need more help and in which areas and which students to allow into their respective programs for certification (or not). The changes to this course will ensure our students are meeting NASPE standards (See Program Changes for detailed description).
This Skill Development and Methods of Teaching course offers opportunity to develop skills required by the accrediting body, the National Association for Sport and Physical Education, NASPE, standards 2.1, 2.2, and 2.3, Students will demonstrate competence in motor skill performance, demonstrate performance concepts related to skillful movement and achieve and maintain health-enhancing level of fitness. Students are also expected, as stated in Standard 4.3, to provide effective instructional feedback for skill acquisition, student learning and motivation.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

4. Is this course required for certification/accreditation of a program?

yes

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).