Gustavus Adolphus
College
Minnesota Board of Teaching
Program Approval 2006

HES 302 Principles of Coaching

HES 302
FOUNDATIONS OF SPORT AND COACHING
SPRING 2005, TUES. & THURS., 9AM

Instructor: Bonnie Reimann Office: 212I Lund
Phone: 7613 Office Hours: M,W @9:30, T,R,F @12:30

Text: None required. There will be assigned readings with various topics.

Course Description: This course emphasizes the history, philosophy, psychology, and sociology of sport and coaching. Special sections will cover the history of the Olympics, developing a coaching philosophy, motivation and women in sports. The course is designed to meet the teaching and coaching competencies of NASPE and the Minnesota Dept. of Families and Learning.

NASPE/MNBOT Standards and Assessments Within This Course –Physical Education Major
B: A teacher of physical education understands disciplinary knowledge of physical activities and well-being, including:
B-12: historical, philosophical, sociological, and psychological factors associated
with varied physical activities
Assessment: Written assignment; article analysis; presentation
C: A teacher of physical education must demonstrate an understanding of the teaching of physical education that integrates understanding of physical education with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of physical education to children, preadolescents, and
adolescents must:
C-8: understand the role and purpose of co-curricular and extracurricular activities
in the teaching and learning process
Assessment: A variety of written reports and presentations by students will
address co-curricular and extracurricular offerings, expectations, and concerns

Board of Teaching/NCATE Standards for Effective Practice for Teachers
Standards Addressed Within This Course and Assessment Techniques

Standard 1: A teacher must understand the central concepts, tools of inquiry, and structure of the discipline taught and be able to create learning experiences that make these aspects of subject matter meaningful to students.
A: Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught
Assessment: course readings and in-class discussion; written examination questions; written reports regarding coaching philosophies
C: Connect disciplinary knowledge to other subject areas and to everyday life.
Assessment: course readings and in-class discussion; written examination questions; class presentation
D: Understand that subject matter knowledge is not a fixed body of facts but is complex and ever developing
Assessment: course readings and in-class discussion; written examination questions

Course Objectives: Students will:
1. Examine the development and the changing roles of sport throughout US history.
2. Identify influential people in the history of sport – personal heroes and Olympians.
3. Appreciate and develop a sound philosophy of coaching.
4. Identify reasons for coaching and characteristics of a good coach.
5. Examine and identify the forces that are influential in the psychology and sociology of sport.

Required assignments and learning opportunities: (specifics and due dates will be distributed in class)
1. There will be one written exam covering the first half of the course.
2. One page written report “Why I want to coach”.
One page written report “What is a coach”.
3. Critique of chosen movie with respect to coaching philosophy and style.
4. Develop and write your philosophy of coaching and sport.
5. Class Presentation – you will be exploring and examining a chosen coaching issue to present to the class. Specific details on the assignment will be distributed in class.
6. As head coach, conduct a pre-season parent meeting.
7. One page summary of each of the other presentations. These will be due one class session after the given presentation.

Course Evaluation: To successfully complete the course and meet course objectives and student competencies, the student must complete all assignments on time and actively participate in class.

Course grade is based on total points earned relative to possible points. The following grading scale will be used to compute final grades:
100-94% A 93-92% A-
91-90% B+ 89-84% B 83-82% B-
81-80% C+ 79-74% C 73-72% C-
71-70% D+ 69-64% D 63% and lower F

Participation, Attendance, and Assignments:
It is your professional student responsibility to attend and be prepared to participate in class.

You are allowed 3 absences without penalty. After your 3rd absence your grade will be lowered by 1 full grade for each unexcused absence. Exceptions may be granted at the instructor’s discretion or if verified by long term stress. It is your responsibility to obtain and make up any missed work in the event of an absence and work must be completed within 1 week of your absence.

Assignments are expected on time. Points will be deducted each day an assignment is late. After one week, the assignment will not be accepted. Assignments are to be handed in during the class they’re due – please do not email me assignments unless previous arrangements have been arranged.

Academic Dishonesty: Academic dishonesty demands that you credit your source of information and give credit to those whose ideas you use when you write a paper and/or give a presentation in class. Plagiarism is a serious offense within the academic community and the college does not permit it.

The following code will be written in full and signed on every examination and graded paper:
“On my honor, I pledge that I have not given, received, nor tolerated others’ use of unauthorized aid in completing this work.”