Communicating Concepts
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Developing Course Materials
for sports programs


Developing Course Materials
      
This is frequently the focus of professional development workshops.

       There are useful steps for creating a good course materials. Start by asking questions. Take the time to figure out what you need, and then you can figure out how you want to obtain it. Ask yourself "Who is going to take this class?" and answer the following questions:
  • What should they already know, and what should they know after the course is over?
  • How much time do I have with these students, and when?
  • What sort of resources do I have for presenting the class?

        Ideally the answers to these questions should be obvious to you as the information is the foundation for:

  • Writing a syllabus outline,
  • Making choices about instructional materials,
  • Developing methods for evaluating or grading trainees.

       Educators, trainers, and instructional designers take the answers to the questions to serve as a beginning of develop course materials such as:

  • Syllabus and class schedule.
  • Lectures, at least in outline form.
  • Overhead transparencies or PowerPoint presentations for lectures.
  • Downloadable handouts that provide additional illustrative examples of lessons, or practice problems in which pupils can use to apply the material from the textbook and lectures.
  • Quizzes and tests.

        Computer technology transforms every one of those steps, giving educators and trainers far more power and flexibility to get their lessons across. For example:

  • A syllabus can still be a useful tool to help instructors organize their thoughts into a linear class structure.
  • An outline of lecture topics is useful in organizing your thoughts so they can be woven into an organized presentation of materials for the class.
  • Common forms of digital media (e.g., photos, audio recordings, PowerPoint presentations, movie clips controlled from a computer have replaced overhead transparencies.
  • Additional information that’s not embedded in original course material can easily be distributed as e-mail attachments or links provided within the coursework. It’s up to each student to decide if printing a paper copy is even necessary.
  • A learning management system (LMS) should include a method for embedding quizzes into the online course materials,  Such a system should include the means for grading materials and notifying student of grades.
  • The goal of many training programs is to provide certification.  Software can easily manage this task through the same interface as the course.
        Educators are moving towards adopting distance and e-learning through the development powerful tools to put greater flexibility into the hands of instructors and trainers. The use of these tools can be to your advantage, but the do add a learning curve to the task of developing course materials.

        New educators have grown up using the new technology. They will expect the teacher or trainer to be familiar in the use of the technology. Instructors go don't make the effort are fast becoming relics whose experience and skills need to be transformed. The ability to adopt the new technology is a mind set that is not limited by age.

Approaching Training Athletes as Developing a Series of Academic Courses in a Degree Program

      Achieving any college degree, there are various courses that are required and some that can be taken as electives. The goal of the institution is to provide theoretical and proven knowledge that can be applied to the development of real world projects. As students progress there are classes that allow students to acquire research lab skills and actually do field work as part of proving or rejecting a research hypnotists - spelling

      Teaching athletes sports skills requires a knowledge of physics, biomechanics, and applied physiology.
Developing a detailed outline of topics that will be presented on a daily/weekly basis is an essential requirement of instructional design. The length of the course depends on the circumstances in each situation. Formal educational institutions may consist of two or three semesters, a quarter system, or distance learning program in which students can progress at their pace.

     Each course may have a list of prerequisite courses that must have been completed successful. Usually there is an alternative that involves testing or credit for employment. This procedure is in place to have students starting the first class with the same or very similar information background so the instructor does not waste time attempting to bring a  few individuals up to speed as this wastes valuable time required to present new information as required in the course syllabus.

What purpose does a syllabus fill?
       A syllabus is a "learning contract" between the instructor and school with the students. It sets the ground rules for all the classroom goals, objectives, activities, assessment tools, policies and exceptions.

       The syllabus serves as a planning tool for both instructor and students and that contains a written contract all the elements students will need to know at the very beginning of the class and expectations of students to pass the course.

A Sample of Syllabus Content
       
A syllabus should contain the following information
  • A detailed description of the course
  • Instructor contact information and office hours
  • Course goals and objectives
  • The role of the course in the program of study
  • How to prepare for this course
  • Detailed course calendar
  • Course requirements
  • Evaluation specifics
  • List of assignments, with due dates and point values
Availability of Syllabus
       Students may be able to download able a PDF file of the syllabus or as a printed document on the first day of class. If there is a change to the syllabus, the updated version, with a version number and date of the change, should be distributed to students, or re-posted online with changes in a different color of text  to alert students of the changes.
      The syllabus is developed the instructor or the instructors teaching multiple sections of a class and then approved by the Dean for publishing in the course offerings.
      In graduate level courses, the goals and objectives of the class itself can be tailored to better suit student needs, even on an individual basis. 

Grading Rubrics
        A rubric is a systematic scoring guideline to evaluate student's performance through the use of a detailed description of performance standards that list the expectations for an assignment or piece of work. A rubric divides the assigned work separate sections that are evaluated and scored. 
        Evaluation is accomplished through the use of explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment. This helps to to preserve the instructor's grading standards from changing over time. Grading consistency is difficult to maintain, but is essential to preserve that quality and quantity of information each student has achieved according to their grade.  Rubrics can also reduce grading time by allowing students to refer to the published rubric description.

Course policies
  • Attendance, class etiquette and class participation policies;
  • Policy for dealing with not meeting deadlines;
  • Dealing with academic dishonesty or unethical behavior;
  • Policies for dealing with refunds of class and lab fees.
Is it possible to apply the concept of a syllabus to sports?       
       Yes! A syllabus is widely used for large and small groups by instructors/teachers who have received an academic degree and have credential by a State Board of Education. This include physical education and recreational education majors who teach in public schools, community colleges, colleges, and universities, as well as park and recreation departments.

       NCAA and state interscholastic competitive sports are generally coached by individuals who have both academic and a background of participating in the sport.  There are different tiers of competition depending on the size of the institution. Not all sports are fully or even partially funded by these institutions.

       Sports that are under the control of a national association with their own competition and coaching standards depend on private payment to coaches for group and private lessons. The expectations of developing winners is just as intense as in school sports.

Recommended Reading:

PDF Sport, Lifestyle and Recreation Sport, Lifestyle, and Recreation Content  8.3 of Syllabus Individual Games and Sports Applications.

Team Sports Syllabus  Demonstrate team play concepts and strategies in mini-game play. (NCATE 1.2 ... 5. demonstrate knowledge and application of the Sport Education Model.

DOC Accessible Syllabus Template Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on ... Sport Psychology: Concepts and Applications (7 th ed.)

SLS Internship » Syllabus  This course is designed to be a practical coaching experience where application of concepts within a specific coaching situation are highlighted using tasks, activities, and meetings coordinated by staff mentoring. The focus of the course is to guide the novice sport leader to develop insights and competencies in the areas of specific sport content knowledge and application as well as philosophy, psychology, pedagogy, physiology, and risk management.

Stress and Personality  Type A's tend to be more competitive, more impatient, have time urgency when compared to the more relaxed and laid back Type B personalities.

References:

Relationships:

Instructional Designer Starter Kit   Langevin Learning Services

ADDIE and Developing Training Materials | by Intulogy Developing Training Materials. The Course Development Process. If the training specialist has followed the ADDIE instructional design model, then the prior steps will provide solid preparation for the course development process.

PDF Developing Course Materials for Open and Distance Learning Developing course materials for Open and distance learning is a continuous process. A variety of staffs with a wide range of expertise are involved in producing a distance education course.

PDF Framework for Development of Course Material In this paper we define the framework for developing course materials to teach Computer Graphics courses. The paper will mainly discuss what support material is desired for effective teaching/learning the subject rather than implementation of a teaching tool. It emphasizes three important components of the courseware, mainly the design of course content, an experimenter’s workbench, and an assessment tool.

Developing an Online Training Course In sounds contradictory, but the first step to developing an online course — whether it’s for general education or specific training — is to forget that it’s an online course. Technology may dictate the medium by which educational content is delivered, but it can’t help with the fundamentals. To put it another way: Before painting a masterpiece, you must first learn how to draw.

Resources:

The following internet links have been gleaned from personal communications
combined with information from public institutions and athletic organizations/
associations that have a web presence with information concerning team and
individual sports programs:
All materials are copy protected. 
The limited use of the materials for education purposes is allowed providing
credit is given for the source of the materials.


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