Luna Community College Sports Performance Curriculum Profile 2012-2015 Content Page Program Goals. 2 Approvals. 2 Degree/Certificate Requirements... 3 Course Descriptions and Outcomes... 4-8 Assessment 9 Standard Requirements for Course Syllabus... 10-12 1 Revised 09-04-12
Program Goals The Associate of Applied Science degree in Sports Performance is designed for students whose primary interest is in individual sporting careers. The structured curriculum will provide a foundation to develop skills appropriate for sports performance and/or advanced degree opportunities. The program is developed designed for Luna Community College student athletes, individuals who want to gain skill and/or knowledge in sports performance, want to continue in athletic programs at other institutions, and/or those who are seeking advanced degree opportunities. Graduates of the program will: Demonstrate principles of sports psychology, sports wellness, and evaluation of athletes. Understand and identify the fundamentals of sport officiating in football, basketball and soccer. Recognize, develop and identify coaching styles, objectives and coaching ethics. Approval: Dr, Vidal Martinez Director of Humanities Human Sports Performance Faculty 2 Revised 09-04-12
Sports Performance Associate of Applied Science Degree Minimum of 66 Credit Hours The Associate of Applied Science Degree in Sports Performance is designed for students whose primary interest is in individual sporting careers or coaching. The structured curriculum will provide a foundation to develop skills appropriate for sports performance and/or advanced degree opportunities. Transfer credits are determined by the receiving institution on a course-by-course basis. The program follows National Standards for Sport Coaches. Degree Requirements Credit Hours: 66 General Education Core (36 hours) Area I. Communications (9 hours) ENG111 Freshman Composition I 3 ENG115 Freshman Composition II 3 SPCH111 Public Speaking or- 3 SPCH112 Interpersonal Communication 3 Area II. Mathematics (4 hours) MATH 180 College Algebra 4 Area III. Laboratory Science Area IV. Social Behavioral Sciences Area V. Humanities and Fine Arts ( 8 hours) ( 6 hours) ( 9 hours) Program Requirements (21 hours) HPS115 First Aid and CPR for Sports 3 HPS125 Introduction to Sports Psychology 3 HPS150 Fundamentals of Coaching 3 HPS160 Nutrition for Exercise and Sport 3 HPS210 Administration and Evaluation 3 HPS295 Sports Performance Capstone 3 Approved Electives (9 hours) HPS205 Sports in America: A Historical Perspective 3 HPS211 Coaching/Officiating Baseball/Softball 3 HPS226 Coaching/Officiating Football 3 HPS229 Coaching/Officiating Basketball 3 HPS245 Sports Leadership 3 3 Revised 09-04-12
HPS250 Sports Internship 3 HPS115: First Aid and CPR for Sports (3 credits) This Course will provide the necessary knowledge and hands-on-experience of standard first aid, CPR, safety and injury prevention. The focus is on sports first aid training and the guidelines set forth by the American Red Cross Sport Safety Training. The student will identify first aid techniques that are applied in sports performance. The student will demonstrate CPR techniques The student will recognize injury prevention techniques The student will identify first aid guidelines set forth by the American Red Cross Sport Safety Training HPS125: Introduction to Sports Psychology (3 credits) This introductory course focus is on the effects of psychological behavioral measures and mental training regarding sport performance. Topics include: promotion of wellness, exercise psychotherapy, motor learning, mental training techniques, evaluation of athletes and psychological testing. The student will demonstrate the basic principles of sports psychology The student will identify psychological behavioral measures The student will comprehend mental training regarding sport performance The student will recognize sports wellness The student will demonstrate exercise psychotherapy, motor learning and mental training techniques. The student will understand the evaluation of athletes The student will recognize psychological testing HPS150: Fundamentals of Coaching (3 credits) This course provides coaches an understanding of the dynamics between a coach, the individual athletes and the team. Topics include: coaching objectives, coaching styles, teaching sport skills, learning appropriate communication skills, evaluating performance, managing a team, coaching ethics, and motivating athletes. Regardless of the sport, this is a general course for all coaches. The student will recognize specific relationships between the coach and athletes The student will develop coaching objectives The student will identify coaching styles The student will understand sport skills The student will demonstrate appropriate communication skills 4 Revised 09-04-12
The student will evaluate specific sports performance The student will understand the fundamentals of managing a team The student will recognize coaching ethics The student will identify motivational techniques HPS160: Nutrition for Exercise and Sport (3 credits) This course examines nutrition strategy for optimal health, including disease prevention and human performance. Topics include selecting healthy foods, nutrient metabolism, energy use, cryogenic aids, herbal supplements, and holistic health science philosophy. Gain Basic Knowledge of nutrition for health, fitness, and sports performance Gain knowledge of human energy including energy systems, energy storage, and metabolism. Gain knowledge of carbohydrates, proteins, fats, vitamins and minerals Gain knowledge of water, electrolytes, and temperature regulation Gain a basic knowledge of the health properties of foods and how to incorporate them into a sport/activity specific diet Gain knowledge on body weight and composition for health and sport HPS205: Sports in America: A Historical Perspective (3 credits) This course will provide historical perspectives of sports, the development of sports and the transition of sports from its pre-modern to its modern form. The focus is on sports in the United States. The student will identify specific historical events in sports history The student will understand pre-modern sports The student will understand modern sports Trace the major developments in the rise of sport in America. Recognize issues and future trends in American Sports. Identify the social and economic forces that shape sport in modern society. Demonstrate knowledge of the organization of sport in its many dimensions. Identify the trends found in sports in America. Identify the contemporary issues that characterizes the conduct of sport at all levels of organization. Understand the history of sport and current issues & controversies. Understand how individual and social forces influence the development of our discipline. Identify and analyze the philosophical forces influencing the growth of respective subjects of controversy in sports. 5 Revised 09-04-12
HPS210: Administration and Evaluation (3 credits) This course is an overview of sport program operations, management and evaluation. Topics include human resources, risk management, finance, assessment, administrative duties, and program evaluations. Demonstrate the ability to apply administrative skills in the logistics of contest management Demonstrate skills in working collaboratively with administrators and officials to ensure clarity of roles and responsibilities Demonstrate knowledge, skills, and ability to communicate effectively Draft a plan for public relations Draft and implement a plan for effective human resource management for the sport program Plan and draft a budget spreadsheet for the sport program Demonstrate the skills to plan, implement, and document an emergency action plan Demonstrate knowledge and skills in establishing a systematic process for managing all documents relative to the sport program Understand and communicate the legal responsibilities associated with coaching HPS211: Coaching/Officiating Baseball/Softball (3 credits) This course examines philosophy, strategy, leadership, team, and practice organization and coaching methods for baseball/softball as well as rules and mechanics of officiating baseball/softball. Topics include: offense and defense strategies, game analysis, rules, teaching pedagogy and a study of various methods of play. Understand specific theories and practices of baseball/softball Demonstrate specific offense and defense strategies Comprehend game analysis Identify rules of the game Demonstrate teaching pedagogy Identify various methods of play Teaching Materials/References Baseball Strategies: American Baseball Coaches Association by American Baseball Coaches Association, Bob Bennet (2002) HPS226: Coaching/Officiating Football (3 credits) This course focuses on coaching/officiating of football. Topics include: offense, defense and special team strategies, game analysis, rules, teaching pedagogy and a study of various methods of play. Understand specific theories and practices of football Demonstrate specific offense and defense strategies Comprehend game analysis 6 Revised 09-04-12
Identify rules of the game Demonstrate teaching pedagogy Identify various methods of play Teaching Materials/References The Football Coaching Bible by American Football coaches Association (2002) HPS229: Coaching/Officiating Basketball (3 credits) This course examines strategy, leadership, team organization, and coaching methods for basketball, with experience in the rules and mechanics of officiating basketball. Topics include: offense and defense strategies, game analysis, rules, teaching pedagogy and a study of various methods of play. Understand specific theories and practices of basketball Demonstrate specific offense and defense strategies Comprehend game analysis Identify rules of the game Demonstrate teaching pedagogy Identify various methods of play Teaching Materials/References Basketball Fundamentals (Sports Fundamental Series) by Jon A. Oliver (2003) Coaching Basketball Successfully (Coaching Successfully Series) by Morgan Wootten (2003) HPS245: Sports Leadership (3 credits) This course is intended to improve leadership skills and develop sports team leaders. The students will learn motivational and leadership practices, growth and development, mentoring techniques, and team culture. Students also develop a leadership lesson plan. The student will identify specific leadership skills. The student will demonstrate specific motivational theories The student will understand leadership practices The student will identify mentoring techniques The student will understand team culture The student will develop a leadership lesson plan HPS250: Sports Internship (4 credits) This course provides students with the opportunity to gain practical experience in a sporting fields. The internship will be negotiated between the student, the sporting agency and/or coordinator and respective faculty/advisor. Students are required to comply with specifications set forth in the individualized cooperative education program training agreement and must complete a sports performance portfolio. Supervision is monitored, recorded and reported to the sports performance faculty/advisor. Prerequisite: Instructor approval. Only students in their final semester of their final year should enroll in this class. 7 Revised 09-04-12
Teach and encourage athletes to take responsibility for their actions in adhering to team rules. Design practices to allow for athlete input and self-evaluation Communicate to athletes their responsibility in maintaining physical and mental readiness for athletic participation and preparation for competition Encourage athletes to practice leadership skills and engage in problem solving Provide athletes with different tools to manage conflict Provide specific opportunities for athletes to mentor others Set goals for each practice and competition Facilitate the goal-setting process by providing opportunities for athletes and program staff to participate in setting realistic, performance-based goals Utilize pre- and post-assessment of skills to determine and adjust appropriate individual goals Review and modify goals with athletes and staff throughout the season to be sure goals remain realistic and challenging Facilitate a mastery goal orientation for each athlete, focusing on effort and self-determination Design teaching progressions for developing sport-specific skills based on best practices in teaching and learning principals Design instructional processes that include verbal, visual, and tactical cues that address different learning styles HPS295: Sports Performance Capstone (3 credits) In this course the student will prepare and take the comprehensive examination for the Associate of Applied Science Degree in Sports Performance. Information/content will come from core curriculum (program requirements). To pass, the student must score 70% or better on the comprehensive examination. Study guides and/or group sessions will be utilized. Prerequisite: Instructor approval. Only students in their final semester of their final year should enroll in this class. Develop and implement an athlete centered coaching philosophy Identify, model and teach values learned through sports participation Teach and reinforce responsible personal, social, and ethical behavior of all people involved in the sport program Display ethical conduct in all facets of the sports programs Display knowledge of prevention of injuries by the provision safe facilities Ensure that all necessary protective equipment is available, properly fitted, and used appropriately Process for monitoring environmental conditions and ensure modifications as needed to ensure the health and safety of participants Identify physical conditions that predispose athletes to injuries Recognizing injuries and providing immediate appropriate care Facilitate a coordinated sports health care program that includes prevention, care, and management of injuries. 8 Revised 09-04-12
Assessment Luna Community College defines assessment as a process that will lead to the improvement of student learning. The process must follow four steps as illustrated below. LCC Assessment Plan All course offerings, including degree and certificate programs, at Luna Community College are required to follow the four-step assessment process. They include: 1. A list of expected learning outcomes 2. Assessment tools that directly measure those learning outcomes 3. The results of the data, and 4. How the data will be used to improve student learning Academic Departments as Luna Community College are required to participate in semester Improving Student Learning assessment reporting and Student Learning Outcomes Assessment (SLOA) Committee presentations. Every semester, academic departments focus on specific learning outcomes with a targeted student population. Faculty are selected to participate in SLOA; selected faculty participate in developing assessment methods and procedures for their particular course or courses. The faculty give oral presentations at the end of the semester and information gathered is disseminated among SLOA members, faculty and staff. The purpose is to provide a baseline for future improvements. Visit our web site at www.luna.edu to review LCC s Improving Student Learning (ISL) reports. LCC also abides by the New Mexico state competencies for general education. 9 Revised 09-04-12
LUNA COMMUNITY COLLEGE Standard Minimal Requirements for Course Syllabus Course Faculty Course Description course title and other course information including meeting times, dates, room number, credits, semester, prerequisites and/or corequisites information about the instructor and his or her contact information (e.g., phone number and email). List time and day of office hours for full time faculty use catalog description Expectations of Students Course Learning Outcomes (Competencies) New Mexico CORE Competencies What do you expect from your students? For example, description of students responsibilities in the learning process; how you hope the students will approach the course subject/content; take responsibility for their learning; the amount of study time expected in the course, and suggestions on how to succeed in the course. this section will include a list of skills or techniques students will develop from the course. This list will consists of a minimum of four to six quantifiable statements about what students will be able to do after completing the course. If teaching a CORE course, the State HED competencies must be stated (e.g., Communications, Mathematics, Laboratory Science, Social & Behavioral Sciences, Humanities & Fine Arts). 10 Revised 09-04- 12
Methods of Measuring Learning Outcomes (Competencies) What tools are used to measure student success based on the learning outcomes? Evaluation Indicate how the student will earn a particular grade, such as information about assignments including types of assignments, nature of exams (e.g., take home, open book, in-class) due dates, grading criteria and so forth. Course Schedule Add a tentative schedule indicating the course content that will be covered throughout the course (e.g., eight week or sixteen week schedule). Policies Include policies such as attendance, academic responsibilities, late assignments, missed exams, cell phones, etc. Add a statement that indicates: for additional student information, refer to the 2009-2011 Student Handbook Grading Standard Refer to page 39 of the LCC 2009-2012 Catalog Textbook(s) Name of required textbooks(s) and any recommended materials. Include ISBN number(s) 11 Revised 09-04- 12
Important Dates List important dates such as last day to withdraw from the course, holidays, add/drop, midterm, final exam week, spring break and other important dates. ADA Statement Add a statement regarding accommodations for students with disabilities Syllabus Revisions or Changes Add a statement that indicates the syllabus is subject to change Internet Courses (non-proctored) Use the following statement: LCC will ensure firm student identification for examinations through the use of username and password for non proctored exams. As an on-line student, you are responsible for keeping your username and password secure. Your username and password should not be given out as you are responsible for all assessment, assignments, and on-line communications. Any academic dishonesty/plagiarism will not be tolerated and is grounds for disciplinary actions. [Please refer to page 6 of the LCC 2009-2012 Catalog] 12 Revised 09-04- 12