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Graduate Course Proposal Form Submission Detail - ATR6235

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Current Status: Approved by SCNS - 2015-12-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: For MS in Adv Athl Training - required. GC Approved 10/12/15. To USF Sys 10/12/15. To SCNS 10/28/15. Approved effective 12/1/15


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5236 2015-05-18
     
    Department College Budget Account Number
    Medicine MD 613900
     
    Contact Person Phone Email
    Rebecca Lopez 8133969078 rlopez@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    ATR 6235 Motor Development and Skill Acquisition

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Motor Development & Skill Acqu
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    none

    Corequisites

    ATR 6236

    Course Description

    Motor Development and Skill Acquisition will familiarize students with the theories and approaches of skill acquisition in young athletes. This course is limited to post-professional athletic training program (M.S. in MS, AthleticTraining concentration).


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is being added to the MS in Medical Sciences, Athletic Training Concentration. This program is in the process of moving to become a stand alone master's program under the Dept of Orthopedics. In particular, this graduate program's focus is on youth sports injury, and there is a lack of information on motor development and skill acquisition in this population. Athletic trainers are being employed in the high school and youth sports settings, however, there is a need for a better understanding of motor learning and development, and how these can play a part in injury prevention, normal skill acquisition, and sport safety. As part of this post-professional program, this course is intended to better prepare those athletic trainers already working clinically in various sport settings.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    This course should be taught by an individual that has a terminal degree (i.e. PhD, EdD, DSc, DPT, MD, DO). The instructor should also be a certified athletic trainer or have other similar training, specifically with experience and knowledge related to motor learning, development and/or skill acquisition.


  4. Other Course Information

    A. Objectives

    Course Objectives:

    1. Familiarize students with various theories of skill acquisition.

    2. Understand Dynamical Systems Theory of human movement and the role of constraints, coordination, and variability in movement.

    3. Explain the concept of nonlinear pedagogy as it relates to skill instruction

    4. Explain the factors that affect focus as they pertain to exercise performance and rehabilitation.

    5. Discuss the types means of improving skill acquisition and enhancing sport performance through feedback.

    B. Learning Outcomes

    At the completion of the course, students will be able to:

    1. Identify theories of skill acquisition.

    2. Apply the principles of Dynamical Systems Theory of human movement and the role of constraints, coordination, and variability in movement

    3. Apply Nonlinear Pedagogy to skill instruction

    4. Identify internal vs. external locus of focus and implement them into rehabilitation and performance enhancement programs

    5. Analyze the various types of feedback utilized for skill acquisition and performance enhancement.

    C. Major Topics

    Major course topics will include: skill acquisition, constraints, use of verbal guidance, dealing with individual differences (nonlinear pedagogy), visual feedback, and other topics related to motor development and skill acquisition in athletic training.

    D. Textbooks

    Davids K, Button C, Bennett S (2008). Dynamics of Skill Acquisition: A Constraints-Led Approach. Illinois: Human Kinetics. ISBN: 9780736036863

    Assigned readings from peer-reviewed journals.

    E. Course Readings, Online Resources, and Other Purchases

    Module 1: Introduction to Skill Acquisition

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 1: Traditional Theories of Skill Acquisition

    - ASSIGNMENTS:

    o Discussion Board

    o Quiz #1

    Module 2: Constraints

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 2: Physical Constraints on Coordination

    - ASSIGNMENTS:

    o Discussion Board

    o Quiz #2

    Module 3: Learning and Pedagogy

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 4: Redefining Learning

    • Chapter 10 Case Study: Practice and an External Focus of Attention

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #3

    Module 4: Understanding Skill Acquisition

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 5: Understanding the Dynamics of Skill Acquisition

    • Chapter 10 Case Study: The Dynamics of Learning the Soccer Chip

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #4

    Module 5: No Two are Alike

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 6: Dealing with Individual Differences: Implications for a Nonlinear Pedagogy

    • Chapter 10 Case Study: Individual Differences in Amputee Gait

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #5

    Module 6: Using Time Wisely

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 7: Organizing Practice to Optimize Learning

    • Chapter 10 Case Study: Practice Organization for Soldiers

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #6

    Module 7: Verbal Feedback

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 8: Using Verbal Guidance

    • Chapter 10 Case Study: Instructions for Student Drivers

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #7

    Module 8: Visual Feedback

    - READINGS:

    o Dynamics of Skill Acquisition

    • Chapter 9: Observational Learning as Directed Search

    • Chapter 10 Case Study: Modeling to Direct Student Learning

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #8

    Module 9: Bringing it all together

    - READINGS:

    o TBD

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #9

    Module 10: Incorporating into Clinical Practice

    - READINGS:

    o TBD

    - ASSIGMENTS:

    o Discussion Board

    o Quiz #10

    F. Student Expectations/Requirements and Grading Policy

    Students' final course grades will be determined by the weighting of your percent score from all class assignments and Final Exam as follows:

    Discussions 40%

    Quizzes: 25%

    Written Paper: 20%

    Final Exam 15%

    Final course grade will be based on a percentage performance basis for the course using the following grading scale:

    A 92-100 A- 89-91

    B+ 87-88 B 82 – 86 B- 79-81

    C+ 77-78 C 72–76 C- 69-71

    D+ 67-68 D 62-–66 D- 59-61

    F

    G. Assignments, Exams and Tests

    Reading Assignments:

    Specific chapters in the textbooks and peer-reviewed journal articles required for the course will be assigned for each module (See “Assigned Readings and Assignments” section of syllabus). The reading assignments are the primary means by which each student will acquire the core content of the course. It is essential that students complete the reading assignments for comprehension early in each unit.

    Class Discussions:

    Class discussion topics will be introduced throughout the course. All students are expected to participate in, and in some cases, lead the class discussions. Question and answer activities, as well as identification of valuable web resources will be the focus of the discussions. Discussions are asynchronous, meaning that participants post messages to discussion lists. The advantage of this is that participants do not have to find a time when everyone can log in simultaneously. However, because exchange of ideas is so important, participants will have to be working on the same topics at roughly the same time. It is not possible, therefore, for participants to work entirely at their own pace, for example by doing all coursework in the first few days of the course or by leaving all coursework until the end. Therefore, it is imperative that you be able to participate in the discussions on a regular basis during the course. If you have questions about whether the course will be flexible enough for your purposes, please contact the course instructor. Students are expected to be active members of the class, and therefore each student should be able to log into the class at least twice a week to check for announcements and to participate in the class discussions. At a minimum, students will be required to respond to each discussion prompt, adding meaningful reflection or information in each post (short comments such as “I agree” or “Good point” do not count towards your participation in the discussion). The expectation is that you give your response to the discussion by Wednesday and respond to your classmates/group members at least twice. Simply meeting this minimum expectation does not ensure full credit for that module, but would receive an average score. To receive full credit, participation in the discussion must be thorough and thoughtful (i.e. adding references when necessary and answering all questions posed to you by your classmates). Students may also be asked to respond/comment to peer discussion posts. Please note deadline information for each module’s discussion assignments.

    Written Paper:

    The submission of a written paper will be required as part of the completion for class credit. This paper will be a reflection of your knowledge as it pertains motor development or acquisition of a particular skill in an adolescent athlete. A grading rubric will be provided in advance so the expectations are clearly outlined. This paper is due electronically via an email to xxxx@health.usf.edu on Friday, November xx, 201x by 11:59 PM (Eastern Standard Time).

    Quizzes:

    For each module, a quiz will be posted on Canvas with which students can self-test their level of comprehension of the reading assignment. The quizzes can be taken as many times as you wish (within the module’s timeframe) so that you can determine your level of understanding of the reading material. Grades will be recorded in the grade book for each quiz.

    Examinations:

    Comprehensive Final Exam:

    This exam will be comprehensive of all material covered during the entire course. The specific days and time during which the Final exam will be available will be identified in the course schedule. You will be able to take the Final exam only once and a time limit to complete the exam will be in operation.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Due dates and times are strictly enforced. Unless arrangements are made with the Instructor prior to an assignment due date, students will receive a 0 for any late assignments.

    Academic Integrity of Students

    Please review USF's policy regarding Academic Integrity as it applies to academic dishonesty, cheating, plagiarism, and punishment for these.

    Reference: USF Regulation USF 3.027 - The following is the portion of the Regulation pertaining to graduate students. To read the entire regulation, go to: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    J. Program This Course Supports

    MS in Medical Sciences, Athletic Training Concentration


  5. Course Concurrence Information

    None. This course is only intended for students in this advanced athletic training program.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.