KIN 375 -- Historical Analysis of Physical Education and Sport: Course Syllabus

		School of KNS (323) 343-4650

INSTRUCTOR: Daniel Frankl, Ph.D., Professor
Office: PE 230
Phone: (323) 343-4662; Fax: (323) 343-6482
Email: dfrankl@calstatela.edu

Cal State LA: Statement of Student Rights and Responsibilities

Office Hours for Winter 2008:
M 9:50 - 11:30 a.m., T 1:30 - 2:30 pm, W3:30 - 4:30 p.m
(additional days/times available by appointment)

I. COURSE DESCRIPTION:

The course addresses historical and philosophical aspects in the development of physical education and sports. Special emphasis is placed on the relationship between the evolution of physical education and sport and the social institutions (i.e., education, religion, politics, mass media, etc.). In addition, "right action" and "the process of ethical decision making" in the sport milieu are closely examined (4.0 cr).

II. PREREQUISITE(S): KIN 250

III. PERFORMANCE OBJECTIVES:

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

Implement knowledge of history of physical education and sport to the understanding of current issues and controversies.

Describe the chronology and the context of significant events in the history of physical education and sport, and be able to relate this information to contemporary physical education and sport issues.

Understand how individual and social forces influence the development of our discipline.

Identify the values ascribed to physical education and sport by the various groups of individuals which have been studied.

Develop a concern about the pertinent issues confronting the profession thus contributing to a greater degree of interest in professional problems.

Secure practice in seeking an unbiased solution to issues which in turn leads to the acquirement of professionally acceptable attitudes.

Improve the ability to perform critical and constructive thinking and to encourage the development of thought-provoking attitudes of inquiry and investigation.

Identify and analyze the philosophical forces influencing the growth of these respective subjects.

IV. TEXTS:

RECOMMENDED TEXT:

Mechikoff, R. A., & Estes, S. G. (2006). A history and philosophy of sport and physical education: From ancient civilizations to the modern world (4th ed.). Boston, MA: WCB McGraw-Hill. (ISBN 0-07-297302-1)

Reading Assignments

Additional Selected References

COURSE FORMAT AND REQUIRED COURSE MATERIALS:

Lecture, large and small group discussion, class debates, videos, multimedia, and interactive Web based presentations.

V. POLICIES AND PROCEDURES:

Attendance, punctuality, and active participation in class and lab sessions is expected. Students are responsible for class or additional reading materials whether present or not during actual lecture or lab sessions. There will be no make-ups for unannounced quizzes.

Cellular phones: Cell phones should be turned off during class. A vibrating cell phone is still an activated cell phone. If you must answer an incoming call or address a text message, please collect your belongings leave the classroom and DO NOT come back. I find the recent phenomenon of students wandering in and out of class very disruptive to the learning environment. Students that must leave at any time before to the conclusion of a session (and did not discuss with the instructor their special circumstance before class) will be marked as missing for that day. Thus, they will earn zero points for the daily active participation grade component. Please note that all of the above can simply be avoided by turning off your cell phones and by informing your instructor in the case of special circumstances.

VI. ASSIGNMENTS:

Assigned readings and class discussion.

Term Project -- due date:
Monday, feb. 18th, 2008, 1:30 pm (PE 117)

VII. EVALUATION:
Evaluation Item	Relative Weight	Letter Grade Equivalent
Weekly Quizzes (4-6)	100 points	360 - 400	A
Mid-Term (on-line)	100 points	345 - 359	B+
Final (on-line)	120 points	320 - 344	B
Family History	30 points	305 - 319	C+
Sport History	30 points	280 - 304	C
Active Class Discussion	20 points	260 - 279	D+
Extra Credit (Book Report)	May replace up to 2 Quizzes	225 - 259	D
Total	400 points (100%)	000 - 224	F

Family Member Phys. Ed. Historical Inquiry Project

As a basic guide, the project should be 3 - 5 typed, double-spaced pages of substantive content using the Cal State LA Library's APA Format Guide, and should contain a title page, a table of contents (introduction, description of the relative, the geographic area, the time frame, physical education program etc..., a comparison to one's personal experience) and references (on a separate page). Utilizing the interview, library, and Web search methods, find as much chronological data regarding the country, region, time frame etc... Where was your interviewee born and raised, and which elememtary, middle, and high school did he/she attend? What was the Physical Education program at school like? Was he/she involved in extracurricular physical activities or in varsity athletics? Did boys and girls in their schools have equal access to Physical Education and to Varsity Athletics (ask for as many examples as possible)? Were there, or are there still inequalities between the men's and the women's programs? How do current and former students and faculty feel about Physical Education, varsity athletics and title IX, and academics...? Compare past and present student body and student athletes graduation and academic performance statistics (if available). Mention personalities, such as, physical education teachers, coaches, principals, teachers, distinguihed alumni, famous alumni professional athletes, etc...You may use information provided by your school district or school historian, but make sure to add to it and expand on it. Retired teachers may know more and may also be able to provide you with an invaluable primary source of important insights). Any good memories? any regrets? Ask any other questions that you may think of as relevant to this assignment. Compare your physical education and varsity athletics (if applicable) experience with that of your interviewee.

Feel free to visit my office (PE 230) and review any of the many good sample papers prepared by former KIN 375 students). BE WARNED: You may find this assignment very rewarding and fun to do.

Book review & report

(Chose any one book from the list provided in the " Additional References" web page or bring in your personal selection for instructor's approval)

Examinations:
There will be two examinations. One will be in the middle of the Quarter covering the first half of the Quarter and the other will be during finals week covering mostly the second half of the Quarter. Be prepared for unannounced quizzes starting from week two of the Quarter. There will be no provisions (other than the extra credit deal) for make ups of missed quizzes.

COURSE CONTENT

Introduction to the Historical Study of Physical Education and Sport

Reasons for the study of PE and sport history
Approaches to the study of history
Description, analysis, and evaluation of the credibility of historical data.

Physical Education in Ancient Civilizations

China--the Chou Dynasty (1122 B.C. - 256 B.C.)
The Middle East (Sumer, Egypt, Assyria, Babylonia, the Hebrews, and Persia).

Ancient Greece: The Roots of Western Physical Education and Sport

The origin, description, and meaning of sport in Mycenaean Greece.
The organizations and development of physical education and sport in the Greek city-state system.
An analysis and comparison of physical preparation in Ancient Athens and Sparta.
The origin, development, organization, and significance of the ancient Olympic Games.
The decline of the ancient Greek athletic ideal after the 5th Century B.C.

Ancient Rome: Sport as Spectacle

The origin and development of Roman physical preparation and sporting activities.
Etruscan funeral games
Sport as a product of Rome's religious, political, and economic traditions.
The relationship between Roman sport and early Christianity.

Medieval Europe: Religion, Feudalism, and the Renaissance

The influence of early Christianity on Physical Education and sport
Church teachings
Asceticism
Monasticism & Scholasticism
The role of physical education and sport in feudal society
Chivalric sports
Church and popular sports
The effects of the European Renaissance on PE and Sport
Changes in religious thinking
The rise of new educational thought (Humanism & Realism)

The Rise of European Nationalism and its Effect on PE and Sport

Sport as a tool for nationalism and warfare on mainland Europe
The development of English field sports and athletics
Colonialism and the dispersion of sport
The genesis of the modern Olympic movement

Physical Education and Sports in America: Colonial Times Through the Establishment of Independence (1600-1830)

Urban, rural and frontier sports
Emergence of sport as entertainment

The Rise of Organized Sports (1800-1890)

The growing alliance of organized sport with the technological revolution
The rise of the national game
Commercialization of the sporting scene
Sport societies and associations
Physical education in schools and colleges
Men's and women's programs
The rise of intercollegiate sports

The Ascendancy of Organized Sports (1885-1917)

The controlling of organized sport
The age of sports heroes
The rise of organized youth sports

Social Change and Physical Activity and Sport

Professional sports as entertainment
The growth of amateur sports
Dance physical activity and sport in education
Physical activity and sport in schools

The Age of Televised Sports (1950-Present)

The struggle for equal opportunity
Professional team sports
College sports in a national arena
The individual sports
Blacks and women demand equal opportunity

FINAL TEST:
LOCATION: PE 117
DATE: Finals Week -- March 10 - 15th (Friday, March 14, 1:30-4:00 pm) 2008
Time: TBA

Daniel Frankl, Ph.D., Professor
School of Kinesiology and Nutritional Science
California State University, Los Angeles
5151 State University Drive
Los Angeles, CA 90032-8162
Phone: (323) 343-4662
Fax: (323) 343-6482