The coursework focused on non-physical aspects of coaching. The course dived into the sociologic, psychological, philosophical, developmental, and how to instruct younger athletes. I learned how to include scientific findings into practice. The application of the new knowledge gives each athlete the best experiences to promote success in an effective, healthy manor. Our course was compiled of projects, videos, discussions examining controversial topics, and to gain perspective in an area we were less familiar with.
The rules and expectations the NCAA and universities require from different levels of athletic departments is quite vast. We explored how to ensure we are in code with any building, playing arena, and coach requirements. Multiple projects allowed us to not only give our thoughts on how to enforce safe practice but gave us the opportunity to see examples of how ignorance or being lazy can be costly financially and with the potential safety of your athletes.
Skill development for athletes is a broad area to explore since athletes can begin as early as young children to adults. We examined different approaches that focused on different age ranges and why it's so important to not view children as mini adults. The assignments were based on projects and assessments of our interactions with working with athletes.
If I had to pick a favorite class of the program, this would be it. Our coursework was split between lectures, hands-on projects with athletes, formulating programs based on nutrition to conditioning lists, and some quizzes. Each project was entirely different from the last. We focused on the physical makeup of athletes and how to use this knowledge to make the best performing athlete.
Within this course, I was able to learn what it means to inquire. Asking questions isn't enough. I was able to develop skills that allowed me to address problems of theory and practice in teaching and learning. Our class examined all areas of administration, leadership including philosophical and psychological point of views. I grew to appreciate biological, historical, biographical, ethnographic concepts of education I never considered before.
Genres were a large part of this writing course. We learned to respect what students can learn from working in different genres. Writing can be an effective tool to utilize even in scientific degrees. Our main projects involved exploring a specific genre, how to write in a specific field, and how to use writing theory in your line of work. There was no limitation on age frame you wanted to work within. The class' structure was based on the cohort you planned on teaching.
Examining different social, historical, philosophical that had an effect on where our education system is today. My classmates and I composed historical essays, essays focusing on a social issue that resonated with us, and our opinion's on the creation of the different types of universities and colleges.
Within this course, we learned how to properly create and inforce an academic plan and syllabus. We observed professors and partook in classroom activities. Our classwork was tough for me as I have never created a program plan before, but Dr. Arnold was quick to guide the way to success.
The coursework was tough but I gained more perspective on how to create an effective classroom than I knew was possible. The course books taught us how to be a learner-centered teacher along with how to create plausible syllabi and program planning. Our coursework included projects, papers, and discussions with our classmates.
Our assignments surpassed the idea of just creating a portfolio for future employers. Dr. Koehler's requirements allowed me to connect with my future aspirations. I learned how to create a webpage and even utilize technology to make a portfolio worthwhile.
If you would like to explore all the available courses for the program and each concentration, please visit the Masters of Arts in Education of Michigan State University's website.