Fall 2002

Course Outline

PROFESSOR

Tom Martinek
Department of Exercise and Sport Science
264 Health and Human Performance
Phone: 334-3034
email: martinek@uncg.edu

OBJECTIVES

Each student will be expected to:

A. become aware of the social, economic, geographic, and political factors that influence the lives of youth,
B. become familiar with the various types of programs that serve the needs of youth in underserved communities,
C. understand how physical activity programs can foster resiliency in underserved youth,
E. develop competencies for leadership in programs for underserved youth
F. understand the roles of universities and community agencies in the development of effective physical activity programs for underserved youth.

TEXTS/READINGS

1. Hellison, D. et al. (2000). Youth development and physical activity Champaign, IL: Human Kinetics.

2. Additional articles will be provided.

ASSIGNMENTS

1. Daily reading assignments.

2. Course project (paper and presentation) (see Final Project Outline).

3. Group reports on programs for underserved youth (see Group Report Outline).

COURSE SCHEDULE

August 19-Introduction

A. Definitions of underserved or at-risk youth
B. Causal factors for making kids at risk
C. Model for examining programs for underserved youth

Reading(s):

Youth development and physical activity--Chapters 1 & 2

Lynch, E. (1992). Developing cross cultural competence.

 

August 26-Culture and Values of Underserved Youth

A. Reality Tour (Smith/Hampton Homes)
B. Culture and Values of Underserved Youth

Reading(s):

Ogbu, J. (1998) Understanding the school performance of urban Blacks: Some essential background knowledge.

September 2-NO CLASS (Labor Day)

 

September 16-Culture and Values of Underserved Youth

A. The culture of the hood
· Living in the neighborhood
· Gangs
B. Resiliency and the underserved
C. Group Work

Reading(s):

Youth development and physical activity--Chapter 3

Bing, L. (1991). Do or die. New York: Harper-Collins (Suggested)

Martinek, T. & Hellison, D. (1997). Fostering resiliency in underserved youth through physical activity. Quest.

Rodriguez, L. (2001). Hearts and Hands-Creating community in violent times. Seven Stories Press.

Rodriguez, L. J. (1993). Always running-La vida loca: Gang days in L.A.
NY: Simon & Schuster

 

September 23 & 30-Expectations and Youth Resiliency

A. Teacher expectations and the self-fulfilling prophecy
B. Expectations and the achievement gap
C. Expectations and Resiliency

Reading(s):

Martinek, T. (1996). Fostering hope in youth: A model for for explaining learned helplessness in physical activity. Quest.

October 7-University-Community Collaboration

A. Serving underserved youth through physical activity
B. Toward university-community collaboration
C. Professional development programs and service learning

Reading(s):

Youth development and physical activity--Chapter 4

Lawson, H. (1997) Children in crisis, the helping professions, and the social responsibilities of universities. Quest

Haberman, M. (1995). Selecting "star teachers for children and youth in urban poverty. KAPPAN

Walsh, D. (2002) Emerging Strategies in search for effective university-community collaboration. JOPERD

October 14-NO CLASS (Fall Break)

October 21-Physical activity/sport programs

A. The good, bad, and ugly of sport in character development
B. Outdoor and adventure education programs
· In-school programs
· After-school programs
· Summer programs
C. Group Work

Reading(s):

Youth development and physical activity--Chapter 5

October 28 & November 4-- Physical activity programs

A. In-school programs
B. Extended day programs
C. Responsibility-based Programs
D. Group Report(s)

Reading(s):

Youth development and physical activity--Chapter 6 & 7

Martinek, T., Mclaughlin, D., & Schilling, T. (1999). Project Effort: Teaching responsibility beyond the gym. JOPERD.

N. Cutforth & K. Puckett's An investigation into the organization, challenges, and impact of an urban apprentice teacher program.

November 11 & 18-Alternative Programs

A. Instructor's Competence and Presence
B. Other Promising Models and Programs
· Alternative Community Recreation Programs
· YMCA & YWCA Programs
· Church Programs
· Boys and Girls Clubs
· Head Start
C. Group Report(s)

Reading(s):

Youth development and physical activity--Chapters 7 & 8

 

December 2-Youth Leadership Programs

A. Cross-age teaching--Denver
B. Youth Leader Corps--Greensboro
C. Post-secondary opportunities
D. Greensboro's Youth Leader Corps
E. Group Report(s)

Reading(s):

Youth development and physical activity--Chapters 10 & 11

T. Schilling & T. Martinek's Learning through leading in the project
effort youth leader corps

 

December 9-Mentoring programs

A. Characteristics of good mentors
B. Greensboro' mentoring program
C. Getting started
D. Final Project Reports

Reading(s):

Youth development and physical activity--Chapter 9

B.A. Wasik's Volunteer tutoring programs: Do we know what works?

Martinek, T. & Hellison-Values and goal setting for underserved youth JOPERD.

December 16-Final Project Reports

FINAL GRADE CRITERIA

Insight Papaers (30%)

Program Reports (30%)

Final Project (40%)