Internship in Community Youth Sport Development Programs

Department of Exercise and Sport Science

February 2001

COURSE NUMBER: ESS 522

COURSE TITLE: Internship in Community Youth Sport Development Programs

CREDITS: 12

PREREQUISITES: ESS 520 and ESS 521 and undergraduates must have a 2.5 GPA or consent of instructor.

FOR WHOM PLANNED: Undergraduates and graduates interested in working in community-based youth development programs. Students
elect to take this concentration within the Exercise and Sport Science Pedagogy major.

INSTRUCTOR INFORMATION: Tom Martinek

HHP 264
334-3034
martinek@uncg.edu

CATALOGUE DESCRIPTION: Variety of field experiences in a community setting

LEARNING OUTCOMES:

Each student is expected to gain:

a. practical experience in working with staff, youngsters, parents who are connected to a community youth sport program (YMCA, YWCA, Boys and Girls Clubs, Municipal Recreation Departments, before and/or after school programs).

b. competencies in teaching, program design, implementation and evaluation, fund raising, and staff management in a community Youth Sport Program.

c. greater awareness of cross-cultural representation of students and staff who work in community youth sport programs.

TEACHING STRATEGIES: Conferences, group discussion, site observation, and feedback, journal writing

EVALUATION: Grading for undergraduates will be determined by evaluation of site supervisor and faculty member. Students will be required to maintain
and submit daily journal entries during field experience and summary of the experience. Graduate students will be required to do a reflective paper integrating agency operations with program delivery. (Graduate students will be required to provide more in depth, integrative, and analytic thought in written work and oral participation).

READINGS:

Abrams, L.S. & Biggs, J.T. (2000). Planning for School change: School - community collaboration in a full service elementary school. Urban Education, 35(1): 79-103.

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

Coakley, J.J. (2001). Sport in Society: Issues and controversies. Boston: McGraw Hill.

Collingwood, T. (1997). Providing fitness programs to at-risk youth. Quest, 49(1), 67-84.

Cutforth, N. (1997). What's worth doing?: Reflections on an after-school program. Quest, 49(1), 130-139.

Eitzen, D.S.: (1992). Problem Students: The Sociocultural Roots. Phi Delta Kappan, 75: 584-590.

Golden, R. (1997). Disposable children--America's welfare system. Belmont, CA: Wadsworth.

Haberman, M. (1995). Selecting 'star' teachers for children and youth in urban poverty. Kappan, 76(10), 777-781.

Harris, J. (1996). Enhancing Quality of life in Low-Income neighborhoods: Developing equity oriented professionals. Quest, 48: 366-377.

Hebert, T.P.; & Reis, S.M. (1999). Culturally Diverse High Achieving Students in urban High School. Urban Education, 34(4):428-457.

Hellison, D. & Cutforth, C. (1997). Extended day programs for urban children and youth: From theory to practice. In H. Walberg, O. Reyes, & R. P. Weissberg (eds.). Children and Youth: Interdisciplinary Perspectives (pp. 223-249). Thousand Oaks, CA: Sage.

Hellison, D., Cutforth, N., Kallusky, J., Martinek, T., Parker, M., Stiehl, J. (2000). Youth development and physical activity: Linking U
universities and communities. Champaign, IL: Human Kinetics.

Hironimus-Wendt, R.J. & Lovell, Troy L. (1999). Grounding Service Learning in Social Theory. Teaching Sociology, 27:360-371.

Howe, Q. (1991). Under running laughter. New York: Free Press.

Kaplan, E.B. (1999). "It's Going Good": Inner city Black and Latino Adolescents' perceptions about achieving in education. Urban education, 34(2): 181-213.

Kielsmeier, J.C. (2000). A Time to Serve, A Time to Learn: Service Learning and the Promise of Democracy. Phi Delta Kappa, 81(9): 652-657.

Lawson, H. (1997). Children in crisis, the helping professions, and the social responsibilities of universities. Quest, 49(1), 8-33.
Lynch, E. (1992). Developing Cross-cultural Competence. In E.W. Lynch & M. J. Hanson (Eds.), Developing Cross-cultural Competence (pp. 35-60). Baltimore: Paul H. Brooks.

Martinek, T., & Hellison, D. (1998). Values and goal setting with underserved youth. Journal of Physical Education, Recreation, and Dance. 69(7), 47-51.

Martinek, T. & Hellison, D. (1997). Fostering resiliency in underserved youth through physical activity. Quest, 49(1), 34-49.

McLaughlin, M.W. & Irby, M.A. (1994). Urban Sanctuaries: Neighborhood Organizations that keep hope alive. Phi Delta Kappa, 75: 300-306.

Moore, K.P. & Sandholtz, J.H. (1999). Designing Successful Service learning projects for urban schools. Urban Education, 34(4):480-498.

Wasik, B.A. (1997). Volunteer tutoring programs: Do we know what works?. Phi Delta Kappan, 51, 282-287

Willis, W. (1992). Families with African American Roots. In E.W. Lynch & M. J. Hanson (Eds.), Developing Cross-cultural Competence (pp. 121-146). Baltimore: Paul H. Brooks.

Wilson, W.J. (1006). When Work Disappears: The world of the New Urban Poor. New York: Vintage Books.

COURSE OUTLINE:

The course will vary according to the placements available. A written agreement between the field agency and university is required regarding course learning experiences, quality and level of field supervision and course requirements. The field sites will be at various settings, some of which have served as clinical sites for other ESS courses. A point person will be designated for each site. Some of the sites will be community recreation centers, schools, Youth Focus, Boys and Girls Clubs, and Project Effort.

a. Orientation meeting
· Roles of agencies
· Roles of intern
· Evaluation procedures

b. Fifteen weeks teaching in community youth sport setting
· Boys and Girls Clubs
· YMCA & YWCA
· After-and before-school programs
· Municipal recreation programs
· Church programs
· Alternative youth programs (Scales, Youth Focus, Juvenile Detention Centers)

c. Weekly seminars
· Cultural and political issues in doing community youth work
· Management issue in doing community youth development work
· Program evaluation
· Planning and teaching issues/concerns in doing youth development work
· Career education (Resume writing, interviewing, market analysis)
· Grant writing

ACADEMIC HONOR CODE: Each student is required to sign the Academic Integrity Policy

ATTENDANCE POLICY: All students must attend orientation meetings and provide written excuse for any absences. No unexcused absences
are tolerated. Students with any unexcused absences can be dropped from the course. Students with five absences (excused) must make up the days that are incurred above that limit.

ADDITIONAL REQUIREMENTS: Lesson planning and journal entries are required throughout the experience