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Mission Statement

The department's mission is to improve well-being and happiness through inclusive recreation and leisure, physical education, and physical activity and sport coaching. This mission is achieved through high-quality education, scholarship, and service to the university, community, and related professions.

Vision Statement

The Department of Recreation and Sport Pedagogy at ɫߣߣ×ۺϵ¼º½ aspires to be a global leader in the preparation of human service professionals who are committed to fulfilling the ideals and values of their respective disciplines. Such ideals and values include promoting leading-edge professional practices, inspiring lifelong health and wellness through recreation, physical activity and sport, promoting environmental sustainability, promoting inclusion and diversity, enriching communities through model outreach programs and activities, and advancing scholarship and creative activity that informs policy and practice.

About the Department

The Department of Recreation and Sport Pedagogy facilitates educational opportunities in recreation, physical activity, and sport that contribute significantly to one’s quality of life. The Recreation Studies program works to prepare professionals to work in the administration of park and recreation programs and facilities, collegiate recreation, military recreation, outdoor recreation and education, university teaching, and leisure and recreation program development and evaluation. Coaching Education prepares professionals to promote this outcome across youth, interscholastic, intercollegiate, Olympic, and professional sports settings. Physical Education/Teacher Education works to prepare professionals to promote this outcome within the context of Pre-Kindergarten through Grade-12 schooling.

Supportive learning environments that encourage academic excellence are recognized in focused graduate education and distinctive undergraduate programs. The Department is committed to the creation, enhancement, and dissemination of both theoretical and practical knowledge through its logical distinct program areas. Faculty members are fully engaged in active teaching and learning experiences for students through a strong application focus that serves the region.

The Capstone Experience

The MS (Master of Science) in Coaching Education provides students the opportunity to pursue a variety of sport-science-oriented courses that focus on a career path in coaching. Students will complete 30 credit hours of coursework and complete a (non-thesis) Professional Project as their Capstone Experience.

Students will perform this in their final Spring semester (it will not be a course students officially enroll in, but a course that they will automatically be added to (COED 6400 – Coaching Performance Evaluation) and will complete the requirements through the Canvas course.

Candidates for the online MS in Coaching Education will fulfill the requirements of the degree by successfully completing a professional project.

Professional Project

The candidate will have a faculty member from his or her program area to serve as their professional project chair. The faculty member may stipulate certain directions before agreeing to participate and will provide guidance to the candidate throughout the professional project.

The professional project will consist of a Coaching Performance Evaluation from the faculty member serving as the professional project chair, and must include the following:

Coaching Resume â€“ Students will provide an up-to-date coaching resume that highlights a personal statement, coaching experiences, education, and qualifications. The resume must also have the appropriate appearance and is consistent in font style, and the information is clear and concise with appropriate spelling and grammar.

Coaching Philosophy Statement â€“ Students will write a (500-word minimum - 1,000-word maximum) coaching philosophy that allows them to (re)consider their coaching philosophy based on past experiences, current coaching environment, and how the Master's in Coaching Education may have impacted them to think about this. The philosophy statement must be constructed in a typed paragraph form, be well-written and understandable, and include reasons for coaching, coaching values, approach to coaching athletes in training and competition, coaching style(s), and strengths/areas to improve as a coach.

Coaching Session Plan â€“ Students will create a coaching session plan that implements the 4-corner model (technical/tactical, physical, psychological, and social aspects) to improve athletes holistically. The session plan will focus on athlete development within a given session, technically and tactically, physically, psychologically, and socially, with specific focus given to developing a technical and/or tactical component, based on the sport of their choice. The session plan must be planned for a full 60–90-minute coaching session and must include an aim and 3 learning objectives, explanations of how the session aligns with the National Coaching Standards, and health & safety aspects and procedures relative to a contingency plan. Also, the plan must include 5 activities (a warm-up, 3 activities and a cool-down) that are explained in relation to activity organization (including task descriptions, arrangement - with appropriate diagrams), progressions for each activity in the session plan, and a communication plan (that includes coaching points and coach questions) that would relate to appropriate verbal explanation and demonstration of tasks to maximize athlete learning needs. Additionally, once the session plan is complete, the students will need to write a minimum 500-word session rationale that focuses on how the session would impact athlete development relative to the session’s planned activities analyzing the 4-corner model; technical/tactical, physical, psychological, and social components to evaluate how athlete development effectively would occur, through giving explanations of examples related back to the activities and instructional methods.

Coaching Session (Video) â€“ Students will deliver a 10-15-minute micro-coaching session, which will be a segment of the previously created Coaching Session Plan. The coaching session must show the student coaching at least 1 participant and will be performed to allow for faculty to observe coaching methods, in particular, thinking about setting up a positive coaching environment through the chosen coaching methods. During the delivery of the session, the student will need to organize the set-up of the activities appropriately, communicate/instruct the organization of the activity effectively, make sure health and safety are adhered to at all times, communicate coaching points, and progress the activity appropriately (at least one transition between activities). Also, the student will need to demonstrate key components of skills/tactics appropriately, give appropriate feedback to the participant(s), implement 2 'coaching moments' during the activity, use a 'freeze-frame' to coach the participants, implement different coaching methods where appropriate, use at least 1 athlete-centered coaching method (questioning, tactical time-outs, player-led team discussion) to allow participants to "solve a problem", and ensure the activity is time managed correctly. The student will submit this coaching session in video format, making sure it is wide enough to see them working with an individual, and/or the whole team or group of athletes. The video should not be edited and should focus on the student coaching the athletes, making sure the faculty member evaluating the session can understand (verbally and physically) when coaching points occur.

Once the candidate’s submission of the Professional Project – Coaching Portfolio is completed, the faculty member chair will schedule an oral viva presentation (defense). The Oral Viva Presentation allows the faculty chair to evaluate the student’s analysis of their advanced coaching practice. The oral viva (defense) will be a (minimum 15-minute, maximum 20-minute) Presentation that explores 3 key messages the student feels have impacted them the most in the Coaching Education program. Within the 3 key messages, the students will need to examine current coaching issues that may impact future development, principles of effective coaching, and specific coaching models and methods in coaching practice. The students will need to explain how each key message informs their own current/future coaching practice (related to the concepts for each message - use supportive research in this section), related the messages to specific course(s) in which the concept(s) was learned, and give specific coaching examples of how they are/would implement them in current/future coaching practice. The presentation must also include current academic research to support their analysis. If the defense is successful, the faculty chair will approve it, but the faculty chair can reject the oral defense, and can ask the student to make final revisions to this, as well as the Coaching Portfolio.

The chair is ultimately responsible for ensuring that the professional project is successfully completed and should provide further guidance to assist the student to successfully complete the Professional Project, through the Coaching Portfolio and Oral Viva Presentation (at the achievement level of 83% - a B grade).

The Capstone Experience

The MS (Master of Science) in Soccer Coaching Education provides students the opportunity to pursue a variety of soccer coaching-specific courses that focus on a career path in coaching. Students will complete 30 credit hours of coursework and complete a (non-thesis) Professional Project as their Capstone Experience, which is performed as part of COED 6100 – Coaching Workshop I (which will occur after the Residency component in your final Spring semester).

Candidates for the online MS in Soccer Coaching Education will fulfill the requirements of the degree by successfully completing a professional project.

Professional Project

The candidate will participate in a 5-day in-person residency at the United Soccer Coaches Convention before participating in a 6-week online course at the conclusion of the Residency.

The faculty member from his or her program area serves as their professional project chair. The faculty member may stipulate certain directions before agreeing to participate and will provide guidance to the candidate throughout the professional project.

The professional project will consist of a Coaching Performance Evaluation from the faculty member serving as the professional project chair, and must include the following:

*Coaching Session Plan â€“ Students will create a coaching session plan that implements the 4-corner model (technical/tactical, physical, psychological, and social aspects) to improve athletes holistically. The session plan will focus on athlete development within a given session topic related to either a technical and/or tactical component. Also, the plan must include 2 activities that are explained in relation to activity organization (including task descriptions, arrangement - with appropriate diagrams), progressions for each activity in the session plan, and a communication plan (that includes coaching points and coach questions) that would relate to appropriate verbal explanation and demonstration of tasks to maximize athlete learning needs.

*to be performed at the in-person Residency

*Coaching Session in-person Delivery â€“ Students will deliver a 25-minute coaching session, which will be a segment of the previously created Coaching Session Plan. The coaching session must show the student coaching at least 1 participant and will be performed to allow for faculty to observe coaching methods, in particular, thinking about setting up a positive coaching environment through the chosen coaching methods. During the delivery of the session, the student will need to organize the set-up of the activities appropriately, communicate/instruct the organization of the activity effectively, make sure health and safety is adhered to at all times, communicate coaching points, and progress the activity appropriately (at least one transition between activities). Also, the student will need to demonstrate key components of skills/tactics appropriately, give appropriate feedback to the participant(s), implement 'coaching moments' during the activity, use a 'freeze-frame' to coach the participants, implement different coaching methods where appropriate, use at least 1 athlete-centered coaching method (questioning, tactical time-outs, player-led team discussion) to allow participants to "solve a problem", and ensure the activity is time managed correctly.

*to be performed at the in-person Residency

Coaching Resume â€“ Students will provide an up-to-date coaching resume that highlights a personal statement, coaching experiences, education, and qualifications. The resume must also have the appropriate appearance and is consistent in font style, and the information is clear and concise with appropriate spelling and grammar.

Coaching Philosophy Statement â€“ Students will write a (500-word minimum - 1,000-word maximum) coaching philosophy that allows them to (re)consider their coaching philosophy based on past experiences, current coaching environment, and how the Master's in Coaching Education may have impacted them to think about this. The philosophy statement must be constructed in a typed paragraph form, be well-written and understandable, and include reasons for coaching, coaching values, approach to coaching athletes in training and competition, coaching style(s), and strengths/areas to improve as a coach.

Once the candidate’s submission of the Professional Project – Coaching Portfolio is completed, the faculty member chair will schedule an oral viva presentation (defense). The Oral Viva Presentation allows the faculty chair to evaluate the student’s analysis of their advanced coaching practice. The oral viva (defense) will be a (minimum 15-minute, maximum 20-minute) Presentation that explores 3 key messages the student feels have impacted them the most in the Coaching Education program. Within the 3 key messages, the students will need to examine current coaching issues that may impact future development, principles of effective coaching, and specific coaching models and methods in coaching practice. The students will need to explain how each key message informs their own current/future coaching practice (related to the concepts for each message - use supportive research in this section), related the messages to specific course(s) in which the concept(s) was learned, and give specific coaching examples of how they are/would implement them in current/future coaching practice. The presentation must also include current academic research to support their analysis. If the defense is successful, the faculty chair will approve it, but the faculty chair can reject the oral defense and can ask the student to make final revisions to this, as well as the Coaching Portfolio.

The chair is ultimately responsible for ensuring that the professional project is successfully completed and should provide further guidance to assist the student to successfully complete the Professional Project, through the Coaching Portfolio and Oral Viva Presentation (at the achievement level of 83% - a B grade).

In addition to completing the program requirements outlined above, students must adhere to the following policies and expectations to fulfill degree requirements:

• Students must maintain a cumulative GPA of 3.0 (on a 4.0 scale) in all graduate courses. A student earning less than 3.0 will be placed on academic probation the following semester (this includes summer sessions for which you enroll). If one’s cumulative GPA is still below 3.0 at the end of the next semester, the student may be suspended for one year. The student may reapply; however, he or she must be able to demonstrate to the Graduate Committee a commitment to complete a master’s degree program successfully.
• Students admitted conditionally must complete their first 15 hours of graded graduate course credit. with a minimum of a 3.0 GPA (refer to the Graduate Catalog, Admissions Conditions).
• All grades count toward your overall GPA, including courses that are repeated. Transfer grades do not calculate in your GPA. They must have a B or higher to transfer. Required courses are offered once or twice each academic year. These courses must be completed for graduation. As such, they will not be waived. Be sure to schedule required classes when they appear on the Course Offerings website or plan to take the course when it is offered a second time. The student should consult his or her advisor if unsure when specific courses are offered.
• Students must achieve a grade of C or better in any course to count toward graduation. A grade of C- in a required course or any course for which the earned hours are to be included toward the total hours earned cannot be applied toward degree requirements and the course must be retaken. If a course must be repeated because of failure to earn the required C grade, both grades earned will figure into the total grade point average. The number of times a course can be retaken/repeated varies; check with your advisor to find out how many times a course can be retaken/repeated.
• Graduate courses may not be taken on a pass/fail basis.
• If a grade of Incomplete (I) is received for a course, you must complete the work for the course within six (2) weeks of the next semester in which you are enrolled. Two weeks into the next enrolled semester, all incompletes will be converted to failing (F) grades.
• Permission to enroll in more than 18 hours in a specific semester must be obtained from the Graduate Chair and the Dean of the College. Additional fees will be assessed to a student if he or she enrolls in more than 18 hours.
• There is a six-year time limit for all Coaching Education students to complete a master’s degree.
• The program of study outlined in the graduate catalog of a student’s entry date into the University is the program followed. Students should work closely with their academic advisors to ensure that they take the courses necessary each semester to meet their graduation requirements. Each graduate student must apply for graduation through the graduation office in Chubb Hall and pay the application fee by the date indicated in the schedule of classes. Refer to the Graduate Catalog for additional information.

Each graduate student must meet the expectations listed in the ɫߣߣ×ۺϵ¼º½ Student Handbook. Every student should review the policies set forth therein. While the policies apply to all students, graduate students may be held to higher standards.

Registration

During your first semester of enrollment, all graduate students must meet with their academic advisor prior to registration. Appointments with your advisor to review your Program of Study before registration are required. Prior to the close of the first term, your Program of Study must be completed and submitted to your program coordinator.

Because all University mailings are sent to local addresses, you should provide your local address as soon as it is available to either the Registrar’s Office, Chubb Hall, second floor, or the Graduate College, 220 Research and Technology Center. This information is critical for routine purposes (grade reports, class schedules, bills) as well as for emergencies.

Class Engagement (online)

Online engagement is expected for all students in all classes. Situations where one might miss assignments or log on to the virtual learning environment (VLE) – e.g., Canvas - should be resolved beforehand with the class instructor. Excessive absence, as determined by the instructor, may inhibit a student’s ability to successfully complete a course.

The University has a clear responsibility in the area of student conduct to protect and promote the pursuit of the ɫߣߣ×ۺϵ¼º½ goals. Students are expected to obey federal, state, and local laws; in addition, they must abide by the rules and regulations of the University. The Student Code of Conduct sets forth those acts that constitute unacceptable conduct for graduate and undergraduate students of the University while on University-owned or controlled property. All alleged violations of the Student Code of Conduct may result in referral to the director of judiciaries.

ɫߣߣ×ۺϵ¼º½ has long celebrated its commitment to being an academic community. This legacy includes care, cooperation, and adherence to standards of behavior for all invited to be part of the community. For this community to flourish, the following expectations of behavior have been established:

• A residential university brings educational activity and living arrangements together as a coherent whole on campus. Given this close and constant interaction, the life of ɫߣߣ×ۺϵ¼º½ requires acceptance of responsible conduct by individuals in the community as a necessary condition for continued membership in the community.
• Students are expected to be responsible members of a diverse community and to honor and respect differences of culture, lifestyle, and religion.
• Academic integrity and honesty are basic values of the University. Students are expected to follow standards of academic integrity and honesty.
• The University community is an open forum involving the free exchange of ideas and opinions. For the exchange to occur, there must be a continuous acceptance of freedom of expression and civility in disagreement.

The Student Code of Conduct Policy and Procedure as described in the ɫߣߣ×ۺϵ¼º½ Student Handbook, provides the mechanism by which failure to meet these expectations will be addressed. Questions regarding the Code of Conduct can be referred to the University Judiciaries.

The following acts are defined by The ɫߣߣ×ۺϵ¼º½ Board of Trustees to be unacceptable. A student who commits several offenses at one time will have one hearing. Please refer to the Office of Student Affairs for a thorough explanation of offenses and sanctions.

Code A Offenses. A student found to have violated any of the following regulations will be subject to a maximum sanction of expulsion, or any sanction not less than a reprimand. Being under the influence of drugs and/or alcohol does not diminish or excuse a violation of the Student Code of Conduct.

• Academic Misconduct
• Dishonesty
• Violation of Probation
• Disruption/Obstruction
• Civil Disturbance
• Mental or Bodily Harm
• Discrimination
• Destruction of Property
• Theft
• Possession of Stolen Property
• Aiding or Abetting
• Forcible Entry to Trespass
• False Report of Emergency
• Misuse or Abuse of Computers
• Possession of Dangerous Weapons or Materials
• Misuse of Safety Equipment
• Manufacture, Distribution, Sale, Offer for Sale, or Possession of Drugs or Narcotics
• Violation of Criminal Law

Code B Offenses. A student found to have violated any of the following regulations will be subject to a maximum sanction of disciplinary probation, or any sanction not less than a reprimand. Being under the influence of drugs and/or alcohol does not diminish or excuse a violation of the Student Code of Conduct.

• Disturbing the Peace
• Misuse of Identification
• Failure to Comply or Identify
• Aiding or Abetting
• Possession of Marijuana
• Unauthorized Use of Alcoholic Beverages
• Unauthorized Use of Property or Service
• Violation of Rules Regarding Residence

Academic Misconduct. As noted, all forms of academic misconduct are prohibited by the Student Code of Conduct. Academic misconduct refers to dishonesty in examinations (cheating), presenting the ideas or the writing of someone else as one's own (plagiarism), or knowingly furnishing false information to the University by forgery, alteration, or misuse of University documents, records, or identification. Academic dishonesty includes, but is not limited to, the following: permitting another student to plagiarize or cheat from your work, submitting an academic exercise (written work, printing, sculpture, computer program, etc.) that has been prepared whole or in part by another, acquiring improper knowledge of the contents of an exam, using unauthorized material during an exam, submitting the same paper in two different courses without knowledge and consent of professors, or submitting a forged grade change slip.

Sexual Harassment. Sexual harassment of students, faculty, and staff is prohibited at ɫߣߣ×ۺϵ¼º½. No male or female member of the ɫߣߣ×ۺϵ¼º½ community, including faculty, contract staff, classified staff, and students, may sexually harass any other member of the community. Sexual harassment is a form of sex discrimination under Title VII of the Civil Rights Act of 1964 and thereby is illegal under law, as well as a violation of ɫߣߣ×ۺϵ¼º½ policy.

The ɫߣߣ×ۺϵ¼º½ sexual harassment policy defines sexual harassment as unwanted advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:

• Submission to such conduct is made either explicitly or implicitly a term or condition of employment or of a student's status in a course, program or activity; or
• Submission to or rejection of such conduct is used as the basis for decisions affecting the individual; or
• Such conduct has the purpose or effect of unreasonably interfering with the individual's work, performance or educational experience; or creating an intimidating, hostile, or offensive environment for work or learning.

All ɫߣߣ×ۺϵ¼º½ employees and students are responsible for compliance with this policy. All University supervisory personnel have an affirmative responsibility to discourage and eliminate conduct inconsistent with this policy. Please read Policy 03.004(opens in a new window) and familiarize yourself with this policy.

Complaints may be received and investigated only by employees who have been authorized by the institution. The authorization will be given only to those individuals who have completed training provided by the staff of the Office of Affirmative Action. Any individual who is not authorized, but is approached about concerns or complaints regarding harassment, must direct the complaint to an authorized employee.

Sanctions. A student admitted to ɫߣߣ×ۺϵ¼º½ accepts the responsibility to conform to all ɫߣߣ×ۺϵ¼º½ rules and regulations. Proven failure to meet this obligation will justify appropriate disciplinary sanctions, including expulsion, suspension, disciplinary probation, or reprimand. Although the University will make every reasonable effort to make the rules and regulations available, students are responsible for becoming familiar with them.

Note: In any case, a hearing authority may impose a sanction less than that specified for a given code category.

Grievances. The Ombuds Office(opens in a new window) is a resource for informally resolving grievances and other issues of conflict. If you believe you have been unfairly treated in class, have trouble with your advisor, feel your problem has been ignored, or don't know where to turn for information, contact this office in Baker Center, Room 501 at 740-593-2627. The Ombuds Office can serve in many capacities, including acting as a mediator, facilitating discussion, advising you on how to write an effective letter, and helping bring your concern to the appropriate authorities.

Student grievances regarding grades are addressed by the "Grade Appeals" policy listed in the "Academic Policies" section of the ɫߣߣ×ۺϵ¼º½ Student Handbook. If you need assistance in understanding the grade appeals process or in preparing a grade appeal, contact the Ombuds. The office will be able to be of the greatest assistance if you make contact early in the process.

Students can apply for graduation online at the Registrar's Office. The graduation fee is $50.00 for Master’s candidates. If you do not graduate in the semester for which you have applied, you must reapply for graduation. The reapplication fee is $5.00.

If you will not officially graduate during the spring semester when the graduation ceremony is held, but would like to walk through the graduation ceremony, you may do so. You can then reapply for the semester during which you intend to officially graduate.