Moral and ethical aspects in sport and recreation (SRM 445)
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment COURSE SPECIFICATION
National Commission for Academic Accreditation &
Assessment
Course Specification
Institution: King Saud University
College/Department: College of Sport Sciences and Physical Activity/Sports Management and Recreation
A Course Identification and General Information
1. Course title and code: Moral and ethical aspects in sport and recreation (SRM 445)
2. Credit hours: 1 Hour
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Bachelor in Sport Sciences and Physical Activity
4. Name of faculty member responsible for the course
Any staff specialized in Sports Management and/or recreation/or Sports psychology
5. Level/year at which this course is offered: Level 7
6. Pre-requisites for this course (if any)
A) Level 3 Psychological Foundations of Sport, Exercise and Health (BMB 202)
B) Level 4 Introduction to Sports Management and Recreation (SRM 212)
7. Co-requisites for this course (if any) None
8. Location if not on main campus
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
This course aims to:
- Introduce students to the ethical principles, theories and concepts of sport and recreation.
- Introduce the practical application of such theories in the field of sport management and recreation.
- Enable the students to examine their personal and professional ethics and values pertaining to the sporting industry and recreation, and how these play a role in one’s everyday social life and career.
- Introduce the discussion and examine current ethical and social issues concerning the behaviors and practices that occur in sport and recreation
Summary
This course is designed to assist students developing a personal and professional philosophy, values, and moral reasoning skills. Major moral/ethical issues within sport and recreation will be researched and discussed. Students will also be able to apply ethical theories, concepts and models to current social and ethical dilemmas within the fields of sport and recreation.
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use of IT or web based reference material, changes in content as a result of new research in the field)
Moral and ethical aspects in sport and recreation is a new course which has been designed to enable students to achieve the designated learning outcomes. The content of the course has been selected according to the recent development and trends in the field. The delivery of the course will require the use of the subject’s related technologies, IT as well as web-based reference material.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)
1 Topics to be Covered
Topic
No of Weeks
Contact hours
First Unit:
Moral and ethical values (Definition, Application and Principles)
Moral and Ethical Reasoning
How to Plan for Appropriate Behaviour
2
4
Second Unit:
Fair Play Behaviour (Scenarios and Situations)
Intimidation, Competition, and Sportsmanship
2
4
Third Unit:
Addressing Issues in Violence in Sport and Recreation
Addressing Issues in Sport and Recreation Eligibility
Addressing Issues in Performance Enhancing Aids
4
8
Fourth Unit:
Racial Equity in Sport and recreation: Issues and Dilemmas
Other Equity in Sport and recreation: Issues and Dilemmas
4
8
Fifth Unit:
Developing Your Personal Philosophy for Moral Reasoning
Analyzing Situations: What is Acceptable?
The Future: Where to Now?
3
6
2 Course components (total contact hours per semester): 30 hours
Lecture: 30
Tutorial: None
Practical/Fieldwork /Internship: None
Other: None
3. Additional private study/learning hours expected for students per week. (This should be an average: for the semester not a specific requirement in each week)
None
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that knowledge or skill;
The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
On successful completion of this course, students should be able to demonstrate:
A1 A critical understanding of the development of knowledge in some moral and ethical aspects in sport and recreation
A4 An understanding and critical awareness of the moral and ethical issues which underpin best practices.
A5 An ability to reflect critically upon approaches to the acquisition, interpretation and analysis of information in a variety of sport and recreation contexts.
(ii) Teaching strategies to be used to develop that knowledge
The course will include lectures with a number of related discussions. The lectures are intended to provide sound theoretical knowledge and understanding. The discussions parts will provide an opportunity for the students to gain more experience using the principles and techniques of moral and ethical aspects of sport and recreation through involvement in interactive and practical learning.
Directed Study Time:
Directed time will be used to emphasise the application of theory into practice through tasks and experiences that further substantiate and extend issues addressed in contact time. Students are expected to spend approximately 2 hours a week on tasks related to the contact sessions. They are directed to use readings and interactive software to develop their understanding of the protocols and procedures. In addition, students are encouraged to familiarise themselves with the use of electronic recourses and websites related to moral and ethical aspects in sport and recreation.
(iii) Methods of assessment of knowledge acquired
There are three assessed parts in this course:
1. Critical evaluation or report of related subjects (etc. recent journal articles, dilemma or incident of violence related to sport or recreation event) – 700-1000 words. (15%).
2. Class tasks: individual and/or group discussions and/or presentations. (15%).
3. Examinations: Quizzes, midterm and final exams which are summative assessment in the form of 1-hour (midterm) and 2-hour (final) examination paper. Students are expected to answer essay and/or multiple-choice type questions to test their depth of understanding as well as their range of knowledge of recent and related literature. (70%).
b. Cognitive Skills
(i) Description of cognitive skills to be developed
On successful completion of this course, students should be able to:
B5 Develop a reasoned argument and challenge assumptions in moral and ethical aspects in sport and recreation.
B6 Present a reasoned argument to assess the merits of contrasting theories, explanations and instructional models that relate to moral and ethical aspects in sport and recreation.
B7 Carry out critical analysis and interpretation of information in moral and ethical aspects in sport and recreation.
B8 Critically assess and interpret evidence from information and text derived from moral and ethical enquiries in sport and recreation.
(ii) Teaching strategies to be used to develop these cognitive skills
Lectures, workshops and directed study time will be used to develop cognitive skills. The lectures are intended to provide sound theoretical knowledge and understanding. This will be consolidated with workshops. The directed time will be used to emphasise the application of theory into practice through tasks and experiences that further substantiate and extend issues addressed in contact time.
(iii) Methods of assessment of students cognitive skills
The assessment methods of cognitive skills will be embedded in that used in the knowledge part [see a (iii)].
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
On successful completion of this course, students should be able to:
C1 Take responsibility for their own learning and continuing personal and professional development.
C4 Act ethically and consistently with high moral standards in personal and public forums.
(ii) Teaching strategies to be used to develop these skills and abilities
Lectures, workshops and directed study time will be used to develop interpersonal skills and responsibility. In particular, the workshops and discussions sessions will provide opportunities for group work that enhances the interaction and communication skills.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
The assessment methods of interpersonal skills will be embedded in that used in the knowledge part [see
a (iii)].
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
On successful completion of this course, students should be able to:
D2 Demonstrate the capacity for using the most appropriate information and communications technology in gathering, interpreting and communicating information and ideas with regard to moral and ethical issues in sport and recreation.
D3 Show interactive and group skills.
D6 Plan and manage learning.
(ii) Teaching strategies to be used to develop these skills
Lectures, workshops and directed study tasks will be used to develop communication and IT skills. In particular, the workshops and directed study tasks will provide opportunities to enhance communication and IT skills. This will be consolidated through the use of appropriate assessment tasks.
(iii) Methods of assessment of students numerical and communication skills
The assessment methods of communication, information technology and numerical skills will be embedded in that used in the knowledge part [see a (iii)].
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
None
(ii) Teaching strategies to be used to develop these skills
None
(iii) Methods of assessment of students psychomotor skills
None
5. Schedule of Assessment Tasks for Students During the Semester
Assessment
Assessment task (eg. essay, test, group project,
Week due
Proportion
examination etc.)
of Final Assessment
1
Midterm 1
5
10%
2
Midterm 2
10
10%
3
Quizzes
Frequent
10%
4
Class tasks (discussions and presentations)
Frequent
15%
5
Critical evaluation or report of related subjects (etc. recent journal articles, dilemma or incident of violence related to sport or recreation event) – 700-1000 words.
14
15%
6
Final
15
40%
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice. (Include amount of time teaching staff are expected to be available each week)
a. Consultation during office hours.
b. Via email or website of the course.
c. The dedicated office hours for consultation are 10 hrs per week.
E Learning Resources
1. Required Text(s)
William J. Morgan, Klaus V. Meier, Angela J. Schneider (2009). Ethics in Sport- Third edition, Human Kinetics.
2. Essential References
Lumpkin, A., Stoll, S.K., & Beller, J.M. (2003). Sport Ethics: Applications for fair play. Boston, MA: McGraw-Hill.
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Berger, G. (1990). Violence and sports. New York: Franklin Watts, Inc.
4-.Electronic Materials, Web Sites etc
5- Other learning material such as computer-based programs/CD, professional standards/regulations
None
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture room
2. Computing resources
Computers – the number of stations required will be decided according to class size.
PowerPoint projector and screen
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)
Technical support (i.e., technician)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Mid-point course review – questionnaire.
End of course review – questionnaire.
Staff-students consultative committee.
Open students’ forum.
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Peer – mentoring.
Team teaching assessment.
Department chairman assessment.
3 Processes for Improvement of Teaching
Continuous professional development (CPD).
Participation in relevant workshops organized by deanship of skills development.
Participation in training sessions, workshops, seminars, symposiums and conferences.
Viewing the results of students evaluations of the course and lecturer.
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)
Not applicable at the present. However, the College is in the process of developing a moderation system for students’ assessments.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
At the end of each semester, a course report has to be prepared by every faculty member teaching the course. A meeting to discuss the course effectiveness is usually held at the end of the semester amongst the faculty to evaluate the course and propose possible solutions to resolve and areas that require improvement.