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(Springfield College)

Springfield College is a college located in Springfield, Massachusetts, most notable for being the site of the first basketball game. It is located on Watershops Pond, approximately two miles from Springfield's downtown. There are two main sections to the campus, though not connected, and eleven sites around the United States that offer courses, especially in the School of Human Services. SHS Campus locations include: Houston; San Diego; Tampa; Boston; Manchester, New Hampshire; St. Johnsbury, Vermont; Charleston, South Carolina, Milwaukee, Wisconsin; Los Angeles, and Wilmington, Delaware.

More information: http://en.wikipedia.org/wiki/Springfield_College

The Millennial Generation: Understanding the Face of Today’s Candidate New England Association for Employment in Education January 18, 2008 Proprietary Materials of: Rachel I. Reiser rreiser@babson.edu

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 All College Meeting 4 5 6 7 Labor Day Holiday 8 Classes Begin Noon to 1 pm FDC –SHS Conf. Rm. FPC (as needed)-S/B Lab 219 9 Noon to 1 pm APS – AH Rm. 208 FPC-Shoo/Bemis Lab 219 11 12 13 14 Noon to 1 pm (Lunch provided) Full Senate SHS Conf. Rm. 16 Noon to 1 pm Full Senate SHS Conf. Rm. 18 19 20 21 Noon to 1 pm Exec.Comm.-Shoo/Bemis Lab 219 CCC- AH Science Ctr Rm 124 23 Noon to 1 pm Executive Committee w/Dr. Flynn Marsh Conf. Rm. 25 26 27 28 Noon to 1 pm SATEC-Babson/Davis Ctr. 30 SEPTEMBER 2009

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 All College Meeting 3 4 5 6 Labor Day Holiday 7 Classes Begin 8 Noon to 1:00 APS – CU, Dodge A 10 11 12 13 14 Noon to 1:00 Full Senate, Cheney, D.R. B (Fresh Food Line) 15 Noon to 1:00 Full Senate, CU, Dodge B (no lunch) CCC - WC, Rm 149 17 18 19 20 Noon to 1:00 Executive Committee CU, Dodge A 22 Noon to 1:00 Executive Committee w/Dr. Flynn Marsh Conf. Rm. 24 25 26 27 28 29 30 Humanics Day SEPTEMBER 2010 REVISED: 9/30/10

How will we use the clicker? I pose questions on the screen during lecture. You answer using your i>clicker remote. Class results are tallied. I display a graph with the class results on the screen. We discuss the questions and answers. You get points (for participating and/or answering correctly)!

Upgrade Training for Notes 8.5

Existential Heroes, Zen Masters, and Meaning in Sport By James A. McCowan Department of Physical Education and Health Education, Springfield College INTRODUCTION • Sport has philosophical and spiritual dimensions, and is a fundamental part of the human experience (Mihalich, 1982). Since the religious ritual of the ancient Greek Games, there has been theorization on the meaning and value of sports. • Often, the spiritual and philosophical aspects of sport can be found in popular prose, and these writings may serve as a window into the soul of the athletic experience (House, 2004; Parker, 1990). • In philosophical texts, the nature of play (Hyland, 1984), the modern nature of sport (Guttman, 1973), and the value of performance, results and winning (Gibson, 1993) have been discussed. Mihalich (1982) and Gibson (1993) both outline existential outlooks on sport, and describe how sport can be a uniquely existential act. • Zen and related eastern concepts have been referred to in coaching texts and athletic memoirs (Gallwey, 1974; Herrigel, 1953; Jackson & Delehanty, 1995). • Mihalich (1982) noted some similarities in existential and Zen thought; however, there are also critical differences that are overlooked. Cooper (1998) stated spirituality and sport have been linked with Zen, but emphasized that though athletes can use a Zen-like method of relaxed concentration, the intent of the athlete is often different from that of a Zen student. • In the present study, the common ...

Stand-Out Sport Athletes’ Attitudes Toward Physical Education Timothy M. Church Department of Physical Education and Health Education INTRODUCTION Assumptions about the success of physical education programs are frequently based on one visible factor: student behavior (Lee, 1997). Increased knowledge of the variables that contribute to attitude formation, and awareness of how attitude and behavior connect, allows teachers and researchers to achieve a more complete understanding of student experiences and program influence (Carlson, 1995). Student attitude has been investigated as a dependent variable within the physical education and physical activity setting (Carlson, 1995; Ennis, 1996; Portman, 1995; Robinson, 1990). Attitudes provide valuable information relative to what students think and feel about physical education (Cothran & Ennis, 1998). Students demonstrating unfavorable feelings toward physical education may also refrain from participating in physical activity outside of school (Carlson, 1995; Ennis, 1996; Portman, 1995; Robinson, 1990). Low-skilled students experience negativity in physical education (Ennis, 1996; Portman, 1995). Low-skilled students often do not receive adequate practice trials and feedback, and blame themselves for being unsuccessful (Silverman, 1993; Silverman et al, 1993). Successful experiences change the overall attitude toward physical activity and students begin to enjoy physical education class (Ennis, 1996; Portman, 1995). Low-skill...

Existential Heroes, Zen Masters, and Meaning in Sport By James A. McCowan Department of Physical Education and Health Education, Springfield College INTRODUCTION • Sport has philosophical and spiritual dimensions, and is a fundamental part of the human experience (Mihalich, 1982). Since the religious ritual of the ancient Greek Games, there has been theorization on the meaning and value of sports. • Often, the spiritual and philosophical aspects of sport can be found in popular prose, and these writings may serve as a window into the soul of the athletic experience (House, 2004; Parker, 1990). • In philosophical texts, the nature of play (Hyland, 1984), the modern nature of sport (Guttman, 1973), and the value of performance, results and winning (Gibson, 1993) have been discussed. Mihalich (1982) and Gibson (1993) both outline existential outlooks on sport, and describe how sport can be a uniquely existential act. • Zen and related eastern concepts have been referred to in coaching texts and athletic memoirs (Gallwey, 1974; Herrigel, 1953; Jackson & Delehanty, 1995). • Mihalich (1982) noted some similarities in existential and Zen thought; however, there are also critical differences that are overlooked. Cooper (1998) stated spirituality and sport have been linked with Zen, but emphasized that though athletes can use a Zen-like method of relaxed concentration, the intent of the athlete is often different from that of a Zen student. • In the present study, the common ...
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