KIN 391: Independent Study: Exercise Physiology and Pedagogy Applications;
Exercise as Medicine/Therapy
(3 credits)
University of Rhode Island, Department of Kinesiology
J-Term 2015
Professors:
Dr. Emily D. Clapham
KIN Dept.
Office: 223
(401) 874-5447
eclapham@uri.edu
Dr. Linda Lamont
KIN Dept.
Office: 220
(401) 874-5449
lamont@mail.uri.edu
Office hours: by appointment
I.
Course Description and Purpose
Introduction to a variety of sports/physical activities, teach students to
analyze personal physical activity information collected with
technological devices, learn specific exercise physiology and pedagogy
applications and complete service learning experiences.
II.
Specific Course Information
This is a travel J-term course that will take place in Hawaii via
lecture/discussion and experiential learning.
III.
Objectives and Student Competencies
At the completion of this course, students will:
a. Demonstrate knowledge of using technological devices to collect
and analyze personal physical activity data.
b. Demonstrate knowledge of how exercise can be used as
medicine/therapy.
c. Demonstrate knowledge of physiological responses to exercise.
d. Demonstrate knowledge of stress and exercise
e. Demonstrate knowledge of exercise in extreme conditions e.g. deep
water diving.
f. Demonstrate knowledge of the impact of exercise on PTSD.
g. Demonstrate knowledge of fueling your body for exercise.
h. Demonstrate knowledge of pedagogy and exercise.
i. Demonstrate knowledge of heat and cold during exercise.
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IDEA Objectives:
 Gaining factual knowledge (terminology, classifications,
methods, trends)- Students will learn factual knowledge about exercise
physiology and pedagogy.
 Learning fundamental principles, generalizations, or theoriesStudents will learn principles, generalizations and theories about exercise
science and pedagogy.
 Learning to apply course material (to improve thinking, problem
solving, and decisions)- Students will apply course material directly by
analyzing personal physical activity data and service activities.
 Acquiring skills in working with others as a member of a teamStudents will work with fellow colleagues in the class to participate in a
variety of physical activities.
IV.
Texts/Technology
 Course instructors will use referred journal articles in place of a
formal text.
 Additional course documents and announcements will be available
via Sakai.
 The course also requires that students purchase a technological
device to collect and monitor personal activity data.
 It is the student’s responsibility to log in to Sakai ROUTINELY
and be up to date with all information posted pertaining to the
class.
V. Course Requirements
Class Participation: Students are expected to fully participate in all
class activities and class discussions.
VII.
Tentative Schedule
a. Participants are required to travel to Hawaii to complete the course
for 14 days. The specific dates will be provided at a later date.
b. Assignments are due to Dr.s Clapham and Lamont by one week
after the completion of the course.
c. Topics: Exercise as Medicine/Therapy, Physiological Responses to
Exercise, Using Technological Devices to Measure Amount and
Level of Physical Activity, Stress and Exercise, Exercise in Extreme
Conditions e.g. deep water diving, PTSD and Exercise, Fueling
Your Body For Exercise, Pedagogy Exercise, Physiological
Responses to Heat and Cold During Exercise and Physiological
Responses to Heat and Cold during Exercise.
VIII. Assignments
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a. Daily Journal Entries (40%)
b. Final Paper: (40%)
c. Class Participation: (20%) Class participation will be imperative
throughout the course. Your class participation will take place in
the form of participating in a variety of physical activities, service
and discussions in lecture following the experiential education
portion of the course.
IX.
X.
Grading Scale
A = 94 – 100
A- = 90 – 93
B+ = 87 – 89
B = 83 – 86
B- = 80 – 82
C+ = 77 – 79
C = 73 – 76
C- = 70 – 72
D+ = 67 – 69
D = 63 – 66
D- = 60 – 62
F = <60
Special Considerations
“Section 504 of the Rehabilitation Act of 1973 and the American with
Disabilities Act of 1990 require the University of Rhode Island to
provide academic adjustments or accommodations for students with
documented disabilities. Students seeking academic adjustments or
accommodations must self-identify with the Coordinator of Services
for Students with Disabilities on the appropriate campus. After
meeting with the Coordinator, students are encouraged to meet with
instructors to discuss their needs and, if applicable, any laboratory
safety concerns related to their disabilities.”
It is the policy of the University to accord students, on an individual
basis and with advanced written notice, the opportunity to observe
their traditional religious holidays. Students desiring to observe a
religious holiday of special importance must provide written notice to
each instructor by the end of the second week of class.
IX.
URI Honor System
Students are responsible for being familiar with, and adhering to, the
University Honor system. Specifications for the University Honor
System can be found in the University Resource Guide.
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Students are expected to be aware of plagiarism guidelines and
prevention measures. Any work turned in must be the student’s own
work and writing.
Outline:
Day
Day 1
Day 2
Class Activities
Travel to Hawaii
Surfing/SUP
physical activity
experience at
Waikiki Beach,
lecture & debrief
Day 3
Hiking experience
up Diamond Head
Crater, lecture &
debrief
Day 4
Kayaking
experience, lecture
and debrief
Ironman site visit,
lecture, debrief &
visit to Volcano
National Park in
Kailua-Kona, HI
Access Surf Service
Day 5
Day 6
Lecture Topic
Assignments
Exercise as
Journal entry
Medicine/Therapy
Using
Technological
Devices to
Measure Amount
and Level of
Physical Activity
Physiological
Responses to
Exercise
Physiological
Responses to Heat
and Cold During
Exercise
Reading
Clapham,
E.D.,
Armitano,
C.N.,
Lamont, L., &
Audette, J.G.
(2014). The
Ocean as a
Unique
Therapeutic
Environment:
Developing a
Surfing
Program.
Journal of
Physical
Education
Recreation and
Dance.
Journal entry
TBD
Journal entry
TBD
Journal entry
TBD
Journal entry
Lamont, L.,
4
(6 hrs.)- Assist
people with
disabilities
(including veterans
and children) in
Ocean Therapy
experiences
Day 7
Snorkel/Diving
experience at
Hanauma Bay in
Oahu, HI.
Day 8 Site visit to Banzai
Pipeline, lecture
Day 9
Site visit to Pearl
Harbor, lecture
Day Kayaking/Outrigger
10
experience at
Waikiki Beach,
lecture
Day
Access Surf Service
11
(6 hrs.)- Assist
people with
disabilities
(including veterans
and children) in
Ocean Therapy
experiences
Day
Traditional dancing
12
experience, lecture
& debrief
Day
Traditional
13
Hawaiian Luau,
lecture & debrief
Day
Travel home
14
Panagiotis, P.
Armitano,
C.N.,
Clapham,
E.D. (2014).
Development
of a wet suit
for children
with Down's
syndrome.
International
Journal of
Aquatic
Research and
Education.
Journal entry
TBD
Exercise in
Extreme
Conditions e.g.
deep water diving
Stress and Exercise Journal entry
TBD
PTSD and Exercise Journal entry
TBD
Physiological
Responses to Heat
and Cold during
Exercise
Journal entry
TBD
Journal entry
TBD
Journal entry
TBD
Fueling Your Body Journal entry
For Exercise
TBD
Pedagogy Exercise
5
6