I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
x
separate forms
if requesting
IV: Expressive Arts
IX: American & European
more than one
V: Literary & Artistic Studies
X: Indigenous & Global
general
VI: Historical & Cultural Studies
XI: Natural Sciences
education
w/ lab  w/out lab 
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Health and Human Performance
Course #
HHP 475E
Course Title
Prerequisite
none
Legal and Ethical Issues in the Exercise Professions
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Charles Palmer
Phone / Email 243-4826
Program Chair Scott Richter
Dean
Roberta Evans
III. Type of request
New
One-time Only x
Renew
Reason for Gen Ed inclusion, change or deletion
Description of change
Change
Date
11.7.12
Remove
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
HHP 475E is broad and foundational in nature. No prerequisites are required in order to
take it. However, from a registration standpoint the course is restricted to those with junior or
senior standing only. HHP 475E is geared towards future practitioners within the health and
exercise professions. Thus, by restricting it to upperclassmen/women, the assumption is that
students will already have been exposed to, at least in part, foundational principles and
doctrine. We cover a breadth of material specific to the health and exercise professions and
those who work in them (future medical professionals, teachers, athletic trainers, exercise
scientists, community health practitioners, etc.). That being said, one of the primary take home
messages of the course is that ethical dilemmas, and the processes used to analyze them, cut
across disciplines and occupations. Again, this is a General Education course, so students from
throughout campus can and do take the class. I have an obligation to meet their learning needs
as much as I do for the students from within our department. Although I might utilize
examples from within the fields of Health and Human Performance to illustrate key points, I
strive to connect this material in a much broader sense for those who do not come from this
background.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
HHP 475E focuses upon the Western ethical
traditions of Virtue ethics, Deontological ethics,
and Utilitarian ethics.
HHP 475E rigorously analyzes these forms of
reasoning in specific relation to issues and
topics within the health and exercise
professions
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of the course, students of HHP
475E will be able to apply forms of reasoning
from these Western traditions to ethical issues
present in the health and exercise professions
Upon completion of the course, students of HHP
475E will be able to analyze and critically
evaluate these forms of reasoning
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
While HHP 475E is broad and foundational in nature, the amount of work assigned in the
course (readings, assignments, quizzes, tests, labs, team projects) and the level at which this
work must be completed, is appropriate for a 400 level designation. A significant amount of
reading is required in the class to not only build a foundation of ethical theories (Kant,
Aristotle, Mill), but also to see how these theories can be applied to real life events and
situations within the health and exercise professions. This reading includes five separate books,
numerous Moodle documents, and various web-based resources.
Quizzes are administered to check students’ understanding of these readings. Fifty percent
of examinations (midterm and final) consist of essay-type questions, and require students to be
able to apply, comprehend, analyze, and synthesize key concepts. Eleven “labs” conducted
over the course of the semester require students to work in their learning teams while
evaluating the ethical underpinnings of various events or programs. While some of these “labs”
relate specifically to Health and Human performance topics (concussions, exercise products,
end of life care, weight loss reality television programs, performance enhancement), others are
much more broad and general in nature (sexual assault, PETSA training at UM, self-analysis of
lying, gender equity). An assigned analysis paper and the team video presentation require
students to investigate and explore topics within the health and exercise professions.
In summary, as a general education course HHP 475E Legal and Ethical Issues in the
Exercise Professions is broad and foundational in nature. However, due to course complexity
and the demands placed upon those who take it, I believe the 400 level is warranted.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
HHP 475E: Legal and Ethical Issues in the Exercise Professions
Spring Semester 2013, Section 1
Wednesday, 5:10-8:00pm
Professor: Dr. Charlie Palmer
Office: McGill 106
Phone number: 243-4826
Email: Charles.Palmer@umontana.edu
Twitter: @charliepalmer6
Office Hours: Monday 9:00am-10:00am, Wednesday 1:00pm-2:00pm,
Thursday 9:00am-10:00am, or by appointment
Course Introduction:
HHP 475E Legal and Ethical Issues in the Exercise Professions is designed for future
practitioners in the health and exercise professions. As a General Education course within the
Ethics perspective, it focuses upon the major Western Traditions of ethical thought (Virtue
ethics, Deontological ethics, Utilitarian ethics,) exposes students to these various traditions of
thought, and helps them to analyze specific cases and issues using said traditions. Much of the
focus of this class will pertain to ethics, and how they pertain to legal topics in the exercise and
health professions.
Through multiple case studies, writing assignments, lecture, and applied laboratory
experiences, students will gain exposure and practice in applying these basic concepts and
forms of reasoning to situations specific to them as future exercise professionals. Students will
also learn how to critically evaluate these concepts and forms of reasoning to see which one, if
any, is most applicable to a problem at hand.
Primary Objectives:
 To become more adept at thinking about pertinent legal issues, and how they apply to
various professions within the fields of Health and Human Performance
 To become more aware of the various ethical challenges that you might face or be
presented with within the disciplines of HHP
 To become familiar with and learn how to apply the Western perspectives on ethical
reasoning
 To help students learn how to function more efficiently in a world that is full of
asymmetrical problems, thus calling for asymmetrical thinking
Readings and Texts:







Moodle: various readings will be posted to this site
“High Crimes” by Michael Kodas
“Into Thin Air” by Jon Krakauer
“Foundations” aka “The Groundwork of the Metaphysics of Morals” by
Immanuel Kant: sections one and two only
“Nicomachean Ethics” by Aristotle. I recommend the translation by Terence
Irwin (2nd edition): books 1, 2, 3, 5, 8, and 10
“Utilitarianism” by John Stuart Mill
A small, data notebook is also required
*Other materials may be incorporated, and these will come in a variety of forms (handouts, web
resources, library reserve, etc.)
Web Resources:
 www.umt.edu/law/library
 This course also has a Moodle supplement. At times, various class-related information
will be posted here. If you are unfamiliar with Moodle, you can visit the following
website for more information:
http://umonline.umt.edu/Moodle%20Tip%20Sheets/tipsheetandvideosstudents.aspx.
Please visit with the instructor if you have any issues with this.
Assessments: The course consists of two tests: one mid-term examination (90 points), and one
final examination (90 points, comprehensive). Test format will consist of true/false questions,
multiple choice, short answer, and supported opinions. The content of each test will be
finalized during the last class prior to each examination. Two quizzes (each worth 10 points)
will also be incorporated during the semester. Also, there will be one writing assignment
(worth 75 points). More information on the writing assignment is provided near the end of this
syllabus. Students will also complete a team presentation, and this will be worth 25 points.
Details on this presentation will be provided early in the semester. Finally, an assortment of
different activities will be undertaken during the course of the semester, and combined these
will account for 100 points. This is referred to as the “Lab” portion of the class. This list of
activities will be elaborated upon further as the course progresses. Many of these 100 points
will be related to your team activities (see below under Team Activities), but some may also be
individually-based. There will be eleven labs over the course of the semester, but only ten will
be counted (10 labs x 10 points = 100 points). Therefore, you can miss one lab and not be
penalized. If a student attends all eleven labs, five additional bonus points will be added to
your overall course point total. I will also be monitoring class participation throughout the
semester, so throw your two pennies in when you feel it necessary. The instructor reserves the
right to incorporate the Socratic teaching method, if necessary. Anything we cover or talk
about is potentially testable material!
Team Activities: Team selections will take place early in the semester. Students will remain
in teams for the duration of the semester. Many of the labs will be completed in this team
environment, as well as the Group Presentation.
]
Grading:
93% - 100% = A (372-400 points)
90% - 92% = A- (360-371 points)
87% - 89% = B+ (348-359 points)
83% - 86% = B (332-347 points)
80% - 82% = B- (320-331 points)
77% - 79% = C+ (308-319 points)
73% - 76% = C (292-307 points)
70% - 72% = C- (280-291 points)
67% - 69% = D+ (268-279 points)
63% - 66% = D (252-267 points)
60% - 62% = D- (240-251 points)
Below 60% = F (239 points or lower)
Graduate Students: Students taking this course for graduate credit will need to fulfill an
additional course requirement, as determined by the instructor. This will consist of a group
project (to be presented to the class), as well as an individual After Actions Review (AAR) to
be completed by each graduate student pertaining to their specific involvement in the group
project. Graduate students need to contact me at the beginning of the semester.
Important Dates:
Spring Semester 2013
Thursday-Friday, January 24-25
Monday, January 28
Monday, February 18
Monday-Friday, April 1-5
Friday, May 10
Monday-Friday, May 13-17
Saturday, May 18
New Student Orientation
Spring Semester Classes Begin
President’s Day – No Classes, Offices Closed
Spring Break
Last Day of Regular Classes
Final Exams
Commencement*
Attendance: Attendance on the dates of examinations is required. Please notify me in
advance if any examination will be missed due to illness (if possible) or official university
business. Since this class meets only once per week for three hours, missing one class is the
equivalent of missing three consecutive regular classes. Students are responsible for
obtaining all handouts, case studies, reading assignments, and materials covered while
absent. Attendance is important!
Student Conduct Code: All students must practice academic honesty. Academic misconduct
is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the
University. Students can become more familiar with the Student Conduct Code, which is
available online at http://life.umt.edu/vpsa/documents/StudentConductCode1.pdf
Just so that we are all on the same page, Section IV, A of the Student Conduct Code
defines Academic Misconduct as: “Representing another person's words, ideas, data,
or materials as one's own” (plagiarism) and “Submitting work previously presented in
another course.”
Americans With Disabilities Act (ADA): The University of Montana upholds the ADA by
providing reasonable accommodations to individuals with special challenges. If anyone
requires reasonable accommodations to adequately perform the duties of this class, please see
the instructor as soon as possible so that these issues can be addressed.
Professional Behavior: While I strive to make this class interesting and fun, I also am a strong
proponent of behaving in a professional manner. The bulleted items better describe what this
means:
 Cell phone usage: Since I feel this topic is extremely important, we will discuss
it at length during the first class session.
 Once class has begun, the Kaimin or any other non-class reading materials need
to be put away
 Come to class on time and prepared to learn.
 Notify the instructor in advance if you are going to come to class late, leave
early, or not be in attendance
 If you are a UM athlete (in season), I need a copy of your travel letter
 Keep sidebar discussions quiet and to a minimum
Emergency Preparedness and Response
As members of a community of learning, we all have responsibilities for each other that
extend beyond the teaching/learning experience. As human beings, we are responsible for the
protection and well-being of the other members of our group, in this case the group being the
Fall Semester class of HHP 475. Therefore, should an emergency of any type develop, the
following points become quite important:
 In the event we need to evacuate the building, our primary route will be through the
main classroom door, down the stairs to the first floor, and out the main east exit. We
will rally together in the common area east of GBB.
 If you hear an alarm or are told to evacuate, always assume the emergency is real. Be
sure to take coats, backpacks, and valuables since the building may be closed for some
time.
 If there is a need for an indoor rally point, that will be the Adams Center. We should
reconvene as a group at the rally point to help determine if all members are accounted
for.
 Do not use elevators as a means of evacuating, and do not use cell phones until safely
away from the building.
 If you require assistance in evacuating or have any type of medical condition that will
make evacuation challenging, please inform me privately and we can preplan an
appropriate and safe response.
Paper Guidelines


Students are asked to identify and analyze a legal and/or ethical issue with the Health
and Exercise professions. It can be upon one of the topics discussed in class, or can be
of the student’s choosing. If opting for the latter, it is highly encouraged that students
check with the instructor about the applicability and appropriateness of their intended
topic.
Once your topic has been identified, research it as needed. The main goal of this paper
is for students to apply theory from at least one of the Western traditions of ethical
thought to a current issue with the health and exercise professions. I want an original
piece of work, not a paper you have recycled from a previous class. More details about
this writing assignment will be covered during the Writing Workshop portion of the
class.
Due Date: __________________________________
Format for Paper:
 Must be typed (double-spaced) with word processing software on a computer.
 Must be greater than 1200 words, excluding title page and references (approximately 5
pages). I am much more interested in word count then number of pages! Paper must
have a word count printed on it!
 Must have a separate title page, which includes the paper’s title, your name, and
the due date centered on the page.
 Must utilize at least three references, one of which must be a hardcopy source (in other
words, not web-based). References must be cited using American Psychological
Association (APA) format.
 Must turn in a hard copy!
 Please keep a copy for your own records!
Paper Grading:
 25 Points: logical thread of thought in body of paper, smooth transitions from
paragraph to paragraph, support of points made by presenting related research or
personal experiences, and consistency of writing as it relates to writing style (e. g. use
of “I” or third person).
 15 Points: opening paragraph(s)- clarity of thought, providing enough information to
inform the reader of the topic to be discussed, setting tone of support or criticism,
getting the reader’s attention, and generally, introducing the reader to what the paper is
about.
 15 Points: closing paragraph(s)- leave the reader with a sense of closure. Leave the
reader with an understanding of your point(s), and leave them with some points to
ponder.
 20 Points: appropriateness of chosen topic, grammar, syntax, spelling, proofreading,
and following directions. It will not take many simple, preventable errors to lose

several/all 20 points.
-10 Points: Any late paper will automatically have 10 points deducted. Papers must be
received by Close of Business (COB) on the date due. COB is the start of class. For
each ensuing M-W-F a paper deadline is missed, an additional five points will be
deducted. No unexcused reasons allowed.
DATE
January 30th, 2013
TOPIC
Introduction
-Lab #1
-Legal/Ethical generals
-Writing workshop
-Lab #2
February 6th
-Current events
-The Legal System
-Lab #3
February 13th
-Negligence
-Liability
-Lab #4
Moral/Ethical development
-Lab #5
February 20th
The foundations of the Western ethical
traditions are explored and examined:
Virtue ethics, Deontological ethics, and
Utilitarian ethics
February 27th
READING/ASSIGNME
NT
Familiarize yourself with
the syllabus
Moodle: “Ethics, Ethical
Inquiry, and Sport: An
Introduction”
Moodle: “Overview: The
Ethics of Right versus
Wrong”
Moodle: “Ethical
Fitness”
Moodle: “How to write
an Op-Ed”
Moodle: “Shadow
Scholar”
Moodle: “Overview of
the Law and the Legal
System”
Moodle: “Negligence
Law”
“Foundations” by Kant:
1st two sections
“Utilitarianism” by Mill
“Nicomachean Ethics” by
Aristotle: books 1, 2, 3, 5,
8, 10
Group presentations: Alpha
-Quiz #1
-Lab #6
March 6th
-Immunity
-Waivers and Releases
-Inherent risk-related defenses
-Emergency care and first aidLab #7
Waivers allow a service provider to be
Moodle: “When waivers
don’t protect”
Moodle: “Assessing your
insurance
needs”
March 13th
March 20th
March 27th
negligent to the signer of the waiver,
and yet not be legally liable for said
negligence. The ethics of this is
explored. Is it “fair” that the actions or
inactions of a provider that lead to
actual damage or harm to the client be
legally protected? If we have a duty to
protect our
clients/subjects/students/patients from
harm (Deontological ethics) how can
we justify not being responsible for our
own negligent behavior? If we espouse
the virtues of prudence and justice
(Virtue ethics), are these incompatible
with negligent behavior?
Midterm Exam
Midterm exam study
guides handed out
-Risk Identification
-Risk Management
Review of MT
Moodle: “Due Diligence”
Moodle: “Risk
Management Process”
Many occupations, particularly those
within HHP fields, work with clients
who have risk associated with them
(injured, aged, overweight, out of
shape, etc.). What are the ethics of
working with these individuals? How
can you mitigate these risks in an
ethical fashion? How can ethical codes
of conduct for specific occupations be
of assistance? Do you have a duty to
identify these risks? What virtues
should an effective risk manager
possess? Do utilitarian ethics justify
harm to a few for the potential benefit
of the many?
Performance –enhancing substances
and techniques
-Lab #8
Humans seem intent upon modifying
their performance, and not just in the
context of sports. Whether that be with
simple, readily available drugs like
caffeine or nicotine, to much more
complex substances/techniques like
steroids, Human Growth Hormone, and
Moodle: “What you
Don’t Know Might
Kill you:
Supplements”
Moodle: “How to Write a
Movie
Review”
Moodle: “Limits of being
human”
Moodle: “One on one
with Chuck Yesalis”
April 1st
April 10th
April 17th
genetic doping, many are looking to
gain an edge. Where do ethics come in
to play in this debate? How do people
who use them justify doing so? For
instance, if Virtue ethics hold that the
highest moral outcome of existence is
for people to become what they were
meant to be, does this mean that any
means used to accomplish this goal is
acceptable? Do people have a duty to
follow the rules, whether or not they
believe these rules are fair?
No Class
Lying and Cheating
Group presentations: Bravo
-Lab #9
In order to gain more awareness as to
the amount of lying they do, students
are required to keep a lie journal over
the course of one week. In it, they have
to log the date, time, type, and
circumstances of each lie they tell.
Having done so, each is in a better
position to discuss the ethics of lying.
Can a person establish a duty to never
lie? Is this inviolable? Does Aristotle’s
Golden Mean allow for some lying? If
a lie is told with the intent of serving
the greater good, is it acceptable under
a Utilitarian approach?
Cheating behaviors in college students
are focused upon. Is there a virtue that
accommodates cheating? Is a duty to
never cheat realistic? If the desired end
state is a high letter grade, is cheating
justifiable under a Utilitarian approach?
- Gender Equity
 Graduate student presentation to
class, if necessary
-Lab #10
Human history, even through present
times, has revealed that we struggle
with treating members of both sexes in
fair and equitable ways. How do ethics
come in to play with this debate?
Midterm Study guides
handed out
Spring Break
Moodle: “The right to do
wrong: Lying to
Parents…”
Moodle: “College
Students and Lying”
Moodle: “Title IX
provided women with
opportunity on and off
playing field”
Particular attention is paid to Title IX.
Under Deontological ethics, can we
realistically establish a duty to never
discriminate against another person? Is
the virtue of justice (Virtue ethics)
inconsistent with discrimination? Is
harm to the few (male athletes in nonrevenue producing sports) justifiable
when trying to expand the opportunities
for the many (females in all sports),
which has been the frequent result of
Title IX legislation? Broader question,
what are the ethics of policy in general?
If governments or organizations choose
to operate under a Utilitarian approach,
what courses of action are available for
those in the minority?
April 24th
May 2nd
--Quiz #2
--Lab #11
-HC v. ITA
Group presentations: Charlie
“High Crimes” and “Into Thin Air” are
two books revolving around climbing
expeditions to Mount Everest. Guides
are at the forefront of both books. The
parallel from them is that those within
HHP professions are often in positions
similar to those of climbing guides.
They must contend with risk in their
operational environments while
simultaneously trying to meet the needs
of those they serve. The guides in both
books were presented with challenging,
life or death decisions. While some
appeared to base their courses of action
upon solid, ethical frameworks (guide
Rob Hall from “Into Thin Air” who
stayed with his client even though it led
to his own death), other guides chose
vastly different paths (guide Gustavo
Lisi from “High Crimes” who
abandoned his dying client so that he
himself could summit). What virtues
should a guide possess? What duties
should a responsible guide establish?
“High Crimes”
“Into Thin Air”
Study guide for Final
Exam handed out
How do these identified duties and
virtues apply to practitioners within
HHP?
May 9th
Exam number two
5:30-7:30pm
*Remember, only 10 labs will be counted towards overall grade
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.