INSTRUCTIONAL PLANNING REPORT
KINESIOLOGY DEPARTMENT
SPRING 2012
I.
Background, Evaluation & Analysis
A. Program Description
“Exercise… is as necessary as reading. I will say rather more necessary because health
is worth more than learning.” Thomas Jefferson
Kinesiology is the study of human movement across a wide range of activities including
exercise, daily living, play, sport, and work. The areas of study within Kinesiology are
extensive primarily because the responses of the human body to physical activity can be
examined at many levels from the cellular level to society as a whole.
Popular career options in Kinesiology include:
Personal Trainer
Athletic Director
Fitness Instructor
Sports Journalist
Athletic Trainer
Health Club Manager
Physical Education Teacher
Red Cross
Strength and Conditioning Coach
Weight Loss
Physical Therapist
Parks and Recreation
Sports Orthopedist
Nutritionist
Physician
Dietician
The mission of the Kinesiology Department is to promote the health, wellbeing, and
success of our students through a development of lifetime relationships with physical
activity and movement. The department’s purpose is to provide an outstanding
educational experience that enables students to meet their goals of transfer, career
preparation, healthy living practices, personal fulfillment, and retraining. And finally, the
Kinesiology Department is committed to offering a balanced curriculum, to promoting
safe participation in activities, to embracing people’s differences, and to enriching our
community.
The Kinesiology Department meets the criteria for two of the primary functions of
community colleges: transfer and Career Technical Education (CTE). The Department
offers a complete core of classes, all of which transfer to the CSU system and satisfy
lower division requirements for success in the major. Currently we offer nine lecture
classes, 24 sport and fitness related activity classes, and three clinical experience classes.
Of the nine lecture classes, six are courses in CTE including KIN 4 Introduction to
Personal Training, KIN 10A and KIN 10B in Athletic Training, KIN 13 First Aid:
Responding to Emergencies, KIN 15 Community Cardio Pulmonary Resuscitation, and
KIN 64 Lifeguard Training. We have two full-time instructors, four instructors who share
assignments in the Athletic Department, and one instructor who works in the Stroke
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Center. We also have 18 adjunct faculty, seven of whom share assignments in the
Athletic Department.
B. Recent Updates
The wellness industry is continuing to grow at a rapid pace. Public interest in health and
fitness is increasing, and more students are turning to kinesiology to seek pathways into
careers in addition to developing skills in healthy living practices. Yet during this growth
spurt, the Kinesiology Department has cut over 40% of our TUs and course offerings due
to ongoing budget cuts locally and at the state level. The following CAT data show only
fall and spring semesters; however, summer and winter session TUs have been cut as
well.
Year
2007-08
2008-09
2009-10
2010-11
Total Cut
Sum of
TUs
328.77
312.8
259.61
246.96
81.81
Count of
Courses
221
212
160
148
73
These reductions come not only from the number of sections we offer but also from
course elimination. We have streamlined our curriculum to a skeleton core at a time when
interest in Kinesiology is at an all time high. Within the framework of the TU cuts, we
have added new lecture courses in CTE in sports medicine and personal training.
In addition, the Wellness Education Center (WEC) has been completed, a project that has
taken over 15 years to bring to fruition and is a center of which the entire college
community can be proud. One Cybex representative has called the WEC the best fitness
facility in Northern California. The WEC and the staffing challenges we face will be
discussed in the following section.
C. Relationships
1. Transfer Programs
Interest in kinesiology and wellness has burgeoned in the last decade with no indication
of diminishing in the near future. Kinesiology is now the 7th largest transfer to the CSU
system. Most CSUs are finding their Kinesiology Departments impacted and are setting
limits and high grade point averages as a means of admission to the major.
At Cabrillo we changed our name from Physical Education to Kinesiology primarily to
facilitate transfer to four-year universities, as most university departments are now called
Kinesiology. Both of our local transfer institutions have made that change: CSUMB from
Human Performance and Wellness and SJSU from Human Performance. We were one of
the first California community colleges to make the name change, followed by a host of
others who are now making this transition.
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Last year Kinesiology was one of the departments chosen statewide to develop a Transfer
Model Curriculum (TMC). Our department has adopted the TMC, although few changes
were required from our existing transfer requirements. More data are
needed to evaluate how our students fare with use of the TMC.
2. Occupational Programs
We have added five courses in CTE. The first area is in Athletic Training, a career in
which the Bureau of Labor Statistics predicts a 28.8% increase from 2008-2018. Mark
Ramsey, our athletic trainer and adjunct instructor, has expanded the athletic training
curriculum from the former Introduction to Athletic Training course to two courses: one
in Injury Prevention, Evaluation and Care (KIN 10A) and the second in Treatment and
Rehabilitation of Sports Injuries (KIN 10B). Instructor Ramsey has also started 3 clinical
courses giving hands on experience to those students interested in furthering their career
in sports medicine (KIN 10AL, BL, and CL). All these courses have high enrollment and
strong student evaluations.
The second area we have added in CTE is in fitness training with the addition of
Introduction to Personal Training (KIN 4). According to the Bureau of Labor Statistics,
there is a 29% projected growth and need for personal trainers from 2008-2018. We are
offering this course for the first time this spring, and the waitlist was full by fall exam
week. We hope to add a personal trainer internship course as soon as the lease option for
the WEC has been determined and an appropriate lessee has been identified.
The Department would like to offer a third internship in physical therapy. The
Employment Development Department of California is listing a projected growth of 28%
in physical therapy from 2008-2018. Again, the implementation of this internship would
be dependent on the lessee of the WEC.
We also offer CTE classes in KIN 13 First Aid: Responding to Emergencies, KIN 15
Community CPR, and KIN 64 Lifeguard Training. Police Officers, fire fighters,
emergency medical technicians, lifeguards, and other special interest groups require these
certifications.
3. Overlap with Other Programs
The Kinesiology Department shares an ongoing relationship with the Athletic
Department. We share instructor workload: four contract faculty and six adjuncts teach in
both departments. Facilities, resources, and equipment are shared whenever possible. We
also share Eric Gerlach, the athletic equipment technician, who oversees equipment and
helps maintain facilities.
Discussions have occurred to attempt to integrate our department with the culinary arts
department in the area of nutrition in a new class KIN 8 Weight Management. At the
time, the adjunct nutrition instructors did not have ample time to co teach our weight
management class. Both nutrition instructors reviewed and approved the content of the
new class, and provided input so that both the weight management and nutrition classes
Kinesiology Instructional Plan
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would not conflict with one another and would basically be teaching similar concepts
although in different contexts.
We have also had discussion with the Public Safety Department that was interested in
teaching Advanced First Aid, a class we also offered at that time. Public safety decided to
offer this class so that they could tailor it to the needs of fire and vocational programs.
We have since deleted our section of Advanced First Aid. In the future, we are interested
in collaborating with local fire and police departments as well as our Public Safety
Department to offer Fitness Training and/or Advanced First Aid. In this climate of budget
cuts, course and program deletions, no collaboration as yet been made.
As the wellness industry continues to grow, we foresee discussions on how best to create
and sustain healthy lifestyles that involve several college departments. Some studies are
suggesting that within the next five years, one out of two Americans will be pre-diabetic
with less than 90% of these detected. The exercise component will continue to be a
prominent area of education as will healthy eating habits and the consequences of
industrial and processed foods. Collaboration with the Culinary Arts program in nutrition
and creating healthy meal plans might be timely at that point. The former PC of Culinary
Arts was not at all interested in these discussions. The use of the Stroke Center kitchen
during the evenings or hours not used by Stroke Center students has been discussed with
Debora Bone, Stroke Center Director. Additionally, collaboration with Health Science
Department as well as the Student Health Services is a possibility. We had discussions
with the former director of Student Health Services, Kate Hartzell, in integrating a
wellness profile of blood pressure readings as well as blood testing for cholesterol and
triglyceride levels with little expense for the student. Furthermore, collaboration with the
Horticulture Department might be possible in creating sustainable food supply. We would
be able to create a continuum from growing nutritious sustainable food to using these
foods to create healthy meal plans in less time than it would take to drive to a fast food
restaurant. The college has the ability to integrate the various components of wellness
education to create a complete area of study. While initial discussions have taken place,
most of the plans have been laid to rest during this program cutback/deletion period. The
future, however, is ripe with possibility.
4. Partnering with the Community
The WEC is now completed with an 8,500 square foot fitness center housing $500,000
worth of state of the art fitness equipment. Initially, the intent of the center was to offer
classes in fitness and to hire a full time fitness director who would supervise the center,
develop internships for personal trainers, establish protocols, create online quizzes and
finals in the fitness classes, perform fitness assessments for students, faculty and staff and
assorted other duties. Due to the state economic downturn and subsequent college budget
cutbacks, we were not able to hire a full-time director. As a result, the main fitness room
remains closed and the equipment lies dormant.
In order to open the center, we are now in the process of leasing the facility while at the
same time maintaining our educational model. The county does not need another fitness
club, but instead needs educational opportunities to learn about fitness trends, program
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design, progressions, safety and technique. This will prepare students to go to a fitness
club and be able to successfully create a workout program to meet desired outcomes. We
need to provide internships and pathways into wellness careers, offer continuing
education for those already in the industry, offer accessible wellness opportunities to
faculty and staff and create an ongoing revenue stream to maintain the WEC and its
programs. In short, the college has a tremendous opportunity to promote education and
careers in the wellness industry and at the same time generate revenue for the college.
D. Costs
A comparison of the Department’s load (WSCH/FTEF) to the college average illustrates
that the Kinesiology Department has a significantly higher load than the college average
(Figure 1). This scenario comes as no surprise as the Department consistently holds
classes with high enrollment. The graph also illustrates that even with the recent
elimination of our largest classes in hiking, Frisbee, and many yoga sections and the
increase of smaller lecture CTE classes, the Department still out performs the college
average.
WSCH/FTEF=LOAD
900
850
800
750
700
650
600
550
500
450
400
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
Kin
758.15
744.3
742.4
847.5
811.15
760.6
College
554.4
531.5
543.35
609.8
615.5
589.2
Figure 1
Figure 2 compares the Department’s cost effectiveness (income vs. cost). Income is
based on the percent of FTES the Department generates versus the college as a whole,
and cost is based on the Department base expenditures versus the college base
expenditures.
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Income vs. Cost (%)
4.800%
4.300%
3.800%
3.300%
2.800%
2.300%
1.800%
1.300%
0.800%
2006/07
2007/08
2008/09
2009/10
2010/11
Kin Cost
2.692%
2.839%
2.881%
2.430%
2.491%
Kin Income
4.423%
4.446%
4.304%
3.672%
3.530%
Figure 2
The Department consistently generates revenue for the college. The loss of income since
2007 can be attributed to the loss of high enrollment classes and 40% of our TUS, yet we
still remain one of the most revenue producing departments on campus.
In another context, if we examine the cost of the Department in relation to its income in
Figure 3, we find that Kinesiology continues to demonstrate a high rate of efficiency,
much higher than the 1.0 neutral cost. In this data, the percent of FTES is divided by the
percent of departmental expense. Again, the recent loss can be attributed to the
elimination of our high enrollment classes.
Income Expense Ratio
1.8
1.6
1.4
1.2
1.0
0.8
0.6
Neutral
Kin
2006/07
2007/08
2008/09
2009/10
2010/11
1.0
1.0
1.0
1.0
1.0
1.643
1.566
1.493
1.511
1.417
Figure 3
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E. Student Learning Outcomes
The Department faculty continues to assess our SLOs and our ability to address the core
competencies, and we are on schedule in the “revolving wheel of assessment.” Every
course (except for two courses that inadvertently were missed) and each SLO of every
course have been assessed by department faculty. The two courses will be addressed next
fall during our next assessment period. During our flex week meetings, faculty members
describe what assignment was given, what rubric selected, how students fared, and what
changes or recommendations would help students.
We’ve found that faculty members who do not attend the meetings are at a disadvantage
in getting the most out of the assessment process. One faculty member who could not
attend the meetings voiced concern that completing the assessments amounted to
“inconsequential busy work”. She was able to attend a later meeting and learn from other
faculty the kinds of rubrics they used, and was thrilled with the results of her new
assessment tool, so much so that she shared with me each and every one of the student
responses. She was astounded how meaningful her class was to her students, and has
found new direction and emphasis in her teaching. So we’ve found that dialogue and
sharing is integral to a meaningful assessment process. Generally, faculty members
appreciate the discussions and learning how other instructors grade or handle certain
issues. We need to improve the dialogue component at our meetings and will continue to
work on enhancing faculty engagement in future semesters. Breaking into small groups
related to team sports, individual sports, fitness, and yoga will facilitate dialogue as
opposed to working individually on course assessment. Also having been through the
process once will benefit our ability to move in new directions.
For our sport related classes, SLOs are easily assessed by performance exams. Many of
our fitness classes also use a pre and post assessment test. Other classes such as yoga that
foster a mind-body connection use a self evaluation rubric. Appendix A contains the
department assessment forms.
F. Student Success
Table 4 compares student success in Kinesiology to that of the college as a whole from
2006 to 2011. The data cite that Kinesiology students have a consistently higher success
rate than that of the college as a whole. Some of the success can be attributed to the
nature of kinesiology and the high interest in wellness. Kinesiology, more than any other
department on campus, can make a direct impact on students’ health, stress levels,
reduction in medications, weight control, control of diabetes and a number of health
related issues. Additionally, most of our courses are instructor driven, and the student
surveys report that the expertise, enthusiasm, and knowledge of the instructors are
exceptional.
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Student Success
85.00%
80.00%
75.00%
70.00%
65.00%
60.00%
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
Kin
73.10%
74.00%
74.05%
77.20%
80.10%
79.75%
College
67.50%
66.65%
67.55%
68.70%
70.10%
71.45%
Table 4
Table 5 compares the course completion rate of Kinesiology to that of the college. Data
show that Kinesiology students consistently fare better in retention than the college
average. The department has been able to offer some of our classes in the new WEC HW
1136 that offers a tremendous facility in which to teach fitness.
Course Completion
90.00%
88.00%
86.00%
84.00%
82.00%
80.00%
78.00%
76.00%
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
Kin
84.85%
85.10%
85.35%
89.15%
89.05%
89.10%
College
81.0%
80.45%
81.30%
85.15%
85.00%
86.05%
Table 5
G. Results of Student Survey
The survey was completed in fall of 2010 and unfortunately included aerobics, one of the
classes we have since eliminated. Most of the survey information, however, is still
pertinent to the department. Of the 82 students surveyed, 68% were female and 32%
male. This gender imbalance is due to the selected class, i.e. aerobic students tend to be
Kinesiology Instructional Plan
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female. 42% were under 21 years, 18.5% were 21-25 years, and 12.3% were 26-30 years,
8.6 were 31-40 years, and 18.5% were over 40. Again, the high percentage of students
over 40 may well be due to the selection of surveyed classes: aerobics and yoga.
23.2% of those surveyed declared themselves to be a Kinesiology major, a number that is
somewhat accurate and reflects an increase from 9% since the last program plan. The
increase in CTE classes, one of which was surveyed and was not offered in 2006, also
reflects this increase in Kinesiology majors. Similarly, 30.5% anticipated careers in
kinesiology, an increase from 16% since 2006. These increases parallel the rise in interest
statewide in kinesiology, the rise in careers in wellness, and the surge of public interest in
health and fitness.
86.7% of students reported that the overall workload assigned was appropriate, indicating
that course work met student expectations. 95.1% of students cited that the course
syllabus reflected what was actually taught in class, and 76.8% planned to take additional
courses in kinesiology.
Students reported that the strengths of the Department were the quality of instruction,
knowledge and enthusiasm of the faculty, and the skills obtained from class. “Awesome
instructor,” “qualified, experienced instructors,” “the teacher’s involvement and passion
for the subject” are some of the typical comments written by students. The high
educational quality of the Kinesiology courses is further indicated by the data that 98.8%
of the students would recommend classes in this Department (0 % no and 1.2%
undecided).
The most common suggestions for improvement were more classes offered and
improving the acoustics in HW1126. This new room has extremely poor acoustics, and
while attempts have been made to improve the acoustics, more is needed to make this a
viable instructional room. Project manager, Paul Anderson is continuing to address this
issue, and is now evaluating the noise emanating from the heaters. Additionally, the room
requires an adjustable thermostat since the activity levels vary from class to class. Yoga
classes typically need a warmer room than high-level activity classes such as functional
fitness. Maintenance and Operations is looking into a financially feasible alternative
thermostat.
H. Curriculum Review
Below is a summary of curricular changes made since the last program plan in 2006.
• Name change from Physical Education to Kinesiology to facilitate transfer
• Adoption of TMC to facilitate transfer
• Renumbering courses into common groupings i.e. fitness, individual sports, team sports,
combatives, and aquatics
• Cut non-core classes: Ultimate Frisbee, Rugby, Hiking, Low Impact Aerobics
• Cut low enrollment classes: Intro to Disabilities & Adaptive PE, Advanced First Aid,
Gymnastics
• Added 2 CTE courses, one in athletic training and the second in personal training
Kinesiology Instructional Plan
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• Added 3 clinical experience courses in athletic training
• All courses have updated SLOs, objectives, content, methods of evaluation, and
textbooks
• Cut 40% of TUs
Kinesiology catalog pages are found in Appendix B.
I.
New Directions
A) Growth
The wellness industry is continuing to expand, indicating growth in services, products,
careers, and education. The Occupation Report for Kinesiology, published by the
Economic Modeling Specialists, Inc., notes a projected increase in careers for the
following: fitness and wellness coordinators 45.53%, physical therapy assistants 38.81%,
fitness trainers and instructors 43.39%, and kinesiology teachers 34.23%. Interest in
health and fitness is reaching new heights with increasing concern over obesity and Type
2 diabetes, both of which can be controlled by exercise. These two epidemics are
particularly endemic to the Hispanic population, which is a growing constituency in our
college community. Health care issues continue to compromise our national economy as
well as our college fiscal health. Even while we know that the industry is expanding, and
CSU kinesiology majors are impacted, and interest in health and wellness is soaring, the
Cabrillo Department has experienced a 40% TU cut. The challenge for our Department
is: can we provide more educational opportunities and pathways into wellness careers
with diminishing resources? The answer of course is a resounding yes, if we use the
WEC to partner with community businesses and if we find the appropriate match for
Cabrillo.
Partnering with the community in WEC has three areas of focus:
1. Promoting education in wellness
Cabrillo Students
• Offer wellness education classes and access to facilities that promote and
sustain wellness
• Provide pathways into wellness careers
• Provide internships for those seeking to improve skills in wellness
related jobs
Cabrillo Employees
• Offer accessible and affordable classes in wellness education and access
to wellness facilities at hours convenient for staff
• Increase health and wellness of employees
General Public/Community
• Offer classes such as sports performance and injury prevention
• Offer high quality professional individual and small group health and
fitness assessments
• Provide training in fitness and exercise to special populations: senior population/baby
boomers, those with specific health issues: low back/ACL injuries, diabetes, weight
control, CHD, etc.
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2. Supporting development of the wellness industry
Provide career education to develop wellness industry workforce
• Pre-service career education for those seeking to pursue a career in the
wellness industry
• In-service education for those working in the industry and seeking to
increase their skills
3. Developing revenue stream to support operation and maintenance of WEC
• Sum of all offerings must generate sufficient revenue to cover all direct,
indirect, and depreciation cost of operating and maintaining WEC and its
services and equipment
• Should generate sufficient revenue to grow services to optimum size and
then generate revenues and services to support other college services and
activities.
• Start-up costs in terms of staff time must be in proportion to the revenue
generating opportunities and be balanced against the pursuit of other
revenue generation opportunities.
The key to successful implementation of these goals is to find the right leasing match for
Cabrillo. Both the Kinesiology and Athletic Departments fully endorse Precision Physical
Therapy as the lessee of the WEC. We feel they offer the best match and bring the most
educational options to Cabrillo. Not only would they staff the WEC for students, faculty,
and staff, and generate funds for Cabrillo, but they also would create a sports
performance and injury prevention center, the first and only center on the central coast.
This option enables our student athletes to use their services and would bring a significant
recruiting tool to the Athletic Department. Precision is also interested in using half of the
space, allowing Kinesiology to continue our core classes of weight training and total
fitness classes in HW1136. Chris Christensen, the director of Precision, has an
outstanding reputation in the county. He is also interested in using our personal trainer
interns as well as starting a physical therapy internship program. Precision currently
offers continuing education for personal trainers in our community. These options bring
much value to Cabrillo; they reinforce our educational mission, and will meet the
approval of our bond paying community.
II.
Program Goals and Recommendations
A. Program Planning Goals
1.
• To open the presently dormant HW1138
• To provide educational opportunities for Cabrillo students to learn about fitness
• To provide personal training and physical therapy internships and pathways into
wellness careers
• To offer continuing education for those already in the industry
• To offer accessible wellness opportunities to faculty and staff
• To create a stream of ongoing revenue to maintain the WEC and its programs,
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lease the WEC to Precision Physical Therapy. Leasing the WEC will generate revenue to
support on going services, education, and maintenance of the WEC and additional
revenue for the college.
a) RFP out to community
b) Significance of leasing to appropriate match for College i.e. Precision Physical
Therapy
Cost: Revenue generating for WEC programs and services and college
2. To ensure HW1126 is a viable instructional room, address acoustic and thermostat
issues in room
a) Project Manager Paul Anderson will trouble shoot acoustic challenges
including heater
Cost: Covered by bond
b) M&O to find feasible adjustable thermostat
Cost: Approximately $4,000
3. To foster CTE in Kinesiology and support community businesses, create 2 internships,
one in Personal Training and the second in Physical Therapy Assistant
a) Contingent on leasing to Precision Physical Therapy
Cost: None, use of existing TUs
4. Create an appropriate space for KIN 10A, 10B, 10AL, 10BL, and 10CL. The current
320 SF space is totally inappropriate for teaching and addressing 35 athletic training
students, interns, and 150 student athletes. See SLO assessment on page 26.
a) Move adaptives into 1116
Cost: None, private fundraising approximately $1,400.
b) Move athletic training room into 1112A
Cost: None, private fundraising approximately $22,000-$30,000.
5. To protect our current investments with appropriate facility maintenance and reduce
potential liability issues, return part-time pool technician to full time technician. Keep
pool, restrooms, and pool deck up to previous health standards. The National Swimming
Pool Foundation, the national organization that certifies pool technicians, recommends
two full time operators for a daily bather load of 300. Cabrillo slightly exceeds that
number and does not have one full time pool operator.
Cost: Approximately $22,000 per year
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January 11, 2012
Kinesiology Program Planning
Goals and Recommendations
1.
Description:
Lease the WEC to Precision Physical Therapy
Cost
Revenue generating
2.
Address acoustic issues in HW1126
Bond money
3.
Install adjustable thermostat in HW1126
$4,000.00
4.
Create Personal Training Internship with
Precision
None, existing TUs
5.
Create Physical Therapy Assistant Internship
with Precision
None, existing TUs
6.
Move Athletic Training room to 1112A, and
APE to 1116
7.
Hire full time pool technician
None, private fundraising,
between $22,000 and $30,000.
See attachment D.
$22,000.00 per year
III.
Attachments
A) SLO Assessments and Analysis Forms
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Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Physical Education
Meeting Date
2-5-08
Number of
Faculty/Staff in
Attendance and
percentage of
department
represented
Number of
Faculty/Staff sharing
Assessment Results
12
40%
6
Core Competency or
Course SLOs
measured
1. Perform with an increasing degree of
proficiency yoga postures and
breathing techniques.
2. Develop an increasing awareness of
the link between the mind-body
connection.
Assessment Tools
(Give examples of
major assignments
your faculty/staff used
to measure the
competency or course
SLOs)
Written journals
Develop a home practice to include sequences
Written paper
Self assessment
Pre and Post testing
Assessment Results
(Summarize the overall
results of your
department
Overall, we agreed that it is very difficult to
test students in yoga. The instructor can
make note of improvements, but it is difficult
to find ways to “test” students’ awareness for
example.
What student needs
and issues were
revealed?
Were there any areas
where student
performance was
outstanding?
We will continue to find ways to assess
student success.
Any areas where it can
be improved?
Next Step in the
Classroom
to Improve Student
o
Provide more frequent or more
comprehensive feedback on student progress
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Learning
(check all the items
faculty/staff felt would
help them address the
needs and issues that
were revealed by the
assessment.
How might student
performance be
improved?
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty/staff felt would
most improve student
learning)
Implementation
(List the departmental
plans to implement
these priorities)
o
Use methods of questioning that encourage
the competency measured
o Encourage faculty to share activities that
foster competency
o Analyze course curriculum, so the
department can build a progression of skills
as students advance through courses
Be more clear about policies for making up
classes.
Make sure we have equipment available for
all students in class.
We all agreed to find alternative ways to
assess student learning and to bring ideas to
our next department meeting.
Be clear about make up policies on our
syllabus.
Order equipment immediately.
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Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities)
We will give a graded assignment this
semester and discuss the results with the
entire department next flex week.
Syllabus changes for spring semester
Equipment will be ordered and available this
semester.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Physical Education
Meeting Date
8-27-09
Number of
Faculty/Staff in
Attendance and
percentage of
department
represented
Number of
Faculty/Staff sharing
Assessment Results
8
40%
Core Competency or
Course SLOs
measured
Perform with increased proficiency the skills,
footwork, and strategy of tennis.
Assessment Tools
(Give examples of
major assignments
your faculty/staff used
to measure the
competency or course
SLOs)
Demonstration skills: midterm
Demonstration rules, strategy, skills,
footwork for final
Written final
1
Kinesiology Instructional Plan
16
Assessment Results
(Summarize the overall
results of your
department
What student needs
and issues were
revealed?
Were there any areas
where student
performance was
outstanding?
Excellent student retention
Good skill development
More skill repetition needed for proficiency
Serve, volley, rules, code
Groundstrokes need more work
Any areas where it can
be improved?
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty/staff felt would
help them address the
needs and issues that
were revealed by the
assessment.
How might student
performance be
improved?
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty/staff felt would
most improve student
learning)
o
o
Increase in-class discussions and activities
Provide more frequent or more
comprehensive feedback on student progress
o
Other: Need a ball machine to develop
stroke mechanics
o Write collaborative grants to fund
departmental projects to improve teaching
Purchase new ball machine
Create second skill assessment during the
semester
Kinesiology Instructional Plan
17
Implementation
(List the departmental
plans to implement
these priorities)
Write grant to faculty grant committee and
student senate for new machine
Add second skill assessment spring semester
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities)
Grant writing: fall 09
Second assessment: spring semester
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Kinesiology
Meeting Date
2-4-10
FULLTIME
Number of
Faculty/Staff
participating in
dialogue
Number of
Faculty/Staff sharing
Assessment Results
ADJUNCT
7
5
7
5
7
18
Total number of
faculty/staff in
department
Core Competency or
Course SLOs
measured
Critical Thinking
Assessment Tools
(Give examples of
major assignments
your faculty/staff used
to measure the
competency or course
SLOs)
50 question test
Kinesiology Instructional Plan
18
Assessment Results
(Summarize the overall
results of your
department
All students passed the test with a score of
70% or better.
What student needs
and issues were
revealed?
More rules and questions were asked when
the class reviewed the test.
Were there any areas
where student
performance was
outstanding?
Any areas where it can
be improved?
Next Step in the
Classroom
to Improve Student
Learning
All students did well on golf terminology.
No, students reported an increase in rule
application after completing the test.
X Nothing; assessment indicates no
improvement necessary
How might student
performance be
improved?
Check all the items
faculty/staff felt would
help them address the
needs and issues that
were revealed by the
assessment.
Next Step in the
Department
to Improve Student
Learning
X Continue to update rules changes from
year to year.
Check all that the
department felt would
help them improve
student learning.
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty/staff felt would
most improve student
learning)
For sport related activities, testing on rule
and etiquette application is recommended.
Review test as part of class discussion to
ensure better understanding and application
of rules.
Kinesiology Instructional Plan
19
Implementation
(List the departmental
plans to implement
these priorities)
Individual instructors who teach a sport
related activity will test rule understanding
and application.
Some instructors require an oral
presentation instead of a written test.
Students typically display varied success
with addressing their classmates.
Timeline for
Implementation
Use this semester where applicable.
(Make a timeline for
implementation of your
top priorities)
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Kinesiology
Meeting Date
8-27-10
FULLTIME
Number of
Faculty/Staff
participating in
dialogue
Number of
Faculty/Staff sharing
Assessment Results
ADJUNCT
6
8
6
8
Kinesiology Instructional Plan
20
Total number of
faculty/staff in
department
7
20
Core Competency or
Course SLOs
measured
Assessment Tools
(Give examples of
major assignments
your faculty/staff used
to measure the
competency or course
SLOs)
Communication
Assessment Results
(Summarize the overall
results of your
department
Students were assessed on their ability to
follow specific steps and guidelines without
cueing or assistance. The average score was
90%.
Students showed good understanding of the
specific steps required for each skill and
displayed good technique for each skill.
Students were able to explain when certain
responses were more appropriate than
others.
Some students had difficulty following the
correct sequence without cues or assistance
from the instructor.
What student needs
and issues were
revealed?
Were there any areas
where student
performance was
outstanding?
Any areas where it can
be improved?
Perform life saving skills of airway
management, CPR, and use of the AED
After video instruction and live skills
demonstration, students were given
adequate time to practice the specific
techniques for airway management, CPR,
and use of the AED. Students were given a
skills check-off sheet, and when they felt
confident, they performed each skill for the
instructor.
Next Step in the
Classroom
to Improve Student
Learning
o
How might student
performance be
improved?
o
o
State goals or objectives of
assignment/activity more explicitly
Revise activities leading up to and/or
supporting assignment/activities
Provide more frequent or more
comprehensive feedback on student
progress
Kinesiology Instructional Plan
21
o
Check all the items
faculty/staff felt would
help them address the
needs and issues that
were revealed by the
assessment.
Next Step in the
Department
to Improve Student
Learning
Check all that the
department felt would
help them improve
student learning.
(List the departmental
plans to implement
these priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities)
o
Use methods of questioning that
encourage the competency measured
State criteria for grading more explicitly
o Consult teaching and learning experts
about teaching methods
o Encourage faculty to share activities that
foster competency
o Analyze course curriculum so the
department can build a progression of
skills as students advance through
courses
KIN 13 faculty to establish progression of
skills
Spring 11 for progression of skills.
Annual assessment with ARC to ensure
students meet national standards.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Kinesiology
Meeting Date
8-26-10
Kinesiology Instructional Plan
22
FULLTIME
Number of Faculty/Staff
participating in dialogue
ADJUNCT
2
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
11
1
2
27
Core Competency or Course
SLOs measured
Global Awareness
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Girth measurement as a metric for changes in body
composition
Food log to compare initial food choices with those
later after increased awareness
Assessment Results
(Summarize the overall results
of your department
Over 50% of students reported a girth reduction of 12 inches. Most students acknowledged a shift away
from less than optimal foods and towards more
healthful sustainable choices.
What student needs and issues
were revealed?
The need for accurate nutritional information and the
ability to use critical thinking when being heavily
marketed to. Students still found challenges in
creating healthy meals throughout the day and power
of personal and cultural food preferences.
Were there any areas where
student performance was
outstanding?
With only a few exceptions, most students struggle
with the application of nutritional information into a
sustainable lifestyle choice.
Any areas where it can be
improved?
Offering more practical strategies and resources for
food shopping and preparation.
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
X Revise content of assignment/activities
X Revise the amount of writing/oral/visual/clinical or
similar work
X Revise activities leading up to and/or supporting
assignment/activities
Check all the items faculty/staff
felt would help them address
Kinesiology Instructional Plan
23
the needs and issues that were
revealed by the assessment.
Next Step in the Department
to Improve Student Learning
X Encourage faculty to share activities that foster
competency
X Create bibliography of resource material
X Analyze course curriculum, so the department can
build a progression of skills as students advance
through courses
Check all that the department
felt would help them improve
student learning.
Priorities to Improve Student
Learning
Create more opportunities for students to collaborate
with one another.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Assign student created issue and strategy to cope with
issue.
Implementation
(List the departmental plans to
implement these priorities)
Will implement both projects in future semesters
Timeline for Implementation
Fall 11
(Make a timeline for
implementation of your top
priorities)
Kinesiology Instructional Plan
24
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
KINESIOLOGY
Meeting Date
2-3-11
FULLTIME
ADJUNCT
Number of Faculty/Staff
participating in dialogue
2
Number of Faculty/Staff sharing
Assessment Results
1
Total number of faculty/staff in
department
27
Core Competency or Course
SLOs measured
Personal Responsibility and Professional
Development
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Athletic Taping Lab: Students are given a variety of
preventative tape jobs for different joints in the body.
Students have practice time to master their skills for
each tape job. They sign each other off when they feel
they have mastered each tape job. The students then
demonstrate their skill for the instructor. Their
ability to demonstrate a good tape job will help them
in their professional development as an athletic
training student as they move on to a four-year
institution.
Assessment Results
(Summarize the overall results
of your department
When given ample amount of practice time, students
do very well with this assignment. The instructor
demonstrates the steps of each tape job and the
student is given a hand out. They have already been
taught the basic anatomy of the joints, and they have
an understanding of what they are trying to prevent
with the tape job. The students appreciate the hands
on aspect of the assignment and enjoy taping. They
encourage and help each other master each tape job.
Students are graded on their knowledge of each tape
job and their ability to demonstrate each tape job.
The average score for this assignment is 85%.
What student needs and issues
were revealed?
12
Kinesiology Instructional Plan
25
Some students display more skill than others, some
students need more practice time.
Were there any areas where
student performance was
outstanding?
Students are outstanding in helping each other. Those
with more skill spend a lot of time helping other
students become more proficient in their taping skills.
Any areas where it can be
improved?
Students show a good understanding of basic taping
principles, and this helps them in mastering their
skills.
Next Step in the Classroom
to Improve Student Learning
Revise content of assignment/activities
How might student performance
be improved?
As an instructor, increase your interaction with
students outside of class
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Priorities to Improve Student
Learning
Current room is dismally small, especially for 25
interns and up to 150 student athletes each semester.
Room is unsafe and ineffectual for interns and
athletes.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Move athletic training room to 1112A.
Move APE to 1116.
Implementation
(List the departmental plans to
implement these priorities)
• Create floor plan for proposed room
• Get bids for making room changes with
hydrotherapy, appropriate flooring, and moving
existing equipment
• Create fundraising plan
Timeline for Implementation
Get all three stages done by early spring semester.
(Make a timeline for
implementation of your top
priorities)
Kinesiology Instructional Plan
26
B) Catalog
KINESIOLOGY
(formerly Physical Education)
Health,Athletics,Wellness,and
Kinesiology Division
Kathleen Welch, Division Dean
Division Office, Room 1102
Onnie Killefer, Program Chair, (831)
479-6581
Aptos Counselor:(831) 479-6274 for
appointment
Watsonville Counselor:(831) 786-4734
Call (831) 479-6266 for more
information
http://www.cabrillo.edu/programs
Program Description:
Kinesiology is the academic discipline concerned
with the art and science of human movement.
Kinesiology may also be listed as Physical
Education or Human Performance at some
campuses. Bachelors and graduate degrees with
emphasis in adaptive physical education, athletic
training, dance, movement sciences, sports
management, teaching and coaching offer
numerous career opportunities in public and
private sectors.
Model Program for Kinesiology
The following Model Program fulfills requirements
for the A.A. Degree in Kinesiology at Cabrillo
College. Specific lower division major preparation
at four-year public institutions in California can be
found at www.assist.org. Please see a counselor
for advisement for transfer to any four-year
institution.
A.A.Degree:Kinesiology
A.A. General Education 30 Units
Core Courses (15 units)
BIO 4 Human Anatomy . . . . . . . . . . . . . .. . . . . . 4
BIO 5 Human Physiology. . . . . . . . . . . . . .. . . . .
4
KIN 2 Introduction to Kinesiology. . . . . . . . . . . . 3
KIN Activity Classes. . . . . . . . . . .. . . . . . . . . . . 4
Approved Electives (6 Units)
KIN 4 Introduction to Personal Training. . . . . . . 3
KIN 7 Human Performance and Sports
Nutrition. . . ……………………………………….. 2
KIN 8 Weight Management . . . . . . . . . . . . . . . . 2
KIN 10A Athletic Training: Injury Prevention,
Evaluation and Care. . . . . . . . . . . . . . . . ... . . . . 3
KIN 10B Athletic Training: Treatment and
Rehabilitian of Athletic Injuries . . . . . . . …. . . . . 3
KIN 13 First Aid: Responding to Emergencies. . 3
KIN 15 Community Cardio Pulmonary
Resuscitation. . . . . . . . . . . . . . . . ….. . . . . . . .
0.5
Recommended from Related Disciplines (9
Units)
Units
CAHM 20 Nutrition. . . . . . . . . . . . . . . . . . . . . . . 3
CHEM 30A Inorganic Chemistry for Health
Occupations. ……………………………………... 4
MATH 12 Elementary Statistics. . . . . . . . . . . .. . 5
or
MATH 12H Honors Elementary Statistics. . . . . . 5
PSYCH 1 General
Psychology. . . . . . . . . . . . . . . . . …………... . . . 3
PHYS Any
Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 5
Total Units 60
Kinesiology Courses
KIN 2
Introduction to Kinesiology
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL
100 and READ 100. Presents an overview of
Kinesiology as a discipline for students interested
in careers in Kinesiology or related fields. Topics
include career options, professional
responsibilities, transfer, current issues, aims,
and objectives of Kinesiology.
Transfer Credit: Transfers to CSU, UC.
KIN 3
Introduction to College and
Intercollegiate
Athletics
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Introduces college requirements, college services,
community college eligibility requirements, and
NCAA/NAIA transfer regulations for
intercollegiate student athletes. Study skills
instruction and academic planning included.
Transfer Credit: Transfers to CSU.
KIN 4
Introduction to Personal Training
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Prepares students to pass a national exam in
Personal Training (NSCA,
NASM, ACE). Topics include health screening,
strength/fitness assessment, basic exercise science and program design.
Appropriate for students considering careers in personal training,
group exercise, physical
therapy, and athletic training.
Transfer Credit: Transfers to CSU.
Kinesiology Instructional Plan
27
KIN 7
Human Performance and Sports
Nutrition
2 units; 2 hours Lecture
Repeatability: May be taken a total of 2 times.
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Explores the science of sports nutrition and how
to apply nutrition principles to benefit athletic
performance. Diet, hydration, and supplementation needs before, during, and after
exercise are evaluated for their effect on optimal
performance. This course is designed for both
the
recreational and competitive athlete.
Transfer Credit: Transfers to CSU, UC.
KIN 8
Weight Management
2 units; 1 hour Lecture, 2 hours Laboratory
Repeatability: May be taken a total of 4 times.
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Provides education, instruction, and support in
weight management that uses an integrated
approach among the disciplines of exercise science, nutrition, and behavioral modification.
Transfer Credit: Transfers to CSU.
KIN 10A
Athletic Training:Injury
Prevention,Evaluation
and Care
3 units; 3 hours Lecture
Repeatability: May be taken a total of 4 times.
Recommended Preparation: BIO 4; Eligibility for
ENGL 100 and READ 100.
Introduces the profession of athletic training
including recognition, initial care, rehabilitation,
and taping techniques of common athletic
injuries. Athletic injury prevention will be
emphasized through pre-participation physical
exams, exercise, programs, preventative taping
and wrapping, proper fitting of equipment, and
protective braces.
Transfer Credit: Transfers to CSU, UC.
KIN 10AL
Clinical Experience in Sports
Medicine I
1 - 2 units; 2 hours Laboratory
Hybrid Requisite: Completion of or concurrent
enrollment in KIN 10A.
Recommended Preparation: BIO 4; Eligibility for
ENGL 100 and READ 100.
Provides the opportunity to apply the skills and
knowledge acquired in KIN 10A, and provides
practical exposure to the athletic training profession. Under the supervision of a Certified Athletic
Trainer, students will assist in the prevention,
evaluation, treatment and rehabilitation of injuries
to student-athletes.
Transfer Credit: Transfers to CSU.
KIN 10B
Athletic Training:Treatment and
Rehabilitation of
Athletic Injuries
3 units; 3 hours Lecture
Recommended Preparation: BIO 4; Eligibility for
ENGL 100 and READ 100.
Focuses on the follow up treatment of athletic
injuries including the phases of tissue healing
and basic components and goals of a rehabilitation program. Topics include therapeutic
exercise, therapeutic modalities and other forms
rehabilitation such as physical therapy,
chiropractic care, and acupuncture.
Transfer Credit: Transfers to CSU.
KIN 10BL
Clinical Experience in Sports
Medicine II
1 - 2 units; 2 hours Laboratory
Prerequisite: KIN 10AL.
Hybrid Requisite: Successful completion or
concurrent enrollment in KIN 10B.
Recommended Preparation: BIO 4; Eligibility for
ENGL 100 and READ 100.
Provides the opportunity to apply the skills and
knowledge acquired in KIN 10B, and provides
further practical exposure to the athletic training
profession. Under the supervision of a certified
athletic trainer, students will assist in the
prevention, evaluation, and treatment of studentathletes.
Transfer Credit: Transfers to CSU.
KIN 10CL
Clinical Experience in Sports
Medicine III
1 - 2 units; 2 hours Laboratory
Prerequisite: KIN 10BL or equivalent skills.
Recommended Preparation: BIO 4; Eligibility for
ENGL 100 and READ 100.
Provides continued practical exposure to athletic
training and increases student proficiency in
athletic training competencies. Under the
supervision of a Certified Athletic Trainer,
students will assist in the prevention, evaluation,
treatment and rehabilitation of injuries to studentathletes with an increasing degree of
independence.
Transfer Credit: Transfers to CSU.
KIN 13
First Aid:Responding to Emergencies
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL
Kinesiology Instructional Plan
28
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides certification in American Red Cross
“Responding to Emergencies and Community
CPR” for students who want training in accident
prevention and treatment of the injured. May be
offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC, with
limits: KIN 13 & 15 combined maximum credit, 1
course.
KIN 14
Advanced First Aid:Emergency
Response
4 units; 4 hours Lecture
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides American Red Cross certification in
Emergency Response and CPR for the
Professional Rescuer. Provides the knowledge
and skills in emergency care needed by peace
officers, firefighters, emergency medical
technicians, and other special interest groups.
Meets the CPR prerequisite for admission to the
EMT program through Emergency Medical
Services. Includes mandated airway
management skills module. May be offered in a
Distance-Learning Format.
Transfer Credit: Transfers to CSU.
KIN 15
Community Cardio Pulmonary
Resuscitation
0.5 unit; 0.5 hour Lecture
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides certification in American Red Cross
Community CPR. Provides training care for the
adult, child, and infant victim.
Transfer Credit: Transfers to CSU, UC, with
limits: KIN 13 & 15 combinedmaximum credit-1 course.
KIN 20L
Aerobic Fitness
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides supervision in developing and
maintaining a personal aerobic fitness program in
the Wellness Education Center.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 22L
Strength Training
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides supervision in developing and
maintaining a personal strength training program
in the Wellness Education Center.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 27
Weight Training
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction on the biomechanics of
strength training, muscle trainability, and training
principles using both machines and free weights.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 31
Total Fitness
0.5 - 1.5 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides cardiovascular conditioning, strength
training, flexibility exercises, and instruction in
concepts relative to physical fitness.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 33
Functional Fitness
0.5 - 2 units; 1.5 hours Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in functional fitness using
body weight and lightweight equipment to
challenge each individual in a supportive environment.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combine
Trainer
KIN 34
Core Performance–Be Your Own
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
Kinesiology Instructional Plan
29
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides education and instruction in an
approach to fitness using functional and core
training.
Transfer Credit: Transfers to CSU.
KIN 37
Hatha Yoga
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction on asanas (postures) with
attention to breath awareness and detail of
postural alignment of the body to develop
strength, endurance, flexibility, balance, and to
reduce stress. Develops awareness and
consciousness in the physical body to establish
the mind/body connection.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 38
Yoga and Stress Reduction
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Explores the eight limbs of yoga as a method for
reducing stress,
improving well-being, and cultivating the
connection of mind and body. Introduces asanas
(physical postures), meditation, pranayama
(breathing techniques), and the yamas and
niyamas that guide healthy and ethical living.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 39
Gyrokinesis Movement Yoga
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Re-educates and invigorates the body to move
with fluidity, relaxation, and power by rhythmic
exercise.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 40
Golf
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in the development of basic
golf swing techniques including chipping, bunker
shots, uneven lie positions, swing correction
techniques, putting, elements of golf course
management, rules,and golf etiquette.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 41
Golf Course Play
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Develops advanced golf skills through instruction
at the range and practice on local golf courses.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 43
Tennis
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in the development of stroke
production, footwork, strategy, rules, and
etiquette for singles and doubles play.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
Beginning Self-Defense for Women
KIN 45
1 - 2 units; 0.5 hour Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides basic self-defense skills and
psychological techniques for confronting
threatening situations. Includes information about
the nature and incidence of assaults.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
Kinesiology Instructional Plan
30
maximum credit- 4 units.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 46
Baseball
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in individual offensive and
defensive skills and team strategies of baseball.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 47
Basketball
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in offensive and defensive
skills and team strategies of basketball.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 48
Football
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in the individual offensive
and defensive skills and team strategies of
football.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 50
Soccer
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in individual and team soccer
skills and strategies.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 51
Indoor Soccer-Futsal
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in individual and team indoor
soccer/futsal skills and strategies.
KIN 53
Softball
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction in offensive and defensive
skills and team strategies of softball.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 54
Volleyball
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction on the individual and team
skills and strategies of volleyball.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 55
Sports Conditioning
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides a setting to improve cardiovascular
fitness, muscular strength, flexibility, and specific
sport movement patterns to minimize injury
potential during competitive seasons for male
and female intercollegiate athletes.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 60
Swimming
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Emphasizes development of aquatic skills and
conditioning appropriate for the non-swimmer,
beginning swimmer, or intermediate swimmer.
Instruction will include water adaptation, basic
strokes, watermanship skills, deep water skills,
competitive strokes and techniques, and conditioning activities.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
Kinesiology Instructional Plan
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KIN 61
Swim Fitness
0.5 - 3 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Improves physical fitness using competitive swim
strokes. Stroke technique, competitive methods,
aerobic and anaerobic swim sets are included.
Workouts vary to accommodate different ability
levels.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
surface dive to a depth of 7' and recover a 10pound brick; eligibility for ENGL 100 and
READ 100.
Repeatability: May be taken a total of 2 times.
Provides American Red Cross certification in
Lifeguarding, First Aid, and CPR. Provides
information and training for lifeguards in pool
safety and pool management.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit-4 units.
KIN 62
Water Aerobics
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides cardiovascular conditioning, muscle
strengthening, and flexibility through nonswimming water exercise emphasizing low
impact on joints. Can be used for rehabilitation
and as a cross-training activity for athletes.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 63
Water Polo
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL
100 and READ 100.
Repeatability: May be taken a total of 4 times.
Provides instruction on the individual offensive
and defensive skills and team strategies of water
polo.
Transfer Credit: Transfers to CSU, UC, with
limits: Any or all KIN activity courses combined:
maximum credit- 4 units.
KIN 64
Lifeguard Training
2 units; 1 hour Lecture, 2 hours Laboratory
Recommended Preparation: Ability to swim 500
yards continuously, demonstrating stroke
proficiency with crawl and breaststroke. Ability to
Kinesiology Instructional Plan
32
C) Kinesiology Fact Book
D) Reallocation of Athletic
Training Room
Kinesiology Instructional Plan
33
D) Athletic Training Room Reallocation
Kinesiology Instructional Plan
34
Mandella Construction
“Environmentally Green”
License # 883396
140 Mosswood Ct
Santa Cruz CA, 95060
Phone: 831-246-0651
Construction Proposal
Current Date: 10-15-2011
Client Name: Cabrillo College
Client Address:
Project Address:
General Scope of Work
We hereby propose to furnish all of the material and perform all of the labor described in
the details below.
The proposed price includes:
Area to be framed, sheet rocked, taped and textured, painted, doors, windows and
cabinets to be installed.
Training Room
Demolition/Prep
($410)
Prep location for wall installation.
Haul all construction debris away from site to the dump.
Framing
($2090)
Frame roughly 64 lineal feet of 2X4 wall, 8’ tall.
Frame rough opening for (2) 4’X 6’ picture windows.
Frame rough opening for (3) 2’- 8” doors and (1) 3’- 0” door.
Windows
($660)
Install (2) 4’ X 6’ Picture windows
Doors
($1240)
Install (3) 2’ – 8” Doors.
Sheetrock
($3050)
½ inch sheet rock to be installed on walls.
½ inch green board to be installed on inner wall of hydrotherapy area.
All sheetrock to be tape and textured (old world finish)
Millwork and Trim
($1800)
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Doors will be cased in 1x4 primed pine.
Baseboard to be installed.
(2) 3’ x 39” upper cabinets to be installed.
(3) 24” lower cabinets to be installed with formica counter top.
Paint
($1060)
Paint all walls, doors, and trim work in an eggshell semi gloss paint.
Hardware
($200)
Install passage or privacy door locks.
Other
($1575)
Management and supervision
Will keep site in a clean and orderly fashion.
Summary of Allowances
Certain items in this proposal are included as “allowances.” An allowance is an amount
used for budgeting for work that entails unknown or hidden conditions, unknown and/or
frequently changing material costs, work that is not clearly defined in the scope of work
or on the plans or otherwise lacks a specification, or for products that have yet to be
selected. The actual price may be more or less than the allowance amount. Job costs will
be tracked and will be included in the contract and price adjusted by means of an
additional-work or “change” order.
The work described above will be completed in a timely manner for the sum of: ($12,085)
Payment Schedule:
First payment of $1000 or 10% of the contract amount (which ever is less) due when
agreement is signed and returned to the Contractor.
Contract Deposit payment:
$1000
Balance of payment as follows:
Start of project
Final payment: Due upon substantial completion
of all work under this agreement.
$5,042.50
$6,042.50
_____________________________
John Mandella
____________
Date
_____________________________
____________
Client Signature
Date
36
HAWK Space Re-Allocation Project and
Athletic Training Room Renovation
Prepared by Mark Ramsey, Instructor and Athletic Trainer
The sports medicine program at Cabrillo College is expanding every year. We have
added new courses to introduce students to the field of athletic training. In these courses,
students will obtain clinical experience in prevention, evaluation, immediate care,
treatment and rehabilitation of athletic injuries. With the addition of KIN 10AL, BL and CL,
we currently have 20 athletic training students obtaining clinical experience in athletic
training and hope to see this number rise in coming semesters. In addition to the athletic
training students we have a large number of student-athletes (250-300/yr.) that use the
athletic training room on a daily basis for treatment and rehabilitation of their injuries.
Our current space is not appropriate or efficient for our program needs. With the space reallocation project we have the opportunity to move in to the current adapted physical
education room, however, renovations will be required. We need to raise funds in order
to make these renovations possible. We have a pledge from a private donor to cover a
substantial amount of the cost and are willing to reach out to the community, alumni,
student-athletes parents, and apply for grants to help obtain the funding we need to
complete these projects.
The main renovation needed is the construction of a hydro-therapy room. We have
a proposal to build two eight foot walls, with a large window on each wall. Inside this room
we will need tile and plumbing work completed to put new water and drainage sources in
to the existing room. We also propose construction of walls for a private evaluation room
and an office. Cabinets and work counters will need to be constructed to hold various
supplies.
The bids that we have currently received estimate this project to cost between
$20,000 and $30,000. The construction is estimated to cost $12,085.00, tile for the
hydrotherapy room will cost $2,167.99, the plumbing will cost between $5000 and
$10,000. I have attached documentation for these estimates. There will also be cost to
move the current equipment from the Adapted Physical Education to their new space in the
weight room. This is estimated to cost $1400.00. I have attached documentation for this
estimate also. The final cost is to repair the floor in the weight room. We have not yet
received a bid for this part of the project; however we do have a contractor willing to do
the work for only the cost of materials. We will need to raise the funds for the renovations
and new equipment for the proposed athletic training room and space reallocation. While
we understand raising money in these times may be difficult we are confident we will be
able to raise enough money to complete the project. We are willing to complete the project
in phases if needed. If we are not able to raise all of the funds needed we will construct the
hydro-therapy room first and complete the other projects over time.
This is a very important transition for our sports medicine program. The sports
medicine staff, the athletic training students, and the student athletes will all benefit from
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this move. By moving into a larger space we will be able to provide a better learning
environment for our students. As previously stated we are expanding our sports medicine
program by adding new classes and giving students the opportunity to gain clinical
experience by working in the athletic training room. Athletic training is becoming more
and more popular among students and our enrollment is growing every semester. Our goal
is to give students the knowledge and skills they need to move on to an accredited athletic
training education program. The progress of our program will be measured by our ability
to transfer our athletic training students into these programs.
Our current facility is too small to provide an efficient and safe environment for our
students and student athletes. The athletic training room has not been renovated or
upgraded in over 40 years. In that time there has been an increase in the number of sports
and students athletes at Cabrillo College. It is no longer sufficient for the needs of our
population and does not provide a good teaching or learning environment. Safety is a large
issue in the current athletic training room. We often have to stand on unstable surfaces to
reach our equipment. When the room is at full capacity we have difficulty having our
student-athletes perform rehabilitation in the confined space. Our athletes are often on the
ground and in the way of our staff and other athletes. I feel we are unable to provide the
highest standard of care for our athletes with our current situation.
Thank you for considering our project for this grant. I feel this would be a great
advancement for our college and our athletic/kinesiology departments. We are in
desperate need of a new facility for our athletic training students, our staff, and our
student-athletes. This new facility would put us on the map as one of the stronger sports
medicine programs in California.
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