Physical Education – Proposal for Core 2014
Executive Summary:
At a time when there is increasing concern for the health of our nation, it is appropriate for DCCCD to be
a vanguard leader in implementing strategic CORE Health and Wellness classes for our students. DCCCD
should be at the forefront of improving the health of our students and community by educating EVERY
student in the principles of healthy living. The PHED Faculty understands the Core Committee Steering
Team has the complex task of aligning our current core with the new THECB guidelines. We appreciate
the opportunity to engage in open dialogue in order to reframe the way we think about and assess
student success. We believe our students are facing a rapidly changing world and a dangerously
unhealthy nation. Each student who completes the DCCCD Core should be health literate. They should
possess the health and wellness related skills, knowledge and confidence to lead healthy, successful and
productive lives. Students should understand the important social and economic impact of health and
wellness, and be able to implement behavior modification plans in order to engage in lifelong healthy
living. For this reason, the PHED Faculty recommends PHED 1164 Lifetime Fitness and Wellness be a
required course in the new core. The course content and curriculum for PHED 1164 Lifetime Fitness and
Wellness enables students to apply the knowledge and skills of critical thinking, communication,
empirical and quantitative skills, and social and personal responsibility to real world- and sometimes life
and death decisions. This course provides students with some of the most critical skills they need to be
productive citizens of the 21st century.
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Charge I: Discipline Specific Charge
Item 1) Recommend the course(s) to be included in Core 2014 in a foundational component area or the
component area option and how they align with the appropriate foundational component area and core
objectives. All recommended courses must meet a minimum of three core objectives.
Response: The Physical Education Curriculum Committee recommends that the following course be
included in Core 2014:
PHED 1164 Lifetime Fitness and Wellness (1 credit hour)
This course aligns with the Foundational Component Area designated as “Social and Behavioral
Sciences”. We recommend that PHED 1164 Lifetime fitness and Wellness be included in the Foundation
Component Area Option. This course aligns with the following required THECB Core Objectives for
Social and Behavioral Sciences Component Area: Critical Thinking Skills, Communication Skills, Empirical
and Quantitative Skills, and Social Responsibility. Although not required, this course will also include the
Core Objective Personal Responsibility.
Rationale:
We believe wellness education should be the foundation of the academic core curriculum. The DCCCD
Mission is to “equip students for successful living and responsible citizenship”. To achieve this mission,
the students’ pathway to success must include valuable information and opportunities to engage and
educate students regarding healthy lifestyle behavior. It is incumbent on DCCCD to be an
educational leader in the fight against obesity and other lifestyle related diseases by ensuring
students have the skills and knowledge to lead healthy, fit, and successful lives.
We must redefine what it means to prepare the next generation to include teaching students
how to lead healthy lives.
Students are coming to college alarmingly unfit and desperately in need of fitness and wellness
education.
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According to the American Heart Association, 80% of college students do not meet the
recommended minimal exercise goals for health.
In 2009, the state of Texas eliminated requiring Health classes as a high school graduation
requirement. Some of our students have not received any formal instruction on these very
important topics since elementary or middle school.
According to the Texas Education Agency, in the fitness study conducted by Cooper Institute,
Texas students’ cardiovascular fitness levels declined with each passing grade.
In 2011, only 8.31% of all Texas 12th graders achieved the healthy zones in all six areas of
fitness.( Texas Education Agency)
The American College Health Association reported in 2006 that on average 35% of the students
on college campuses are overweight or obese.
In a Journal of American Medical Association study, results from the Behavioral Risk
Surveillance Survey suggest the greatest increase in obesity occurs between the ages of 19 and
29.
If we want to stop the obesity epidemic, we have to focus on the college age students. Required Fitness
and Wellness courses provide an opportunity, and for many the ONLY opportunity, to develop an
intervention to address health behavior changes in young adults. This comes at a critical time;
Bombarded by popular culture, newfound freedom and peer pressure, the college student is at high risk
for making unhealthy choices. PHED 1164 will provide the opportunity to educate, supervise,
implement, and assist DCCCD students in developing personal interventions to address behavior change
involving healthy lifestyle decisions. When students have access to actionable and easy to understand
information and resources they are empowered to make healthy choices.
Student Feedback: “I was so excited during my work out tonight! I have my mile down to 17.08 seconds from 24 min. 6 weeks
ago. Tonight I beat that and I jogged for a quarter mile and I did not feel any pain and I was not even out of breath!
Tomorrow I am going to try to go a little longer. I am really seeing improvement in just a few short weeks. I have not lost any
weight but I have lost four inches in my waist alone. I never knew it was this easy and fun!” Melissa 2009S1 PHED 1164
Student Feedback: “I am really surprised to find out that I have lowered my BMI and lost a couple of lbs. The biggest payoff for
me is getting my weak back and core stronger and more flexible. I have really enjoyed this class and all the great information
you have supplied for us. I will definitely use the information I have read in all the chapters as a resource to refer back to. I am so
glad I took this class because I really know the basics of fitness and wont feel so lost in the gym during strength training which I
have struggled to understand because of the lack of knowledge. Thank you so much”. Veronica PHED 1164 Spring 2012
We must be proactive regarding our students’ sustainable health and recognize the link
between physical fitness and academic achievement.
A growing body of research supports the positive influence of physical activity on academic achievement
and academic performance. Numerous literature reviews have documented the positive influence of
physical activity on academic achievement including standard measures (grades, test scores), executive
function, cognitive skills, academic behavior, concentration and attention, and classroom behavior.
(Center for Disease Control and Prevention: The Association between school based physical activity,
including physical education and academic performance). Exercise increases flow of oxygen into the
brain, which reduces brain-bound free radicals. One of the most interesting findings of the past few
decades is that an increase in oxygen is always accompanied by an uptick in mental sharpness. Research
by neuroscientists around the world support the multiple positive effects of exercise on the brain
including:
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Sharpen thinking to improve learning
Boost memory
Speed processing of information
Lift moods to prevent or manage depression
Balance hormones, reduce anxiety
Achieve overall better brain health
Sources:
Hillman, C.H., Erickson, K.I., & Kramer, A.F. ( 2008) Be smart, exercise your heart: Exercise effects on brain and cognition, Nature
Reviews Neuroscience
Medina, J. ( 2009). Brain rules: 12 principles for surviving and thriving at work, home, and school.
Ratey, J.J. (2008). Spark: The revolutionary new science of exercise and the brain.
Student Feedback: “I am getting the "bug" again. I can feel my body responding more and more every day. I am getting more
flexible (I really feel that in Jiu Jitsu). My endurance is getting stronger. I am sleeping. I have started implementing my relaxation
techniques and I can see a difference. My body is begging to crave healthy food (fruits, proteins) and not the sweets and empty
carbs. I am thankful for this class. It has changed the way I think about myself and where I can take my health and nutrition.”
Jennifer H– PHED 1164 SP 2012
Student Feedback: “I just wanted thank you for providing us a great learning environment. I’ve been borderline depressed but
one thing that has helped me get through it all was the enjoyment I got in this class. Thanks again for bringing the tools to us to
help us better our lives” Justin M. PHED 1164 summer I 2011
We must ensure our students develop the essential wellness related knowledge and skills to
be successful and productive employees.
When designing the new core component areas and core objectives to be recommended to THECB,
the Undergraduate Education Advisory Committee ( UEAC) relied on information from academic
responses ( College Learning for the New Global Century) and employer/workplace responses(The
Conference Board: Are They Really Ready to Work? Employer Perspectives on the Basic Knowledge and
Applied Skills of New Entrants in 21st Century Workforce-2007). In the employer/workplace survey,
employers were asked to consider which of a series of seven emerging content areas they believe
“most critical” for future graduates entering the workforce in the next 5 years. “Making Appropriate
Choices Concerning Health and Wellness” was the number 1 emerging content area with 76.1% of
employer respondents rating it “most critical”. This survey highlights the importance of including health
and wellness courses as an essential component of the general education process.
Data from the U.S. Department of Health and Human Services shows that on average, of every 100
workers in this country:
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27 have cardiovascular disease
24 have high blood pressure
50 or more have high cholesterol
26 are classified as obese
22 smoke, 10 are heavy drinkers
50 don’t get adequate exercise
44 suffer from excessive levels of stress
Because the incidence of health conditions is higher among obese people, workplace
productivity takes a hit as well, with obese women talking 9.4 more sick days a year than the
average and obese men taking 5.9 more, according to calculations by health economist at Duke
University
Student Feedback: “ I really enjoyed this class, it has made a great impact on my life and my family and friends. My kids saw me
working out and they ask me mommy can we workout together, so now my whole family works out together. I was running
stairs at work and I asked some co-workers if they would like to join me. It started out with 2 co-workers now there are 4 coworkers and I that run stairs 3 times a day” Simi J. PHED 1164
Student Feedback: “I am 46 years old. My husband and I have raised 5 children. We are now grandparents and I know the good
Lord placed you in my life so that my husband and I could celebrate our coming years. You have proved that you are as old as
you feel. And trust me, I feel like I have drank from the fountain of youth!
Thank you again for your commitment, passion and love of life.” Lilia S. – PHED 1164 Fall 2010
If college is a place where responsible citizenship is fostered, we have an obligation to help
students develop skills, knowledge and confidence necessary to maintain healthy lifestyle
and prevent or reduce costly future health care.
Data and research highlight the personal, social and economic impact of health and wellness.
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66% of adults in Texas are obese or overweight. If these trends continue, by year 2040 75% of all
Texans will be obese or overweight.
 A study in the January issue of Journal of Health Economics places the nation’s added medical
spending due to obesity at 190 billion annually.
 According to the United Health Foundation (2009), obesity is growing faster than any previous
public health issue the United States has faced and warns is likely to be the next national health
battle for the U.S.
 The Center for Disease Control estimates physical inactivity contributes to up to 25% of all deaths
from major chronic illness
 According to Healthy People 2020, chronic disease such as high blood pressure, cancer, and
diabetes are responsible for 7 out of 10 deaths among Americans each year and account for 75%
of the nation’s health spending. Many of the risk factors that contribute to the development of
these diseases are preventable.
 The more subtle costs of obesity are seen in fuel consumption and pollution. A 2009 study
comparing the current weight distribution of the population to that of the 1970’s estimates that
the added weight translates into 270 million more metric tons of greenhouse gasses due to the
extra food production and 172 millions of added fuel consumption.
 The U.S. Surgeon General reports the following:
People who increased physical activity ( 2 ½ hours week) and had 5-7% weight loss reduced risk
of developing type 2 Diabetes by 58%. A 5% reduction in prevalence of hypertension would save
25 billion in 5 years. Annual health care costs are $2000 higher for smokers, $1400 higher for the
obese and $6000 higher for those who have diabetes.
 The United States would stand to save almost 550 billion over the next 2 decades if obesity rates
simply stabilized.
 Five chronic conditions improved by physical activity (heart disease, cancer, diabetes,
depression, arthritis) equal 84 billion in Medicare and Medicaid costs. ( Active for Life)
 The Center for Disease Control estimates that if all physically inactive Americans became active,
we would save 77 billion in annual medical costs!
Student Feedback: “Professor, I would like to sincerely thank you for this course. I had never known that I was this extremely
unhealthy. i have discussed it with my parents and they are willing to encourage me to do better health wise in order to live a
happier life in my younger age. I owe you very much since your course has opened my eyes to my harsh reality. Thank you with
all my heart. Amer H.- PHED 1164 summer 2, 2011
Student Feedback: “Thank you for this very informative course. I have indeed changed my lifestyle especially as diet is
concerned. It was a very informative, life changing class. I enjoyed every moment of it. Have a wonderful summer. Regards,”
Eric B. 2009S1-PHED-1164
Justification to place PHED 1164 Lifetime Fitness and Wellness in the
Component Area Option
The PHED Curriculum Committee recommends PHED 1164- Lifetime fitness and Wellness (1 credit hour)
be required in the Foundation Component Area Option of the Core 2014. This course would be aligned
with the Social and Behavioral Science Component. The foundation of PHED 1164 is based on scientific
research and principles of exercise, nutrition, stress, and disease. Students investigate, examine, and
analyze the science of physical activity in order to form conclusions and apply those conclusions to their
own personal wellbeing. PHED 1164 Lifetime Fitness and Wellness also includes the use of theories and
tools related to social and behavioral science. This scientific approach to physical activity involves:
thoughts, feelings and actions of participants; interpersonal interactions; mechanisms of health
promotion; behavior change and interventions; and social influences. Students examine a myriad of
ways in which social and behavioral factors contribute to physical activity and wellness. Additionally,
PHED 1164 moves beyond a focus on individual behavior and examines a wide range of social,
environmental, and cultural influences. This course enables students to become health literate,
understand benefits of physically active lifestyle, model and practice healthful behaviors, and adopt a
lifelong commitment to healthy living. Students who complete the course possess the knowledge, skills
and confidence to be physically active and healthy for a lifetime. These students are literate in physical
fitness and wellness concepts, able to analyze and interpret a multitude of rapidly changing information
and critically evaluate the credibility of information.
Transferability:
Currently, Forty Four Texas State Colleges and Universities include at least 1 credit hour of physical
education as part of their core curriculum (See Appendix A – http://statecore.its.txstate.edu).
Additionally, local private Universities including Southern Methodist University and Dallas Baptist
University also include physical education in the Core Curriculum. PHED 1164 Lifetime fitness and
Wellness will transfer as a 1 credit hour physical education activity course.
Core Objectives:
PHED 1164-Lifetime Fitness and Wellness will contribute to the mastery of the following Core
Objectives: Critical Thinking Skills, Communication Skills, Personal Responsibility Skills, Empirical and
Quantitative Skills and Social Responsibility Skills. Students are required to think critically about healthy
decision making, develop higher levels of personal and social responsibility, communicate causes and
solutions to health issues, and apply empirical and quantitative skills to health related observations and
experiences. The following course outline will provide the committee with specific details relating to
course curriculum and core objectives.
Use established criteria and fitness data to evaluate personal fitness level in
pre and post test assessment.
x
x
Apply scientific principles of training and fitness data to design, implement
and maintain personal fitness program.
x
x
Develop and express ideas related to the physical, emotional, and
social benefits of physical activity.
Understand and debate current wellness issues based on philosophical and
sociological perspectives
Apply mathematical skills to calculate caloric intake, energy expenditure,
BMI, heart rate, and other related information
Apply scientific principles of exercise ( overload, progression, specificity etc.)
to evaluate the effectiveness of personal fitness program
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x
x
x
x
x
x
x
x
Personal Responsibility
Social Responsibility
Empirical and Quantitative
Skills
Communication
Critical Thinking
PHED 1164 Lifetime Fitness and Wellness
Course Outline
x
x
Assess effectiveness of strategies for overcoming personal, environmental,
and social factors affecting personal wellness and revise those strategies that
have been ineffective
x
x
x
x
Examine social sources of influence (parents, family members, media,
communities), discuss public policy’s influence on health behavior, and
debate the potential for physical activity to be a mechanism for change
x
x
x
x
Examine current concerns of global obesity, the patterns and behaviors that
contributed to this epidemic, and long term risk associated with obesity
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x
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x
Recognize obstacles to emotional wellbeing, survey personal stress factors
and discuss a variety of stress management techniques
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x
Discuss impact of Hypokinetic Diseases on regional, national and
global communities
Examine responsibility for personal wellness by engaging in self-development
process such as self-motivation and goal setting
x
Analyze and examine the influence of culture, media, and technology in
making decisions regarding personal health
x
Evaluate daily nutritional intake and use appropriate technology and
resources to develop a plan for improvement based on scientific principles of
nutrition.
x
Apply knowledge of nutrition in order to read and understand food labels and
make informed decisions
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x
Charge #2-Assessment Plan for Core objectives
PHED Lifetime Fitness and Wellness Student Learning Outcomes
1. Students design, implement, and maintain a personal fitness program by applying the principles
of training and personal fitness data, and use scientific principles of exercise to evaluate the
effectiveness of program.
2. Students develop personal wellness portfolio/journals that include fitness data, goal setting,
nutrition, stress, healthy behavior assessment, and incorporate strategies for overcoming
personal, emotional, and social factors affecting quality of life and impact on society and
culture.
3. Students demonstrate improvement in their personal fitness level as measured in pre and post
fitness assessment in one or more of the following areas: cardiovascular endurance, muscular
strength, muscular endurance, and flexibility.
The PHED Curriculum Committee would like to thank the Core Curriculum Steering Team for the
opportunity to be part of the planning for the new Core 2014. Please do not hesitate to contact us if
there are any additional questions.
Sincerely,
DCCCD PHED Curriculum Committee
Appendix A
Texas Colleges and Unviversities that include PHED course(s) in current Core.
Source: http:// statecore.its.txstate.edu
Amarillo College- 1 credit hour
Blinn College – 1 credit hour
Central Texas College – 1 credit hour
Clarendon College – 2 credit hour
Coastal Bend College-2 credit hour
Collin County Community College-1 credit hour
Dallas County Community College-1 credit hour
Del Mar College– 2 credit hour
Frank Phillips College-1 credit hour
Galveston College-1 credit hour
Houston Community College System-3 credit hour
Kilgore College-1 credit hour
Lamar University Beaumont-1 credit hour
Midland College-1 credit hour
Midwestern State University-2 credit hour
North Central College-2 credit hour
Lone Star College System-1 credit hour
Northeast Texas Community College-2 credit hour
Odessa College-2 credit hour
Sam Houston State University-1 credit hour
San Jacinto College-2 credit hour
Southwest Texas Junior College-1 credit hour
Texas State University San Marcos-2 credit hour
Sul Ross State University-2 credit hour
Tarleton State University-2 credit hour
Tarrant County community College-1 credit hour
Temple College-2 credit hour
Texas A&M University College Station-2 credit hour
Texas A&M Commerce-2 credit hour
Texas A&M University Galveston-2 credit hour
Texas A&M International University-1 credit hour
Texas A&M University Kingsville-3 credit hour
Texas Southmost College-1 credit hour
University Texas at Brownsville-1 credit hour
University North Texas- 3 hours required of the 6 hours required for Human Community may be met through PHED
1000 – Principles of Health Related Fitness)
Victoria College-2 credit hour
Weatherford College-3 credit hour
West Texas A&M -2 credit hour
Western Texas College -2 credit hour
Wharton College Junior college-1 credit hour
Lamar State College / Orange-1 credit hour
Lamar State College/Port Arthur-1 credit hour