HSS 556 ISSUES IN SPORT SCIENCE SEMINAR
University of Dayton
Department of Health and Sport Science
Fall term 2010-2011 – August 25–December 17, 2010
Time/Day:
Location:
Credits:
Instructor:
Webpage:
Office Hours:
4:30-6:10 pm, Mondays
T.J. Frericks Center Room 51
2 semester hours
L.L. Laubach
T.J. Frericks Center, 40F
Email - laubach@udayton.edu
Phone - 937/229-4205
Fax - 937/229-4244
Internet access required - http://homepages.udayton.edu/~laubach
By Appointment
Course Textbook
There will not be a required textbook. We will read, discuss, and report on a series of journal articles
that will be selected by the courses instructor and the students in the course. To get started, the first
set of readings are listed below:
Bassett, Jr., D.R., P.L. Schneider, and G. R. Huntington. Physical activity in an old order Amish community.
Medicine & Science in Sports & Exercise, Vol. 36, No. 1, 2004, pp. 79-85.
Chan, C.B., D.A.J. Ryan, and C. Tudor-Locke. Health benefits of a pedometer-based physical activity
intervention in sedentary workers. Preventive Medicine, Vol. 39, No. 6, 2004, pp. 1215-1222.
Hultquist, C.N., C. Albright, and D.L. Thompson. Comparison of walking recommendations in
previously inactive women. Medicine & Science in Sports & Exercise, Vol. 37, No. 4, 2005, pp. 676-683.
Kelley, G.A., K.S. Kelley, and Z.V. Tran. Walking and resting blood pressure in adults: a meta-analysis.
Preventive Medicine, Vol. 33, No. 2.1, 2001, pp. 120-127.
Laubach, L.L., K. Porter, P. Hovey, and J. Linderman. A modest increase in weekly step counts
improved cardiovascular function in healthy elderly women. Journal of Exercise Physiology Online,
Vol. 12, No. 6, 2009, pp. 25-32.
Moreau, K.L., R. DeGarmo, J. Langley, C. McMahon, E.T. Howley, D.R. Bassett, Jr., and D.L. Thompson.
Increasing daily walking lowers blood pressure in postmenopausal women. Medicine & Science in
Sports & Exercise, Vol. 33, No. 11, 2001, pp. 1825-1831.
Murphy, M.H., A.M. Nevill, E.M. Murtagh, and R.L. Holder. The effect of walking on fitness, fatness and
resting blood pressure: a meta-analysis of randomised controlled trials. Preventive Medicine, Vol. 44,
No. 5, 2007, pp. 377-385.
Schneider, P.L., D.R. Bassett, Jr., D.L. Thompson, N.P. Pronk, and K.M. Bielak. Effects of a 10,000 steps
per day goal in overweight adults. American Journal of Health Promotion, Vol. 21, No. 2, 2006, pp.
85-89.
HSS 556 Fall 2010
Page 2
Tudor-Locke, C. Taking steps toward increased physical activity. Using pedometers to measure and
motivate. President’s Council on Physical Fitness and Sports Research Digest, Series 3, No. 17, 2002,
pp. 1-8.
Tudor-Locke, C. and D.R. Bassett, Jr. How many steps/day are enough? Sports Medicine, Vol. 34, No.
1, 2004, pp. 1-8.
Tudor-Locke, C. and A. Myers. Methodological considerations for researchers and practitioners using
pedometers to measure (ambulatory) activity. Research Quarterly for Exercise and Sport, Vol. 72, No.
1, 2001, pp. 1-12.
Tudor-Locke, C. and A. Myers. Challenges and opportunities for measuring physical activity in
sedentary adults. Sports Medicine, Vol. 31, 2001, pp. 91-100.
Wyatt, H.R., J.C. Peters, G.W. Reed, M. Barry, and J.O. Hill. A Colorado statewide survey of walking
and its relation to excessive weight. Medicine & Science in Sports & Exercise, Vol. 37, No. 5, 2005, pp.
724-730.
Wyatt, H.R., J.C. Peters, G. Reed, G. Grunwald, M. Barry, H. Thompson, J. Jones, and J. Hill. Using
electronic step counters to increase physical activity: Colorado on the move. Journal of Physical
Activity and Health, Vol. 1, 2004, pp. 181-190.
HSS 556 Fall 2010
Page 3
We will select four or five of the following topics for presentation:

Effects of warmup on physical performance

Exercise and aging

Exercise compliance

Exercise and ergogenic aids

Physical activity and weight gain prevention/reduction

Physical fitness and academic achievement

Wellness programs
Course Objectives
The primary objectives of this course will be for students to become knowledgeable consumers of
exercise science research. You need to be prepared to do extensive reading, writing, re-writing,
library research, and presentations.
For each of the topics presented in class you are expected to locate at least ten additional peer
reviewed research publications. You will prepare the reference citations for each of these articles in
the same format as illustrated on pages 1 and 2 of this syllabus. You will then synthesize and write a
summary for five of these articles using the format that is shown on the handout (attached to this
syllabus) entitled “Financial Incentive-Based Approaches for Weight Loss: A Randomized Trail.”
Plagiarism
As many of you know, plagiarism has evolved into a major concern on many university campuses. I
would like to quote from a recent issue of The New York Times, Tuesday, August 10, 2010, Page A-18
letter to the editor. . .”To put one’s name to language crafted by others is public acknowledgment
that the perpetrator lacks all sense of pride and self-worth. Such a thief will never know the deep
pleasure, the joys, of creativity and deserves only our pity and contempt.” I know that you as students
in HSS 556 will not plagiarize. Thanks for taking the time to read and understand these concerns.
Evaluation
You will be evaluated on your writing and presentation skills. The final evaluation for this class will
consist of a research proposal on one of the topics listed above that could be used for your Master’s
Degree research project. And last but not least, there will be no formal written exams in this course.
ACADEMIC HONOR CODE (APPLICABLE TO UNDERGRADUATE STUDENTS)
(Approved by the Academic Senate, April 25, 2008)
http://campus.udayton.edu/~studev/studenthandbook/PDF/Academics.pdf
I. Introduction
As a Marianist, Catholic university committed to the education of the whole person, The University of Dayton
expects all members of the academic community to strive for excellence in scholarship and in character. As
stated in the University’s Student Handbook, ―The University of Dayton expects its faculty and administration
to be instrumental in creating an environment in which its students can develop personal integrity.‖
To uphold this tradition, the university community has established an academic honor code for its
undergraduate schools, including the College of Arts and Sciences, the School of Business Administration, the
School of Education and Allied Professions, and the School of Engineering. Students are requested to sign a
pledge certifying that they understand the provisions of the Academic Honor Code and will abide by it upon
matriculation to the University.
II. The Honor Pledge
Potential undergraduate students of the University of Dayton shall be made aware of the University’s Academic
Honor Code after the application period but before matriculation. Upon matriculation, the student shall be
requested to sign the pledge as follows:
The University of Dayton Academic Honor Code: A Commitment to Academic Integrity
I understand that as a student of the University of Dayton, I am a member of our academic and social
community,
I recognize the importance of my education and the value of experiencing life in such an integrated community,
I believe that the value of my education and degree is critically dependent upon the academic integrity of the
university community, and so
In order to maintain our academic integrity, I pledge to:

Complete all assignments and examinations by the guidelines given to me by my instructors,

Avoid plagiarism and any other form of misrepresenting someone else's work as my own

Adhere to the Standards of Conduct as outlined in the Academic Honor Code.
In doing this, I hold myself and my community to a higher standard of excellence, and set an example for my
peers to follow.
Signed:
Dated:
Faculty shall make known the expectations for completing assignments and examinations at the beginning of
each course, and list the expectations within the course syllabus. Faculty are encouraged to discuss these
expectations with students in a manner appropriate for each course.