Proposed Changes to Fitness Promotions Curriculum
1. Change Name from Fitness Promotions to Movement Science
Rationale
The current program name does not reflect the scientific rigor or content required for admission to allied
health program graduate schools nor does it prepare students to sit for certification exams and acquire
required licensure for careers in the fitness industry. Furthermore, it eliminates all possibilities of
obtaining funding for applied science based initiatives in human performance curriculum and program
development and research support.
2. Remove the following:
16-200 Tests and Measurements
in Sport Science (3 cr.)
Replace with the following:
16-365 Research Design and Quantitative Software
Applications in Movement Science (3 cr.)
16-253 History and Principles of
Physical Education (3 cr.)
16-305 Obesity Prevention & Treatment (3 cr.)
16-201 or 202 Macroeconomics or
Microeconomics (3 cr.)
16-363 Physical Activity Epidemiology (3 cr.)
16-473 Areas & Facilities in Sport
(3 cr.)
16-371 Marketing in Sport (3 cr.)
16-464 Electrocardiography (3 cr.)
16- 371 Financial Aspects of Sport (3 cr.)
16-470 Movement Analysis (3 cr.)
16-471 Legal & Ethical Issues in Sport
(3 cr.)
16-111 Physical Fitness Conditioning (3 cr.)
(increase from 1 to 3 credits)
16-476 Internship (12 cr.)
16-480 Movement Science Seminar (6 cr.)*
16-465 Health & Fitness Instructor (3 cr.)
16-358 Adapted Physical Education
16-403 Foundations & Management of
Sport Sciences
15-401 First Aid and CPR
Certification is required by the end of the second year. This is no longer a required course, which
frees up credits for other elective classes.
Change the title and content of Motor Learning to Motor Learning & Motor Control
Change the course number of Sport and Fitness Nutrition from 16-218 to 16-462
*Students would have an option to engage in literature review, research project, or an internship with
respective appropriate written report
1
Rationale for Program Name Change and Content Modifications
A undergraduate student preparing for a career or graduate education in the fitness industry,
exercise science or movement science requires a rich knowledge base and practical application in courses
that will prepare them to sit for a variety of certification exams, including the American College of Sports
Medicine’s Certified Personal Trainer, Health/Fitness Instructor, Exercise Specialist, and Registered
Clinical Exercise Physiologist and The National Strength and Conditioning Association’s Certified
Strength and Conditioning Specialist and Certified Personal Trainer, all of which are required not only for
employment in the fitness industry but also for admission to graduate programs across the country. The
current Fitness Promotions curriculum does not provide adequate course preparation nor does it provide
adequate experiences in the practice of the respective skills required to successfully pass the certification
exams.
Many Delaware State students, some of whom are enrolled in the Fitness Promotions program, are
seeking an educational experience that will provide them with the required undergraduate courses needed
for admission to Physical Therapy, Occupational Therapy, and other Allied Health Professional graduate
programs. The existing Fitness Promotions program does not adequately prepare them for admission to
these programs; nevertheless, some of these students have enrolled in the program, because it is the next
best thing. In actuality, the existing program falls far short of the requirements not only for allied health
professions but also for graduate study in Kinesiology, Biomechanics, Exercise Physiology, Motor
Control, and Athletic Training Certification.
A modification in the existing content of the major will provide DSU students with the
knowledge, skills and experience that will successfully prepare them to further their education or pursue
their professional career goals. A change in the title of the program is necessary to more accurately reflect
the scientific nature of a major that will make students more competitive not only in the job market but
also when applying to graduate school.
In addition, the current Fitness Promotions major title eliminates all possible applied science grant
resource opportunities. The proposed change in the title and content of the major will provide an
opportunity for NIH and NSF funding for minorities engaged in applied STEM research, development of
laboratories and research opportunities, and development of graduate programs at an HBCU.
2
DEPARTMENT OF SPORT SCIENCES
MOVEMENT SCIENCE
Fitness and Strength Certification Concentration
Effective Fall, 2008
Name: ____________________________
SS#: ______________________
Advisor: ____________________
Year 1
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
01-101
English Comp I*
3
_/_
__
01-102
English Comp II*
3
_/_
__
Mathematics*
3
_/_
__
25-
Mathematics*
3
_/_
__
25_
_-101
Foreign Language I*
3
_/_
__
__-102
Foreign Language II*
3
_/_
__
16-100
Lifetime Fitness & Wellness*
2
_/_
__
52-105
Microcomputer Applications
or Equivalent
3
_/_
__
16-191
University Seminar I*
3
_/_
__
16-102
University Seminar II*
1
_/_
__
36-210
Intro to Psychology
3
14
16
Year 2
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
01-___
Literature I*
3
_/_
__
01-___
Literature II*
3
_/_
__
01-200
Speech*
3
_/_
__
16-305
Obesity Prevention &
Treatment
3
_/_
__
16--201
Anatomy & Physiology I
4
_/_
__
16-202
Anatomy & Physiology II
4
_/_
__
16-210
Sport & Fitness Psychology
3
_/_
__
16-255
Intro to Motor Learning &
Motor Control
3
_/_
__
__-___
Arts & Humanities*
3
_/_
__
__-__
Elective
3
16
16
*Certification in First Aid and CPR must be competed by the end of the second year
3
Year 3
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
16-363
Physical Activity
Epidemiology
3
_/_
__
12-318/
31-395
Multicultural Education/
Global Societies*
3
_/_
__
16-355
Physiology of Exercise
3
_/_
__
16-308
Exercise Testing &
Prescription
3
_/_
__
16-360
Musculoskeletal
Biomechanics
3
_/_
__
16-361
Sport Biomechanics
3
_/_
__
34-20_
Am History (201-204)*
3
_/_
__
16-365
Research Design &
Quantitative Sotware
Applications in Movement
Science
3
_/_
__
16-111
Physical Fitness Conditioning 3
_/_
__
__-__
Elective
3
15
15
Year 4
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
16-
Neuromuscular Adaptation to
Strength & Conditioning
3
_/_
__
16-462
Sport & Fitness Nutrition
3
_/_
__
__-__
Elective
3
_/_
__
16-470
Movement Analysis
3
_/_
__
16-408
Prevention & Care of Athletic 3
Injuries
_/_
__
16-465
Health & Fitness Instructor
3
_/_
__
16-464
Electrocardiography
3
16-480
__
Movement Science Senior
Seminar**
6
_/_
_/_
__
16-465
Exercise & Aging
3
15
15
Total Hours Required: 122
*General Education Elective Courses
**Senior Capstone Experience
Effective Fall, 2008
Submitted 10/2/06
Revised 2/12/07
Revised 11/8/07
4
DEPARTMENT OF SPORT SCIENCES
MOVEMENT SCIENCE
Pre-Health Professional Concentration
Effective Fall, 2008
Name: ____________________________
SS#: ______________________
Advisor: ____________________
Year 1
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
01-101
English Comp I*
3
_/_
__
01-102
English Comp II*
3
_/_
__
23-101
General Biology I
4
_/_
__
23-102
General Biology II
4
3
_/_
__
16-100
Lifetime Fitness & Wellness*
2
_/_
__
24-101
General & Analytical
Chemistry
_/_
__
__-101
Foreign Language I*
3
_/_
__
__-102
Foreign Language II*
4
_/_
__
16-191
University Seminar I*
1
_/_
__
16-192
University Seminar II*
1
_/_
__
36-210
Introduction to Psychology
3
13
18
Year 2
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y Gr
Cr #
Course Name
Cr
_/_
__
01-___
Literature I*
3
_/_
__
01-____
Literature II*
3
_/_
__
25-101
Mathematics*
3
_/_
__
25-102
Mathematics*
3
_/_
__
24-102
General & Analytical
Chemistry II
4
_/_
__
16-255
Intro to Motor Learning & 3
Motor Control
_/_
__
16-201
Anatomy & Physiology I
4
_/_
__
16-202
Anatomy & Physiology II
_/_
__
34-20_
Am History (201-204)*
3
_/_
__
52-105
Microcomputer Applications 3
or Equivalent
4
_
__
__
17
16
* Certification in First Aid & CPR must be completed by the end of the second year
5
Year 3
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
01-200
Speech
3
_/_
__
12-318/
31-395
Multicultural Education/
Global Societies
3
_/_
__
26-202
Introduction to Physics I
4
_/_
__
26-202
Introduction to Physics II
4
_/_
__
__-__
Elective
3
_/_
__
__-___
Arts & Humanities
3
_/_
__
16-355
Physiology of Exercise
3
_/_
__
16-308
Exercise Testing &
Prescription
3
_/_
__
16-360
Musculoskeletal
Biomechanics
3
_/_
__
16-361
Sport Biomechanics
3
16
16
Year 4
First Semester
Second Semester
S/Y
Gr
Cr #
Course Name
Cr
S/Y
Gr
Cr #
Course Name
Cr
_/_
__
16-463
Neuromuscular Adaptation to
Strength Training &
Conditioning
3
_/_
__
16-470
Movement Analysis
3
_/_
__
16-461
Prevention & Care of Athletic 3
Injury
_/_
__
16-365
Research Design and
Quantitative Software
Applications in Movement
Science
3
_/_
__
16-363
Physical Activity
Epidemiology
3
_/_
__
16-305
Obesity Prevention &
Treatment
3
_/_
__
16-465
Aging & Exercise
3
_/_
__
16-480
Movement Science
Seminar**
6
12
15
Total Hours Required: 123
*General Education Elective Courses
**Senior Capstone Experience
Effective Fall, 2008
Revised 12/05//06
Revised 5/5/07
Revised 11/8/07
6
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Research Design and Quantitative Software
Applications in Movement Science 16-365
2.
Number of Credits:
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites
Co-requisite:
Exercise Testing & Prescription
Movement Analysis
6.
Courses being Replaced:
Tests & Measurements in Sport Sciences
7.
Courses being Deleted:
8.
Needs Statement:
Allied health professionals are required to stay current with research and practice. They are required to
conduct research, write reports, and create scholarly products for publication and presentation at
professional meetings. This course will prepare our students for graduate and professional schools and the
professional demands of the 21st century, thus improving their marketability for graduate education and
careers in movement science and related professions.
9.
Catalogue Description of the Course:
This course examines and compares types of research design, statistical analysis, and software applications
in movement science. Application of descriptive and inferential statistical techniques commonly used in
movement science research, relationships between research design and descriptive and inferential statistical
applications are explored. Literature review, research protocol and reporting techniques will be
incorporated.
10.
List Objectives of the Course:
Professionals in movement sciences careers are required to stay current with research and practice. To
achieve this end students taking this will achieve growth toward being informed dynamic professionals as
viewed by the demonstration of knowledge and comprehension, value and skill development in
understanding and practice of creating research design problems and protocol and statistical analysis. The
student will:
3
None
a) compare and contrast different types of research
b) demonstrate key elements of the literature review
c) display knowledge and skill of APA citation format
d) apply synthesis of knowledge in the formation of problem
e) describe ethical issues affecting all participants in the research process and the role of the
institutional review board
7
f) demonstrate a basic understanding of the relationship between sample selection
and inferred population, hypotheses testing, and statistical power
g) evaluate and apply selected descriptive research techniques
h) evaluate and apply selected inferential statistics techniques
i) display an understanding of the relationship between research design and
statistical analysis
j) assess when a selected non-parametric test should be used
k) compare and contrast various post hoc test applications
l) create a research report
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’ professional
competence, employability, and ability to pass professional examinations? Does this course increase
the number of credit hours required for graduation? Do the course prerequisites increase the total
number of semester hours in this curriculum?
This course will expose students to selected research designs and selected statistics software applications. It
will provide students with practice in research design, literature review, research protocol methods, and
application of appropriate statistical procedures for selected movement problems. This does not increase
the number of credit hours required for graduation. Prerequisites do not increase the total number of hours
in this curriculum.
15.
What effect will this new course have on University resources? Will this course require new or
additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will provide increased opportunities for undergraduate students to study the components of research
process and engage in fundamental statistical analysis, thus preparing them for required educational
research foundations and practice that is commonly required by graduate programs in kinesiology and
allied health sciences.
8
Fall, 2007
Delaware State University
Research Design and Quantitative Software Applications in Movement Science
COURSE NUMBER:
16 - 365
SEMESTER HOURS:
3
PREREQUISITES:
Exercise Testing & Prescription
COREQUISITE
Movement Analysis
CATALOGUE DESCRIPTION: This course examines and compares types of research design, statistical
analysis, and software applications in movement science. Application of descriptive and inferential
statistical techniques commonly used in movement science research, relationships between research
design and descriptive and inferential statistical applications are explored. Literature review, research
protocol and reporting techniques will be incorporated.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly
encouraged to contact the professor at the beginning of the course.
9
Delaware State University
Dover, Delaware
Research Design and Software Applications in Movement Science
I. Course Objectives:
Professionals in movement sciences careers are required to stay current with research and practice. To
achieve this objective students taking this will achieve growth toward being informed dynamic
professionals as viewed by the demonstration of knowledge and comprehension, values and skill
development in understanding and practice of creating research design problems and protocol and statistical
analysis. The student will:
a) compare and contrast different types of research
b) demonstrate key elements of the literature review
c) display knowledge and skill of APA citation format
d) apply synthesis of knowledge in the formation of problem
e) describe ethical issues affecting the researcher, research participants and research efforts
f) demonstrate a basic understanding of the relationship between sample selection
and inferred population, hypotheses testing, and statistical power
g) evaluate and apply selected descriptive research techniques
h) evaluate and apply selected inferential statistics techniques
i) display an understanding of the relationship between research design and
statistical analysis
j) assess when a selected non-parametric test should be used
k) compare and contrast various post hoc test applications
l) create a research report
II. Course Content:
A. Overview of the Research Designs
i. nature of research
ii. types of research
B. Conducting a Literature Review
i. primary vs. secondary sources
ii. peer-reviewed journals, reviews, proceedings
iii. observation
iv. interview
10
C. APA Format Styles
i. writing style
ii.citation formats
D. Synthesis of Knowledge Gained from the Literature and Formation of the Thesis Statement
i. selecting an area of inquiry
ii.) defining the thesis statement
iii.) presenting the research hypotheses
iv.) assumptions, delimitations, and limitations
v.) operational definitions
vi.) thesis vs. research article
E. Ethical issues and Institutional Review Boards
i. human subjects
informed consent
community consent
privacy and confidentiality
special populations
aging populations
minorities and cultural issues
children and adolescents
ii. animal subjects
iii. institutional review boards and ethics committees
F. Relationship between Sample Selection and Inferred Population, Hypotheses Testing, and
Statistical Power
i) statistical concepts and issues in research planning
ii) random sampling and assignment
iii) population vs. sample
iv) hypothesis testing
v) measurement error
iii) selection of a confidence interval
iv) effect size
G) Descriptive Statistical Analysis
i) measures of central tendency
ii) measures of variation
iii) frequency distributions
iv) measure of relationships
H) Inferential Statistical Analysis
i) t-tests
independent t-tests
dependent t-tests
ii) Analysis of Variance (ANOVA)
one way
two way
repeated measures
iii) Multiple Analysis of Variance (MANOVA)
iv) Analysis of Covariance (ANCOVA)
11
v) Factor Analysis
vi) Discriminant Analysis
I) Relationships between Research Design and Statistical Analysis
i) correlations
ii) differences between groups
iii) differences within groups
J) Non-parametric Tests
i) non-parametric tests
correlations
differences between groups
differences within groups
K) Post Hoc Test Applications
i) type
ii) statistical power
L) The Research Report
i) thesis proposal elements
ii) IRB application
iii) basic writing guidelines
iv) project and thesis formats
v) journal format
vi) funding resources
III. Methods of Instruction
A. Lecture
B. Small Group Discussion
C. Computer Laboratories
C. Writing Assignments
D. Computer Based Software Application Projects
E. Research Project
IV Methods of Evaluation
Tests
Quizzes
Literature Search
Descriptive Statistics Project
Inferential Statistics Project
Research Project
Writing Assignments
V. Required Texts:
Jerry R. Thomas, Jack K. Nelson, Stephen J. Silverman (2005). Research Methods in
Physical Activity, 5th edition. Champaign, IL: Human Kinetics
Vincent, W. (2005) Statistics in Kinesiology 3rd Ed. Champaign, IL: Human Kinetics
Suggested Resources:
APA Publication Manual of the American Psychology Association (1998). Washington,
DC: American Psychology Association
12
Carver R & Nash J (2006). Doing Data Analysis with SPSS Version 14. Belmont, CA:
Thomson Higher Education
VI. Bibliography
Research Design
Corbin J & Strauss A (2007) Basics of Qualitative Research. Thousand Oaks, CA: Sage Publications
Cresswell J ( 2007). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
(2nd Ed.). Thousand Oaks, CA: Sage Publications
Cresswell J & Clark V (2007). Designing & Conducting Mixed Methods Research. Thousand Oaks,
CA: Sage Publications
Cresswell J (2006). Qualitative Inquiry and Research Design. Thousand Oaks, CA: Sage Publications
Denscombe M (2003). The Good Research Guide: For Small-Scale Research Projects (2nd Ed.).
New York, NY: McGraw-Hill
Drew C, Hardman M & Hosp J (2007). Designing and Conducting Research in Education. Thousand Oaks,
CA: Sage Publications
Drowatzky J (1996). Ethical Decision Making in Physical Activity Research. Champaign, IL: Human
Kinetics
Flick U (2008). Designing Qualitative Research. Thousand Oaks, CA: Sage Publications
Fraenkel J & Wallen R (2006). How to Design and Evaluate Research (6th Ed.). New York, NY: McGrawHill
Hallowell N, Lawton J & Gregory S (2004). Reflections on Research. New York, NY: McGraw-Hill
Hoffman J (2006). Norms for Fitness, Performance, and Health. Champaign, IL: Human Kinetics
Howe L & Naiman D (2007). Quartile Regression. Thousand Oaks, CA: Sage Publications
Jalongo M, Gerlach G & Yan W (2001). Annual Editions: Research Methods. New York, NY: McGraw-Hill
Kellman M & Kallus W (2001). Recovery-Stress Questionnaire for Athletes. Champaign, IL: Human
Kinetics
Lankshear C Knobel M (2004). A Handbook for Teacher Research. New York, NY: McGraw-Hill
Locke L & Lambdin D (2003). Putting Research to Work in Elementary Physical Education. Champaign, IL:
Human Kinetics
Marshall C & Rothman G (2006). Designing Qualitative Research. Thousand Oakes, CA” Sage Publications
Mueller F, Cantu R & Van Camp S (1996). Catastrophic Injuries in High School and College Sports.
Champaign, IL: Human Kinetics
13
Perecman E & Curran S (2006). A Handbook for Social Science Field Research. Thousand Oakes, CA: Sage
Publications
Pittenger D (2003). Behavioral Research Design and Analysis. New York, NY: McGraw-Hill
Senn A (1999). Power, Politics, and the Olympic Games. Champaign, IL: Human Kinetics
Shu W & Zajko C (2006). Measurement Issues in Aging and Physical Activity. Champaign, IL: Human
Kinetics
Sowell E (2001). Educational Research: An Integrative Introduction. New York, NY: McGraw-Hill
Slack T & Parent M (2006). Understanding Sport Organizations (2nd Ed.). Champaign, IL: Human Kinetics
Vickers J (2007). Perception, Cognition, and Decision Training. Champaign, IL: Human Kinetics
Wood T & Zhu W (2006). Measurement Theory and Practice in Kinesiology. Champaign, IL: Human
Kinetics
Statistics
Huck, S (2000) Reading Statistics and Research (3rd Ed.). New York NY: Allyn & Bacon/Longman
Popham, W.J. (1999) Modern Educational Measurement:Practical Guidelines for Educational Leaders,
(3rd Ed). New York, NY: Allyn & Bacon
Popham,.W J (2001) Classroom Assessment: What Teachers Need to Know, 3rd ED New York, NY:
Allyn & Bacon
Pyrczak F ((2001) Making Sense of Statistics 2nd Ed. Los Angeles, CA: Pyrczak Publishing
Tabachnick, B & Fidell, L (2001) Computer Assisted Research Design and Analysis, Needham Heights, MA:
Allyn & Bacon
Witte, R & Witte, J (2000) Statistics, 6th ED. Hoboken, NJ: Wiley Europe
Recommended Websites
Science Citation Index
Medline
Biosis
Cinahl
Academic Search Premier
Physical Education Index
SPORTSDiscus
PubMed
Entrez
Science Direct
PsycINFO
Web of Science
Wiley Interscience Journals
JSE Dataset Archive. The CHANCE Project
DASL - The Dataset and Story Library
14
JAVA Applets Exploring Data
CTI Statistics Website
Statistical Instruction Internet Palette (SIIP)
FEDSTATS
Statistics on the Web
www.statcrunch.com
Stats.com
www.sda.berkeley.edu/
www.lib.umich.edu/govdocs/stsoc.html
Recommended Journals
American Journal of Sports Medicine
European Journal of Applied Physiology (Online)
International Journal of Sports Medicine
Journal of Applied Biomechanics
Journal of Applied Physiology
Journal of Biomechanics
Journal of Motor Behavior
Journal of Sport and Exercise Psychology
Journal of Statistics Education Information Service
Journal of Statistics Education (JSE)
Medicine and Science in Sports and Exercise
Research Quarterly for Exercise and Sport
Advances and Applications in Statistics
American Journal of Epidemiology
Applied Psychological Measurement, SAGE Publications
Applied Statistics
Biostatistics
Computer Methods and Programs in Biomedicine
Contemporary Clinical Trials
Epidemiology
Health Services and Outcomes Research
International Journal of Epidemiology,
International Statistical Review
Journal of Applied Probability
Journal of Applied Statistics
Journal of Biopharmaceutical Statistics
Journal of Educational and Behavioral Statistics
Journal of Multivariate Analysis
Journal of Nonparametric Statistics
Journal of Official Statistics
Journal of Probability and Statistical Science
Journal of Statistical Planning and Inference
Journal of Statistical Research
Journal of Statistical Software
Journal of Statistical Theory and Applications
Journal of Statistics Education
Journal of the American Statistical Association
Multivariate Behavioral Research
Perceptual and Motor Skills
15
Psychometrika
Sociological Methods and Research
Statistics Education Research Journal
Statistical Methods and Applications
Statistical Methods in Medical Research
Statistics Education Research Journal
Statistics in Medicine
Statistics
Survey Methodology
The American Statistician
16
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
16-305
2.
Number of Credits: 3.0
3.
Curriculum Program Title: Movement Science
4.
Curriculum/Course is:
5.
Prerequisites:
6.
Courses being Replaced: History & Principles of Physical Education
7.
Courses being Deleted: None
8.
Needs Statement:
Obesity is a growing epidemic in the United States and is not only affecting the adult population,
but also having a profound impact on our youth and adolescents. Continual increases in
overweight and obesity presents a serious public health concern, with many physical and
psychosocial consequences as a result of excessive body weight. It is of utmost importance to
educate individuals on the impact of overweight and obesity on health, fitness, and overall
wellness, as well as enable individuals to understand ways in which the epidemic rates of obesity
can be slowed and ultimately reduced through effective preventative and treatment efforts.
9.
Catalogue Description of the Course:
Special topics related to the prevention and treatment of overweight and obesity, with an emphasis
on children and adolescent populations. Topics include dietary and exercise considerations,
behavioral strategies and modification techniques, pharmacotherapy and surgical approaches for
the treatment and prevention of overweight and obesity. This course also provides information
about physical activity interventions; issues regarding ethnicity and culture for assessing physical
activity, and planning, implementation, and evaluation of physical activity interventions
10.
List Objectives of the Course:
Obesity Prevention and Treatment
None
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in
understanding and practicing the analysis of obesity prevention and intervention. The student will:
A. Understand the dietary and exercise considerations for the prevention and treatment of overweight and
obesity
B. Understand the behavioral strategies and modification techniques for the treatment of overweight and
obesity
C. Understand the pharmacotherapy and surgical approaches for treating obesity
D. Understand the prevention and treatment of overweight and obesity in children and adolescents
E. Understand the effective intervention components (dietary, exercise, and behavioral) for the treatment of
overweight and obesity, as well as their ability to enhance obesity treatment outcomes
17
F. Identify how physical activity is assessed in physical activity interventions, including both subjective
and objective measures
G. Understand the physical activity assessment issues surrounding ethnicity and culture
H. Evaluate physical activity interventions with respect to their ability to accurately monitor and capture
physical activity levels
I. Understand physical activity recommendations in special populations, including youth, elderly, diabetics,
individuals with coronary heart disease, and obese and overweight individuals
J. Design and implement exercise programs for healthy and clinical individuals, as well as groups of
individuals
11.
Course Outline: (Please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
This course is unique to any other course offered by this department. Students will not only gain
valuable knowledge by which diet, exercise, behavior strategies and modification, and surgical
and pharmacological approaches can be effective tools for treating and preventing obesity, but will
also be provided with an in-depth look into physical activity epidemiology through the assessment
of physical activity and the evaluation of physical activity interventions with respect to their
ability to accurately monitor and capture physical activity levels. This epidemiological aspect is
one not provided by any other course in the curriculum and should be an important component to
incorporate. This course does not require any prerequisites; thus, can be included at any point in
the sequence of courses.
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
This course will not increase the number of credit hours required for graduation. In addition, this
course does not have any prerequisites; thus, a prerequisite increasing the total number of semester
hours in the curriculum is not applicable.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
This course will not require any additional resources or staffing.
16.
How will it benefit the University?
All graduating students should understand the importance of leading a healthy lifestyle through
proper nutrition and regular physical activity in order to enhance health and optimize overall
wellness. This course will enable the student to understand the seriousness and influence of
18
obesity in the United States and the manner in which preventative and treatment efforts can
effectively target this epidemic to promote healthier lifestyles of all Americans. Implementation
of this course will provide students with effective tools to not only lead personally healthy
lifestyles, but to also provide them with the knowledge to promote such healthy lifestyles in others.
With the vastly growing epidemic of obesity in the United States, instilling this knowledge into its
students should be an essential focus of the University.
17.
How will the change affect the program?
The addition of this course will provide students with knowledge in the field of epidemiology
(with regards to the assessment of physical activity and the implementation and evaluation of
physical activity interventions), which is an area not presently included in any other course within
the program. Thus, this change would add to the overall knowledge gained by the students in this
program.
19
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Obesity Prevention & Treatment
COURSE NUMBER
16 - 305
SEMESTER HOURS
3
PREREQUISITES
None
CATALOGUE DESCRIPTION: Special topics related to the prevention and treatment of overweight and
obesity, with an emphasis on children and adolescent populations. Topics include dietary and exercise
considerations, behavioral strategies and modification techniques, pharmacotherapy and surgical
approaches for the treatment and prevention of overweight and obesity. This course also provides
information about physical activity interventions; issues regarding ethnicity and culture for assessing
physical activity, and planning, implementation, and evaluation of physical activity interventions
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
20
Fall, 2007
Delaware State University
Dover, Delaware
Obesity Prevention and Treatment
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in understanding and
practicing the analysis of obesity prevention and intervention. The student will:
A. Understand the dietary and exercise considerations for the prevention and treatment of overweight and
obesity
B. Understand the behavioral strategies and modification techniques for the treatment of overweight and
obesity
C. Understand the pharmacotherapy and surgical approaches for treating obesity
D. Understand the prevention and treatment of overweight and obesity in children and adolescents
E. Understand the effective intervention components (dietary, exercise, and behavioral) for the treatment of
overweight and obesity, as well as their ability to enhance obesity treatment outcomes
F. Identify how physical activity is assessed in physical activity interventions, including both subjective
and objective measures
G. Understand the physical activity assessment issues surrounding ethnicity and culture
H. Evaluate physical activity interventions with respect to their ability to accurately monitor and capture
physical activity levels
I. Understand physical activity recommendations in special populations, including youth, elderly, diabetics,
individuals with coronary heart disease, and obese and overweight individuals
J. Design and implement exercise programs for healthy and clinical individuals, as well as groups of
individuals
II. Course Content
A. Dietary and exercise for the prevention and treatment of overweight and obesity
B. Behavioral strategies and modification techniques for the treatment of overweight and obesity
C. Pharmacotherapy and surgical approaches for treating obesity
D. Prevention and treatment of overweight and obesity in children and adolescents
E. Intervention components for treatment of obesity and enhanced outcomes
21
i. dietary
ii. exercise
iii. behavioral
F. Assessment of physical activity interventions
i. subjective measures
ii. objective measures
G. Physical activity assessment issues surrounding ethnicity and culture
H. Physical activity interventions
i. monitor physical activity levels
ii. capture physical activity levels
I. Physical activity recommendations in special populations
i. youth
ii. elderly
iii. diabetics
iv. individuals with coronary heart disease
v. obese and overweight individuals
J. Design and implementation of exercise programs
i. individual programming
ii. group programming
III. Methods of Instruction
Lecture
Peer group activities
Group discussion
Demonstration
Independent practice
IV. Methods of Evaluation
Exams (3)
Obesity Prevention/Treatment Intervention
Article Critiques (3)
Paper
Class Attendance/Participation
TOTAL POINTS
40%
20%
15%
15%
10%__
100%
V. Required Texts
Anderson, R. (2003). Obesity: Etiology, Assessment, Treatment, and Prevention. Human Kinetics.
Suggested Resources
Ward D, Saunders R, Pate R. (2007). Physical Activity Interventions in Children and Adolescents. Human
Kinetics.
Dishman R, Washburn R, Heath G. (2002) Physical Activity Epidemiology. Human Kinetics.
Goran Ml Sothern M. (2005). Handbook of Pediatric Obesity: Etiology, Pathophysiology, and Prevention
22
VII. Bibliography
Physical Activity
Allen M. et al (2007). Adolescent participation in preventive health behaviors, physical activity, and nutrition:
Differences across immigrant generations for Asians and Latinos compared with whites", Am J Pub Health,
97 (2), 337-343.
Amory T (2007), Game object model version II: A theoretical framework for educational game development,
Educational Technology Research and Development, 55 (1) 51-77.
Ang, C, Zaphiris P. & Mahmood, S (2007). A model of cognitive loads in massively multiplayer online role
playing games. Interacting with Computers, 19 (2), 167-179.
Anderson, C., Gentile, D & .Buckley, K. (2007). Violent Video Game Effects on Children and Adolescents: Theory,
Research, and Public Policy. Oxford: Oxford University Press.
Atkins B., Krzywinska T.(2007). Videogame, Player, Text. Manchester: Manchester University Press.
Anand V (2007). A study of time management: The correlation between video game usage and academic
performance markers. Cyberpsychology and Behavior, 10 (4), 552-559.
Andrews A. (2007). Using advanced gaming technology for teaching critical thinking, problem solving, and
leadership skills. Interactive Technologies Conference Proceedings, Washington, DC, USA.
Andrews G.(2006). Land of a Couple of Dances: Global and Local Influences on Freestyle Play in Dance Dance
Revolution, Fibreculture, (8).
Akilli, G. & Cagiltay K (2006). An Instructional Design/Development Model for the Creation of Game-like
Learning Environments: The FIDGE Model
Annetta L (2006). Serious Games: Incorporating Video Games in the Classroom - Games Designed using Sound
Pedagogy Actively Engage the Net Generation in Learning, EDUCAUSE, 29 (3).
Anand S.& Krosnick, J.A (2005). Demographic predictors of media use among infants, toddlers, and preschoolers.
American Behavioral Scientist, 48 (5), 539-561.
Fitzgibbon ML, Stolley MR, Dyer AR, VanHorn L, KauferChristoffel K (2002). A community-based obesity
prevention program for minority children: rationale and study design for Hip-Hop to Health Jr. Preventive
Medicine, 34(2):289-297.
Fitzgibbon ML, Stolley MR, Schiffer L, Van Horn L, KauferChristoffel K, Dyer A (2005). Two- year follow-up
results for Hip-Hop to Health Jr.: a randomized controlled trial for overweight prevention in preschool
minority children.[see comment]. Journal of Pediatrics; 146 (5), 618-625.
Healthy Eating Choices
American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and
Safety in Childcare (2002). Caring for Our Children. National Health and Safety Performance Standards:
Guidelines for Out-of-Home Child Care, 2nd edition. Elk Grove Village, IL: American Academy of
Pediatrics and American Public Health Association.
American Dietetic Association (2005). Position of the American Dietetic Association: benchmarks for nutrition
programs in child care settings. J Am Dietetic Assoc, 105 (6), 979-986.
23
Briley ME, Roberts-Gray C, Rowe S (1993). What can children learn from the menu at the child care center?
J of Comm Health, 18(6), 363-377.
Briley ME, Roberts-Gray C, Simpson D (1994). Identification of factors that influence the menu at child care
centers: a grounded theory approach. J Am Diet Assoc., 94(3), 276-281.
Briley M et al (1999). Dietary intake at child-care centers and away: are parents and care providers working as
partners or at cross-purposes? J Am Diet Assoc; 99(8), 950-954.
Cockroft J et al (2005). Fruit and vegetable intakes in a sample of pre-school children participating in the 'Five for
All' project in Bradford.Public Health Nutrition, 8(7), 861-869.
Crepinsek MK, Burstein NR, Lee EB, Kennedy SD, Hamilton WL(2002). Meals offered by tier 2 CACFP family
child care providers: Effects of lower meal reimbursements. A Report to Congress on the Family Child
Care Homes Legislative Changes Study. Washington, DC: Economic Research Service; E-FAN-02-006.
Fleischhacker S, Cason KL, Achterberg C (2006). "You had peas today?": a pilot study comparing a Head Start
child-care center's menu with the actual food served. J Am Diet Assoc.;106(2), 277-280.
Fox M et al (1997). Early childhood and child care study: Nutritional Assessment of the CACFP Volume II. Final
Report. Washington, DC: US Department of Agriculture, Food and Consumer Service.
Glanz F. (2004). Child and adult care food program, 2004. In: Fox MK, Hamilton W, Lin BH, eds. Effects of Food
Assistance and Nutrition Programs on Health and Nutrition. Vol. 3. Food Assistance and Nutrition
Research Report No. 19-3. Washington, DC: U.S. Department of Agriculture, Economic Research Service.
Kranz S, Siega-Riz A & Herring A.(2004). Changes in diet quality of American preschoolers between 1977 and
1998. Am J of Pub Health: 94(9), 1525-1530.
Kranz S et al (2006). A diet quality index for American preschoolers based on current dietary intake
recommendations and an indicator of energy balance. J Am Diet Assoc, 106(10), 1594-1604.
National Resource Center for Health and Safety in Childcare, US Department of Health and Human Services,
Health Resources and Services Administration. Individual States' Child Care Licensure Regulations
http://nrc.uchsc.edu/STATES/states.htm. Accessed December 7, 2006.
Smolensky E & Gootman J (2003). Committee on Family and Work Policies (2003). National Research Council
(US). Working Families and Growing Kids: Caring for Children and Adolescents. Washington, D.C.:
National Academies Press.
Story M, Kaphingst K & French S (2006). The role of child care settings in obesity prevention. Future of Children,
16(1), 143-168.
Welsh J et al (2005). Overweight among low-income preschool children associated with the consumption of sweet
drinks: Missouri, 1999-2002. Pediatrics, 115(2):e223-229.
Williams C et al (2002). "Healthy-start": outcome of an intervention to promote a heart healthy diet in preschool
children. J Am Coll of Nutrition, 21(1), 62-71.
24
Williams C et al (2004). Cardiovascular risk reduction in preschool children: the "Healthy Start" project. J
Am Coll Nutrition, 23(2), 117-123.
General Nutrition Policy and Environment
Campbell K ET AL (2001). Interventions for preventing obesity in childhood. A systematic review. Obesity
Rev, 2(3)149-157.
Food Research and Action Center. State of the States: (2006). A Profile of Food and Nutrition Programs Across the
Nation, March.
Fox M, Hamilton W & Lin B (2004). Effects of Food Assistance and Nutrition Programs on Health and Nutrition.
Vol. 3. Food Assistance and Nutrition Research Report No. 19-3. Washingon, DC: U.S. Department of
Agriculture, Economic Research Service
Foxhall K (2006). Beginning to begin: Reports from the battle on obesity. Am J Pub Health, 96(12), 2106-2112.
Health Policy Tracking Service. (2005) state legislation and policies affecting child and adolescent nutrition and
physical activity. Available at: http://www.rwjf.org/research.
Koplan J, Liverman C & Kraak V (2005). Institute of Medicine (U.S.), Committee on Prevention of Obesity in
Children and Youth, Preventing Childhood Obesity: Health in the Balance. Washington, D.C.: National
Academies Press.
McGinnis J, Gootman J & Kraak VI (2006). Institute of Medicine (U.S.), Committee on Food Marketing and the
Diets of Children and Youth, Food Marketing to Children: Threat or Opportunity? Washington, D.C.: The
National Academies Press.
Institute of Medicine (U.S.). Committee on Progress in Preventing Childhood Obesity (2006). Progress in
preventing childhood obesity: how do we measure up? Washington, D.C.: National Academies Press.
James J, Thomas P, Cavan D & Kerr D (2004). Preventing childhood obesity by reducing consumption of
carbonated drinks: cluster randomised controlled trial. Br Med J, 328(7450), 1237.
Lytle L & Achterberg C. (1995). Changing the diet of America's children: what works and why? J Nut Edu,
27(5), 250-260.
Matson-Koffman D et al (2005). A site-specific literature review of policy and environmental interventions that
promote physical activity and nutrition for cardiovascular health: what works? Am J Health Promo,
19(3):167-193.
Robert Wood Johnson Foundation Web site. Childhood obesity interest area.
http://www.rwjf.org/portfolios/interestarea.jsp?iaid=138. Accessed December 7, 2006.
Trust for America's Health. F as in Fat: How Obesity Policies are Failing in America (2006). Available
at http://healthyamericans.org/reports/obesity2006/. Accessed December 20, 2006.
U.S. Department of Health and Human Services. The Surgeon General's call to action to prevent and decrease
overweight and obesity (2001). Rockville, MD: US Department of Health and Human Services, Public
Health Service, Office of the Surgeon General.
25
U.S. Department of Health and Human Services, U.S. Department of Agriculture. Dietary Guidelines for
Americans 2005 Washington, D.C.: U.S. Government Printing Office.
Journals
International Journal of Obesity
Diabetes, Obesity, and Metabolism
Websites
http://www.naaso.org/
http://www.obesityresearch.nih.gov/
26
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Physical Activity Epidemiology 16-363
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Anatomy & Physiology I
Anatomy & Physiology II
6.
Courses being Replaced:
7.
Courses being Deleted:
8.
Needs Statement:
The Center for Disease Control has made a formal statement that obesity has become pervasive in
this society. Ironically, The National Institute for Health has issued a call for research about the
occurrence of traumatic musculoskeletal injury in children and adults while on the job. Movement
professionals are required to record information about the occurrence, nature, and severity of the
disease/injury so that trends can be observed and interventions may be developed. Many of our
students will be entering careers that mandate knowledge of key elements of epidemiological
methods and assessment of injury and disease associated with physical activity.
9.
Catalogue Description of the Course:
This course exposes students to epidemiological methods that are relevant to the study of physical
activity. It is intended to enhance students’ ability to understand and apply epidemiological
methods to physical activity-related research, which are presented early in the course. Subsequent
classes are structured to provide opportunity for in-depth analysis and discussion of how
epidemiological methods are used to study injury patterns and trends, and physical activity
behavior .
10.
List Objectives of the Course:
Physical educators, fitness trainers, and athletic trainers are required to record “events” and
observe trends about a variety of topics such as injury occurrence and surveillance, complications
related to obesity, etc. Upon completion of this course, the student will:
a) demonstrate an understanding of fundamental epidemiological methods,
causal criteria, assessment of cause-effect relationships, assessment
associations, and measurement of disease/injury event frequency
Macroeconomics/Microeconomics
None
b) exhibit the ability to assess reliability and validity of results
c) explain the use of surrogates for physical activity
27
d) compare and contrast types of epidemiological studies
e) describe difference among correlational studies, case reports, cross-sectional
studies, and national surveillance activities
f) contrast prospective and retrospective studies
g) assess exposure and outcomes, and available datasets
h) assess study population selection, intervention, and intervention effects
i) describe relationships between physical activity and risk factors
j) assess relationships among physical activity and injury
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
Students will be exposed to methods currently used to assess dataset recording trends in health,
fitness, physical activity, and sport settings. This will provide students with an opportunity to learn
data collection protocols and assessment techniques used in determining disease/injury event
occurrence and frequency. These types of activities will improve students’ ability to perform
research in graduate school and in the work force. It will enhance professional competence and
employability. This does not increase the number of credit hours required for graduation.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will strengthen the existing program and enrich the educational experience of DSU. Thus, it
will make DSU students more competitive in the job market.
28
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Physical Activity Epidemiology
COURSE NUMBER
16 - 363
SEMESTER HOURS
3
PREREQUISITES
Anatomy & Physiology I
Anatomy & Physiology II
CATALOGUE DESCRIPTION: This course exposes students to epidemiological methods that are relevant to the
study of physical activity. It is intended to enhance students’ ability to understand and apply epidemiological
methods to physical activity-related research. Basic epidemiological study design, methods, and issues pertinent to
the study of physical activity are presented early in the course. Subsequent classes are structured o provide
opportunity for in-depth analysis and discussion of how epidemiological methods are used to study injury patterns
and trends and physical activity behavior.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
29
Delaware State University
Dover, Delaware
Physical Activity Epidemiology
I. Course Objectives
Physical educators, fitness trainers, and athletic trainers are required to record “events” and observe trends about a
variety of topics such as injury occurrence and surveillance, complications related to obesity, etc. At the conclusion
of this course students will:
a) demonstrate an understanding of fundamental epidemiological methods, causal criteria, and assessment
of cause-effect relationships, assessment associations, and measurement of disease/event frequency
b) exhibit the ability to assess reliability and validity of results
c) explain the use of surrogates for physical activity
d) compare and contrast types of epidemiological studies
e) describe difference among correlational studies, case reports, cross-sectional studies, and national
surveillance activities
f) contrast prospective and retrospective studies
g) assess exposure and outcomes, and available datasets
h) assess study population selection, intervention, and intervention effects
i) describe relationships between physical activity and risk factors
j) assess relationships among physical activity and injury
k) identify special concerns
II. Course Content
A. Epidemiological Methods
Definitions
Importance of Epidemiological Studies
Brief History
Measurement and Surveillance of Physical Activity and Fitness
B. Epidemiology Assessment Instruments
Reliability
Validity
Objectivity
C. Physical Activity Surrogate Use
30
D. Types of Epidemiological Studies
Descriptive Studies
Cohort Studies
Case Studies
Intervention Trials
E. National Surveillance Studies
Cross-sectional vs. Longitudinal Studies
Prospective vs. Retrospective Studies
G. Rating the Number of Exposures
Frequency
Outcomes
Available Datasets
H. Study Population Selection
Intervention
Intervention Effects
I. Physical Activity and Risk Factors
Hypertension
Obesity
Diabetes
Osteoporosis
J. Physical Activity and Injury
Overuse
Early Return to Activity
Obesity and Injury Occurrence
K. Special Concerns
Mental Health
Disabilities
Environmental Risk Factors
III Methods of Instruction
A. Lecture/Demonstration
B. Individual and Group Practice
C. Cooperative Learning
D. Class and Video Observation
E. Web-based Instructional Resources
F. Physical Performance Evaluation
IV. Methods of Evaluation
A. Tests
B. Quizzes
B. Homework
C. Design Project
D. Individual Presentation
31
V. Required Text
Dishman, R, Washburn, R, & Heath, G (2004). Physical Activity Epidemiology.
Champaign, IL: Human Kinetics
VI. Bibliography
Casperson, C, Nixon, P, & DuRant, R (1998). Physical activity epidemiology applied to
children and adolescents. Exerc Sport Sci Rev. 26:341-403
Rothman, K (2002). Epidemiology: An Introduction. United Kingdom: Oxford University Press
Berlin, J & Colditz, G(1990). A meta-analysis of physical activity in the prevention of coronary heart disease. Am J
Epidemiol, 132, 612-628
Casperson, C (1989). Physical activity epidemiology: concepts, methods, and applications to exercise science.
Exerc Sport Sci Rev, 17: 423-433
Sallis, J, et al (1985). Physical activity assessment methodology in the Five-City Project. Am J Epidemiol, 121, 9196.
Stephens Tm Jacobs D & White C (1985). A descriptive epidemiology of leisure-time physical activity.
Public Health Rep.Mar–Apr; 100(2): 147–158
Journals:
Selected Articles from:
Exercise and Sport Science Reviews
Human Movement Science
International Journal of Sport biomechanics
Journal of Applied Biomechanics
Journal of Biomechanics
Journal of Physical Activity and Health
Medicine and Science in Sport and Exercise
Research Quarterly for Exercise and Sport
Websites:
http://146.87.28.49/book/book.htm
http://www.acsm.org/
http://www.amti.biz
http://www.asb-biomech.org/
http://www.bertec.com
http://www.cdc.gov/niosh/91-100.html
http://web.csuchico.edu/~dknudson/
http://www.eci-soft.com
http://www.gcmas.org/
http://www.health.uottawa.ca/biomech/watbiom/index.htm
http://www.isokinetics.net
http://www.meltd.fi/default.asp
http://www.motionanalysis.com
http://www.noraxon.com
32
http://www.nyu.edu/classes/mcdonough/m&eiii.html
http://www.peakperform.com
http://www.sportdevices.com
http://www.sportsmotion.com
http://www.sportsci.com
http://www.uni-konstanz.de
http://www.vicon.com
http://vig.prenhall.com/acadbook/0,2581,0130128473,00.html
33
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Electrocardiography
16-464
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Physiology of Exercise
Exercise Testing and Prescription
6.
Courses being Replaced:
Area & Facilities in Sport
7.
Courses being Deleted:
None
8.
Needs Statement:
This course is designed for those approaching electrocardiography from the perspective of the exercise
scientist. Specialists in movement science, particularly those professionals engaged in exercise testing are
required to have a sound knowledge base in the recognition and understanding of normal and abnormal
electrocardiographic patterns and the underlying physiologic mechanisms and pathophysiology associated
with these diagnostic tests. Movement science professionals must be able to identify contraindications for
exercise and clinically significant cardiovascular disease based on electrocardiogram (ECG). It is expected
that a student successfully completing this course will have the skills and knowledge necessary to
successfully complete the ECG portion of the American College of Sports Medicine Exercise Specialist or
Registered Clinical Exercise Physiologist Certification Exams
9.
Catalogue Description of the Course:
Recognition and understanding of normal and abnormal electrocardiographic patterns are examined, with
an emphasis on the underlying physiologic mechanisms and pathophysiology. Use of the resting
electrocardiogram (ECG) to identify contraindications for exercise and use of the exercise ECG to identify
clinically significant cardiovascular disease will be emphasized. A student successfully completing this
course will be prepared to successfully complete the ECG portion of the American College of Sports
Medicine Exercise Specialist or Registered Clinical Exercise Physiologist Certification Exams.
10.
List Objectives of the Course:
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in
understanding and practicing the analysis of movement mechanics. The student will:
a) demonstrate appropriate preparation of clients for exercise ECG
b) execute a 12 lead graded exercise test
c) describe standard electrocardiographic instrumentation
d) demonstrate an understanding of the ionic basis of the cardiac action potential.
e) describe the generation of the cardiac mean electrical vector and its relationship to
measured ECG
f) identify significant cardiac anatomical landmarks
g) interpret resting and exercise electrocardiogram; computation of heart rate and mean electrical
axis and identify and understand the underlying pathophysiologic
34
h) describe the diagnostic and prognostic value of the exercise stress test (sensitivity, specificity,
predictive value)
i) demonstrate an understanding of "athletes heart syndrome" with respect to normal variants
j) describe the effects of various pharmacologic substances on the ECG
k) compare and contrast risks and benefits of exercise stress testing
l) describe the coronary catheterization procedure and stress echocardiography
m) compare and contrast selected pathologies related to or that affect the cardiovascular system
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’ professional
competence, employability, and ability to pass professional examinations? Does this course increase
the number of credit hours required for graduation? Do the course prerequisites increase the total
number of semester hours in this curriculum?
This course is designed for those approaching electrocardiography from the perspective of the exercise
scientist. It is expected that a student successfully completing this course will have the skills and
knowledge necessary to successfully complete the ECG portion of the American College of Sports
Medicine Exercise Specialist or Registered Clinical Exercise Physiologist Certification Exams.
15.
What effect will this new course have on University resources? Will this course require new or
additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will strengthen the program and better prepare our students for allied health science careers
35
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Electrocardiography
COURSE NUMBER
16 - 464
SEMESTER HOURS
3
PREREQUISITES
Physiology of Exercise 16- 355
Exercise Testing & Prescription 16-308
CATALOGUE DESCRIPTION: Recognition and understanding of normal and abnormal electrocardiographic
patterns are examined, with an emphasis on the underlying physiologic mechanisms and pathophysiology. Use of
the resting electrocardiogram (ECG) to identify contraindications for exercise and use of the exercise ECG to
identify clinically significant cardiovascular disease will be emphasized. A student successfully completing this
course will be prepared to successfully complete the ECG portion of the American College of Sports Medicine
Exercise Specialist or Registered Clinical Exercise Physiologist Certification Exams.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
36
Delaware State University
Dover, Delaware
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in understanding and
practicing the analysis of movement mechanics. The student will:
a) demonstrate appropriate preparation of clients for exercise ECG
b) execute a 12 lead graded exercise test
c) describe standard electrocardiographic instrumentation
d) demonstrate an understanding of the ionic basis of the cardiac action potential.
e) describe the generation of the cardiac mean electrical vector and its relationship to
measured ECG
f) identify significant cardiac anatomical landmarks
g) interpret resting and exercise electrocardiogram; computation of heart rate and mean electrical
axis and identify and understand the underlying pathophysiologic mechanisms
h) describe the diagnostic and prognostic value of the exercise stress test (sensitivity, specificity,
predictive value)
i) demonstrate an understanding of "athlete’s heart syndrome" with respect to normal variants
j) describe the effects of various pharmacologic substances on the ECG
k) compare and contrast risks and benefits of exercise stress testing
l) describe the coronary catheterization procedure and stress echocardiography
m) compare and contrast selected pathologies related to or that affect the cardiovascular system
II. Course Content
a) demonstrate appropriate preparation of clients for exercise ECG
b) execute a 12 lead graded exercise test
c) describe standard electrocardiographic instrumentation
d) demonstrate an understanding of the ionic basis of the cardiac action potential.
e) describe the generation of the cardiac mean electrical vector and its relationship to
measured ECG
f) identify significant cardiac anatomical landmarks
g) interpret resting and exercise electrocardiogram; computation of heart rate and mean electrical
axis and identify and understand the underlying pathophysiologic mechanisms for the
following abnormalities:
i.. arrhythmias (dysrhythmias)
(1) sinus (tachycardia, bradycardia, arrhythmia, arrest)
(2) atrial (PAC's, PAT, flutter, fibrillation, wandering pacemaker)
(3) nodal (premature complexes, rhythm, tachycardia)
(4) supraventricular tachycardia
(5) ventricular (PVC's, tachycardia, flutter, fibrillation, arrest)
ii. conduction abnormalities and blocks
(1)1st, 2nd (Mobitz type I and II), and 3rd degree blocks
(2) right and left bundle-branch-block
(3) fascicular blocks
iii.. hypertrophy - right and left, atrial and ventricular
iv. patterns of ischemia, injury, and infarction
37
h) describe the diagnostic and prognostic value of the exercise stress test (sensitivity, specificity,
predictive value)
i) demonstrate an understanding of "athlete’s heart syndrome" with respect to normal variants
j) describe the effects of various pharmacologic substances on the ECG
k) compare and contrast risks and benefits of exercise stress testing
l) describe the coronary catheterization procedure and stress echocardiography
m) compare and contrast selected pathologies related to or that affect the cardiovascular system
III Methods of Instruction
A. Lecture
B. Electrocardiography Laboratory Simulations
C. Electrocardiography Observations
D. Research Paper
IV. Methods of Evaluation
A. Tests
B. Quizzes
B. Homework
C. Research Paper
D. Individual Presentation
V. Required Texts
Chugh S (2006). Textbook of Clinical Electrocardiography. United Kingdom; Anshan
Recommended Resource
Topol E & Califf R (2006). Textbook of Cardiovascular Medicine. Hagerstown, MD: Lippincott,
Williams & Wilkins
Bibliography
Electrocardiography
Garcia T & Holtz N. (2001) 12 lead ECG, The Art of Interpretation. Boston, MA: Jones and Bartlett
Huff, J (2005). ECG Workout Exercises in Arrhythmia Interpretation 4th Ed. Hagerstown, MD: Lippincott
Williams and Wilkins
Hampton, J (2003) The ECG in Practice, 4th Ed. Philadelphia, PA: Elsevier
Dubin, D (2000). Rapid Interpretation of ECG, 6th ed. Tampa FL: Cover Publishing Co.
Wagner G (2001). Marriott’s Practical Electrocardiography, 10th Ed. Hagerstown, MD: Lippincott Williams &
Wilkins
Marriott H (2002). Challenging ECGs. Philadelphia, PA: Elsevier.
Davis D (2005). Differential Diagnoses of Arrhythmias, 2nd Ed. Philadelphia, PA: W.B. Saunders
Ferry D ( 2000). Basic Electrocardiography in 10 Days. Columbus, OH: McGraw Hill
38
Stein E (1999). Rapid Analysis of ECGs: A Self Study Program, 3rd Ed.Hagerstown, MD: Lippincott, Williams &
Wilkins
Fowler N (2000). Clinical Electrocardiographic Diagnosis. Hagerstown, MD: Lippincott, Wilkins & Wilson
Connover M (2002). Understanding Electrocardiography, 7th ed. St. Louis, MO: Mosby
Mirvis D (1993) Electrocardiography: A Physiology Approach. St Louis, MO: Mosby
Opie L (2003). The Heart: Physiology from Cell to Circulation, 3rd Ed. Hagerstown, MD: Lippincott, Williams &
Wilkins
Exercise Stress Testing
Kusumoto F (1999) Cardiovascular Pathophysiology. Lyndell, PA: Fence Creek Publishing
American Heart Association (2003). ACLS Practice and Principles American Heart Association Stress Testing:
Principles and Practice, 5th Ed. Washington, DC: American Heart Association.
Opie L (1995). Drugs for the Heart. Hagerstown, PD: Lippincott, Wilkins and Wilson
Pacemaker
Barold S et al (2003) Cardiac Pacemakers Step by Step. Boston, MA: Blackwell .
National Association of Sport & Physical Education (2006) NASPE: Educational Guidelines: Pacing and
Electrophysiology – 2nd Ed.
Ellenbogen K & Wood M (2005) Clinical Cardiac Pacing. Philadelphia, PA: WB Saunders
Selected Articles from:
Exercise and Sport Science Reviews
Human Movement Science
International Journal of Sport Biomechanics
Journal of Applied Biomechanics
Journal of Biomechanics
Medicine and Science in Sport and Exercise
Research Quarterly for Exercise and Sport
Websites:
http://146.87.28.49/book/book.htm
http://www.acsm.org/
http://www.cdc.gov/niosh/91-100.html
http://web.csuchico.edu/~dknudson/
http://www.medlib.med.utah/edu/kw/kw/ecg
http://www.health.uottawa.ca/biomech/watbiom/index.htm
http://www.nyu.edu/classes/mcdonough/m&eiii.html
http://vig.prenhall.com/acadbook/0,2581,0130128473,00.html
39
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Health & Fitness Instructor
16-465
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Anatomy and Physiology I
Anatomy and Physiology II
Physiology of Exercise
Exercise Testing and Prescription
6.
Courses being Replaced:
Marketing in Sport
7.
Courses being Deleted:
None
8.
Needs Statement:
A student undergraduate program should provide them with the knowledge, skills and experience
that will successfully prepare them to further their education or pursue their professional careers.
Thus, an important component of their undergraduate curriculum should be to instill the
knowledge and skills to successfully pursue professional and nationally recognized certifications
in their desired fields. Acquiring such certifications will provide students with very valuable assets
and resources that can set them apart from others in their future endeavors.
9.
Catalogue Description of the Course:
This course provides students with the skills, knowledge, and abilities necessary to be clinicians in
a health/fitness and wellness setting. This course prepares students to successfully complete the
American College of Sports Medicine (ACSM) Health/Fitness Instructor® (HFI) Certification, a
certification considered the “gold standard” of all health-fitness instructor certifications and
required by many employers, including those in the health-fitness, university, corporate,
commercial, hospital, and community settings
10.
List Objectives of the Course:
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in
understanding and practicing the analysis of movement mechanics. The student will:
a) Knowledge, skills, and abilities to define cardiovascular, pulmonary, and metabolic risk
factors, assess health status of individuals, and determine if medical clearance and physician
supervision is appropriate for exercise testing and program participation
40
b) Skills and abilities to administer, evaluate, and interpret fitness assessments for body
composition, cardiorespiratory fitness, muscular fitness, and flexibility in a laboratory and field
setting
c) Knowledge, skills, and abilities to prescribe and design appropriate exercise programs for
apparently healthy individuals, high risk individuals, and individuals with known (controlled)
disease, and individuals with physical limitations
d) Knowledge of functional anatomy and kinesiology and how they apply to various resistance
exercises
e) Ability to instruct various resistance and flexibility exercises, including the ability to identify
the most appropriate exercise, modifications, and progressions for a variety of populations and
skill levels
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
This course will supplement Exercise Prescription and Testing, which utilizes the guidelines and
recommendations of the American College of Sports Medicine. This proposed course will also be
structured around the guidelines and recommendations upheld by the American College of Sports
Medicine.
13.
Are there comparable course in other departments?
This course is not comparable to any other offered at the University.
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
This course will prepare students to take the ACSM Health/Fitness Instructor® (HFI) Certification,
a certification considered the “gold standard” of all health-fitness instructor certifications and
required by many employers, including those in the health-fitness wellness and university setting.
This course will not increase the number of credit hours required for graduation. The prerequisites
will not increase the total number of semester hours in the curriculum.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
This course will not require any additional resources or staffing.
16.
How will it benefit the University?
Students using the knowledge in this course to acquire the Health/Fitness Instructor® (HFI)
Certification will become more accredited in their field of study, which will reflect positively back
on the University as one that maximizes its students learning environment and fully prepares them
41
for their future endeavors.
17.
How will the change affect the program?
The addition of this course will strengthen the program by providing students with skills in
conducting risk stratification, conducting physical fitness assessments and interpreting results,
constructing appropriate exercise prescriptions, and motivating individuals with medically
controlled diseases to adopt and maintain healthy lifestyle behaviors. In addition, students will
gain the necessary knowledge to obtain a nationally recognized, prominent certification, which in
turn will add value to the sport science program and increase its appeal for prospective students.
42
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Health and Fitness Instructor
COURSE NUMBER
16 - 465
SEMESTER HOURS
3
PREREQUISITES
Anatomy and Physiology I
Anatomy & Physiology II
Physiology of Exercise
Exercise Testing and Prescription
CATALOGUE DESCRIPTION: This course provides students with the skills, knowledge, and abilities
necessary to be clinicians in a health/fitness and wellness setting. This course prepares students to
successfully complete the American College of Sports Medicine (ACSM) Health/Fitness
Instructor® (HFI) Certification, a certification considered the “gold standard” of all health-fitness
instructor certifications and required by many employers, including those in the health-fitness, university,
corporate, commercial, hospital, and community settings
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
43
Fall, 2007
Delaware State University
Dover, Delaware
Health and Fitness Instructor
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the demonstration in
knowledge and comprehension, value development, and skill development in understanding and practicing the
analysis of health and fitness instruction. The student will:
a) demonstrate knowledge, skills, and abilities to define cardiovascular, pulmonary, and metabolic risk
factors, assess health status of individuals, and determine if medical clearance and physician supervision is
appropriate for exercise testing and program participation
b) display skills and abilities to administer, evaluate, and interpret fitness assessments for body composition,
cardiorespiratory fitness, muscular fitness, and flexibility in a laboratory and field setting
c) demonstrate knowledge, skills, and abilities to prescribe and design appropriate exercise programs for
apparently healthy individuals, high risk individuals, and individuals with known (controlled) disease, and
individuals with physical limitations
d) integrate knowledge of functional anatomy and kinesiology and how they apply to various resistance
exercises
e) demonstrate ability to instruct various resistance and flexibility exercises, including the ability to identify
the most appropriate exercise, modifications, and progressions for a variety of populations and skill levels
II. Course Content
a) Cardiovascular, pulmonary, and metabolic risk factors
i. assessment of health status of individuals
ii. medical clearance and physician supervision
iii. exercise testing and program participation decisions
b) Administer, evaluation, and interpretation
i. fitness assessments
ii. body composition,
iii. cardiorespiratory fitness
iv. muscular fitness
v. flexibility
c) Design and prescription of exercise programs
healthy individuals
high risk individuals
individuals with known (controlled) disease
individuals with physical limitations
d) Integration and application of functional anatomical principles and resistance exercises
44
e) Instruction of various resistance and flexibility exercises
i. appropriate exercise
ii. exercise modifications
iii. exercise progressions
III. Methods of Instruction
Lecture
Peer group activities
Group discussion
Demonstration
Independent practice
IV. Methods of Evaluation
Exams (4)
Presentation
Group assignments
Case studies
Class Attendance/Participation
TOTAL POINTS
40%
20%
15%
15%
__ 10%__
100%
V. Required Texts
Issaacs L, Pohlman R. Preparing for the ACSM Health/Fitness Instructor Certification Examination – 2nd
edition
Suggested Resources
ACSM's Guidelines for Exercise Testing and Prescription, 7th ed.
ACSM's Certification Review, 2nd ed.
ACSM's Resource Manual for Guidelines for Exercise Testing and Prescription, 5th ed.
Health Fitness Instructor's Handbook (Edward Howley; Human Kinetics)
Bibliography
ACSM's Health/Fitness Facility Standards and Guidelines-3rd Edition (2007). Champaign, IL: Human Kinetics
Acevedao E & Starks M (2003). Exercise Testing and Prescription Lab Manual Champaign, IL: Human Kinetics
Activity Pyramid, The-NTSC (2002). Champaign, IL: Human Kinetics
Allen, L (1999). Active Older Adults Champaign, IL: Human Kinetics
Armstrong L (2003). Exertional Heat Illnesses Champaign, IL: Human Kinetics
Bates M (2008). Health Fitness Management-2nd Edition. Champaign, IL: Human Kinetics
Berk B (2005). Motherwell Maternity Fitness Plan Champaign, IL: Human Kinetics
Best-Martini & Jones K (2003). Exercise for Frail Elders. Champaign, IL: Human Kinetics
45
Bouchard C, Malina R & Perusse L (1997). Genetics of Fitness and Physical Performance Champaign, IL: Human
Kinetics
Brehm B (2004). Successful Fitness Motivation Strategies Champaign, IL: Human Kinetics
Brill P (2004). Functional Fitness for Older Adults Champaign, IL: Human Kinetics
Cardiorespiratory Fitness Assessment & Prescription Course, Version 1.2-NT (2006) Champaign, IL: Human
Kinetics
Case L (1997). Fitness Aquatics Champaign, IL: Human Kinetics
Cerny F & Burton H (2001). Exercise Physiology for Health Care Professionals Champaign, IL: Human Kinetics
Chenoweth D (2007). Worksite Health Promotion-2nd Edition Champaign, IL: Human Kinetics
Corbin C, Le Masurier G & Lambdin D (2007). Fitness for Life Middle School Champaign, IL: Human Kinetics
Cook G (2003). Athletic Body in Balance Book/Video Package-NTSC. Champaign, IL: Human Kinetics
Coffman S (2007). Successful Programs for Fitness and Health Clubs Champaign, IL: Human Kinetics
Cowlin A (2002). Women's Fitness Program Development Champaign, IL: Human Kinetics
Ettinger W, Wright B & Blair S (2006) . Fitness after 50 Champaign, IL: Human Kinetics
Fitness Through Walking and Running Course-T (2001). Champaign, IL: Human Kinetics
Fitness Program Design for Sedentary and Active People Course-NT (2002). Champaign, IL: Human Kinetics
Franks B & Howley E (1998) Fitness Leader's Handbook-2nd Edition. Champaign, IL: Human Kinetics
Foundations of Professional Personal Training (2008). Champaign, IL: Human Kinetics
Gavin J (2005). Lifestyle Fitness Coaching Champaign, IL: Human Kinetics
Griffey D & Housner L (2007). Designing Effective Instructional Tasks for Physical Education and Sports.
Champaign, IL: Human Kinetics
Griffin J (2006). Client-Centered Exercise Prescription-2nd Edition. Champaign, IL: Human Kinetics
Heyward V ( 2006). Advanced Fitness Assessment and Exercise Prescription-5th Edition w/Web Study Guide
Champaign, IL: Human Kinetics
Hoffman J (2006). Norms for Fitness, Performance, and Health Champaign, IL: Human Kinetics
Howley (2007). Fitness Professional's Handbook-5th Edition. Champaign, IL: Human Kinetics
Howley E & Franks B (2007). Fitness Professional's Handbook Presentation Package-5th Edition. Champaign, IL:
Human Kinetics
46
Iknoian T (2005). Fitness Walking-2nd Edition. Champaign, IL: Human Kinetics
Issacs L & Pohlman R (2004). Preparing for the ACSM Health/Fitness Instructor Certification Examination-2nd
Edition Champaign, IL: Human Kinetics
Janssen P (2001). Lactate Threshold Training. Champaign, IL: Human Kinetics
Jones C & Rose D (2005). Physical Activity Instruction of Older Adults Champaign, IL: Human Kinetics
Kasser S & Lyttle R (2005). Inclusive Physical Activity Champaign, IL: Human Kinetics
Kennedy-Armbruster C & Yoke M (2005). Methods of Group Exercise Instruction Champaign, IL: Human
Kinetics
Kettles M, Dole C & Wright B (2006). Women's Health and Fitness Guide Champaign, IL: Human Kinetics
Lepore M, Gayle G & Stevens S (2007). Adapted Aquatics Programming-2nd Edition Champaign, IL: Human
Kinetics
Mackinnon L et al (2003). Exercise Management. Champaign, IL: Human Kinetics
Marcus B & Forsyth L (2003). Motivating People to Be Physically Active. Champaign, IL: Human Kinetics
Maud P & Foster C (2006). Physiological Assessment of Human Fitness-2nd Edition Champaign, IL: Human
Kinetics
McElroy M (2002). Resistance to Exercise. Champaign, IL: Human Kinetics
Miller P (1995). Fitness Programming and Physical Disability Champaign, IL: Human Kinetics
NSCA's Essentials of Personal Training (2004). Champaign, IL: Human Kinetics
Ng Nelson (1995). METCALC Software Champaign, IL: Human Kinetics
Oded Bar-Or, Thomas Rowland (2004). Pediatric Exercise Medicine Champaign, IL: Human Kinetics
Puza R (2004). Health Education Ideas and Activities Champaign, IL: Human Kinetics
Robertson R (2004). Perceived Exertion for Practitioners Champaign, IL: Human Kinetics
Rikli R & Jones C (2007). Senior Fitness Test Kit-Updated Edition Champaign, IL: Human Kinetics
Roberts S (1996). Business of Personal Training Champaign, IL: Human Kinetics
Roth S (2007). Genetics Primer for Exercise Science and Health Champaign, IL: Human Kinetics
Sanders M (2000). YMCA Water Fitness for Health. Champaign, IL: Human Kinetics
Schneider C, Dennehy C & Carter S (2003). Exercise and Cancer Recovery. Champaign, IL: Human Kinetics
47
Stress Management-PAL (2002). Champaign, IL: Human Kinetics
Stress Management-NTSC (2002). Champaign, IL: Human Kinetics
Swaim D & Edwards S (2002). Middle School Healthy Hearts in the Zone Champaign, IL: Human Kinetics
Van Norman K (1995). Exercise Programming for Older Adults Champaign, IL: Human Kinetics
Ward D, Saunders R & Pate R (2007) Physical Activity Interventions in Children and Adolescents. Champaign, IL:
Human Kinetics
Winnick J (1999). Brockport Physical Fitness Training Guide Champaign, IL: Human Kinetics
Winters-Stone K (2005) Action Plan for Osteoporosis. Champaign, IL: Human Kinetics
Woods R (2007). Social Issues in Sport Champaign, IL: Human Kinetics
YMCA Fitness Testing and Assessment Manual-4th Edition (2000). Champaign, IL: Human Kinetics
Journals
Medicine & Science in Sports & Exercise
Exercise and Sport Sciences Reviews
Websites:
www.acsm.org
48
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Movement Analysis
16-470
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Musculoskeletal Biomechanics 16-360
Sport Biomechanics 16-361
6.
Courses being Replaced:
Financial Aspects of Sport
7.
Courses being Deleted:
None
8.
Needs Statement:
Physical educators, sports scientists, coaches, athletic trainers, and athletes, as well as physical therapists
are required to have knowledge of and experience in the practice of human analysis. This requires a
knowledge base and training with instrumentation commonly used in movement science professions. This
course will prepare our students for graduate and professional schools and professional demands of the 21st
century, thus improving their marketability for careers in movement science related professions.
9.
Catalogue Description of the Course:
This course introduces the student to the use of technology commonly used in movement analysis
techniques. The processes of data collection, analysis, interpretation, and reporting using video, force, and
EMG techniques will be introduced and explored. Quantitative analysis of human movement toward the
understanding the mechanisms of injury, reduction of injury production and improved movement outcomes
and will include kinematic and kinetic aspects of total body and isolated joint movements and
electromyographic activity of muscle.
10.
List Objectives of the Course:
It is crucial for health and physical educators, athletic trainers, fitness trainers, and coaches to understand
and demonstrate the ability to analyze human movement for the purpose of understanding injury
mechanisms, reducing movement injuries. and improving movement outcomes. Students will achieve
growth toward being informed, dynamic professionals as viewed by the demonstration in knowledge and
comprehension, value development, and skill development in understanding and practicing the analysis of
movement mechanics. The student will:
A. engage in application of kinematic analysis methods used to perform two and three dimensional video
analysis of human movement using motion capture systems
B. engage in application of kinetic analysis methods used to perform three dimensional
force analysis using force measurement instrumentation
C. engage in application of electromyographic analysis methods used to perform
evaluations of muscle activity
D. analyze and integrate output from multiple biomechanical instrumentation data
sources
49
E. interpret and evaluate output from multiple biomechanical instrumentation data
sources
F. develop systematic approaches for detecting and correcting errors in the performance
of human movement
G. engage in report preparation and presentation of research
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’ professional
competence, employability, and ability to pass professional examinations? Does this course increase
the number of credit hours required for graduation? Do the course prerequisites increase the total
number of semester hours in this curriculum?
Students will be introduced to the use and integration of technology commonly used in sport science
disciplines. Practice in the use of this instrumentation will permit student to observe and analyze
movement, diagnose weaknesses, and make suggestions for improved performance and decreased injury
potential. This type of movement assessment will improve students’ professional competence,
employability, and ability to pass professional certification exams. This does not increase the number of
credit hours required for graduation. Prerequisites do not increase the total number of hours in this
curriculum.
15.
What effect will this new course have on University resources? Will this course require new or
additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will better prepare our students for the requirements of students enter graduate programs professional
education in allied health science and careers in movement analysis and science careers
50
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Movement Analysis
COURSE NUMBER
16 - 470
SEMESTER HOURS
3
PREREQUISITES
Musculoskeletal Biomechanics 16-360
Sport Biomechanics 16-361
CATALOGUE DESCRIPTION: This course introduces the student to the use of technology commonly used in
movement analysis techniques. The processes of data collection, analysis, interpretation, and reporting using video,
force, and EMG techniques will be introduced and explored. Quantitative analysis of human movement toward the
understanding the mechanisms of injury, reduction of injury production and improved movement outcomes and will
include kinematic and kinetic aspects of total body and isolated joint movements and electromyographic activity of
muscle.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
51
Delaware State University
Dover, Delaware
Movement Analysis
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in understanding and
practicing the analysis of movement mechanics. The student will:
A. engage in application of kinematic analysis methods used to perform two and three dimensional video
analysis of human movement using motion capture systems
B. engage in application of kinetic analysis methods used to perform three dimensional
force analysis using force measurement instrumentation
C. engage in application of electromyographic analysis methods used to perform
evaluations of muscle activity
D. analyze and integrate output from multiple biomechanical instrumentation data sources
E. interpret and evaluate output from multiple biomechanical instrumentation data
sources
F. develop systematic approaches for detecting and correcting errors in the performance
of human movement
G. engage in report preparation and presentation of research
II. Course Content
A. Kinematic Analysis
i. definition of the performance area
ii. control points
iii. camera placement
iv. video measurement and filtering
v. data smoothing
B. Kinetic Analysis
i. force platform placement
ii. integrating into the video control points
iii. force measurement and filtering
iv. setting amplification ranges
C. Electromyography
i. wire vs. surface electrodes
ii. electrode placement
iii. noise filtering
iv. crosstalk
v. integrating video, force, and EMG data
52
D. Multiple Data Source Analysis and Integration
i. time and event synchronization analysis and markers
ii. software generated formulae
iii. direct linear transformation
iv. non-linear transformation
v. smoothing techniques
vi. output analysis
E. Data Interpretation and Evaluation
i. converting numbers to meaningful information
ii. producing graphs, charts, and other visual reports
F. Detecting and Correcting Errors in Human Performance
i. comparison of performance outcomes for “success”
a. kinematic factors
b. kinetic factors
c. muscle factors
ii. spatial factors
iii. temporal factors
G. Research Reports and Presentations
i. Research Components
ii. Visual Aids
iii. Focal Areas
III Methods of Instruction
A. Lecture
B. Human Performance Laboratory Task Analyses
C. Cooperative Learning
D. Research Projects
E. Computer-based Software Applications
IV. Methods of Evaluation
A. Tests
B. Quizzes
B. Original Research Project
C. Computer-generated Reports
D. Individual Presentation
E. Abstracts
Data Smoothing
Force Platform
Isokinetic Dynamometry
EMG Processing
F. Group Project
G. Final Project - APA Format
V. Required Texts
Robertson G, Caldwell G, Hamill J, Kamen G, Whittlesey S (2004). Research Methods in Biomechanics.
Chicago, IL: Human Kinetics
53
McDonough, A. (2001) LabVIEW: Data Acquisition and Analysis for the Movement Sciences. Upper Saddle
River, NJ:Prentice Hall
Suggested Resources
Barr, A., and Hawkins, D. (2001). An anatomical database providing three-dimensional geometric representation
of lower limb structures. Journal of Applied Biomechanics. 16, 301-308
Bergman E (2000) Information Appliance and beyond: Interaction design for consumer Products. San Francisco,
CA: Morgan Kaufmann Publishers
Dellanini, L., Hawkins, D., Martin, R.B., and Stover, S. (2003). An investigation of the interactions between
lower limb bone morphology, limb inertial properties and limb dynamics. Journal of Biomechanics.
36:913-919
Hawkins, D. (2001). A review of the technologies and methodologies used to quantify muscle- tendon structure
and function. Chapter 6 in Musculoskeletal Models and Techniques, Volume III of Biomechanical Systems
Techniques and Applications. CRC Press. New York, NY, 6.1-6.23
Hawkins, D. (2000). A non-invasive approach for studying muscle-tendon interactions in-vivo. Chapter 18 in
Skeletal Muscle Mechanics: From Mechanisms to Function, w Herzog, (Ed.). New York, NY: John Wiley
and Sons
VII. Bibliography
Barr, A., and Hawkins, D. (2000). An anatomical database providing three-dimensional geometric
representation of lower limb structures. Journal of Applied Biomechanics, 34(16), 301-308,
Baudouin, A., and Hawkins D (2002). A Biomechanical Review of Factors Affecting Rowing Performance.
British Journal of Sports Medicine, 36(6), 396-402.
Dvir, Z. (2000). Clinical biomechanics. New York, NY: Churchill Livingstone.
Enoka, R. (2002). Neuromechanics of human movement. Champaign, IL: Human Kinetics.
Frost, R. & Goodheart, G. (2002). Applied kinesiology: a training manual and reference book of basic
principles and practices. Berkley, CA: North Atlantic Books.
Hawkins, D. (2000). A new instrumentation system for training rowers. Journal of Biomechanics. 33(2):241-246
Hawkins, D, and Metheny, J. (2001). Overuse injuries in youth sports: Biomechanical considerations. Medicine
and Science in Sports and Exericse. 33(10), 1701-1707.
Hawkins, D, and Barr, A. (2001). A computational approach for simulating muscle morphologic changes in
musculoskeletal modeling. Computer Methods in Biomechanics and Biomedical Engineering. 34 (4/5),
399-411
International Society of Electromyographical Kinesiology (ISEK) EMG standards. Appendix C. (2000). Units,
Terms and Standards in the reporting of EMG Research.
54
Hamill, M. & Knutson, K. (2000). Biomechanical basis of human motion. Champaign, IL: Human Kinetics
Knudson, D. & Morrison, C. (2002). Qualitative analysis of human movement. Champaign, IL: Human
Kinetics.
Levangie, P. & Nordin, C. (2001). Joint structure and function: a comprehensive Analysis. Philadelphia, PA:
F.A.Davis
Neumann, D. (2002). Kinesiology of the musculoskeletal system. St. Louis, MO: Mosby.
Nigg, B., Macintosh, B., & Mester, J. (2000). Biomechanics and biology of human movement. Champaign, IL:
Human Kinetics.
Nordin, M. & Frankel, B. (2001). Basic biomechanics of the musculoskeletal system. New York, NY:
Lippincott, Williams, & Wilkins.
Oatis, C. (2003). Kinesiology: the mechanics and pathomechanics of human movement. New York, NY:
Lippincott, Williams, & Wilkins.
Page, P.N. and Hawkins, D.A. (2003). A Real-Time Biomechanical Feedback System for Training
Rowers.Sports. Engineering.6(2):67-80, 2003.
Raskin, J (2000) The human machine interface: New directions for designing interactive systems. New York,
NY: ACM Press
Smith, D. (2000). Identification and management of mechanical effects on morphogenesis. Philadelphia, PA:
W.B. Saunders.
Tozeren, A. (2000). Human body dynamics: classical mechanics and human movement. New York, NY:
Springer-Verlag.
Winter, J. & Crogo, P. (2000). Biomechanics and neural control of posture and movement. New York, NY:
Springer-Verlag.
Zatsiorsky, V. (2002). Kinetics of human motion. Champaign, IL: Human Kinetics.
Zatsiorsky, V. (2000). Biomechanics in sport: performance enhancement and injury prevention. Champaign,
IL: Human Kinetics.
Seminal Works
Adrian, M. & Cooper, J. (1994). Biomechanics of human movement. Columbus, OH: McGraw Hill.
Alexander, R. & Alexander, S. (1992). The human machine. New York, NY: Columbia University Press.
Bartlett, R Roger (1999). Introduction to Sports Biomechanics. Boca Raton, FL: Routledge
Basmajian, J. & DeLuca, C. (1985). Muscles alive: their function revealed by EMG. Baltimore, MD: Williams
& Wilkins.
Beckwith, T & Buck L (1973).Mechanical measurements. Boston, MA: Addison-Wesley
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Boff, K., & Lincoln J. (Eds.). (1988). Engineering Data Compendium: Human Perception and Performance
(Vols.1- 3). Wright-Patterson Air Force Base, OH: Harry G. Armstrong Aerospace Medical Research
Laboratory
Bronzino C (1988), The Biomedical Engineering Handbook. Boca Raton, FL CRC Press,
Carr, G. (1999). Mechanics of sport. Champaign, IL: Human Kinetics.
Chaffin, D., Gunnar, B., Andersson, B., & Martin, J. (1999). Tissue mechanics. Hoboken, NJ: WileyInterscience.
Cavanagh, P.R. (1990). Biomechanics: a bridge builder among the sport sciences. Med Sci Sports
Ex, 22, 546-557.
Cowin, S (1989). Bone mechanics. Boca Raton, FL: CRC Press
Currier, D. & Nelson, R. (1992). Human biological tissue. Philadelphia, PA: F.A.Davis.
Dainty & Normal, (1999) Standardizing Biomechanical Testing in Sport. Chicago, IL: Human Kinetics
De Luca, C.J. (1997). The use of surface electromyography in biomechanics. Journal of Applied Biomechanics,
13, 135-163.
Enderle, (1999) Introduction to Biomedical Engineering. Burlington, MA Academic Press,
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Fung, Y. (1990). Biomechanics: motion, flow, stress, & growth. New York, NY: Springer-Verlag.
Hall, S. (1999). Basic biomechanics. Boston, MA: McGraw-Hill
Hawkins, D & Mole D. Modeling energy expenditure associated with isometric, concentric, and eccentric
muscle action at the knee. Annals of Biomedical Engineering. 25(6), 822-830, 1997.
Hay, J. (1985). The biomechanics of sport technique. Englewood Cliffs, NJ: Prentice Hall.
Hay, J. (1982). Anatomical and mechanical basis of human motion. Upper Saddle River, NJ: Prentice Hall.
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Publishers
Jennings D et al. (1998) Intro to Medical Electronics. Woburn, MA: Butterworth-Heinemann
Kandel, M. & Kapandji, A. (1987). The physiology of the joints: annotated diagrams of the mechanics of the
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Kroemer, K. & Grandjean, E. (1997). Fitting tasks to the human body: a textbook of occupational ergonomics.
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Latash, M (1993). Neurophysiological Basis of Movemet. Chicago, IL: Human Kinetics
Leonard, C. (1998). Neuroscience of human movement. St Louis, MO: Mosby.
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Lees, A. (1999). Biomechanical assessment of individual sports for improved performance. Sports
Med,, 28, 299-305
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Selected Articles from:
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Human Movement Science
International Journal of Sport Biomechanics
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Journal of Biomechanics
Medicine and Science in Sport and Exercise
Research Quarterly for Exercise and Sport
58
Websites:
http://146.87.28.49/book/book.htm
http://www.acsm.org/
http://www.amti.biz
http://www.asb-biomech.org/
http://www.bertec.com
http://www.cdc.gov/niosh/91-100.html
http://web.csuchico.edu/~dknudson/
http://www.delsys.com.
http://www.eci-soft.com
http://www.gcmas.org/
http://www.health.uottawa.ca/biomech/watbiom/index.htm
http://www.isb.ri.ccf.org/biomech-l/
http://www.isbs.org/
http://www.isbweb.org
http://www.isokinetics.net
http://www.meltd.fi/default.asp
http://www.motionanalysis.com
http://www.noraxon.com
http://www.nyu.edu/classes/mcdonough/m&eiii.html
http://www.peakperform.com
http://www.sportdevices.com
http://www.sportsmotion.com
http://www.sportsci.com
http://www.uni-konstanz.de
http://www.vicon.com
http://vig.prenhall.com/acadbook/0,2581,0130128473,00.html
59
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Teaching Fitness & Physical Activity Concepts 16-111
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
None
6.
Courses being Replaced:
None
7.
Courses being Deleted:
None
8.
Needs Statement:
The course currently offered by the Department of Sport Sciences in the Physical Education
concentration is a one credit activity course. The purpose of increasing content and quality credit
points is to provide a knowledge base for administration of health related fitness tests
(Fitnessgram), physical activity related concepts (Activitygram), and the Physical Best Test,
which is the health-related fitness education program of the National Association of Sport and
Physical Education/American Alliance of Health, Physical Education, Recreation, and Dance.
Also, this course will be required for Physical Education majors, in compliance with legislation
recently adopted by the State of Delaware, the first state to mandate that all physical education
teachers collect fitness data on all students in Delaware schools.
9.
Catalogue Description of the Course:
The course focuses on health-related fitness components and physical activity concepts. Students
will be required to follow the Physical Best approved National Curriculum and demonstrate
knowledge, understanding, and ability to administer fitness tests across K-12 curricula. At the
conclusion of the class, students will be prepared to take the Physical Best National Certification
Exam.
10.
List Objectives of the Course:
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value and skill development in understanding
and practicing fitness principles. The student will:
a) demonstrate knowledge and understanding of the significance of health-related fitness
components
b) perform appropriate health-related activities using the FITT formula to enhance
personal level of fitness and promote lifelong fitness
c) demonstrate an understanding of the differenced between skill related and healthrelated fitness components
60
d) perform and record a self assessment of physical fitness level
e) demonstrate a fundamental knowledge of basic training principles
f) design health-related fitness circuits and interval training activities
g) demonstrate the ability to administer and record results of fitness tests to peers and/or
students in a school setting
h) interpret the results of fitness testing data of peers and/or students within schools
i) describe the importance of providing valid fitness test results
j) successfully pass the Physical Best National Certification Exam
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
This course is not comparable to any other offered at the University.
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
The proposed modifications will better prepare students to stay current with recent developments
in the professional preparation of physical education teachers and fitness professional working in
school settings, after-school and weekend fitness programs.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
This course will not require any additional resources or staffing.
16.
How will it benefit the University?
It will enhance the course offerings of the University and it will increase the reputation of the
University in its preparation of professionals in the fitness industry and physical education.
17.
How will the change affect the program?
The addition of this course will strengthen the Fitness Promotion aka Movement Science and
Physical Education concentrations by providing students with an opportunity to qualify for
administration of K-12 fitness exams. It will increase the marketability and competitive edge of
Delaware State University graduates of two concentrations of the Sport Sciences major program.
61
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Teaching Fitness and Physical Activity Concepts
COURSE NUMBER
16 - 111
SEMESTER HOURS
3
PREREQUISITES
None
CATALOGUE DESCRIPTION: The course focuses on health-related fitness components and physical activity
concepts. Students will be required to follow the Physical Best approved National Curriculum and demonstrate
knowledge, understanding, and ability to administer fitness tests across K-12 curricula. At the conclusion of the
class, students will be prepared to take the Physical Best National Certification Exam.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
62
Fall, 2007
Delaware State University
Dover, Delaware
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the demonstration in
knowledge and comprehension, value development, and skill development in understanding and practicing the
analysis of health and fitness instruction. The student will:
a) demonstrate knowledge and understanding of the significance of health-related fitness
components
b) perform appropriate health-related activities using the FITT formula to enhance
personal level of fitness and promote lifelong fitness
c) demonstrate an understanding of the differenced between skill related and healthrelated fitness components
d) perform and record a self assessment of physical fitness level
e) demonstrate a fundamental knowledge of basic training principles
f) design health-related fitness circuits and interval training activities
g) demonstrate the ability to administer and record results of fitness tests to peers and/or
students in a school setting
h) interpret the results of fitness testing data of peers and/or students within schools
i) describe the importance of providing valid fitness test results
j) successfully pass the Physical Best National Certification Exam
II. Course Content
a) Benefits of Exercise
i. introduction
ii. behavior and motivation for physical activity
b) National and State Standards
i. National Association of Sport and Physical Education
ii. Delaware State Standards
c) Health-Related Fitness Components
d) Performance and Skill-Related Fitness Components
e) FITT Principles and Enhance Fitness
63
f) Integrating Physical Activities in Sport
g) Assessment of Health-Related Fitness
h) Introduction to Fitness Tests
i. Fitnessgram: Administration and Interpretation
ii. Brockport Fitness Test
i) Management of Fitness programs
i) training techniques
ii) nutrition
iii) behavior modification
j) The Physical Best National Certification Exam
III. Methods of Instruction
Lecture
Peer group activities
Group discussion
Demonstration
Independent practice
Presentation
IV. Methods of Evaluation
Midterm
Final
Fitnessgram Data; Administration,
Data Interpretation, Modifications
Personal Fitness Plan/Log
Activity Presentation
Class Attendance/Participation
TOTAL POINTS
20%
20%
20%
10%
10%
__ 20%__
100%
V. Required Texts
AAHPERD (2005) Physical Best Activity Guide: Secondary Level Preparing for a Lifetime of Fitness Through
Physical Education Today. Champaign, IL: Human Kinetics
AAHPERD (2005) Physical Best Activity Guide: Secondary Level Preparing for a Lifetime of Fitness Through
Physical Education Today. Champaign, IL: Human Kinetics
Cooper Institute (2007). Fitnessgram/Activitygram Test Administration Manual 4th ed. Champaign, IL: Human
Kinetics.
Suggested Resources
Nutrition and Physical Activity Work Group (NUPAWG), Centers for Disease Control
and Prevention’s Division of Nutrition and Physical Activity (CDCP-DNPA) (2002).
Guidelines for Comprehensive Programs to Promote Healthy Eating and Physical
Activity. Champaign, IL: Human Kinetics
64
Bibliography
Acevedao E & Starks M (2003). Exercise Testing and Prescription Lab Manual Champaign, IL: Human Kinetics
Activity Pyramid, The-NTSC (2002). Champaign, IL: Human Kinetics
Allen, L (1999). Active Older Adults Champaign, IL: Human Kinetics
Armstrong L (2003). Exertional Heat Illnesses Champaign, IL: Human Kinetics
Bates M (2008). Health Fitness Management (2nd Ed.) Champaign, IL: Human Kinetics
Berk B (2005). Motherwell Maternity Fitness Plan Champaign, IL: Human Kinetics
Best-Martini & Jones K (2003). Exercise for Frail Elders. Champaign, IL: Human Kinetics
Brehm B (2004). Successful Fitness Motivation Strategies Champaign, IL: Human Kinetics
Brill P (2004). Functional Fitness for Older Adults Champaign, IL: Human Kinetics
Bouchard C, Malina R & Perusse L (1997). Genetics of Fitness and Physical Performance Champaign, IL: Human
Kinetics
Cardiorespiratory Fitness Assessment & Prescription Course, Version 1.2-NT (2006) Champaign, IL: Human
Kinetics
Case L (1997). Fitness Aquatics Champaign, IL: Human Kinetics
Cerny F & Burton H (2001). Exercise Physiology for Health Care Professionals Champaign, IL: Human Kinetics
Chenowith D (2007). Worksite Health Promotion (2nd Ed.). Champaign, IL: Human Kinetics
Coffman S (2007). Successful Programs for Fitness and Health Clubs Champaign, IL: Human Kinetics
Cook G (2003). Athletic Body in Balance Book/Video Package-NTSC. Champaign, IL: Human Kinetics
Corbin C, Le Masurier G & Lambdin D (2007). Fitness for Life Middle School Champaign, IL: Human Kinetics
Cowlin A (2002). Women's Fitness Program Development Champaign, IL: Human Kinetics
Ettinger W, Wright B & Blair S (2006). Fitness After 50 Champaign, IL: Human Kinetics
Fitness Through Walking and Running Course (2001). Champaign, I:” Human Kinetics
Foundations of Professional Personal Training (2008). Champaign, IL: Human Kinetics
Fitness Program Design for Sedentary and Active People Course-NT (2002). Champaign, IL: Human Kinetics
Franks B & Howley E (1998). Fitness Leaders Handbook (2nd Ed.). Champaign, IL: Human Kinetics
Gavin J (2005). Lifestyle Fitness Coaching Champaign, IL: Human Kinetics
65
Griffey D & Housner L (2007). Designing Effective Instructional Tasks for Physical Education and Sports.
Champaign, IL: Human Kinetics.
Griffin J ( 2006). Client-Centered Exercise Prescription-2nd Edition. Champaign, IL: Human Kinetics
Heyward V ( 2006). Advanced Fitness Assessment and Exercise Prescription (5th Ed.). Champaign, IL: Human
Kinetics
Hoffman J (2006). Norms for Fitness, Performance, and Health Champaign, IL: Human Kinetics
Howley (2007). Fitness Professional's Handbook-5th Edition. Champaign, IL: Human Kinetics
Isaacs L & Pohlman R (2004). Preparing for the ACSM Health/Fitness Instructor Certification Esamination (2 nd Ed.)
Champaign, IL: Human Kinetics
Iknoian T (2005). Fitness Walking-2nd Edition. Champaign, IL: Human Kinetics
Janssen P (2001). Lactate Threshold Training. Champaign, IL: Human Kinetics
Jones C & Rose D (2005). Physical Activity Instruction of Older Adults. Champaign, IL: Human Kinetics
Kasser S & Lyttle R (2005). Inclusive Physical Activity. Champaign, IL: Human Kinetics
Kennedy-Armbruster C & Yoke M (2005). Methods of Group Exercise Instruction Champaign, IL: Human
Kinetics
Kettles M, Dole C & Wright B (2006). Women's Health and Fitness Guide Champaign, IL: Human Kinetics
Lepore M, Gayle G & Stevens S (2007). Adapted Aquatics Programming-2nd Edition Champaign, IL: Human
Kinetics
Mackinnon L et al (2003). Exercise Management. Champaign, IL: Human Kinetics
Marcus B & Forsyth L (2003). Motivating People to Be Physically Active. Champaign, IL: Human Kinetics
Oded Bar-Or, Thomas Rowland (2004). Pediatric Exercise Medicine Champaign, IL: Human Kinetics
Roberts S (1996). Business of Personal Training. Champaign, IL: Human Kinetics
Schneider C, Dennehy C & Carter S (2003). Exercise and Cancer Recovery. Champaign, IL: Human Kinetics
Maud P & Foster C (2006). Physiological Assessment of Human Fitness-2nd Edition Champaign, IL: Human
Kinetics
McElroy M (2002). Resistance to Exercise. Champaign, IL: Human Kinetics
Miller P (1995). Fitness Programming and Physical Disability Champaign, IL: Human Kinetics
NSCA's Essentials of Personal Training (2004). Champaign, IL: Human Kinetics
66
Ng Nelson (1995). METCALC Software Champaign, IL: Human Kinetics
Oded Bar-Or, Thomas Rowland (2004). Pediatric Exercise Medicine Champaign, IL: Human Kinetics
Puza R (2004). Health Education Ideas and Activities Champaign, IL: Human Kinetics
Rikli R & Jones C (2007). Senior Fitness Test Kit-Updated Edition Champaign, IL: Human Kinetics
Robertson R (2004). Perceived Exertion for Practitioners Champaign, IL: Human Kinetics
Roberts S (1996). Business of Personal Training. Champaign, IL: Human Kinetics
Roth S (2007). Genetics Primer for Exercise Science and Health Champaign, IL: Human Kinetics
Schneider C, Dennehy C & Carter S (2003). Exercise and Cancer Recovery. Champaign, IL: Human Kinetics
Swaim D & Edwards S (2002). Middle School Healthy Hearts in the Zone Champaign, IL: Human Kinetics
Sanders M (2000). YMCA Water Fitness for Health. Champaign, IL: Human Kinetics
Stress Management-NTSC (2002). Champaign, IL: Human Kinetics
Stress Management-PAL (2002). Champaign, IL: Human Kinetics
Van Norman K (1995). Exercise Programming for Older Adults Champaign, IL: Human Kinetics
Ward D, Saunders R & Pate R (2007) Physical Activity Interventions in Children and Adolescents. Champaign, IL:
Human Kinetics
Winnick J (1999). Brockport Physical Fitness Training Guide Champaign, IL: Human Kinetics
Winters-Stone K (2005) Action Plan for Osteoporosis. Champaign, IL: Human Kinetics
Woods R (2007). Social Issues in Sport Champaign, IL: Human Kinetics
YMCA Fitness Testing and Assessment Manual (4th Ed.) (2000). Champaign, IL: Human Kinetics
Journals
Medicine & Science in Sports & Exercise
Exercise and Sport Sciences Reviews
Websites:
www.acsm.org
67
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Movement Science Senior Seminar 16 - 480
2.
Number of Credits:
6
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Movement Analysis
Current First Aid & CPR Certification
Exercise Testing & Prescription
6.
Courses being Replaced:
Internship
7.
Courses being Deleted:
None
8.
Needs Statement:
Movement science and allied health professionals are required to have a thorough understanding of and
ability to apply principles of human performance to practice. This course will prepare students for graduate
school in the allied health sciences and for careers in the fitness and personal training industries. It
will provide knowledge and practice in verbal and writing skills, research, and /or clinical practice
required to be competitive with students graduating from other institutions of higher education.
9.
Catalogue Description of the Course:
A seminar course and capstone experience required of all Movement Science majors. Students may meet
this requirement by completing one of the following three options: a) an original research study, b) a
literature review, or c) an internship with an associated service project. Topics are selected in consultation
with Sport Science faculty. Regardless of the option chosen, students must present their work orally in an
open meeting format and provide a final paper detailing the work to the department.
10.
List Objectives of the Course:
Students preparing to embark on postgraduate education or enter the workforce are assumed to have
integrated information ascertained in coursework. These graduate candidates are required to demonstrate
integration of material into a meaningful context and to express skill in written and verbal communication
through a selected activity. Upon completion of this course, the student will:
a) complete a capstone experience that reflects: comprehension and integration
of knowledge; synthesis, assessment, and application of information
b) demonstrate written and verbal skills consistent with a level of
professionalism required by the discipline and/or professional workforce
c) demonstrate command of an interdisciplinary knowledge base through “clinical”
practice and written reports
68
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments? None
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
Students will have an opportunity to demonstrate comprehension and integration of knowledge; synthesis
and assessment of information. They will have an opportunity to demonstrate written and verbal skills
consistent with a level of professionalism required by the discipline and/or professional workforce.
Students selecting the internship will have an opportunity to demonstrate their command of their
interdisciplinary knowledge base through “clinical” practice and written reports. This does not increase the
number of credit hours required for graduation. Prerequisites do not increase the total number of hours in
this curriculum
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
An undergraduate program should provide students with the knowledge, skills and experience that
will successfully prepare them to further their education or pursue their
professional careers. In
addition, allied health professionals are required to stay current with research and practice;
conduct research; write reports and create scholarly products for publication and/or presentation at
professional meetings. This objective of this course is to provide an opportunity for the graduating
student to show competence in knowledge, skills, and values, as well as the ability to apply theory
to practice. This course will not only provide a capstone experience to the general education
experience, but also better prepare our students for graduate and professional schools and the
professional demands of the 21st century.
69
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Movement Science Senior Seminar
COURSE NUMBER
16 - 480
SEMESTER HOURS
6
PREREQUISITES
Movement Analysis
Current First Aid & CPR certification
Exercise Testing & Prescription
CATALOGUE DESCRIPTION: A seminar course and capstone experience required of all Movement Science
majors. Students may meet this requirement by completing one of the following three options: a) an original
research study, b) a literature review, or c) an internship with an associated service project and report. Topics are
selected in consultation with Sport Science faculty. Regardless of the option chosen, students must present their
work orally in an open meeting format and provide a final paper detailing the work to the department.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
70
Delaware State University
Dover, Delaware
Movement Science Senior Seminar
I. Course Objectives
Students preparing to embark on postgraduate education or enter the workforce are assumed to have integrated
information ascertained in coursework. These graduate candidates are required to demonstrate integration of
material into a meaningful context and to express skill in written and verbal communication through a selected
activity. Upon completion of this course, the student will:
a) complete a capstone experience that reflects: comprehension and integration
of knowledge; synthesis, assessment and application of information
b) demonstrate written and verbal skills consistent with a level of
professionalism required by the discipline and/or professional workforce
c) demonstrate command of an interdisciplinary knowledge base through “clinical”
practice and written reports
II. Course Content
A) Integrate knowledge, synthesize and assess information through
i) an original research study
ii) a literature review
iii) an internship with an associated service project
B) Demonstrate written and verbal skills consistent
i) submit a paper and present original research
ii) submit a paper and present results of literature review
iii) participate in and present experiences associated with a mini-internship/
service project
III Methods of Instruction
A. Data base Search or Service Project
Supervisor Assessment and Feedback
B. Written Report
Weekly Conferences with the Professor
C. Individual Presentation
Weekly Conferences with the Professor
D. Cooperative Learning
E. Seminar Discussions
IV. Methods of Evaluation
A. Literature Search Assessment
B. Service Project Assessment
C. Research Project Assessment
D. Individual Presentation
71
V. Recommended Text
American Psychological Association (2001) APA Style Manual. Washington, D.C.:
American Psychological Association
Journals:
Selected Articles from:
Exercise and Sport Science Reviews
Human Movement Science
International Journal of Sport Biomechanics
Journal of Applied Biomechanics
Journal of Biomechanics
Journal of Physical Activity and Health
Journal of Applied Physiology
Medicine and Science in Sport and Exercise
Research Quarterly for Exercise and Sport
Websites:
http://146.87.28.49/book/book.htm
http://www.acsm.org/
http://www.amti.biz
http://www.asb-biomech.org/
http://www.bertec.com
http://www.cdc.gov/niosh/91-100.html
http://web.csuchico.edu/~dknudson/
http://www.delsys.com.
http://www.eci-soft.com
http://www.gcmas.org/
http://www.health.uottawa.ca/biomech/watbiom/index.htm
http://www.isb.ri.ccf.org/biomech-l/
http://www.isbs.org/
http://www.isbweb.org
http://www.isokinetics.net
http://www.meltd.fi/default.asp
http://www.motionanalysis.com
http://www.noraxon.com
http://www.nyu.edu/classes/mcdonough/m&eiii.html
http://www.peakperform.com
http://www.sportdevices.com
http://www.sportsmotion.com
http://www.sportsci.com
http://www.uni-konstanz.de
http://www.vicon.com
http://vig.prenhall.com/acadbook/0,2581,0130128473,00.html
72
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Motor Learning/Motor Control 16-255
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
None
6.
Courses being Replaced:
None
7.
Courses being Deleted:
None
8.
Needs Statement:
The current course offered by the department of Sport Sciences addresses motor learning within a
skill acquisition context. The proposed augmented course broadens the approach to include motor
control elements of performance, injured performance, and neuromuscular deficit performance.
Students entering the work force in the allied health sciences are required to have a fundamental
knowledge base of neuromuscular function as it relates to motor behavior in a variety of contexts.
9.
Catalogue Description of the Course:
This course is designed to provide the student with a basic understanding of the current theoretical
perspectives pertaining to motor learning and control. Factors that contribute to the attainment
and execution of human perceptual-motor performance across various levels, e.g., environmental,
psychological, neurophysiological, neuromechanical, and biomechanical will be discussed.
10.
List Objectives of the Course:
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration of knowledge, comprehension, and practical application of movement problems
commonly encountered by professional in movement science careers. Upon completion of the
course, the student should be able to:
A. identify the basic components of the nervous system and discuss their function in
motor learning and control
B. differentiate between the neural processes of sensation and perception and discuss
their roles in perceptual-motor control.
C. compare and contrast selected models of human memory and identify memory
processes that contribute to skilled motor performance
73
D. demonstrate an understanding of the various experimental techniques and
measurement procedures used in the study of human movement.
E. compare and contrast the information processing approach to the study of motor
learning and control as well as several alternative theoretical approaches
F. contrast differences between open-loop and closed-loop accounts of movement
control and demonstrate an understanding of the speed-accuracy principle in light of open/closed
loop accounts of motor control and learning
G. analyze the role of information feedback and practice scheduling as each apply to
motor learning and motor skill performance, respectively.
H. assess the role of motor learning and skill performance within the general
framework of movement science.
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
The current course will be augmented by information gleaned from current research in motor
learning, gross motor control, fine motor control, and deficit motor control. The addition of
information about neuromuscular deficits and needs as well as currency will improve students
professional competence and employability. This course does not increase the number of credit
hours required for graduation. There are no pre-requisites.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will strengthen the existing program and enrich the educational experience of DSU. Thus, it
will make DSU students more competitive in the job market.
74
Fall, 2007
Delaware State University
Department of Sport Sciences
Motor Learning/Motor Control
COURSE NUMBER:
16-255
SEMESTER HOURS:
3
PREREQUISTIES:
None
Catalogue Description: This course is designed to provide the student with a basic understanding of the
current theoretical perspectives pertaining to motor learning and control. Factors that contribute to the
attainment and execution of human perceptual-motor performance across various levels, e.g.,
environmental, psychological, neurophysiological, and biomechanical will be discussed.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures_ is strongly
encouraged to contact the professor at the beginning of the course.
75
Delaware State University
Dover, Delaware
Motor Learning/Motor Control
Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration of knowledge, comprehension, and practical application of movement problems commonly
encountered by professional in movement science careers. Upon completion of the course, the student
should be able to:
A. identify the basic components of the nervous system and discuss their function in motor
learning and control
B. differentiate between the neural processes of sensation and perception and discuss their
roles in perceptual-motor control.
C. compare and contrast selected models of human memory and identify memory processes
that contribute to skilled motor performance
D. demonstrate an understanding of the various experimental techniques and measurement
procedures used in the study of human movement.
E. compare and contrast the information processing approach to the study of motor
learning and control as well as several alternative theoretical approaches
F. contrast differences between open-loop and closed-loop accounts of movement control
and demonstrate an understanding of the speed-accuracy principle in light of open/closed
loop accounts of motor control and learning
G. analyze the role of information feedback and practice scheduling as each apply to motor
learning and motor skill performance, respectively.
H. assess the role of motor learning and skill performance within the general framework of
movement science.
Course Content
The Classification of Motor Skills
The Measurement of Motor Performance
Neuromotor Basis for Motor Control
Touch, Proprioception, and Vision
Memory Components, Forgetting, and Strategies
Attention as a Limited Capacity Resource
76
Motor Control Theories
Touch, Proprioception, and Vision
Performance and Motor Control Characteristics of Functional Skills
Action Perception
Augmented Feedback
Defining and Assessing Learning
The Stages of Learning
Transfer of Learning
Demonstration and Verbal Instruction
Mental Practice
Practice Variability
The Amount and Distribution of Practice
III Methods of Instruction
Lecture
Laboratory Experiences
Cooperative Learning
Research Project
Presentation
IV. Methods of Assessment
Tests
Quizzes
Laboratories
Original Research Project
Presentation
Review of articles
Required Text
Lecture: Magill, R.A. (2006). Motor Learning and Control: Concepts and Applications. Boston,
MA: McGraw-Hill. Eighth edition.
Required Additional Readings
Ghassemi JG (2006). Thrown a (learning) curve, Study finds IM’ing, iPods distract from homework. The
Washington Post.
Just L et al (2001) Why Talking and Driving Don’t Mix. Summary of findings from Neuroimage.
Pohl, P.S. & Winstein, C.J. (1999). Practice effects on less-affected upper extremity after stroke. Archives
Pomeroy V et al. (2005) The potential for utilizing the "Mirror Neuron System" to enhance recovery of
the severely affected upper limb early after stroke: a review and hypothesis. Neural Repair, 19: 413.
Mind Games (2000). Newsweek September 25, 60 – 61.
77
Bibliography
Chatfield, S. (2003). Variability of electromyographic and kinematic measurement in dance medicine and
science research. J Dance Med & Sci, 7(2), 42-48.
.
Enghauser, R. (2003). Motor learning and the dance technique class. J Dance Educ 3(3), 85-95.
Iacopini, E., Calvo, J., Martin, J., & Pellico, L. (2004). The effect of imagery on the performance of grand
battement: Kinesiology of the spine and somatic perception. In R. Solomon & J. Solomon (Eds.),
Proceedings of the 14th Annual Meeting of the International Association of Dance Medicine and
Science (pp. 111- 116). San Francisco, CA.
Liederbach, M., Dilgen, F., Daugherty, J., Richardson, M., & Rosen, J. (2003). Comparison of kinetic,
kinematic and electromyographic activity and strength in dancers with ACL-reconstructed knees
(abstract). J Dance Med & Sci, 7(2), 61
Magill, R (2001). Motor learning: Concepts and applications (6th ed.). Boston, McGraw Hill.
Trepman, E., Gellman, R., Micheli, L., & De Luca, C. (1998). Electromyographic analysis of grand-plie
in ballet and modern dancers. Med Sci Sports Ex, 30(12), 1708-1720.
Wilmerding, V. (1998). Electromyographic comparison of the développé devant at Barre and Centre.
University Microfilms International.
Wilmerding, M., Heyward, V., King, M., Fiedler, K., Stidley, C., & Pett, S. (2001). Electromyographic
comparison of the développé devant at barre and centre. J Dance Med & Sci, 5(3), 69-74.
Seminal Works
Bannister, J. (1979). Investigation of the interrelationships of the pelvic angle, lumbar angle, hip mobility
and low back pain of college students majoring in dance. Microforms Publications: University of
Oregon.
Chatfield, S. (1993). Electromyographic response of dancers to isokinetic work and select dance
movements. Kinesiology and medicine for dance, 16(1), 60-82
Chatfield, S., Barr, S., Woollacott, M., & Sveistrup, H. (1996). Electromyographic and kinematic analysis
of movement repatterning in dance. Impulse: The Internatl J Dance Sci, Med & Educ, 4(3),
220-234
Minton, S. (1996). Assessment of the use of imagery in the dance classroom. Impulse: International J of
Dance Sci, Med, & Educ, 4(4), 276-292.
Mouchnino, L., Aurenty, R., Massion, J., & Pedotti, A. (1992). Coordination between equilibrium and
head-trunk orientation during leg movement: A new strategy built up by training. J
Neurophysiology, 7(6), 1587-1598.
78
Murgia, C. (1995). Relationships among selected kinetic and kinematic parameters of three types of dance
leaps. Microform Publications, Int'l Inst for Sport & Human Performance, University of Oregon.
Overby, L. (1991/1992). Principles of motor learning applied to the teaching of dance technique.
Kinesiology and medicine for dance, 14(1), 113-118
Overby, L. (1993). Motor learning knowledge in the dance education curriculum. JPhys Educ Rec Dance
64(9), 42-44.
Trepman, E., Gellman, R., Solomon, R., Ramesh Murthy, K., Micheli, L., & De Luca, C. (1994).
Electromyographic analysis of standing posture and demi-plie in ballet and modern dancers. Med
Sci in Sports Ex, 26(6), 771-782.
Journals
Journal of Motor Behavior
Journal of Motor Behavior and Research
Experimental Brain Research
Journal of Experimental Psychology: Human Perception and Performance
Quarterly Journal of Experimental Psychology A
Human Movement Science
Journal of Neurophysiology
Motor Control
Research Quarterly
Websites
http://isi.isiknowledge.com/portal.cgi
www.i-s-m-c.org/
www.back-in-business-physiotherapy.com.au/
www.wacona.com/kindergartengames/kindergartengames.html
www.itftennis.com/coaching/publications/nonitfpubs/science/motor.asp
http://www.aakpe.org
http://www.aahperd.org
http://www.napehe.org
http://www.icsspe.org
http://www.pelinks4u.org
http://www.palaestra.com
http://www.humankinetics.com
http://www.tahperd.org
79
CURRICULUM COURSE REVIEW FORMAT
1.
Course Title/Course Number:
Sport and Fitness Nutrition 16-462
2.
Number of Credits:
3 semester hours
3.
Curriculum Program Title:
Movement Science
4.
Curriculum/Course is:
Required/Revised
5.
Prerequisites:
Physiology of Exercise
6.
Courses being Replaced:
None
7.
Courses being Deleted:
None
8.
Needs Statement:
The current course offered by the department of Sport Sciences addresses topics that requires a
more comprehensive knowledge base. The course number should reflect the requisite knowledge
and rigor of the course and subsequent course placement in curriculum chronology.
9.
Catalogue Description of the Course:
This course provides a strong foundation in the science of exercise nutrition and bioenergetics and
explains how these principles work in the real world of human physical activity and sports
competition. Cellular metabolism, energy conversion and nutritional recommendations for
physically active persons and individuals engaged in intense training and sports competition are
included. Current issues such as low-carbohydrate diets, obesity, various food pyramids, and the
special needs of children, the elderly, and pregnant and lactating women are included. Case study
problem-solving activities will be provided so that students may solve specific nutritional
assessment problems.
10.
List Objectives of the Course:
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in
understanding and practicing the analysis of obesity prevention and intervention. The student will:
A. Identify and describe macronutrients and their effects on the human organism
B. Identify and describe the importance of micronutrients and water on the human organism
C. Nutritional recommendations - various food pyramids
D. Compare and contrast how various food nutrients are digested and absorbed
E. Analyze the role of nutrients in bioenergetics
80
F. Assess energy expenditure in various activities
G. Describe macronutrient metabolism and its role in exercise and training
H. Assess energy in food and nutritional considerations for intense training and sports competition
I. Describe the process of thermoregulation, fluid balance and rehydration
J. Assess pharmacologic and ergogenic aids
K. Conduct body composition assessment
L. Assess the relationships among energy, exercise and weight control
M. Describe relationships among disordered eating, exercise, and physical activity
11.
Course Outline: (please see attached)
12.
Show how the proposed course fits into the curriculum or course sequence.
(please see attached)
13.
Are there comparable course in other departments?
None
14.
How will students be affected by this course change? Will this course improve students’
professional competence, employability, and ability to pass professional examinations? Does
this course increase the number of credit hours required for graduation? Do the course
prerequisites increase the total number of semester hours in this curriculum?
The current course will be augmented by information gleaned from current research in nutrition
for children, sedentary, active, and elderly populations. Additional information about nutrition,
cellular metabolism, and energy transfer will improve the students knowledge base, professional
competence and employability. This course does not increase the number of credit hours required
for graduation. The only prerequisite is Physiology of Exercise.
15.
What effect will this new course have on University resources? Will this course require new
or additional resources or staffing?
N/A
16.
How will it benefit the University?
It will improve the academic reputation of Delaware State University.
17.
How will the change affect the program?
It will strengthen the existing program and enrich the educational experience of DSU. Thus, it
will make DSU students more competitive in the job market.
81
Fall, 2007
DELAWARE STATE UNIVERSITY
Dover, Delaware
Sport Fitness and Nutrition
COURSE NUMBER
16 - 462
SEMESTER HOURS
3
PREREQUISITES
Physiology of Exercise
CATALOGUE DESCRIPTION: This course provides a strong foundation in the science of exercise nutrition
and bioenergetics and explains how these principles work as a function of human physical activity and sports
competition. Cellular metabolism, energy conversion and nutritional recommendations for physically active persons
and individuals engaged in intense training and sports competition are included. Current issues such as lowcarbohydrate diets, obesity, various food pyramids, and the special needs of children, the elderly, and pregnant and
lactating women are included. Case study problem-solving activities will be provided so that students may solve
specific nutritional assessment problems.
N.B. In order to insure full participation, any student with a disability or condition requiring special
accommodation (e.g. tape recorder, special adaptive equipment, note-taking procedures) is strongly encouraged to
contact the professor at the beginning of the course.
82
Fall, 2007
Delaware State University
Dover, Delaware
Sports Fitness and Nutrition
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals as viewed by the
demonstration in knowledge and comprehension, value development, and skill development in understanding and
practicing the analysis of obesity prevention and intervention. The student will:
A. Identify and describe macronutrients and their effects on the human organism
B. Identify and describe the importance of micronutrients and water on the human
organism
C. Nutritional recommendations - various food pyramids
D. Compare and contrast how various food nutrients are digested and absorbed
E. Analyze the role of nutrients in bioenergetics
F. Assess energy expenditure in various activities
G. Describe macronutrient metabolism and its role in exercise and training
H. Assess energy in food and nutritional considerations for intense training and sports
competition
I. Describe the process of thermoregulation, fluid balance and rehydration
J. Assess pharmacologic and ergogenic aids
K. Conduct body composition assessment
L. Assess the relationships among energy, exercise and weight control
M. Describe relationships among disordered eating, exercise, and physical activity
II. Course Content
A. Macronutrients
Carbohydrates
Lipids
Proteins
B. Micronutrients and Water
Vitamins
Minerals
Water
C. Nutritional Recommendations - various food pyramids
83
Nutritive values and Recommendations for the Active Person
Common Foods
Alcoholic and Nonalcoholic Beverages
Specialty and Fast Food Items
Making wise choices in the nutrition marketplace for the Physically Active
D. Digestion and Absorption of the Food Nutrients
Hydrolysis and Condensation
Enzymes
Transport of Nutrients across Cell Membranes
Acid-Base Concentrations
Digestive Process
E. Nutrient Role in Bioenergetics
Energy Transfer
Phosphate Bond Energy
Energy Release
F. Energy Expenditure in Physical Activity
Pre-competition meal
Energy Bars
Carbohydrate Loading
Replenishing Glycogen Reserves
Rehydration
High vs. Low Fat Diets
G. Macronutrient Metabolism in Exercise and Training
Carbohydrate Mobilization and Use during Exercise
Fat Mobilization and Use during Exercise
Protein Use during Exercise
H. Measurement of energy in food and during physical activity
Gross Energy Values of Foods
Energy Produced by the Body
Respiratory Quotient and Energy Expenditure
Diets
Low-carbohydrate and low fat diets
Obesity
Nutritional needs of children
Nutritional needs of the elderly
Nutritional needs of pregnant and lactating women
Nutritional needs of the physically active person
Nutritional considerations for intense training and sports competition
I. Exercise Thermoregulation, Fluid balance, and Re-hydration
Mechanism of thermoregulation
Thermoregulation during Exercise in Heat
J. Pharmacologic and Chemical Ergogenic Aids
Steroids
Growth Hormone
84
DHEA
“The Natural” Products
Caffeine
Hormonal Boosting
Nutritional Ergogenic Aids
K. Body Composition Assessment
Hydrostatic Weighing
Skinfold Measurements
Girth Measurements
Body Mass Index
Bioelectrical Impedance
BOD POD
Near-Infrared Interactance
CT, MRI, and X-ray Absorptiometry
L. Energy balance, exercise, and weight control
Body weight regulation
Weight loss
Diet plans
Exercise
Effects of diet and physical activity on weight loss
Gender differences
Sport-specific demands on weight management
M. Disordered Eating
Muscle Dysmorphia
Exercise Addiction
Clinical Eating Disorders
Female Athlete Triad
III. Methods of Instruction
Lecture
Peer group activities
Group discussion
Demonstration
Independent practice
IV. Methods of Evaluation
Exams (3)
Obesity Prevention/Treatment Intervention
Research journals (3)
Paper
Class Attendance/Participation
TOTAL POINTS
40%
20%
15%
15%
10%__
100%
V. Required Texts
McArdleW, Katch F & Katch V (2005). Sports and Exercise Nutrition. Baltimore, MD: Lippincott, Williams and
Wilkins
85
VI. Bibliography
Beals K (2004). Disordered Eating Among Athletes. Champaign, IL: Human Kinetics
Benardot D (2006). Advanced Sports Nutrition. Champaign, IL: Human Kinetics
Bouchard C (2000). Physical Activity and Obesity. Champaign, IL: Human Kinetics
Burke L (2007). Practical Sports Nutrition. Champaign, IL: Human Kinetics
Cardwell G (2006). Gold Medal Nutrition (4th Ed.) Champaign, IL: Human Kinetics
Deiscoll J (1999). Sports Nutrition. London, UK: Taylor and Francis CRC Press
Eberle S (2007). Endurance Sports Nutrition (2nd Ed.) Champaign, IL: Human Kinetics
Hargreaves M (2006). Exercise Metabolism (2nd Ed.). Champaign, IL: Human Kinetics
Jeukendrup A (2004). Sports Nutrition. Champaign, IL: Human Kinetics
Kirksey, B., Stone, M.H., Warren, B.J., Johnson, R.L., Stone, M., Hafe, G.G., Willians, F.E., Proulx, C. (1999).
The effects of 6 weeks of creatine monohydrate supplementation on performance measures and body
composition in collegiate track and field athletes. Strength and Conditioning Research, 13(2), 148-156.
Kang J (2008). Bioenergetics Primer for Exercise Science. Champaign, IL: Human Kinetics
Manore M (2000). Sport Nutrition for Health and Performance. Champaign, IL: Human Kinetics
Mougios V (2006). Exercise Biochemistry. Champaign, IL: Human Kinetics
Medical Economics Company (2001). PDR for Nutritional Supplements. Montvale, NJ: Medical Economics.
Mulla NA, Simonsen L, Bulow J. (2000). Post-exercise adipose tissue and skeletal muscle lipid
humans: the effects of exercise intensity., J Physiol. 1;524 Pt 3:919-28.
metabolism in
Phelain JF, Reinke E, Harris MA, Melby CL. (1997). Postexercise energy expenditure and substrate oxidation in
young women resulting from exercise bouts of different intensity. J Am Coll Nutr. 16(2), 140-6.
Reimers, K.J. (1999). Nutrition notes; The power of placebo. Strength and Conditioning Journal. 21(3), 48-49.
Stout, J.R., Eckerson, J.M., Housh, T.J., Eversole, K.T. (1999). The effects of creatine supplementation on
anaerobic working capacity. Journal of Strength and Conditioning Research, 13(2), 135-138.
Volpe S (2007). Fitness Nutrition for Special Dietary Needs. Champaign, IL: Human Kinetics
Williams, Melvin (2005). The Ergogenics Edge: Pushing the Limits of Sports Performance. Champaign, IL:
Human Kinetics.
Seminal Works
The American Dietetic Association, The American Diabetics Association, Inc. (1995). Exchange Lists for Meal
Planning.
86
Ariel, G., Saville, W. (1972). Anabolic steroids: the physiological effects of placebos. Medicine and Science in
Sports, 4(2), 124-126.
Brooks, G.A. (1987). Amino acid and protein metabolism during exercise and recovery. Med Sci Sports Exerc,
19(5 Suppl), S150-156.
Costill D, Miller J (1980), Nutrition for endurance sports: Carbohydrate and fluid balance. International Journal of
Sports Medicine, 1, 2-14.
Friedman JE, Neufer PD, Dohm GL (1991). Regulation of glycogen resynthesis following exercise. Dietary
considerations. Sports Med, 11:232-234.
Gebhardt, S.E., Matthews, R.H. (1981). Nutrition Value of Foods, United States Department of Agriculture, Human
Nutrition Information Service, Home and Garden Bulletin Number 72.
Grunewald, K.K., Baily, R.S. (1993). Commercially marketed supplements for bodybuilding athletes. Sports Med,
15(2), 90-103.
Ivy, JL. Muscle glycogen synthesis before and after exercise. Sports Med 1991; 11(1):6-19.
Leibel R.L., Hirsch J., Appel B.E., Checani G.C. (1992). Energy intake required to maintain body weight is not
affected by wide variation in diet composition. Am J Clin Nutr. 55, 350-355.
Lissner L., Levitsky D.A., Strupp B.J., Kalkwarf H.J., Roe D.A. (1987). Dietary fat and the regulation of energy
intake in human subjects. Am J Clin Nutr, 46, 886-892.
Nieman DC, Carlson KA, Brandstater ME, Naegele RT, Blankenship JW. (1987). Running endurance in 27-hfasted humans. J Appl Physiol., 63(6), 2502-9.
Nissen, S., et. al., (1996). The effect of the leucine metabolite ß-hydroxy ß-methylbutarate on muscle metabolism
during resistance-exercise training. J. Appl. Physiol. 81, 2095-2104.
Thomas C.D., Peters J.C., Reed G.W., Abumrad N.N., Sun M., Hill J.O. (1992). Nutrient balance and energy
expenditure during ad libitum feeding of high-fat and high-carbohydrate diets in humans. Am J Clin Nutr.
55, 934-942.
Tremblay, A., Simoneau, J., Bouchard, C. (1994). Impact of Exercise Intensity on Body Fatness and Skeletal
Muscle Metabolism. Metabolism. 43(7): 814-818.
Vandenberghe, K., Gillis, N., Van Leemputte, M., Van Hecke, P., Vanstapel, F., Hespel, P. (1996). Caffeine
conteracts the ergogenic action of muscle creatine loading. J Appl. Physiol. 80(2): 452-457.
Websites
http://www.herbmed.org
http://www.gssiweb.com
http://www.drugfreesport.com
http://dietary-supplements.info.nih.gov
Journals
Journal of the International Society of Sport Nutrition
International Journal of Sport Nutrition and Exercise Metabolism.
International Journal of Sports Physiology and Performance
Fitness and Sports Nutrition
International Journal of Sports Nutrition
87