COLLEGE OF PROFESSIONAL STUDIES
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION AND RECREATION
COURSE SYLLABUS
Spring 2015
COURSE:
PED 401, GRADED EXERCISE TESTING, 11 a.m.. – 11:50 a.m. MTWTh
INSTRUCTOR:
MR. GREG KRIEWITZ, RM. 214D, 271-5943
Email: kriewitz@missouriwestern.edu
TEXTS:
GUIDELINES FOR EXERCISE TESTING AND PRESCRIPTION,
9TH ED., AMERICAN COLLEGE OF SPORTS MEDICINE.
OFFICE HOURS:
Monday, Wednesday 10 a.m. – 10:55 a.m.
Tuesday, Thursday 12 p.m. – 1 p.m.
Friday, 11 a.m. – 12 p.m.
COURSE OUTLINE: Wednesdays/Thursdays are typically laboratory days
Date
Week One:
Topic
Introduction, Chapter one, Consent Forms-Medical History Forms, Terminology,
Health-Related Components, Lab One (Pulse, BP)
Week Two: Chapter two, (Case study assignment and in class case study development and
analysis), Metabolic Calculations - Lab Two (Blood Pressure, Waist/Hip and
Development of Medical History Form)
Week Three: Chapter three, (Blood Pressure), Lab Three (Body Composition analyses and Girth
Measures)
Week Four: Chapter three, (Contraindications to Testing and Patient Instructions and informed
consent), Lab Four (Cycle Ergometer use and Testing)
Week Five: Chapter four, Testing Type, Criterion for Termination, Lab Five (Muscular Fitness
Testing and Flexibility Testing and Interpretation)
Week Six:
Review,
Week Seven: Chapter five, Test Protocols and Modalities. Lab Six (Operation of Treadmill and
ECG Unit)
Week Eight: Chapter five and six, Interpretation of Data, Sensitivity and Specificity of Testing,
Predictive Value of Testing. Lab Seven (ECG Prep and Testing), Metabolic
Equations.
Week Nine: Chapter seven, Exercise Prescription Principles. Lab Eight (Client Test), Metabolic
Equations.
Week Ten:
Chapter seven, Progression, Training Effect, and Program Supervision. Lab Nine
(Client Testing in Total),
Week Eleven: Chapter eight and nine. Lab Ten (Exercise Prescription from Testing)
Week Twelve: Chapter ten and eleven, Clinical Conditions and “Special Populations: Labs Open
for Notebook Requirements and Practice.
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Week Thirteen: Chapters twelve and thirteen, Behavior Change Strategies and Legal Issues
Concerning the Profession. Labs Open.
Week Fourteen: Notebooks due during your scheduled final time.
Metabolic Equations and ECG Analysis will be interspersed during the semester and deemed
appropriate.
COURSE OBJECTIVES:
1. Describe and demonstrate exercises designed to enhance muscular strength and/or endurance
of specific major muscle groups.
2. Describe and demonstrate exercises for enhancing musculoskeletal flexibility.
3. Locate the common sites for measurement of skinfold thickness, skeletal diameter, girth
measurements for estimation for body composition; the anatomic landmarks for palpation of
peripheral pulses; locate the brachial artery and correctly place the cuff and stethoscope in
position of blood pressure measurement.
4. Calculate the energy cost in METs and kilocalories for given exercise intensities in stepping
exercise, bicycle ergometry, and during horizontal and graded walking and running.
5. Identify approximate MET equivalents for various sport, recreational, and work tasks.
6. Describe how each of the following differ from the normal condition: dyspnea, hypoxia,
hypoventilation, orthostatic hypotension, premature atrial contractions, and premature
ventricular contractions.
7. Describe blood pressure responses associated with exercise and changes in body position.
8. Describe the response of the following variables to steady state submaximal exercise and
maximal exercise: heart rate, stroke volume, cardiac output, pulmonary ventilation, tidal
volume, respiratory rate, arteriovenous oxygen difference.
9. Characterize the differences in the development of an exercise prescription for children,
adolescents, and older participants.
10. Identify risk factors for coronary artery disease (CAD) and designate those that may be
favorably modified by regular and appropriate activity habits.
11. Identify the following cardiovascular risk factors or conditions that may require consultation
with medical or allied health professionals prior to participation in physical activity or prior
to a major increase in physical intensities and habits; inappropriate resting, exercise, and
recovery HR’s and BP’s; new discomfort or changes in the pattern of discomfort in the chest
area, neck, shoulder or arm with exercise or at rest; heart murmurs; myocardial infarction;
fainting or dizzy spells, claudication, ischemia, cigarette or other tobacco use, lipoprotein
profile.
12. Define the psychological principles which are critical to health behavior change (i.e, behavior
modification, reinforcement, goal-setting, social support and peer pressure.
13. Describe the personal communication skills necessary to develop rapport in order to motivate
individuals to begin exercise, enhance adherence, and return to exercise.
14. Demonstrate the ability to measure pulse rate accurately both at rest and during exercise.
15. Demonstrate the ability to measure blood pressure accurately at rest.
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16. Demonstrate or identify appropriate techniques for health appraisal and use of fitness
evaluations.
17. State the purpose and demonstrate basic principle of exercise testing.
18. Demonstrate the ability to obtain appropriate medical history, informed consent, and other
pertinent information prior to exercise testing.
19. Demonstrate the ability to instruct participants in the use of equipment and test procedures.
20. Demonstrate the ability to assess muscular strength, muscular endurance, and flexibility.
21. Demonstrate various techniques of assessing body composition and discuss the
advantages/disadvantages and limitations of the various techniques.
22. Discuss modification of protocols and procedures for cardiorespiratory fitness tests in
children, adolescents, and older adults.
23. Explain the purpose and procedures for monitoring clients prior to, during, and after
cardiorespiratory fitness testing.
24. Demonstrate the ability to accurately measure heart rate, blood pressure, and rating of
perceived exertion at rest and during exercise according to established guidelines.
25. Demonstrate the ability to interpret results of fitness evaluations on apparently healthy
individuals and those with stable disease.
26. Identify appropriate criteria for discontinuing a fitness evaluation and demonstrate proper
procedures to be followed after discontinuing such a test.
27. Demonstrate the ability to design and implement a health appraisal/fitness assessment
programming; including but not limited to staffing needs, physician interaction, documents,
equipment, marketing, ongoing evaluations.
28. Demonstrate knowledge of safety plans, emergency procedures, and first aid techniques
needed during fitness evaluations, exercise testing, and exercise training.
29. Design, implement, and evaluate individualized and group exercise programs based on
health history and physical fitness assessments.
30. Demonstrate the use of the variables of mode, intensity, duration, frequency, and progression
in designing cardiorespiratory and resistive training.
31. Demonstrate the use of various methods for establishing and monitoring levels of exercise
intensity including heart rate, RPE, and METS.
32. Design resistive exercise programs to increase or maintain muscular strength and/or
endurance for the purpose of general fitness, hypertrophy, injury prevention, and sports
conditioning.
33. Describe modifications in type, duration, frequency, progression, level of supervision, and
monitoring techniques in exercise programs for patients with heart disease, diabetes mellitus,
obesity, hypertension, musculoskeletal problems, pregnancy/postpartum, and exerciseinduced asthma.
34. Demonstrate an understanding for the components incorporated into an exercise session and
their proper sequence (i.e., pre-exercise evaluation, warm-up, aerobic stimulus phase, cooldown, muscular endurance, and flexibility.
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EXPECTED STUDENT OUTCOMES:
1. The student will be able to evaluate the health risks of an individual through fitness and
wellness screening.
2. The student will be able to demonstrate fitness testing skills for cardiovascular endurance.
3. The student will be able to demonstrate fitness testing skills for muscular strength.
4. The student will be able to demonstrate fitness testing skills for muscular endurance.
5. The student will be able to demonstrate fitness testing skills for joint flexibility.
6. The student will be able to demonstrate fitness testing skills for body composition.
7. The student will be able to demonstrate personal skills that enhance effectiveness during the
administration of all fitness tests.
8. The student will be able to interpret test results.
9. The student will be able to prescribe exercise according to test results as well as counsel or
make referrals that address other cardiovascular risk factors.
10. The student will be able to prescribe exercise for special populations.
GRADING: Grading 401, Graded Exercise Testing, Spring 2015
2tests, worth 50 points each
1 Practical Final
Notebook/Exercise Prescription
Skills Tests- Weekly after the first week
In-Class Quizzes
TOTAL
A
B
C
D
F
=
=
=
=
=
100 points
150 points
150 points
100 points
_50 points
550 points
485 – 550 points
420 – 484 points
355 – 419 points
290 – 354 points
<289 points
Notebook Requirements (Typed) In this order, and all work is to be your own:
Your own checklist for conducting preliminary tests (HR, BP, HT/WT, sit-ups, flexibility, body
composition)
Your own checklist for conducting submaximal bicycle tests.
The following tests that you administered (name of subject, date/time, test sheet):
10 preliminary screens-conducted individually
1 ACSM submaximal bicycle tests
1 YMCA submaxiaml bicycle tests All administered and recorded individually (Not in pairs)
2 Astrand-Rhyming bicycle tests
2 Bruce Protocol maximal treadmill tests (leader) – Having the test performed on yourself can be
considered one of your “leader” tests
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2 Bruce Protocol maximal treadmill tests (assistant).
4 Hydrostatic Weighs
2 Exercise prescriptions garnered from the result of 2 exercise prescriptions garnered from maximal
testing including: resistance for biking, and speed/elevation for walking/running, and target heart
rate. Place these exercise prescriptions immediately following the test sheets that you used.
NOTEBOOK GRADING SCALE
Bike Tests (4) – To be conducted individually
Treadmill Tests (4) – Leader (2), Assistant (2)
Exercise Prescriptions (2) (See workbook for
specific parameters)
Preliminary screens – individually (10)
Hydrostatic Weighs (4)
TOTAL
6 point each
6 points each
24 points
24 points
25 points each
5 points each
12 points each
50 points
50 points
50 points
150 points rounded
The omission of any preliminary screens, bike tests, treadmill tests or hydrostatic weighing will
result in an automatic 25 point deduction. The copying of bike tests or preliminary screens will
result in a grade of zero for the notebook.
ATTENDANCE POLICY: Regular class attendance is considered an essential part of the student's
educational experience and a requirement for an adequate evaluation of student academic progress.
Consideration will be given to students in the case of genuine illness, emergency, or when acting as a
representative for Missouri Western State University. It shall be the responsibility of the student to
notify the instructor prior to the absence, and if possible, meet with the instructor on the student's
return to discuss the material missed.
ACADEMIC HONESTY POLICY: Since honesty in the classroom or laboratory is required,
cheating, plagiarism, or knowingly furnishing false information to the college constitutes a violation.
A grade of zero will be assessed in the evaluation instrument.
DISABILITY ACCOMODATIONS
Students seeking accommodations must first provide documentation of needed accommodations
to the Accessibility Resource Center (ARC) located in Eder Hall, Suite 203. Once
accommodations have been approved by the ARC, students are responsible for notifying their
instructors of those accommodations. This should be done within the first two weeks of classes.
Accommodations are not retroactive.
STUDENTS RECORDING CLASSROOM LECTURES
As a professional courtesy, students are expected to inform a faculty member if they plan to make
audio or video recordings of a class. However, students should understand that there are times
when the faculty member may prohibit this activity. For example, in order to protect patient
confidentiality, in health-discipline classes discussions pertaining to protected patient
information may not be recorded.
The redistribution of audio or video recordings of statements or comments from the course to
individuals who are not students in the course is prohibited without the express permission of the
faculty member and of any students who are recorded. Unauthorized distribution of such
materials is a violation of academic standards and may violate copyright laws and/or privacy
rights. Violations may result in disciplinary action.