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Core Curriculum Application Form: Social and Behavioral Sciences
Course number: PHED 1338
Course title:
Concepts of Fitness and Wellness
Semester hours: 3
Briefly explain how this course meets each of the following requirements for inclusion in the core.
Foundational Component Area
A. The course “focuses on the application of empirical and scientific methods that contribute to the
understanding of what makes us human.”
“Wellness is the integration of many different components (social, emotional/mental, spiritual,
and physical) that expands one’s potential to live (quality of life) and work effectively and to
make a significant contribution to society. Physical Fitness is the body’s ability to function
efficiently and effectively. It consists of health-related physical fitness and skill-related physical
fitness, which have at least 11 components, each of which contributes to total quality of life.
Physical fitness also includes metabolic fitness and bone integrity. Physical fitness is associated
with a person’s ability to work effectively, enjoy leisure time, be healthy, resist hypokinetic
diseases, and meet emergency situations. Although the development of physical fitness is the
result of many things, optimal physical fitness is not possible without a commitment to regular
exercise”. (Concepts of Fitness and Wellness 10th edition Corbin and Welk))
B. The course “involves the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.”
This course will introduce the basic concepts of fitness, nutrition, exercise physiology, psychology,
epidemiology, health promotion and disease prevention. The students will gain knowledge to make
intelligent choices that contribute to a healthy lifestyle. “Social wellness is the ability to interact well
with people and the environment and to have satisfying personal relationships.” As physical education
instructors, we spend a great deal of time inspiring and assisting others in their pursuit of improved
health. Education is an important aspect of this. We must promote the benefits of regular activity and
help people understand why they should be active. (Concepts of Fitness and Wellness 10th edition
Corbin and Welk)
Core Objectives
Critical Thinking
The course teaches “creative thinking, innovation, inquiry.”
“Wellness is the search for enhanced quality of life, personal growth and potential through positive
lifestyle behaviors and attitudes. If we take responsibility for our own health and well-being, we can
improve our health on a daily basis. Certain factors influence our state of wellness, including nutrition,
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physical activity, stress-coping methods, good relationships, and career success.” (Concepts of Fitness
and Wellness 10th edition Corbin and Welk))
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.” In lab 7a the
student will complete threshold of training and target heart rate zones. The purpose of this lab
is to learn to count heart rate accurately and establish ratings of perceived exertion.
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.” One of the student’s
first assignments will be to complete lab 1a, the healthy lifestyle questionnaire. The purpose of
the questionnaire is to help analyze the lifestyle behaviors and to help make decisions
concerning good health and wellness for the future.
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.” After completing
both labs 1a and 7a the students will be able to analyze information they provided and
understand the procedures and formulas to enhance the student’s ability to compile
information and apply to learning a safe and effective daily workout routine.
Communication
The course teaches “effective development, interpretation, and expressions of ideas through written,
communication.”
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Lab 24a, b and c which are the last chapter in the book are the culmination of all material throughout
the book. The purpose of lab 24a is to assess the factors that relate to health, wellness, and fitness. The
purpose of 24b is to plan to make changes in areas that can most contribute to improved health,
wellness, and fitness. The purpose of 24c is to establish a comprehensive plan of lifestyle physical
activity and to self monitor progress in your plan. In theses labs the students will be required to ask and
write questions pertaining to self and family history pertaining to health and wellness. Compile the
information gathered and make informed decisions to areas that need improvement and finally applying
all the assessed information to planning your personal physical activity program.
Empirical and Quantitative Skills
The course teaches “analysis, evaluation, and synthesis of information.”
E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation
of numerical data or observable facts.” From Lab 4a assignment the students will be able to
compile the scores from the heart disease risk factors questionnaire and determine the level of
risk for heart disease.
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F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.” The student will complete a questionnaire of assessing
heart disease risk factors. The assignment will ask basic family history background, diet and
exercise routines, stress levels, tobacco use, body fat and blood pressure.
G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of
numerical data or observable facts to reach informed conclusions.” After completing the heart
disease lab assignment the student will be able to make an informed decision relating to the
areas that may be contributing heart disease and determine ways in which to help control the
risk factors.
Social Responsibility
The course teaches “intercultural competence, knowledge of civic responsibility, and the ability to
engage effectively in regional, national and global communities.” “The definition of social wellness is
the ability to interact with others successfully and to establish meaningful relationships that enhance
the quality of life for all people involved in the interaction (including self). A person with social wellness
is generally characterized as involved instead of lonely.” (Concepts of Fitness and Wellness 10th edition
Corbin and Welk))
According to the Surgeon General, “We have a real opportunity to move the nation from a “sick care”
system to one that is based on wellness and prevention. The following are eye-opening statistics from
the American Heart Association.
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.” In
chapter 5 the student will read that the proportion of adults meeting national health goals
varies on income, education and disability status. The chapter also includes graphs and charts of
gender, age, and ethnicity that pertain to people meeting national health goals.
I.
Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national, and global communities.” Lab assignment 17d is a questionnaire on
evaluating level of social support. The purpose of the assignment is to evaluate your social
support level and to identify ways to find additional support. The questions will cover various
aspects of relationship with family, friends, and spouse. The student will also be asked to rate
themselves in the area of social skills and social contacts.
According to Regina Benjamin, Surgeon General, prevention is the foundation of the public health
system. She states that “we cannot begin to address prevention if our patients do not know what we
are trying to say to them.” She also states, “Improving the nation’s health literacy is critical to
creating a system of care based on wellness and prevention.
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PHED 1338 Syllabus
The North Central Texas College (NCTC) Course Syllabus provides the following as required by
the Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course
including each major course requirement, assignment and examination; (2) the learning
objectives for the course; (3) a general description of the subject matter of each lecture or
discussion; and (4) any required or recommended readings. Contact information for the
instructor is also provided. The Course Syllabus also provides institutional information to
indicate how this course supports NCTC’s purpose and mission. Information specific to a
particular section of the course will be included in the Class Syllabus and distributed to enrolled
students.
Course Title: Concepts of Physical Fitness and Wellness
Course Prefix & Number: PHED 1338 Section Number: 360
Term Code: 131S
Semester Credit Hours: 3
Lecture Hours: N/A
Lab Hours: N/A
Course Description (NCTC Catalog):
This course will introduce the basic concepts of fitness, nutrition, exercise physiology,
psychology, epidemiology, health promotion and disease prevention. The students will gain
knowledge to make intelligent choices that contribute to a healthy lifestyle.
Course Prerequisite(s):
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but
not in NCTC Core)
 - AcademicNCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Erick Wright
Campus/Office Location:
Gainesville/Athletic Workout Facility 1900 Building
Telephone Number:
940-668-3304
E-mail Address:
cewright@nctc.edu
Name of Chair/Coordinator:
Van Hedrick
Office Location:
Gainesville/Athletic Workout Facility 1900 Building
Telephone Number:
940-668-4286
E-mail Address:
vhedrick@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Concepts of Fitness and Wellness, “A Comprehensive Lifestyle Approach” 10th Edition;
Corbin and Welk; Published by McGraw Hill
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
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# of Graded
Course Elements
Graded Course Elements
Assessment PreTest General Knowledge Exam (participation points
only)
Exams
Chapter Exams- 6 x (50 points each)
Comprehensive
Final Exam
Labs
15 Lab Activities (10 points each)
Discussion Board
Total Points per
Letter Grade:
Percentage or
Points Values
50 points
300 points
100 points
150 points
A = 540-600
B = 480-539
C = 420-479
D = 360-419
F = 359 and below
INSTITUTIONAL LEARNING GOALS


A quality general education curriculum in all associate degree programs.
Quality freshman and sophomore level courses in arts and sciences which parallel the
lower division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled
occupations, and quality technical education programs up to two years in length leading
to certificates and associate degrees.

Quality programs and services in support of adult literacy and basic skills development as
a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all
associate degrees by offering a core of general education courses designed to help students
achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and
utilizing the methodologies of various disciplines exposed students to experiences that serve to
advance their personal growth. The chief focus of the General Education Core Curriculum at
NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The Physical Education Department provides classes that allow each student to grow both
academically and physically within a collegiate environment.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to
help students achieve academic, career and lifelong goals. The chief focus of the General
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Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad
intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Social & Behavioral Science component area is to increase students’
knowledge of how social and behavioral scientists discover, describe, and explain the behaviors
and interactions among individuals, groups, institutions, events and ideas. Such knowledge will
better equip students to understand themselves and the roles they play in addressing the issues
facing humanity.
SOCIAL & BEHAVIORAL SCIENCE: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
 (SBS1) To employ the appropriate methods, technologies and data that social and
behavioral scientists use to investigate the human condition.
 (SBS2)
To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
 (SBS3)
To use and critique alternative explanatory systems or theories.
 (SBS4) To develop and communicate alternative explanations or solutions for
contemporary social issues.
 (SBS5) To analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study.
 (SBS6)
To comprehend the origins and evolution of U.S. and Texas political systems, with
focus on the growth of political institutions, the constitution of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
 (SBS7)
To understand the evolution and current role of the U.S. in the world.
 (SBS8)
To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
 (SBS9)
To recognize and apply reasonable criteria for the acceptability of historical
evidence and social research.
 (SBS10) To analyze, critically assess, and develop creative solutions to public policy
problems.
 (SBS11) To recognize and assume one’s responsibility as a citizen in a democratic society
 (SBS12) To identify and understand differences and commonalities within diverse
cultures.
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STUDENT LEARNING OUTCOMES
EEO
1,5,7,8,9,11,12
1,9,11
1,3,5,7,9,12
1,3,5,7,8,911,12
1,5,7,12
Student Learning Outcome
Identify several risk factors that contribute to heart disease.
Knowledge of the food guide pyramid.
List several hypokinetic diseases/conditions.
Ability to describe a healthy/unhealthy lifestyle.
Understanding the various types of wellness.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH
LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Section I
Lifestyle for Health, Wellness, Fitness
Section 2
An Introduction to Physical Activity
Section 3
The Physical Activity Pyramid
Section 4
Physical Activity: Special Considerations
Section 5
Nutrition and Body Composition
Section 6
Stress Management
Section 7
Avoiding Destructive Behaviors
Section 8
Making Informed Choices
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
 READING – Reading at the college level means the ability to analyze and interpret a variety
of printed materials – books, articles and documents. A core curriculum should offer student
the opportunity to master both general methods of analyzing printed materials and specific
methods for analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent
prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and
punctuation are each a sine qua non in any composition, they do not automatically ensure that
the composition itself makes sense or that the writer has much of anything to say. Students
need to be familiar with the writing process including how to discover a topic and how to
develop and organize it, how to phrase it effectively for their audience. These abilities can be
acquired only through practice and reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent,
and persuasive language appropriate to purpose, occasion, and audience. Developing this
competency includes acquiring poise and developing control of the language through
experience in making presentations to small groups, to large groups, and through the media.
 LISTENING – Listening at the college level means the ability to analyze and interpret
various forms of spoken communication.
 CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative
and quantitative skills analytically and creatively to subject matter in order to evaluate
arguments and to construct alternative strategies. Problem solving is one of the applications
of critical thinking, used to address an identified task.
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 COMPUTER LITERACY – Computer literacy at the college level means the ability to use
computer-based technology in communicating, solving problems, and acquiring information.
Core-educated students should have an understanding of the limits, problems, and
possibilities associated with the use of technology, and should have the tools necessary to
evaluate and learn new technologies as they become available.
Last day to
Withdraw
Student Rights &
Responsibilities
Scholastic Integrity
For the Fall 2013 semester, the last day to withdraw from a course with a
“W” is November 16, 2013.
NCTC Board policy FLB (Local) Student Rights and Responsibilities
states that each student shall be charged with notice and knowledge of
the contents and provisions of the rules and regulations concerning
student conduct. These rules and regulations are published in the Student
Handbook published in conjunction with the College Catalog. All
students shall obey the law, show respect for properly constituted
authority, and observe correct standards of conduct.
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a
test, plagiarism, and collusion.
STUDENT SUPPORT SERVICES
ACCESS
(Disability Support)
The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A
disability is anything that can interfere with learning, such as a learning
disability, psychological challenge, physical illness or injury.
Accommodations may include extra time on tests, tests in a distraction
reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100)
Building or call 940-668-4209. Students on the Bowie, Graham, Flower
Mound, and online campuses should call 940-668-4209 to arrange for an
intake appointment with OSD.
North Central Texas College is on record as being committed to both the
spirit and letter of federal equal opportunity legislation, including the
Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act
of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
Student Success
Center
The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. The center links students
to FREE tutoring, including a Writing Center, a Math Lab, and free
online tutoring in the evening. The program helps students acclimate to
college by providing students free interactive workshops about Time
Management, Study Skills, Test Anxiety, and much more. For more
information, please visit your nearest Student Success Center.
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Financial Aid,
Scholarships, and
Veterans Service
The Financial Aid Office is responsible for administering a variety of
programs for students who need assistance in financing their education.
The first step for financial aid is to complete a FAFSA. For more
information, please visit your nearest Financial Aid Office.
Tobacco Free
Campus
NCTC restricts the use of all tobacco products including cigarettes,
cigars, pipes and smokeless tobacco on campus property. NCTC is aware
that tobacco use influences underage students which cumulates
unsightly tobacco litter and interferes with assuring clean air for all who
come to NCTC. NCTC recognizes the health hazards of tobacco use and
of exposure to second hand smoke. Information on a tobacco cessation
program is available for students, faculty, staff who wish to stop using
tobacco products. We would like to "thank you" for your help in making
our campuses Tobacco-Free. For questions or concerns please contact
the Office of Vice President of Student Services at 940.668.4240.
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Please read the concepts that correspond with each exam. The exams will cover
information from the text book concept readings. The required text book is: Concepts of
Fitness and Wellness; 10th Edition; Corbin, Welk.
Week 1 Assignment = Take Pretest (Earn Participation Points)
Assessment Pretest: Testing Date: Aug.26-Sept.7 (Take Immediately!)
Week 2 Assignment = Read and Study: Concepts 1,2,3,4
Complete: Questionnaire p. 17, Lab 1A p.19, Lab 4A p.83 Due Date: Sept.7
Week 3 Assignment = Exam #1: Concepts: 1-4
Testing Date: Sept.8-14
Week 4 Assignment = Read and Study: Concepts 5,6,7,8
Complete: Lab 5A p.97, Lab 7A p.135 Due Date: Sept.21
Week 5 Assignment = Exam #2: Concepts: 5-8
Testing Date: Sept.22-28
Week 6 Assignment = Read and Study: Concepts 9,10,11,12
Complete: Flexibility p.219, Lab 10A p.221, Lab 11B p. 261 Due Date: Oct.5
Week 7 Assignment = Exam #3: Concepts: 9-12
Testing Date: Oct.6-12
Week 8 Assignment = Read and Study: Concepts 13,14,15,16
Complete: Lab 14B p.347, Lab 16A p.379 Due Date: Oct.19
Week 9 Assignment = Exam #4: Concepts: 13-16
Testing Date: Oct.20-26
Week 10 Assignment = Read and Study: Concepts 17,18,19,20
Complete: Lab 17D p.403, Lab 20A p.445 Due Date: Nov.2
Week 11 Assignment = Exam #5: Concepts: 17-20
Testing Date: Nov.3-9
Week 12 Assignment = Read and Study: Concepts 21,22,23,24
Complete: Lab 22A p.477, Lab 24ABC p.509 Due Date: Nov.16
Week 13 Assignment = Exam #6: Concepts: 21-24
Testing Date: Nov.17-23
Week 14 Assignment = Read and Study: Concepts 1-24
Make-Up Days for Exams 1-6: Nov.24-30
Week 15 Assignment = Final Exam: Concepts 1-24 Testing Date: Dec.1-7
Week 16 Assignment =Make-Up Days for Final Exam: Dec.8-10