Instructor: Scott Amick E-mail: samick@csuchico.edu
Office:
Mailbox:
272 Yolo Office hours: Tuesday 11:00am-12:00pm
244 Yolo (Available 8-5 Mon-Fri) Class Time: Tues & Thurs 9:30 – 10:45am
Office Phone: email preferred
This course is designed for pre-service physical educators as well as students who wish to learn about the physiology of children’s movement and methods of enhancing and measuring youth fitness. Topics include the musculoskeletal, cardiovascular, metabolic, and respiratory systems as they relate to aerobic and anaerobic exercise in children, adolescents, and young adults. This course also addresses the physiological basis of the five components of fitness as well as how to assess them in a physical education setting. Students will learn youth fitness concepts and understand how to apply them to teaching K-12 physical education. Students will work directly with children to apply concepts and practice assessment techniques.
None
1) Ayers, S. & Sariscsany, M. (2011). Physical Education for Lifelong Fitness (3 rd
ed.
). Champaign, IL:
Human Kinetics.
Attendance is required and graded. If you miss any part of class, it is your responsibility to obtain all lecture notes, assignment sheets, announcements, etc. from Blackboard Learn, a classmate, or me. Attendance is graded via the PREP Scoresheet.
Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability or chronic illness, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Please also contact
Accessibility Resource Center (ARC) as they are the designated department responsible for approving and coordinating reasonable accommodations and services for students with disabilities. ARC will help you understand your rights and responsibilities under the Americans with Disabilities Act and provide you further assistance with requesting and arranging accommodations. ARC is located in the Student Services Center 170, www.csuchico.edu/arc , phone 530-898-5959, email arcdept@csuchico.edu
.
Other than a documented medical emergency or participation in a religious holiday recognized by CSUC, there will be no exam makeups. Written assignments must be typed, doublespaced, 12 point Times New Roman font and submitted with a professional appearance at the beginning of the class period they are due. Assignments submitted after the beginning of class or after the due date will be accepted and graded, however, the penalty is a 1-letter grade deduction per classday the assignment is late (e.g. a “B+” paper submitted on Wednesday that was due the previous Monday would be reduced to a “D+” or an “A” paper turned in after class has started would be reduced to a “B”).
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Written Exams (3) @ 100 pts ea
Lab reports
School programming/assessments
Daily Professionalism
300 Points
150 Points
150 Points
100 Points
A
A-
700 - 648
647 - 630
B+
B
B-
C+
C
C-
D+
D
F
629 - 616
615 - 579
578 - 560
559 - 546
545 - 506
505 - 490
489 - 476
475 - 420
419 &
↓
By the end of the semester, students will know or be able to do the following (each objective is listed under one of the 6 Kinesiology departmental student learning outcomes)…
KINESIOLOGY STUDENT
LEARNING OUTCOME
CONTENT KNOWLEDGE - Students will demonstrate knowledge and disciplinary concepts related to the field of Kinesiology.
COMMUNICATION - Students will apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity.
REFLECTION AND CRITICAL
THINKING - Students will demonstrate reflection and critical thinking in order to refine professional practice.
PROGRAMMING AND ASSESSMENT -
Students will demonstrate evidence-based knowledge and skills (and best practices) for assessing client/student needs and for designing, implementing and evaluating programs.
PERTINENT KINE 335
COURSE OBJECTIVES
METHOD OF
ASSESSMENT
**See objectives in letters A through E below *Exams
*Exit slips
► Justify, explain, and demonstrate various fitness assessment techniques to K-12 students using age-appropriate communication
► Be able to communicate, either verbally or in writing, the results of a students’ fitness
*School labs
*Exams assessment to parents.
► Reflect on school labs with peers *Reflection paper
*Class discussion
► Demonstrate the ability to conduct physiological assessments of K-12 students and tailor a physical education curriculum based on the results.
*Class discussion
*Exams
*School assessments
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PROFESSIONALISM AND ETHICS -
Students will demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration, service to others, and techniques for lifelong learning.
VALUE PHYSICAL ACTIVITY AND
FITNESS - Students will articulate a philosophy that physical activity programs are important to the health and well being of individuals, and that physical activity can foster self-expression, development, and learning.
► Clarify the roles of the physical educator with regard to state fitness assessment
► Demonstrate professional, ethical, and inclusive behavior that values diversity when conducting labs on school grounds
► Explain why physical education is a vital component of the school curriculum
► Identify the concepts of physical fitness and how they can be used in physical education
► Understand the basics of fitness assessment using the state-mandated Fitnessgram
► Explain how to adapt assessments to include children with special needs
*Class discussion
* Daily professionalism
*Daily attendance reports
*Lab: School observation
*Exams
*Task sheets
*Class discussion
**Content Knowledge objectives…
A. Exercise Physiology Concepts
1. Understand the distinction among the terms physical activity, exercise, and physical fitness.
2. Identify and describe the health related components of physical fitness (cardiorespiratory endurance, muscular strength and endurance, flexibility, body composition).
3. Demonstrate knowledge regarding the relationships between factors involved in growth/maturation and physical activity
(effects of growth on fitness, effects of regular physical activity on growth).
4. Describe the relationship between regular physical activity and various indices of health in children, adolescents and adults.
5. Explain current recommendations for physical activity in adults as well as recommendations for age appropriate activities for children.
6. Apply basic training principles (specificity, overload, progression, periodization, individual differences, warm-up, cool-down, etc.) in the design of safe exercise programs for developing health, physical fitness, or athletic performance.
7. Utilize strategies to facilitate behavior change and promote exercise adherence (goal setting, intrinsic and extrinsic motivation, journals/logs, social support, environmental determinants of physical activity).
B. Metabolic Concepts
1. Evaluate and interpret anaerobic fitness in children and adolescents (sprints, vertical jump test, etc.)
2. Administer field estimates of physical activity/energy expenditure (e.g. activity recall, pedometers, HR monitors w/caloric expenditure estimates).
3. Describe metabolic adaptations that take place in response to regular exercise training in children.
4. Utilize assessment data and apply basic training principles to enhance fitness in children.
C. Cardiorespiratory Concepts
1. Describe cardiovascular and respiratory responses to acute exercise in children and adults.
2. Recognize developmental changes that take place in the cardiovascular and respiratory systems during childhood and adolescence.
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3. Assess cardiorespiratory endurance through field testing (e.g. 1-mile run, 9-min run, Pacer test) and demonstrate competency in evaluating and applying that information in the development or modification of a conditioning program.
4. Apply the FITT (frequency, intensity, time, type) principle and compute target heart rate zone in the design of age-appropriate exercise programs to enhance cardiorespiratory fitness.
5. Monitor intensity during the warm-up, primary activity, and cool-down components of an aerobic exercise session (heart rate, rating of perceived exertion - RPE).
6. Understand thermoregulatory responses to hot and cold environments in children/adolescents and apply safety principles accordingly.
D. Neuromuscular / Skeletal Concepts
1. Assess and evaluate muscular strength and muscular endurance in children and adolescents (e.g. 10RM, abdominal curl-ups, push-ups).
2. Apply the basic training principles with consideration to safety and proper supervision to enhance muscular fitness in children and adults. Understand how different combinations of training load, repetitions, sets, and rest intervals yield enhanced muscular performance relative to muscular strength, muscular endurance and muscular power. Display competency in utilizing a variety of resistance equipment (weights, resistance bands, stability balls, body weight) to strengthen the major muscle groups.
3. Demonstrate knowledge regarding the effects of exercise training on bone density from childhood to early adulthood and prescribe exercise that would optimize the development of peak bone density.
4. Evaluate flexibility of children and adolescents with an understanding of safety and validity issues concerning selected assessments (sit and reach).
5. Utilize appropriate/safe stretching exercises and employ proper stretching technique (type, intensity, duration, repetitions, frequency) to improve or maintain flexibility.
E. Concepts in Body Composition
1. Recognize the physical, psychological, social and health implications of obesity in childhood and the long-term health consequences of obesity tracking into adulthood.
2. Demonstrate knowledge concerning the prevalence of obesity in youth and understand the multiple factors contributing to obesity in children and adolescents.
3. Understand the components of body composition (lean body mass, body fat) and assess markers of obesity and body composition in children and adolescents (body mass index and CDC BMI percentiles for children and adolescents, waist to hip ratio, skinfolds).
4. Exhibit a thorough understanding of weight management concepts (proper nutrition, physical activity, behavior modification).
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Tues 8/25 ► Course Introduction
- personal info sheets
-Blackboard Learn log in and tech support #’s
-Syllabus and textbook overview
-PREP Scoresheets
► Pediatric Exercise Physiology lecture
Thurs 8/27 ► Pediatric Exercise Physiology lecture continued
Tues 9/1
Thurs 9/3
Tues 9/8
► Intro to the Physical Best lecture
►
Physical Activity Behavior & Motivation
►
Basic Training Principles
Thurs 9/10 ► Lab #1: Anthropometric measurements (height, weight, girth,
Tues 9/15 breadth, width)
► Nutrition lecture
Thurs 9/17 ► Lab #2: Estimating energy expenditure (e.g. activity recall, pedometers, accelerometers, HR monitors, caloric expenditure)
Tues 9/22 ► Aerobic Fitness lecture
Thurs 9/24 ► Workout: Developing aerobic and anaerobic fitness in children
(resistance bands, weights, physio-balls, body weight)
Tues 9/29
Sub
► Lab #3: Assessing aerobic and anaerobic fitness (PACER, sargent jump test, Margaria-Kalaman test)
► Review for Exam #1
Thurs 10/1
Sub
Exam #1
Tues 10/6 ► Muscular strength & endurance lecture
Thurs 10/8 ► Workout: Developing muscular strength and endurance in children (resistance bands, weights, physio-balls, body weight)
Tues 10/13 ► Lab #4: Assessing Muscular strength and endurance
(Fitnessgram curl-ups, push-ups, hand-dynamometer )
Thurs 10/15 ► Flexibility lecture
Tues 10/20 ► Workout: Developing flexibility in children
Thurs 10/22 ► Lab #5: Assessing flexibility (sit-and-reach, shoulder stretch, flexibility training)
Tues 10/27 ► Body Composition lecture
-Pediatric obesity: physical educators role in weight mgmt..
Thurs 10/29 ► Lab #6: body composition assessment and programming
(skinfolds , BodPod, bioelectrical impedance)
Tues 11/3 ► Lecture on Integrating health-related fitness in PE
► Review for Exam #2
Thurs 11/5 Exam #2
Tues 11/10 ► Bone tissue/density, skeletal muscle, and adipose tissue during growth
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Read chapter 1 before Tues
Read chapter 2 before Thurs
Read chapter 3 before Tues
Read chapter 4 before Tues
Read chapter 5 before Tues
Lab #1 report due
Lab #2 report due
Read chapter 6 before Tues
Lab #3 report due
Read chapter 7 before Thurs
Lab #4 report due
Read chapter 8 before Tues
Lab #5 report due
Read chapter 9 before Tues
Lab #6 report due

Thurs 11/12 ► Thermoregulation in children
Tues 11/17
►
Somatic growth in children & adolescents
Thurs 11/19 ► Teaching youth to design a complete fitness program
-Health indices for children and adolescents
-CDC Guidelines and Surgeon General recommendations
-FITT principle and THR zone calculation
Tues 12/1 ► Fitness programming and assessments in school
Thurs 12/3 ► Fitness programming and assessments in school
Tues 12/8 ► Fitness programming and assessments in school
Thurs 12/10 ► Impact of Puberty
► Review for Final Exam
Tues 12/15 Final Exam
Note: Add/Drop Deadline for this course is Friday, September 4th.
Note: Please refrain from texting, talking, or allowing cell phones to ring/vibrate during class. Please also refrain from using a laptop or other mobile device for non-class purposes.
Note: I will respond to e-mail and voicemail within 24-48 hours (weekends and holidays excluded).
Note: This syllabus is an outline and might be adjusted based on unforeseen circumstances.
All work submitted in this course is expected to be that of the student or students assigned as a project work group are to be appropriately documented according to APA format recognizing the source of the material. Any formal written assignments may be required to be submitted to Turnitin (details will be provided by the instructor). Two key principles for this course – 1) do your own work and 2) cite references properly. If you have any questions, please contact me. Any student involved in cheating on exams or assigned projects either individually or in group work in this course may
result in an automatic dismissal from and “F” for the course.
Student Accountability
Plagiarism is a serious academic offense and will not be tolerated. If you consult the work of others, fraternity files, the
Internet or other sources, you do so at your own peril. If you care to work on class assignments with another student(s) you must obtain my permission. WORKING WITH OTHERS ON HOMEWORK REQUIRES A VALID REASON
AND MY CONSENT! IF YOU DO SO WITHOUT MY CONSENT IT IS CHEATING!
Definition of Plagiarism : “In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.” “Plagiarism” invites investigation and possible sanctions from the Office of Student Judicial
Affairs.
All students are accountable to the California State University, Chico Policy on Academic Integrity, which can be found at http://www.csuchico.edu/vpaa/integrity/Administration/
As detailed in these policies, depending on the act(s) of cheating or plagiarism students will meet with the sanctions encouraged by the University: Disciplinary Probation, Suspension, Expulsion or Special Conditions. In addition, as noted in these policies, “a file of the student’s record remains in the Office of Student Judicial Affairs and could jeopardize future opportunities such as employment or entrance into a graduate program.”
Students should also develop familiarity with the Student Code of Conduct , which can be viewed at http://www.csuchico.edu/sjd/_assets/docs/policies/Title%20Five.pdf
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