Spring 2022 - BPK 143 D100
Exercise: Health and Performance (3)
Class Number: 3341
Delivery Method: In Person
Introduces the student to exercise physiology. Focuses on personal exercise prescription to improve aerobic capacity, muscular strength and endurance, and flexibility. Also discusses athletic conditioning, e.g. speed and power training. The effects of nutritional and environmental factors on exercise and the role of exercise in weight control and stress management are considered. BPK major and honours students who have taken BPK 141 must also take BPK 143. For students taking both of these courses, credit will only be given for BPK 143. Breadth-Science.
This course is designed to introduce the student to the science and practice of exercise programming (strength and conditioning). The course material is a scientific review of the functional anatomy, biomechanics and physiology required to test fitness and develop exercise programs to improve numerous fitness components. A secondary goal is to expose the students to coaching fundamental movement patterns and varied callisthenic and resistance training exercises. Fitness assessment, goal setting and the design of exercise plans is an integral part of the course and required for the term project. It is hoped this course will help students in determining their own lifetime fitness goals and training plans. The importance of individual variation and personal exercise prescription will be emphasized.
BPK 143 has two 50-minute lectures and two 50-minute laboratory sessions per week.
The course lecture schedule will follow the chapters in the required text:
SECTION I: Foundations of Exercise Training
Chapter 1: Introduction to Fitness
Chapter 2: Principles of Physiological Conditioning
Chapter 3: Cardiorespiratory Exercise Training
Chapter 4: Mobility, Balance and Posture
Chapter 5: Resistance Training
Chapter 6: Critical Thinking in Exercise Science
Chapter 7: Mental Skills for Health and Performance
Chapter 8: Fitness Assessment
SECTION II: Foundations of Exercise Science
Chapter 9: Muscle Anatomy, Physiology and Biomechanics
Chapter 10: Fundamental Movement Patterns
Chapter 11: Energy Systems, Fatigue, and Recovery
Chapter 12: Cardiorespiratory Anatomy and Physiology
SECTION III: Nutrition and Metabolic Health
Chapter 13: Basic Nutrition: Fuel for Exercise
Chapter 14: Temperature Regulation and Fluid Replacement
Chapter 15: Neuroendocrine Response to Exercise and Diet
Chapter 16: Improving Body Composition
SECTION IV: Introduction to Training for Performance
Chapter 17: Advanced Training Concepts
Chapter 18: Aerobic Conditioning and High Intensity Interval Training
Chapter 19: Strength and Power Training for Performance
COURSE-LEVEL EDUCATIONAL GOALS:
At the end of the course, students will be able to;
1. Define components of fitness and the basic principles of physiologic conditioning.
2. Apply rules of evidential reasoning (critical thinking) in interpreting exercise and nutritional advice, and explain the limitations of applying research results to the design of optimal exercise and nutritional regimes.
3. Describe basic muscle anatomy, physiology and biomechanical function.
4. Explain cardinal planes of movement, fundamental movement patterns and movement terminology related to the major joints.
5. List major bones, joint and muscle actions and apply this knowledge in the design of resistance training programs designed to improve muscular strength, hypertrophy or endurance.
6. List and describe the three major energy systems, the fuels they utilize and their relationship to human power output.
7. Describe systemic components of the cardiovascular and respiratory systems and apply this knowledge to the design of programs aimed at improving oxygen transport and endurance conditioning.
8. Describe basic neuroendocrine responses to acute and chronic exercise and diet.
9. Describe examples of using interval training, plyometrics, periodization and tapering to enhance human performance in a variety of sports/events.
10. Explain the required physical attributes that would result in optimal mobility and define static, dynamic, ballistic and proprioceptive neuromuscular facilitation stretching and explain the basic structure of flexibility programs.
11. Practice fundamental movement patterns and coach these patterns to other lab members.
12. Participate in exercise labs designed to improve the components of fitness and gain an appreciation of the application of exercise programming discussed in lectures.
13. Perform fitness tests designed to evaluate running aerobic power, muscular endurance, strength, power and flexibility, and interpret these results.
14. Define body composition, describe common techniques used to assess it, its relation to health and fitness and discuss the components of conditioning programs specifically designed to improve body composition.
15. Explain the process of effective goal setting, develop personal fitness goals for the following semester and design a personalized exercise plan aimed at achieving these goals.
16. Describe basic nutritional strategies and specific ergogenic aids purported to enhance human physical performance.
17. Discuss the dangers of environmental stressors and describe strategies to avoid heat stress, including acclimatization and fluid replacement guidelines.
18. Summarize how exercise and active living promote higher quality physical functioning throughout the lifespan.
- Midterm Examination 25%
- Fitness Testing 8%
- Group Assignment 2%
- Attendance in Labs 10%
- Final Examination (cumulative) 40%
- Term Paper 15%
Students will be required to complete a brief physical activity readiness questionnaire (GAQ) and informed consent prior to commencing the fitness assessments. These must be accessed via the course Canvas website. Since active participation is an essential feature of the course, students with particular physical or medical problems should seek medical clearance and advise the course instructor before lab sessions commence.
Required Text: Leyland and Bott. Exercise Programming Science and Practice. 2021. 2nd Edition
*first edition copies are not acceptable for this course.
Department Undergraduate Notes:
It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.