Spring 2022 - BPK 343 D100

Active Health: Assessment and Programming (3)

Class Number: 3412

Delivery Method: In Person


  • Course Times + Location:

    Tu 8:30 AM – 10:20 AM
    WMC 3253, Burnaby

  • Prerequisites:

    BPK 142, 143 and 205; STAT 201 or an equivalent statistics course, BPK 340 (may be taken concurrently). Students must successfully complete a Criminal Record Check prior to enrolling.



An extension of BPK 143, Exercise: Health and Performance, designed to provide students with an opportunity to appreciate principles of exercise leadership, assess individual fitness needs, design programs and monitor effects of prescribed exercise. The course includes a 34 hour unpaid practicum with an industry partner. The partner may require the student to enter into (1) a confidentiality agreement and (2) an Intellectual property agreement the result of which will be that the SFU Intellectual Policy R 30.03 will not apply to the intellectual property created by the student during the practicum. By registering for the course, each student acknowledges that it is aware of these requirements and understands that their entering into these agreements may be a requirement to complete the applicable course work. BPK major and honours students who have taken BPK 342 must also take BPK 343. For students taking both of these courses, credit will only be given for BPK 343. Quantitative.






Course Introduction

Pre-Exercise Health Screening

Pre-Exercise Health Screening


Muscle Endurance, Strength and Power

Muscle Assessment and Core Stability


Fundamental Movements

Fundamental Movement
Lifting Lab 1


Muscular Program Design

Case Studies


Cardiorespiratory Fitness Assessment

Bicycle Ergometer: Aerobic and Anaerobic Testing


Midterm Exam

Treadmill: Aerobic and Anaerobic Testing


Functional Movement Screen

Functional Movement Screen


Cardiorespiratory Program Design

Fundamental Movement
Lifting Lab 2


Body Composition and Weight Management (read on own time)

Case Studies (online group work)


Mobility and Dynamic Warmup
Criteria for Assessment Selection

Field Tests


Physical (In)Activity and Chronic Disease

Lab Review Session


Program Design over the Lifespan

Practical Lab Exam


(I) Introduces (E) Emphasizes (R)Reinforces (A) Applies*

At the end of the course students will be able to;

  1. Perform the elements of pre-exercise health screening and describe their importance. (E, R)
  2. Describe the criteria for assessing the quality of a test and utilize them to justify the appropriate selection of a fitness assessment protocol. (E, R)
  3. Demonstrate the ability to reliably assess aerobic capacity, strength, endurance, power, flexibility, functional movement and core stability using a variety of protocols. (E, R)
  4. Apply the concepts of fundamental movement patterns within the coaching and programming of functional exercises and physical literacy. (E, R)
  5. Design effective and client specific dynamic warm up and justify your choices. (E, R)
  6. Design effective and client specific weight management/cardiovascular /muscular strength/core stability/flexibility program and justify your choices. (E, R)
  7. Utilize their knowledge of fitness adaptation to design effective and client specific SMART goals that are physiologically achievable and realistic when paired with the program design. (E, R)
  8. Utilize the concepts of periodization, variety and adherence within program design. (E, R)
  9. Describe important physical and health changes that occur through the lifespan and modify assessment and program design tools to appropriately accommodate for them. (E, R)
  10. Describe important physical and health changes that occur with chronic disease and modify assessment and program design tools to appropriately accommodate for them. (E, R)

At the end of the practicum placement students will be able to;

  1. Apply BPK 343 learning outcomes in a professional setting. (E, R)
  2. Produce effective documentation of client interactions. (I, E)
  3. Work productively and respectfully with clients and staff in a professional setting. (I, E)
  4. Utilize BPK 343 resource materials to address the requirements of specific clientele. (I, E, R)


(I) INTRODUCES- Students are not expected to be familiar with the content or skill at the collegiate or graduate level. Instruction and learning activities focus on basic knowledge, skills, and/or competencies and an entry-level complexity.

(E) EMPHASIZES- Students are expected to possess a basic knowledge and familiarity with the content or skills at the collegiate or graduate level. Instruction and learning concentrates on enhancing and strengthening knowledge, skills, and expanding complexity.

(R) REINFORCES- Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities continue to build upon previous competencies and increased complexity.

(A) APPLIES- Students are expected to possess an advanced level of knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity.


  • Career Analysis Project / Practicum 20%
  • Group Case Studies (2 x 6) 12%
  • Lab Log book 11%
  • Midterm Exam 15%
  • Lab Practical Exam 10%
  • Final Exam 32%



Canadian Society for Exercise Physiology – Physical Activity Training for Health (CSEP-PATH) – 3rd edition 2021– electronic or had copy book (order early).


Leyland – Exercise Programming Science and Practice
ACSM - Guidelines
NSCA – Essentials of Strength Training and Conditioning

Department Undergraduate Notes:

It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.

Registrar Notes:


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 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 (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.