Fall 2018 - BPK 142 D100

Introduction to Kinesiology (3)

Class Number: 4891

Delivery Method: In Person


  • Course Times + Location:

    Sep 4 – Dec 3, 2018: Tue, 8:30–10:20 a.m.

  • Exam Times + Location:

    Dec 10, 2018
    Mon, 12:00–3:00 p.m.

  • Prerequisites:

    Recommended: Grade 11 Biology, Chemistry and Physics.



Basic procedures for the assessment of the status and performance of the individual according to the principles of anthropometry, functional anatomy, biomechanics, exercise physiology, and motor learning. Breadth-Science.


Week     Lecture     Lab
1 Osteology & Arthrology Osteology
Torso Anatomy
2 Body Composition Body Composition
3 Growth and Development
Evaluation of Physical Fitness
4 Skeletal Muscle  Muscle Anatomy and Movement Analysis
5 Muscular Strength Biomechanics Muscular Strength, Power and Endurance
6 Biomechanics
MT Review
Levers, Center of Gravity and Gait Analysis
Cardiorespiratory Anatomy
7 Midterm Lecture Exam
Midterm Lab Exam
No Labs
8 Pulmonary System and Circulatory System
Structure and Function
Cardiovascular Responses to Submaximal Exercise
9 Blood Flow and Gas Transport
Maximal Aerobic Power
Library Resources and Search Skills
10 Neural Control of Movement Maximal Oxygen Uptake
11 Motor Learning Ergonomics Reflex Actions
Performance Curves
Knowledge of Results
Transfer of Learning
12 Environmental Physiology - Cold
Underwater Physiology
Lab Review
13 Environmental Physiology – Altitude Anatomy Lab Exam


Lecture Outcomes  
(I) Introduces (E) Emphasizes (R) Reinforces (A) Applies*  
At the end of the course students will be able to;  

  1. Describe the anatomy, composition, function and common disorders of bone and joint tissues. (I) (LE, IC, LA, AE) 
  2. Explain the assumptions and limitations of different measurement of human body composition and the correlations between body composition and health. (I) (LE, IC)
  3. Describe human growth and development including, developmental stages, growth in height and weight, velocity curves, bone mineral content, body proportions, puberty, sexual and ethnic differences, assessments of maturity, and influences affecting growth. (I) (LE, IC)
  4. Describe the characteristics for assessing the design of physical fitness tests – validity, reliability, objectivity, accuracy, norms, economy and how to deal with random and systematic errors. (I) (LE, IC)
  5. Explain skeletal muscle function including cross-bridge cycling, motor unit types, physiological control of force generation, and the mechanical influences affecting force. (I) (LE, IC)
  6. Identify and draw anatomical details of the human skeletal, muscular, pulmonary, circulatory and neural systems.  (I) (LE, LA, AE)
  7. Describe muscular strength assessment techniques and factors affecting strength, including types of muscle contraction, sexual differences, and aging. (I) (LE, IC)
  8. Apply basic biomechanical principles (Newton’s laws of motion, mass, weight, force, work, torque and power) to human movement (levers, proper movement to avoid injury, centre of gravity assessment). (I) (LE, IC)
  9. Describe pulmonary system function during rest and exercise, including breathing mechanics, lung volumes, the mechanisms of gas exchange and transport including partial pressure, lung diffusing capacity, Fick’s law of diffusion, Poiseuille’s law, oxygen delivery and use during exercise. (I) (LE, IC)
  10. Describe cardiovascular system function during rest and exercise, including blood flow distribution during exercise, heart electrical activity, venous return, oxygen-hemoglobin saturation and the Fick Equation. (I) (LE, IC)
  11. Describe maximal aerobic power in relation to health, including the contributing physiological processes, exercise testing protocols, criteria for validation, limiting physiological factors, and how to predict maximal aerobic power from submaximal exercise. (I, E) (LE, IC)
  12. Describe nervous system function including action potential generation and conduction. (I) (LE, IC)
  13. Describe the control of muscular movement including, higher order motor control, motor cortex, and cerebellar function, spinal cord injury and afferent feedback from muscle sense organs. (I) (LE, IC)
  14. Describe human motor skill acquisition including motor skill classification systems, stages of skill acquisition, knowledge of results, transfer of learning, mental practice, and learning assessment. (I) (LE, IC)
  15. Define ergonomics.  Describe the knowledge base that is required to be an ergonomist.  Describe features of chair design that you need to consider for a standard lecture room chair.  (I) (LE, IC)
  16. Apply your knowledge of human physiology to human performance in a cold environment, including mechanisms of heat balance, physiological responses to temperature change, hypothermia and cold injuries. (I, E) (LE, IC)
  17. Apply your knowledge of human physiology to human performance in high pressure environments such as scuba diving, including the physics of pressure in water and on the body, breath-hold physiology, and hyperbaric-induced medical problems. (I, E) (LE, IC)
  18. Apply your knowledge of human physiology to human performance at moderate and high altitude including the acute and chronic cardiovascular and respiratory adjustments, acclimation protocols to reduce altitude illness, and the effectiveness of high altitude training. (I, E) (LE, IC)  
(LE) Lecture exams are a mix of fill in the blank, definition and short answer questions.
(IC) In class i-clicker are individual and group multiple choice.

Laboratory Outcomes
The primary outcome of all the labs is to give the student early and frequent hands-on experience with kinesiological concepts covered in lecture material. Students are required to work effectively together to acquire data and submit nine lab reports for grading during the semester. (I, E)  

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

At the end of the course students will be able to;  
  1. Demonstrate appropriate writing, use of arithmetic and algebraic equations, graphing, spread sheets and curve fitting in laboratory reports. (I) (LR)
  2. Identify basic skeletal and torso model human anatomy and function, and describe differences during growth and between sexes. (I) (LA, AE)
  3. Utilize different techniques of body composition assessment to demonstrate an understanding of the values and limitations of each method. (I, E) (LR, LA)
  4. Describe joint anatomy, structural limitations to range of motion, assess flexibility, and understand the injury process to different joints. (I, E) (LR, LA, AE)
  5. Apply functional muscle anatomy to joint movement analysis. (I, E) (LR, LA)
  6. Assess muscular strength, power, and endurance using various techniques, and demonstrate an understanding of the validity and limitations of each. Use these methods to generate force-velocity and force-power data and graph these relationships. (I, E) (LR, LA)
  7. Use the principles of biomechanics to measure the effects of levers on force and torque generation and calculate centre of gravity. (I, E) (LR, LA)
  8. Integrate your knowledge of biomechanical forces and muscle activation through the analysis of human gait (walking, running). (I, E) (LR, LA)
  9. Measure and evaluate pulmonary function under resting and maximal effort conditions. (I) (LR, LA)
  10. Measure blood pressure and ECG during submaximal exercise. (I) (LR, LA)
  11. Perform all the data collection steps required to calculate maximal aerobic power on a bicycle ergometer. Graph the measured physiological variables and determine thresholds of physiological change. (I) (LR, LA)
  12. Apply your knowledge of motor skill performance by acquiring data and generating graphs related to learning curves, the influence of feedback, and the transfer of learning. (I, E) (LR, LA)
  13. Distinguish a scholarly article from an article in the popular press/internet, use criteria to assess the credibility and accuracy of health information, describe how a research study is performed using relevant terminology, and search using Google Scholar, Medline, and Web of Science. (I, E) (LL) 
(LR) Lab reports are handed in individually and may require writing, use of arithmetic and algebraic equations, graphing, spread sheets and curve fitting of group acquired data.

(LA) Lab exams are a mix of anatomy labeling, fill in the blank, definition and short answer questions on lab procedure and theory.

(AE) Anatomy lab exam is identification and labeling of anatomical landmarks displayed by projector.

(LL) Library lab is an online lab run in CANVAS by the SFU library.  

(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.


  • Pre-Lab Quizzes 5%
  • Experiment Summary Sheets 15%
  • Midterm Lecture Exam 16%
  • Midterm Lab Exam 14%
  • Final Lab Exam 24%
  • Final Lecture Exam 26%


Course Website Address: http://www.sfu.ca/canvas.html



R.C Asmundson, J. Carter, M. Walsh and R. Ward.  BPK 142 – Introduction to Kinesiology Laboratory Manual. Tenth Edition. Simon Fraser University, 2017.

The laboratory manual is essential and can be obtained from the SFU Bookstore.


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://students.sfu.ca/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