Fall 2018 - BPK 143 D100

Exercise: Health and Performance (3)

Class Number: 4836

Delivery Method: In Person


  • Course Times + Location:

    Sep 4 – Dec 3, 2018: Mon, 10:30–11:20 a.m.

    Sep 4 – Dec 3, 2018: Wed, 10:30–11:20 a.m.

  • Exam Times + Location:

    Dec 5, 2018
    Wed, 8:30–11:30 a.m.

  • Prerequisites:

    Recommended: Medical clearance from a personal physician.



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. Students with credit for BPK 141 may not take this course for further credit. Breadth-Science.


This course is designed to introduce the student to the science and practice of exercise programming (strength and conditioning).  The course material t is a scientific review of the functional anatomy 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 1:  Exercise Programming Basics

Chapter 1:  Definitions of Fitness and Health. 
Chapter 2:  Basic Principles of Physiological Conditioning. 
Chapter 3:  Basic Exercise Programming
Chapter 4:  Critical Thinking in Exercise Science
Chapter 5:  Goal Setting and Fitness Assessment  

SECTION 2:  Anatomy, Physiology, Biomechanics and Neuromechanics

Chapter 6:  Muscle Anatomy, Physiology and Biomechanics
Chapter 7:  Movement Terminology
Chapter 8:  Musculoskeletal Anatomy 
Chapter 9:  Fundamental Movement Patterns
Chapter 10:  Resistance Training
Chapter 11:  Energy Systems, Fatigue and Recovery
Chapter 12:  Cardiorespiratory Anatomy and Physiology
Chapter 13:  Basic Nutrition, Fuel Exercise
Chapter 14:  Temperature Regulation and Fluid Replacement
Chapter 15:  Neuroendocrine Response to Exercise and Diet  

SECTION 3:  Introduction to Advanced Exercise Programming  

Chapter 16:  Advanced Training Concepts
Chapter 17:  Aerobic Conditioning and High Intensity Interval Training
Chapter 18:  Resistance Training, Conversion to Power and Sport Specific Training
Chapter 19:  Mobility Chapter 20:  Improving Body Composition
Chapter 21:  Ergogenic Aids  

SECTION 4:  Summary  

Chapter 22:  Fitness and Health Review  

The laboratory sessions will include
  • administering fitness assessments
  • learning coaching cues for fundamental movement patterns and resistance training
  • learning warm-up and cool-down routines
  • practicing mobility/flexibility techniques
  • discusses the functional anatomy involved in all movements
In addition, numerous additional exercises will be practiced and discussed in terms of their potential inclusion in exercise programs.


BPK 143 Student Learning Outcomes  

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

At the end of the course, students will be able to;
  1. Define components of fitness and the basic principles of physiologic conditioning. (I)
  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. (I) (LE) (IC) 
  3. Describe basic muscle anatomy, physiology and biomechanical function. (I) (LE) (IC) 
  4. Explain cardinal planes of movement, fundamental movement patterns and movement terminology related to the major joints. (I) (LE) (IC) 
  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. (I) (LE) (IC) 
  6. List and describe the three major energy systems, the fuels they utilize and their relationship to human power output. (I) (LE) (IC) 
  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. (I) (LE) (IC) 
  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. (I) (LE) (IC) 
  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. (I) (LE) (IC) 
  11. Practice fundamental movement patterns and coach these patterns to other lab members. (I) (LE) (IC) 
  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. (I) (LE) (IC) 
  13. Perform fitness tests designed to evaluate running aerobic power, muscular endurance, strength, power and flexibility, and interpret these results. (I) (LE) (IC) (OF) (A)
  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. (I) (LE) (IC) 
  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. (I) (LE) (IC) (CP) 
  16. Describe basic nutritional strategies and specific ergogenic aids purported to enhance human physical performance. (I) (LE) (IC) 
  17. Discuss the dangers of environmental stressors and describe strategies to avoid heat stress, including acclimatization and fluid replacement guidelines. (I) (LE) (IC) 
  18. Summarize how exercise and active living promote higher quality physical functioning throughout the lifespan. (I) (LE) (IC)  
(LE) Lecture exams are a mix of multiple choice, one-word answers, definitions and short answer questions (no multiple choice in the midterm).
(IC) In class iclicker are individual and group multiple choice.
(A) Assignment requires calculation of critical velocity based on fitness tests (this is a group assignment).
(CP)  Course project requires student to develop personal fitness goals for the following semester (4 months) and design a personalized exercise plan aimed at achieving these goals.
(OF)  Students must numerous fitness test scores, calculate the results and submit them online.  An online system marks results.


  • iClicker Quizzes 6%
  • Attendance at Labs 7%
  • Online fitness assessment entries 8%
  • Midterm Exam 20%
  • Assignment (Critical Velocity) 2%
  • Term Paper (Personalized Exercise Program) 12%
  • Final Exam 45%


Penalties for Late Submission of Assignments:  There will be NO EXTENSIONS except for verifiable medical and/or family emergencies.  If you have trouble getting work in on time, plan carefully.  A penalty of 10% per day will be assessed for late assignments.



Required Text Anthony Leyland.  Exercise Programming Science and Practice. 2017  ISBN: 978-1-77287-014-5
Available at the SFU bookstore or on-line at:  http://www.sfu.ca/publications/books/exercise-programming-science-and-practice.html

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