Fall 2018 - BPK 343 D100

Active Health: Assessment and Programming (3)

Class Number: 4863

Delivery Method: In Person

Overview

  • Course Times + Location:

    Mo 12:30 PM – 2:20 PM
    AQ 5006, Burnaby

  • Exam Times + Location:

    Dec 6, 2018
    3:30 PM – 6:30 PM
    AQ 5016, 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.

Description

CALENDAR DESCRIPTION:

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. Students with credit for BPK 342 may not take this course for further credit. Quantitative.

COURSE DETAILS:


Week    Lecture    Lab
1 Course Introduction
Pre-Exercise Health Screening
Pre-Exercise Health Screening
2 Muscle Endurance, Strength and Power Muscle Assessment and Core Stability
3 Fundamental Movements Fundamental Movement Lifting Lab 1
4 Muscular Program Design Case Studies
5 Thanksgiving  
6 Cardiorespiratory Fitness Assessment Bicycle Ergometer: Aerobic and Anaerobic Testing
7 Midterm Exam Treadmill: Aerobic and Anaerobic Testing
8 Functional Movement Screen Functional Movement Screen
9 Cardiorespiratory Program Design Fundamental Movement Lifting Lab 2
10 Remembrance Day
Body Composition and Weight Management (read on own time)
Case Studies (online group work)
11 Mobility and Dynamic Warmup Criteria for Assessment Selection Field Tests
12 Physical (In)Activity and Chronic Disease Lab Review Session
13 Program Design over the Lifespan Practical Lab Exam

COURSE-LEVEL EDUCATIONAL GOALS:

(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)  

*LEVEL OF CONTENT DELIVERY

(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.

Grading

  • Practicum (including Journal) 20%%
  • Case Studies (2 x 5) 10%%
  • Laboratory Log Books 6%%
  • Midterm Exam 18%%
  • Lab Practical Exam 10%%
  • Final Exam 36%%

Materials

REQUIRED READING:

Canadian Society for Exercise Physiology – Physical Activity Training for Health (CSEPPATH)– 2013

RECOMMENDED READING:

  • ACSM Resource Manual (6 Edition), 2010
  • NSCA –Essentials of Strength Training and Conditioning (3 Edition) 2008. (2 Edition is on Reserve)

ACSM = American College of Sports Medicine
NSCA = National Strength and Conditioning Association

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

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS