Spring 2019 - BPK 343 D100
Active Health: Assessment and Programming (3)
Class Number: 4395
Delivery Method: In Person
Course Times + Location:
Tu 12:30 PM – 2:20 PM
WMC 2200, Burnaby
Exam Times + Location:
Apr 23, 2019
8:30 AM – 11:30 AM
AQ 3154, Burnaby
1 778 782-4338
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. Students with credit for BPK 342 may not take this course for further credit. Quantitative.
|1||Pre-Exercise Screening. Informed Consent & Lifestyle Questionnaires. Legal & Professional Responsibilities.||Pre-Exercise Health Screening|
|2||Criteria for Assessment Selection // Fundamental Movement Patterns||CSEP-PATH mCAFT and Queens College Step Test (3-minute Step Test)|
|3||Functional Movement Screen (FMS) (Opportunity to become certified)||FMS Lab|
|4||Mobility||Field Tests - Agility, Acceleration and Aerobic Shuttle Tests|
|5||Mobility (guest lecture)||Mobility I. Assessment|
|6||Muscular Function (Strength, Endurance & Power) Assessment||Mobility II. Self-Myofascial Release (SMR)|
|7||Muscular Function (Strength, Hypertrophy, Endurance & Power) Programming||FMS level 1 review, sample of SFMA assessment, additional mobility/flexibility assessments. Introduction to corrective exercises.|
|8||Midterm (60 minutes -- then 40 minute lecture)||Fundamental movement / Strength 1: Squat, lunge and pushing movements / exercises. Squat, Lunge (dumbbell), Presses (overhead & bench), YMCA bench press test, Push-press, Push-jerk.|
|9||Cardiorespiratory Fitness Assessment||Fundamental movement / Strength 2: Deadlift, pulling and rotation movements /exercises). Introduction to conversion to power (clean). Deadlift, Pull (pull-up and seated row), Rotation (cable work, e.g. wood chop, medicine & dumbbell), Clean, Power-Clean, Snatch. Kettlebell swings.|
|10||Cardiorespiratory Program Design||CSEP-PATH musculoskeletal fitness assessment/ Core (McGill protocol)|
|11||Weight Management (mostly review) / Program design over the lifespan||Bicycle Ergometry Aerobic & Anaerobic Tests YMCA bike test and Wingate test|
|12||Physical (In)Activity & Chronic Disease||Treadmill Testing & Ebbeling & Bruce Protocols|
|13||Lecture catch up / final exam review||Lab Practical Exam|
COURSE-LEVEL EDUCATIONAL GOALS:
(I) Introduces (E) Emphasizes (R)Reinforces (A) Applies*
At the end of the course students will be able to;
- Perform the elements of pre-exercise health screening and describe their importance. (E,R)
- 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)
- Demonstrate the ability to reliably assess aerobic capacity, strength, endurance, power, flexibility, functional movement and core stability using a variety of protocols. (E,R)
- Apply the concepts of fundamental movement patterns within the coaching and programming of functional exercises and physical literacy. (E,R)
- Design effective and client specific dynamic warm up and justify your choices. (E,R)
- Design effective and client specific weight management/cardiovascular /muscular strength/core stability/flexibility program and justify your choices. (E,R)
- 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)
- Utilize the concepts of periodization, variety and adherence within program design. (E,R)
- 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)
- 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)
- Apply BPK 343 learning outcomes in a professional setting. (E,R)
- Produce effective documentation of client interactions. (I,E)
- Work productively and respectfully with clients and staff in a professional setting. (I,E)
- 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.
- Practicum (including Journal) 20%
- Case Studies (2 x 5) 10%
- Laboratory Log Books 10%
- Midterm Exam 12%
- Lab Practical Exam 12%
- Final Exam 36%
Canadian Society for Exercise Physiology – Physical Activity Training for Health (CSEPPATH)– 2013
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
- ACSM Resource Manual (6 Edition), 2010
- NSCA –Essentials of Strength Training and Conditioning (3 Edition) 2008. (2 Edition is on Reserve)
Department Undergraduate Notes:
It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.
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
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS