Fall 2020 - BPK 143 D100

Exercise: Health and Performance (3)

Class Number: 6004

Delivery Method: In Person

Overview

  • Course Times + Location:

    Tu 10:30 AM – 12:20 PM
    REMOTE LEARNING, Burnaby

  • Exam Times + Location:

    Dec 15, 2020
    8:30 AM – 10:30 AM
    REMOTE LEARNING, Burnaby

  • Prerequisites:

    Recommended: Medical clearance from a personal physician.

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

This course is designed to introduce the student to the science and practice of exercise programming (strength and conditioning). The course material 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

SECTION 4: SUMMARY

Chapter 22: Fitness and Health Review

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

COURSE-LEVEL EDUCATIONAL GOALS:

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

1. Define components of fitness and the basic principles of physiologic conditioning.
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.
3. Describe basic muscle anatomy, physiology and biomechanical function.
4. Explain cardinal planes of movement, fundamental movement patterns and movement terminology related to the major joints.
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.
6. List and describe the three major energy systems, the fuels they utilize and their relationship to human power output.
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.
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.
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.
11. Practice fundamental movement patterns and coach these patterns to other lab members.
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.
13. Perform fitness tests designed to evaluate running aerobic power, muscular endurance, strength, power and flexibility, and interpret these results.
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.
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.
16. Describe basic nutritional strategies and specific ergogenic aids purported to enhance human physical performance.
17. Discuss the dangers of environmental stressors and describe strategies to avoid heat stress, including acclimatization and fluid replacement guidelines.
18. Summarize how exercise and active living promote higher quality physical functioning throughout the lifespan.

Grading

NOTES:

GRADING:

Assignment                                                 %

Quizzes                                                     10%

Midterm examination                                  25%

Final examination                                       40%

Group Assignment                                        2%

Fitness Testing                                             8%

Term Paper                                                15%

REQUIREMENTS:

Students will be required to complete a brief physical activity readiness questionnaire (GAQ) and informed consent prior to commencing the fitness assessments. These must be accessed via the course Canvas website. Since active participation is an essential feature of the course, students with particular physical or medical problems should seek medical clearance and advise the course instructor before lab sessions commence.

Materials

REQUIRED READING:

Required Text Anthony Leyland. Exercise Programming Science and Practice. 2017 ISBN: 978­1­77287­014­5 (https://www.grtep.com/)
Available at the SFU bookstore or on­line at: http://publications.code.sfu.ca/book/exercise­programming­science­and­practice (http://publications.code.sfu.ca/book/exercise­programming­science­and­practice)

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:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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 FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).