Overview

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 with an industry partner. The partner may require the student to enter into (1) a confidentiality agreement and (2) an Intellectual property agreement the result of which will be that the SFU Intellectual Policy R 30.03 will not apply to the intellectual property created by the student during the practicum. By registering for the course, each student acknowledges that it is aware of these requirements and understands that their entering into these agreements may be a requirement to complete the applicable course work. Students with credit for BPK 342 may not take this course for further credit. Quantitative.

COURSE DETAILS:

COURSE DETAILS: Schedule subject to change

 

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	Cardiorespiratory Fitness Assessment	Bicycle Ergometer: Aerobic and Anaerobic Testing
6	Midterm Exam	Treadmill: Aerobic and Anaerobic Testing
7	Functional Movement Screen	Functional Movement Screen
8	Cardiorespiratory Program Design	Fundamental Movement Lifting Lab 2
9	Body Composition and Weight Management (read on own time)	Case Studies (online group work)
10	Mobility and Dynamic Warmup Criteria for Assessment Selection	Field Tests
11	Physical (In)Activity and Chronic Disease	Lab Review Session
12	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

Materials

REQUIRED READING:

RECOMMENDED READING: