ANALYSIS AND TEACHING OF WEIGHT TRAINING
PE 2320
Fall Semester 2008
2:00 – 2:50 MW
Union 239/ WDE 2010
Instructor: Steve Burns Ph.D.
Office: Humphries 222
Phone: 543-8894
E-mail:
Office Hours: MW 10-11am, MWF 12 – 1:00
TR 11:00 – 12:00
Additional hours by appointment
Purpose of the Course:
The purpose of the course is to provide preservice physical educators with the knowledge and skills necessary to effectively teach weight training and conditioning as a physical education teacher, athletic coach or fitness/wellness personnel. Credit: One (1) credit hour.
Course Objectives: Upon completion of this course the student will be able to:
1. Demonstrated an understanding of the various forms of competitive lifting (Olympic lifting, power lifting, and body building).
2. Demonstrate an understanding of the application of weight training to enhance athletic performance
3. Demonstrate an understanding of the application of weight training in the prevention and rehabilitation of injuries.
4. Demonstrate an ability to manipulate chronic and acute training variables to achieve a desired outcome.
5. Display an understanding of the application of weight training in enhancing and improving current health status and redefining or sculpting one’s physique.
6. Show an awareness of the importance of proper spotting techniques and gym etiquette conducive to promoting a safe, positive training environment.
Learning Experiences
Within this course preservice physical educators should have the opportunity to:
A. discuss weight training’s role as a vital contributor to health, wellness, fitness and athletic ability enhancement.
B2. describe, teach and evaluate proper technical progressions and performance of effective
exercises.
C. explain the basics of exercise physiology and relate how and why certain exercise
regimes are more effective in causing muscular adaptations than other exercise programs.
D. identify major anatomical muscle groups, actions they control and safe effective exercises used to train those muscle groups.
E. describe the functions of energy (metabolic) pathways involved in developing effective lifting programs.
F. develop a three month individualized exercise program using proper periodization and based on assigned goals, traits of an individual.
G. locate, collect, and critically discuss research pertaining to nutritional supplementation and consumer product advertisement.
H. prepare a reference manual for future use with students, athletes and /or clientele.
I. read a required text on successful training design.
Course Assessments
Group Assignment: (100 points)
Each group will be assigned a muscle group from below and demonstrate effective training exercises to improve performance of this muscle group.
Each group demo should include the following:
1. A minimum of 4-6 exercises using dumbbells, barbell, machines, and/or calisthenics
2. Pointers on teaching progression of the lift
3. Correct spotting and assistance
4. Pointers on safety and identification of incorrect technique
5. Identification of primary and secondary muscles involved in the movement
6. Handouts for the class describing all of the above in a neat packet.
10/30 Shoulders
11/4 Chest
11/6 Upper and lower back
11/11 Arms (elbow and wrist movements)
11/13 Hips
11/18 Knees
11/20 Ankles
12/2 Abdominals
12/4 Olympic lifts
Research papers: 30 pts each = (60 points)
Each student will write 2 papers on the risks, benefits, fallacies, and efficacy of a nutritional product advertised for health and /or athletic performance enhancement. This paper should be no more than 2 pages in length and include appropriate information which can be offered to students, athletes and/or clients, and evaluation of advertisements. This is not an advertisement of the product but a critical review of why it claims to work and why you think it might be a bogus claim. This requires some research and critical thought. Due 11/6 and 11/20.
Weight training plan (80 points)
Each student will create a three month individualized weight training plan. The plan must be specific including daily exercise, intensity, reps, sets, and rest. The plan needs to include background information on the individual and goals for the plan.
Development of a three month individualized exercise program is assessed with a rubric containing the content areas of program length, appropriateness of progressions; the extent the program addresses goals and traits of the individual and the programs compliance with proper exercises, design and periodization. Due Dec 4.
Participation: (50 points)
Notebook (80 points) Due Dec 4th
At the end of the course each student will turn in a notebook with the following content sections
1) Title page and table of contents
2) Class notes
3) Exercises for each muscle group (8)
4) Programs (weight training plan you created)
5) Research reviews (2)
Course Evaluation
The final grade is based upon points earned throughout the course. The grading scale is as follows:
90%-100% A
80%-89% B
70%-79% C
60%-69% D
59% or below F
Course Content
This course contains an in-depth examination into the practices and procedures of effective individualized exercise program development. Preservice physical education teachers will use concepts of exercise physiology, anatomy, and periodization as they focus on using an individualized approach to teaching, designing and reviewing exercise programs that are safe, appropriate and effective in promoting the development of health and performance related fitness components.
Course and University Policies
a. Academic Honesty – Academic dishonesty has serious consequences. University policies concerning academic honesty may be found in the student handbook.
b. Accessibility – Students with documented disabilities, who are seeking accommodations, should contact the Office of Accessibility Services, Union 222, 660-543-4421. No accommodations can be made with out notification from the Office of Accessibility services.
c. Library Services – Get help at your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For your assistance you may contact the reference desk at 660-543-4154 or email .
d. University Attendance – Students are expected to attend every class and to be punctual. Advanced arrangements for unavoidable absences should be made whenever possible. See page 19 of Undergraduate Catalog 2005 for further information about absences.
- Course Attendance: Excused absences do not count against the student. If a student has more than two unexcused absences, the student will receive a failing grade for the course. As the student reports an absence to the professor the student will be told if the absence is excused. It is the student’s responsibility to keep up with his/her own attendance record. The professor will not notify a student who has too many absences. If you have more than 2 unexcused absences you cannot pass the class.
e. Classroom Decorum – Students are expected to arrive promptly, to show an appropriate concern for the academic rights and welfare of others, and to avoid any behavior disruptive to the learning environment. Cell phones should be set to vibrate only. If you receive an emergency call that you must answer please do so outside of the classroom. Any behavior that is disruptive or any cell phone use that is prohibited such as text messaging in class will result in the student being asked to leave the class session. Any session where a student is asked to leave is considered to be an unexcused absence.
f. Course Grade Reporting Policy: No grade in this course is to be determined as final until said grade has been posted in the University Banner system at the end of the semester. Grades that a student receives on assignments, tests, reports/grade checks and so on are to be considered approximations until a final grade is given at the end of the semester. This course policy is in place to assure that every student assignment is scored accurately. Assignments may be scored many times to get the most accurate appraisal of a students work. Therefore to increase the accuracy of score reporting, a student’s score on any assignment may be raised or lowered to the most accurate score possible if the previous approximation is not already equal to the most accurate score.
- It is very important that a student understands his or her grade as well as the professor’s dedication to accuracy in regards to the scores a student has earned. If a student has a question related to a score or a change in a score they are encouraged to consult the professor ASAP.