COLLEGE: MissionSUBJECT (DISCIPLINE) NAME):Phys.Ed.COURSE NUMBER:96

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: BasicCourse Information

OUTLINE STATUS:

1.COLLEGE:

2.SUBJECT (DISCIPLINE) NAME[1]):Phys.Ed.

(40 characters, no abbreviations

3.COURSE NUMBER: 96

4.COURSE TITLE: Physical Education: Combined Activities

5.UNITS: 1

6.CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

Course includes a variety of, primarily outdoor, activities designed to improve overall fitness. Emphasisis placed on power walking and jogging for cardiovascular health. Stretching and toning of major muscle groups are included as healthy, lifelong habits are promoted.
  1. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

Description should match number 6 and have a forty word limit. Course includes a variety of, primarily outdoor, activities designed to improve overall fitness. Emphasis is placed on power walking and jogging for cardiovascular health. Stretching and toning of major muscle groups are included as healthy, lifelong habits are promoted.
  1. INITIALCOLLEGE APPROVAL DATE: 1/91
  1. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
    outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / AdvisoryDistrictwide Course Attributes

Other (describe)Course Description

  1. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture:
Lab/activity (w/ homework): / 2.00 / 36.00 / 1.00
Lab/activity (w/o homework):
Total: / 2.00 / 36.00 / 1.00

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

  1. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

.Prerequisites: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Advisories: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend
  1. REPETITIONS --Number of times course may be repeated for credit (three maximum): 3(see: Section V, #9)
  1. OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: Course Content and Objectives

  1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Total Lecture hours*
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
INTRODUCTION 2.00
-.course outline
-.class activities
-.student responsibilities
-.general environmental safety
-.supplies
-.benefits of regular exercise
-.performance-sleep,diet,stress,fatigue
PRECAUTIONS & MODIFICATIONS 3.00
-exercise safety precautions (heat exhaustion)
-eating habits & hydration
-illness
-injury (R.I.C.E.)
-soreness
-pregnancy
-natural resistance aids
ASSESSMENT 2.00
-cardiorespiratory fitness
-muscle strength & endurance
-body composition
-flexibility
-instruments
-partner interaction
GETTING STARTED 4.00
FIVE Components of Fitness & Terminology
1., Cardiorespiratory conditioning
-pulse,Target Heart Rate, Resting Rate, Recovery Rate, aerobic & anaerobic,impact & nonimpact movement. systems.
2. Flexibility static stretching, warm up and cool down..
3.Body Composition-lean mass/fat mass and the relaionship to disease and good health.
4. Muscle Strength-isometric, isotonic
5. Muscle Endurance- repetitions & sets
POSTURE AND SYSTEMS 2.00
Warm Up, Cool Down
-postural alignment
-internal & external temperatures
-hydration/dehydration
-circulatory, respiratory, muscle, skeletal, systems
-breathing
PRINCIPLES OF TRAINING 2.00
-crosstraining
-overload
-specificity
-progression
-balance
-gravity, levers, fulcrums, natural resistance
PROGRAM PLANNING/SETTING HABIT 2.00
-consistency
-adherence & maintainance
-behavior change
-time
-workload
-workout aids
ACTIVITY- for cardiovascular component of 4.00 fitness. Working solo, with partner or group.
Locomotor Skills
-. walking, jogging, running, sprinting, hiking,
stepping. lunging, squatting.
-. hopping (skipping), jumping, galloping, sliding,
-. grapevines, kereokees, tapiocas
-. direction changes
-. jump roping, tagging,
-. callesthenics
Non locomotor
-. pivots, ball and jack, stomping, dipping
CONDITIONING EXERCISES AND SKILLS- for muscle strength and endurannce component of fitness. 8.00
Conditioning Exercises and skills working isometrically & isotonically. Working solo or with partner. Working with music or without.
Lower body
-. lunges, squats, hamstring scuffs, abduction and aduction leg lifts, heel raises, toe taps, knee lifts, postural holds, kickass walks,upright and floor scales, kicking.
Upper body
-. push ups, rows, upright rows, pull ups,arm circles, shoulder shrugs and rolls,arm suspensions and balancing, hanging,tricep dips, bicep curls, wrist curls and rotation-supination rolls, gipping and squeezing.
Midsection-Torso
-.abdominal curl ups &crunchies, back lifts,
layout side lifts, oblique curls, scapula depressions
-. breathing for transvere abs, diaphragm
-. kegal for pelvic floor
Conditioning Equipment-used in muscle development and muscle stretching exercise and some 4.00 cardiovascular exercise.
-jump ropes
-medicine balls
-exercise balls, various sizes
-small rubber balls, hand sizes
-steps
-metal and wood bars, railings, ladders
-mats, towels, rubber and plastic bands
-lightweight dumbells, wrap weights
STRETCHING- for the flexibility component of fitness. 3.00
Upper, lower and torso.
Static stretches for all the muscles or muscle groups listed.
-. trapezius
- pectorals, rhomboideus
-. deltoids, triceps, digitorum
-. abdominals, obliques, serratus, intercostal, back exensors
-. gluteuals, hip flexors, quads, hamstrings, calf, and tibialis. / -Inroductionto the workout, gymnasium environment, locating the restrooms,drinking fountains, and exits.
-Review course objectives, educational plan, student responsibilities, class procedures.
-Describe and discuss class activities and the fundamental skills necessary for proficiency in the activity.
-List the health benefits of regular exercise.
-Recognize how sleep, eating habits, diet, stress, and fatigue effect performance.
-Assess the risk factors involved in the activity attempted and explain how to employ appropriate safety procedures to minimize risk factors.
-Identify and apply R.I.C.E. when injured.
-Describe how to modify an exercise routine when temporarily disabled.
-Describe and express muscle soreness and alter behavior to lessen discomfort.
-Discuss eating patterns and describe how food consumption enhances or inhibits performance.
-Identify symptoms of dehydration and describe how to hydrate properly and apply behaviors to prevent dehydration.
-Describe internal and external temperatures and how the body cools itself.
-Participate in physical evaluations.
-Find, feel, count and record heart beat.
-Use instruments to measure cardiovascular fitness level, scale weight, various body girths, BMI, % body fat&lean mass, range of motion in joints and torso, muscle strength and endurance.
-Calculate hip/waist ratio.
-Rate performance and record pre and post evaluation data.
-Rate performance and record pre & post evaluation data.
-Interpret results and use information to help set personal exercise goals.
-Interact with partner, demonstrate friendly manners, share thoughts to help perform tests.
-Answer a physical readiness, perception and knowledge questionnaire.
-Explain how each of the five health-related components of fitness are (or) are not addressed by the content of this course.
-Calculate and identify correct target heart rate zone and discuss the significance of reaching and maintaining pulse in the zone.
-Discuss circulatory & resperatory systems, musculoskeletal systems and their role in fitness and disease.
-Define resting rate, recovery rate.
-Define and describe aerobic & anerobic exer.
-Demonstrate aerobic activity reaching THR while maintaining a correct posture.
-Join classmates in group aerobic activities
-Explain and demonstrate isometric & isotonic exercise
Stretch muscles statically as part of warm up and cooldown while adjusting hold time.
-Review the U.S. Dietary Guidelines.
-Define calorie and basal metabolic rate, and discuss energy use.
-Identify body types, adipose tissue distribution and spot reducing.
-Discuss general principles of fat weight loss.
-Define lean & fat mass and identify healthy amounts for male and females to retain.
-Discuss time considerations of each component.
-Describe impact and non-impact exercises and their relationship to osteoporosis.
-Describe characteristics of muscle tissues, small and large muscle groups and how they respond to various levels of resistance. .
-Define repetition, set, and static stretching.
-Describe correct postural alignment, describe how to achieve it, and demonstrate it while
performing aerobic, muscular, and stretching exercises.
-Define and describe crosstraining, overload, specificity, progression and having balance.
-Define warm up and cool down, discuss the value of each and demonstrate how to achieve them.
Describe methods of adjusting posture during exercise to enhance performance and lessen risk for injury.
-Experience muscle fatigue, "burn", cramping, and soreness and implement behavior change to reurn to comfort zone.
- Verbalize and express feelings as they are experienced while exercising
-Discuss aids to monitor progress or motivate and ispire activity. Describe pedometers, heart monitors, and sport watches.
-Formulate a plan for an exercise program that is based on a state of readiness, attitudes and perceptions of physical labor. that encompasses
-Recognize F.I.T. and apply it to each component of fitness while relating it to your personal goals and objectives.
-Discuss the importance of consistency in maintaining fitness and creating habit.
-Describe a model for successful behavior change.
-Explain and demonstrate the principles and skills presented during the course meetings.
-Assess the risk factors involved in the activity attempted and explain how to employ appropriate safety procedures to minimize risk factors.
-Describe, identify and explain each aspect of their exercise program.
-Participate in class activities.
-Demonstrate and drill skills
-Practice good hygiene.
-Practice good hydrating habits.
-Identify equipment used in class.
-Describe how to use it and how to care for it.
-Use the equipment properly and replace it to its proper area.
Written fill in. Identify muscles and describe exercise that condition those muscles.
Written fill in, multiple choice and false or true. Questions reflect the information and concepts presented in the class.
Total Lab hours* / 36.00

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
  1. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Handouts and materials supplied by instructor.
  1. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Ultimate Fit or Fat by Covert Bailey,2000. Walking & Jogging for Health & Wellness, fifth edt, 2003
  1. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Students must formulate and write out a personal exercise program. This includes writing goals and objectives, strategies and an action plan.
  1. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Internet research.
  1. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

Students are required to list the goals and objectives of their exercise program and corroborate how those goals and objectives are addressed by the specific exercises demonstrated in class.
  1. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Standardized Tests / Criterion Reference Tests
Observance Record of Student
Performance / Homework
Essays/Essay Test Midterm / Written Compositions
Laboratory Reports / Oral Presentations
Term Papers, Projects, Reports / Class Participation
Problem –solving Exercises / Skills Demonstrations
Final Exam
Other (specify):
  1. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

Lecture

Discussion

Laboratory

Activity

Field Experience

Independent Study

Other (explain)

  1. SUPPLIES:

List the supplies the student must provide.

Towel, athletic clothing such as sweats or shorts with a t-shirt designed to regualate body temperature and footwear like tennis, walking or jogging shoes with rubber soles and covered toes.
  1. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Research internet websites for organized walk/runs in the community, fitness clubs or centers as well as diet and exercise information.
  1. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy. Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.

Application and analysis of the philosophy of participating in any physical fitness activity.
  1. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Does not meet cultural diversity requirements.

13.SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.