ALABAMASTATEUNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS

FOR

PHYSICAL FITNESS and WELLNESS

COURSE NUMBER:PED 200

CATALOG DESCRIPTION: Consistent with the College of Education Conceptual Framework, focusing on the State Department Content Standards (CFSDECS) 1.1, 1.4this course is designed to promote overall wellness of the individual by providing essential concepts regarding nutritional needs, cardiovascular fitness, fitness components, effective stress management, and wellness lifestyles.

TEXTBOOK:Screws, D.P. and Shorter, A. (2006). Lifetime Fitness and Wellness. 2nd ed. Dubuque,

Iowa: Kendall/Hunt Publishing Company

CREDIT HOURS:03

INSTRUCTOR:Barbara Williams (

Blackboard (

TELEPHONE:(334) 229-4527

OFFICE:West 238 Acadome

OFFICE HOURS:TBA

ATTENDANCE POLICY:University Policy

Prepared by:Barbara Williams Date: 06/13/07

Approved by______Date: ______

Department Chair

Approved by:______Date ______

Dean

Note: Any candidate requiring alternative formats for testing and /or handouts for this course, or other types of accommodations, due to a disabling condition, should advise the instructor within the first week of classes.

Revised by Doris Screws 6/2007

PURPOSE

The purpose of this course is to promote overall wellness of individuals by providing essential concepts regarding nutritional needs, cardiovascular fitness, positive personal growth, effective stress management, as well as lifetime fitness and wellness. Praxis Categories ll, lll, and Vl; SDECS(1) (a) 2, (1) (a) 4.

OUTCOMES

Upon completion of the course, the candidate will demonstrate knowledge of or ability to:

  1. Concepts of Getting On the Wellness Track CFSDECS 1.1, 1.4; SDECS (1)(a) 4
  2. Define key terms: health, wellness, fitness, behavior modification, health-related fitness/wellness
  3. Differentiate between health and wellness
  4. Describe the interrelationship between wellness and fitness
  5. Describe the stage of behavior modification
  6. Discuss the lifestyle choices as they relate to health and wellness
  7. Identify roadblocks that interfere with behavior change
  8. Concepts underlying fitness and wellness, developing a fitness program Praxis (lll); CFSDECS 1.1, 1.4; SDECS (1)(a)4
  9. Define and explain the components of physical fitness and the general principles of exercise Praxis (lll)
  10. Explain the general fitness concepts, cardiorespitory endurance, body composition, muscular strength and endurance, flexibility
  11. Identify and explain the guideline for developing a fitness program
  12. Identify the three basic elements of a daily exercise session
  13. Define the skill-related components of physical fitness
  14. Discuss the benefits of cardiorespiratory endurance in maintaining health and well-being
  15. Describe the importance of warm-up and cool-down
  16. Identify activities for developing the health-related fitness components (cardiovascular endurance, body composition, flexibility, muscular strength and endurance) Praxis (VI), SDECS (1) (a) 4; (CFSDECS) 1.1, 1.4
  17. Discuss the importance of lifelong improved muscular strength and endurance
  18. Design a personalized muscular strength and endurance program
  19. Define key terms: muscles, fibers, tendons, ligaments, striated muscles, smooth muscles, and cardiac muscles
  20. Know specific exercises that improve flexibility
  21. Define flexibility and explain its significance to wellness
  22. Describe three stretching techniques.
  23. Identify guideline for preventing fitness-related injures
  24. Describe the appropriate treatment for fitness-related injuries
  25. Identify injuries associated with exercising in environmental conditions
  26. Describe the components of body composition
  27. Describe various body composition assessment techniques
  28. Discuss strategies for successful weight control
  29. Discuss eating disorders
  30. Concepts underlying nutritional concepts of wellness, nutrition, weight control and exercise. CFSDECS 1.1, 1.4; SDECS (1)(a) 2
  31. Describe the function and purposes of the essential nutrients
  32. Explain dietary guidelines for Americans and healthy goals used to develop a healthy diet
  33. Identify and explain the six basic elements of nutrition (Praxis VI)
  34. Explain health problems of obesity, weight and assessment and obesity
  35. Describe the FDA’s Food Guide Pyramid-My Pyramid and explain its importance
  36. Develop a personal plan for improving and maintaining your overall nutrition
  37. Concepts underlying Psychological wellness, and coping with the stressors in life CFSDECS 1.1, 1.4; SDECS (1)(a)2
  38. Define key terms: psychological wellness, stress, stressors, eustress and distress, burnout, anxiety, fear, phobia, psychological disorder, and dysthymia
  39. List the signs or characteristic of psychological wellness
  40. Define social wellness
  41. Describe how your spirituality impacts your psychological wellness
  42. Analyze the impact of hormones on your emotional stability
  43. Identify common sources of stress
  44. Describe the effects of stress on the body
  45. Identify responses to acute and chronic stress
  46. Concepts underlying alcohol, drug dependency, STD’s, and wellness issues CFSDECS 1.1, 1.4; SDECS (1)(a)2
  47. Define key terms: depressants, stimulants, hallucinogens, inhalants, and drugs affecting physical performance (Praxis (VI)
  48. Identify the pathogens, symptoms, and treatment for various sexually transmitted infections
  49. Explain what sexually transmitted infection are and what causes them
  50. Describe the role of self-esteem in sexual choice
  51. Define alcohol dependency
  52. Identify trends in drug use, misuse and abuse
  53. Define addiction, dependence, tolerance, withdrawal, craving
  54. Discuss drugs commonly used, misused, and abused on college campuses
  55. Identify the importance of HIV testing and the various types of test
  56. Apply concepts and outcomes 1-5 by completing the assigned labs in the textbook. Each of the 30 labs is worth 4 points. A minimum of 84 points (of a possible 120) must be accumulated to pass the outcome. Submit a laboratory notebook and personal wellness model. A minimum of 35 points of 50 possible points to achieve to pass the outcome. Appendix A evaluate wellness model.
  57. Conduct personal fitness/wellness assessments. A minimum of 35 points of 50 possible points pass the outcome.

INSTRUCTIONAL SEQUENCE

  1. Introduction to Wellness
  2. Getting on the Wellness Track
  3. Health-Related Components of Physical Fitness

Cardiorespiratroy Endurance

Muscular Strength and Endurance

Flexibility

Body Composition

  1. Skill-Related Components

Balance

Agility

Coordination

Reaction Time

Speed

  1. Fitness-Related Injuries
  2. Chronic Disease
  3. Nutrition for Wellness
  4. Understanding Psychological Wellness
  5. Coping with the Stressors in Life
  6. Sexual Wellness/Drug Use, Misuse and Abuse

METHODOLOGY

Lecture-discussion, audio/visuals, laboratory experiences, field experiences, small group work, assessments, and regular participation in physical activities.

Note: Examination schedule: To be announced. Projects and assignments are only accepted on due date!!!

EVALUATION AND MINIMUM STANDARDS

Outcomes 1-5 will be evaluated via a ten item quiz (one quiz per outcome) and a fifty item final exam. The final will be worth 100 points

Outcome 6 will be evaluated via 6 labs listed in the textbook. Each lab will be worth 20 points. A minimum of 84 points (of a possible 120) must be achieved to pass the outcome. Submit a Wellness Model. A minimum of 35 points of 50 possible points must be achieved to pass the outcome.

Outcome 7 will be evaluated by completion of five fitness/wellness assessments consisting of Fitness Profile (lab 1.2), Calculating Maximum Heart Rate (lab 3.2). Fitness Program (lab 3.4), Chart Your Progress (lab 2.2), and a Wellness Prescription (lab 1.3). Each assessment is worth10 points. A minimum of 35 points (of a possible 50) must be achieved to pass the outcome.

Candidates are required to participate in ALL in-class laboratory fitness assessments and exercises/fitness activities (appropriate attire is required).

SUMMARY OF EVAULATION

Test 1 – Outcomes 1-2 = 50 pointsTest 2 – Outcome 3 = 25 points

Test 3 – Outcome 4 = 25 pointsTest 4 – Outcome 5 = 25 points

Outcome 6 – Assigned lab notebookOutcome 7–Fitness Assessments = 50 points and wellness model = 120 points

265-295 = AExceptional (4)

236-264 = BProficient (3)

206-235= CBasic (2)

177-205 = D Unacceptable (1)

176 and Below = F Fail

GRADING

For a grade of A, the candidate must achieve 90% of the available points.

For a grade of B, the candidate must achieve 80% of the available points.

For a grade of C, the candidate must achieve 70% of the available points.

For a grade of D, the candidate must achieve 60% of the available points.

Failure to achieve less than 60% of the available points will result in a grad of F.

REQUIRED RESOURCE

Screws, D. & Shorter, A. (2006). Lifetime Fitness and Wellness. 2nd ed.Dubuque, Iowa:

Kendall/Hunt Publishing Company

REFERENCES

Kotecki, J. & Thomas, D. (2007). Activities and Assessment Manual, 2nd ed. Sudbury,

MA: Jones and Bartlett Publishers.

Kotecki, J. & Thomas, D. (2007). Physical Activity and Health: An Interactive Approach,

2nd ed. Sudbury, MA: Jones and Bartlett Publishers.

Powers, S., Dodd, S, & Noland, V. (2006). Total Fitness and Wellness, 4th ed. San

Francisco, CA: Pearson Education Inc.

Prentice E. William. (2000).Fitness and Wellness for Life, 6th ed. St. Louis: The McGraw-Hill Companies, Inc.

WEBSITES

Activity Calorie Calculator

Body Fat and BMI Calculator

Getting Started with an Exercise Program

The Longevity Game (Just how Long will you live?)

Real Age

APPENDIX A

Wellness Model

1. Focal Point (10)Overall Assessment

45-50 = A = (4) Exceptional

2. Organization (10)

40-44 = B = (3) Proficient

3. Quality of Information (10)

35-39 = C = (2) Basic

4. Attractiveness (10)

30-34 = D = (1) Unacceptable

5. Neatness (10)

29 and Below = F Fail

Wellness Model Rubric

2 1
Focal Point
(2pts) / Focal point of message very clear / Focal point of message somewhat clear
Organization
(2pts) / Very organized on board / Somewhat well organized on board
Quality of Information
(2pts) / Gives excellent information / Gives somewhat information
Attractiveness
(2pts) / Very attractive / Somewhat attractive
Neatness
(2pts) / Very neat / Somewhat neat