Syllabus: Exercise for Special Populations Sports Medicine 456
Department of Kinesiology and Dance
Exercise for Special Populations
Sports Medicine 456
Spring 2017
Instructor Sang-Rok Lee, Ph.D., Assistant Professor
Office Hours By appointment / E-mail: ()
Course Description Introduction to therapeutic management of various chronic diseases and conditions
through exercise training. An overview of the pathophysiology, epidemiology, diagnosis,
treatment, and outcomes for each condition will be discussed and analyzed in
presentation and case study format. This course is designed as a lecture,
discussion/interactive course with student presentation of answers to relative discussion
questions, in addition to formal presentations related to exercise and chronic disease
(prepared and delivered by both instructor and students).
Prerequisites SPM 330 Exercise Prescription
Course Time M / W / F 8:30 – 9:20 am
Course Location AC 201
Credit Hours 3.0
Course Purpose To provide the student with the knowledge necessary to understand identify various disease states and to be able to write detailed exercise prescriptions aimed at improving overall health in humans suffering from these conditions.
Text ACSM’s Exercise Management for Persons with Chronic Diseases and Disabilities (3rd Ed.), Durstine et al. (Eds). Champaign, IL: Human Kinetics (2009). (Although, any version of this textbook will suffice—but keep in mind that information may not be the most up to date).
Canvas The course materials will be available to you on-line 24 hours a day
Course Content Overview
1. Pathophysiology of various cardiovascular, pulmonary, metabolic, skeletal muscle, orthopedic, and mental diseases.
2. Diagnostic testing of various diseases.
3. Medical management of various diseases.
4. Exercise testing and prescription for a variety of chronic disease states
Course Objectives & Student Outcomes
1. To develop an understanding of the pathophysiology of various cardiovascular, pulmonary, metabolic, skeletal muscle, orthopedic, and mental diseases.
2. To provide a medical perspective in the treatment and management of individuals with these conditions in which exercise therapy may be beneficial.
3. To provide a sound understanding of exercise testing and prescription for a variety of chronic disease states.
4. To be able to assess, interpret, and evaluate case studies of diseased individuals and to develop comprehensive rehabilitation programs based on this information.
5. To develop the ability to articulate / present information of various diseases / conditions in a professional manner both formally and in a one on one setting.
Methods of Instruction
Lecture based instruction, with significant class discussion, will be provided throughout this course.
Assignments, Exams, Quizzes, and, Grading Criteria
The following methods will assist with the determination of students’ final grade:
1. Exam – 4 exams / 30 points for each (120 points)
2. Quizzes –26 quizzes / 5 points for each (130 points)
3. Student Presentation (100 points)
4. Exercise Prescription (100 Points)
5. Class Discussion and Interaction (30 points)
The total of 480 available points will be used to compute a percentage of 100
Final grade will be as follows:
³ 97 A+ ³ 93 A ³ 90 A-
87 B+ 83 B 80 B-
77 C+ 73 C 70 C-
67 D+ 60 D < 60 = F
Exam
The exam may consist of multiple choice, true/false, and/or short answer specific to covered material. More specific information regarding the exam format may be made available prior to the exam.
Quizzes
Quizzes will be given on a regular basis prior to each special topic. The format for quizzes will likely be multiple choice, true/false, and/or short answer. Questions will be relevant to the reading assignments (textbook) and slides that coincide with each topic area. Without adequate class preparation, it is highly unlikely that students will perform well on the quizzes. Quizzes will be given during the first 5-10 minutes of class. Therefore, students should be seated and ready to take quizzes at this time. Students will simply lose the available points for that quiz. This policy is not open for discussion at any time, unless extreme circumstances exist making it impossible to arrive to class on time. In the very rare event that this occurs, students should plan to have either a written or oral quiz in place of the original (immediately after class). If at any time students would like to review the quiz or to discuss the material in more detail, this can be done following class or by appointment.
Student Presentation
In groups of two, students will choose a topic they will present in the textbook and identify one recent (2013-present) scientific original research article specific to the topic area (search PUBMED). The article should be submitted to the instructor in an electronic PDF form for online posting. Students should prepare a ~30-minute PowerPoint talk specific to the topics outlined on the course syllabus, while leaving 10 minutes for questions.
1. Introduction—epidemiology and pathophysiology of disease (diagnosis, procedures involved, risk factors, disease process, statistics, signs, symptoms, problems, etc.)
2. Recommendations and info specific to the following:
· Considerations for exercise testing (meds, monitoring, time course, etc.)
· Response to acute exercise (normal, abnormal)
· Adaptations with exercise training (aerobic, anaerobic, flexibility)
· Considerations in exercise prescription and training (aerobic, anaerobic, flexibility—supervision, precautions, contraindications, etc.)
· Miscellaneous considerations (medications, age, gender, environment, comorbidities, differences in disease severity, balance and postural issues, and anything else you believe to be important!)
· Practical Applications (how to apply to chosen population)
· You may include any number of scientific studies to support your ideas (but you must reference these within presentation—before or after specific point)
The purpose of this presentation is to provide an opportunity to “teach” the class about the chosen topic area. This means presenting material in an interesting and understandable manner, asking and answering relevant questions, etc.
See “Presentation Grading Form” online for specifics of how graded (peer graded as well).
The research article (an electronic PDF form) should be submitted to the instructor by one week prior to the first draft due. The instructor will determine whether the submitted article is eligible to be used for the presentation. Failure to do so will result in a lowering of the presentation grade by 10% for each day they are late.
It is required that each student meet with the instructor at least one week prior to the due date for the slides so that we can assure that all relevant information is included, formatting is correct, slide color scheme is appropriate, etc. Students should send the first draft to the instructor at least three days prior to the meeting (by 11:59pm on Monday of the meeting week) for the instructor to review and provide feedbacks. Failure to do so will result in a lowering of the presentation grad by 20%. It is the students’ responsible to arrange a time for this meeting. Failure to do so will result in a lowering of the presentation grade by 20%.
The completed, final version of PowerPoint slides should be submitted by 10:00 am on the Thursday before you present so that slides can be uploaded. If the PP file is too large to send via email, save to device and submit in person by deadline. This will allow all individuals adequate time to review the material prior to the presentation. Failure to provide materials on time will result in a lowering of the presentation grade by 10% for each day they are late.
Note: This is a professional, formal presentation. Therefore, plan accordingly regarding style (eye contact, avoidance of “like” and “um”), preparation, timing, dress, etc. Please see “Presentation Tips” online.
Exercise Prescription (8~10 pages: Times New Roman, Font size 12, Double Spaced)
Students should choose an individual with a chronic disease/condition as discussed in class (but not limited to those conditions discussed in class) who they feel would benefit from a fitness program (family member, friend, coworker, etc.). Meet with the individual for assessment of health history, past and current exercise habits, needs analysis/current fitness determination, goals, constraints to exercise, willingness to make a lifestyle change, etc. Design an exercise program that is specific to this individual, their disease, lifestyle, interests, and goals. Students must take into consideration all gathered information relevant to exercise prescription (as collected from above). The exercise prescription should include, but may not be limited to aerobic, resistance (strength, endurance, power), and flexibility training. As always, the variables of mode, intensity, frequency, duration, overload, and progression should be included for each component. How students would assess these variables would be important to include as well for each component (tests of aerobic, muscular, and flexibility conditioning). Mention of warm up, stimulus, cool down, etc. should also be included. Specific exercises or pieces of equipment (treadmill, cycle, bench press with machine, squat with dumbbells, etc.) should be included. Balance, posture, job specific tasks, body composition and weight management, along with other very important aspects of fitness may be included as well if appropriate.
Students should provide a narrative as to the above initial assessment (health history, past and current exercise habits, needs analysis/current fitness determination, goals, constraints to exercise, willingness to make a lifestyle change, etc.), their rationale for the exercise prescription written, the type of realistic adaptations this individual can expect—these should be explained as well, and any other additional information students believe to be important. The narrative can be separated as follows, with all components of the assessment, exercise prescription and rationale included in the appropriate area:
1) Client description and health history (20 points)
2) Goals (10 points)
3) Past and current exercise and physical activity profile (10 points)
4) Projected exercise prescription (specific to all aspects listed above) including the specific plan (where, when, how, why, etc.) (50 points)
5) Progression (how will this program progress over time?) (10 points)
For each area above, be very specific! Detail, detail, detail!
If appropriate and students feel comfortable doing so, they may include some basic dietary information to help the client achieve their goals. Please see me regarding the chosen individual before you begin working with them for approval. The completed assignment should be typed and submitted at the start of class on 4/17/2017. NO EXCEPTIONS! A “0” grade will be given for any late work.
Class Discussion and Interaction
Students will be expected to be attentive and prepared for each class. This goes far beyond simply “showing up”, and includes, but is not limited to, asking and answering questions, participating in case study activities, being on time (early), making interesting comments, sharing personal experiences, etc. If students fail to do these things they can expect to receive a very low percentage of available points (e.g., 20%).
Athletic Training Student Competencies
Athletic Training Student Competencies are a series of questions ATEP students must know to meet the national athletic training standards. Many competencies are reflective of material taught in this course. For the latest information see the Athletic Training Education Director.
Course Policy and Instructional Modifications
Attendance: Attendance is expected and required at all meetings. If students cannot be in class on a given day, they should email or call regarding their absence BEFORE class meets if at all possible. It is students’ responsibility to inquire about and obtain the missed information if they fail to show up for class. Students will lose points for missed quizzes if absent (or late). Advanced notice and a reasonable excuse are required for taking quizzes at a later date or time (the same applies for exams). Without these, students forfeit their right to take the quiz/exam and will lose the available points. Additionally, students may lose participation points for missing class.
Academic Integrity
Failure to abide by the University Honor Code will result in automatic failure of this course
Cheating: There is simply no tolerance for cheating. This is your education and truly the only one who suffers when you cheat is yourself. Don’t chance your college education or reputation by cheating. Cheating will be dealt with in accordance with NMSU policies and procedures.
Statement on Plagiarism: “Plagiarism is using another person’s work without acknowledgment, making it appear to be one’s own. Any ideas, words, pictures or other intellectual content, taken from another source must be acknowledged in a citation that gives credit to the source.
This is true no matter where the material comes from, including the Internet, other students’ work, unpublished materials, or oral sources. Intentional and unintentional instances of plagiarism are considered instances of academic misconduct. It is the responsibility of the student submitting the work in question to know, understand and comply with this policy.”
From http://lib.nmsu.edu/instruction/index.html
It is the policy of the Kinesiology and Dance that students found to have committed an act of plagiarism, one or more of the following consequences will occur; and, a written statement outlining the offense and consequences will be placed in the student’s permanent file by the Department Head/Hearing Officer.
1. Failure of the course assignment;
2. Failure of the course;
3. Academic suspension for one or two semesters;
4. Dismissal or expulsion from the program.
There is no statute of limitations for an act of plagiarism. Once committed, a student can be held accountable at any time even after the semester has ended.
All students and instructors are obliged to follow the procedure for documenting the offense as described in the Student Handbook under Section II: Academic Misconduct. http://www.nmsu.edu/~vpss/SCOC/student_hand_book.html
Open Door Policy: The Department of Kinesiology and Dance has adopted an open door policy. Any student enrolled in this class who has any concerns about this course may take these concerns to the instructor and/or department head. The concerns may be expressed in either verbal or written form.
Students with Disabilities: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the office of Student Accessibility Services (SAS), located at Corbett Center (telephone: 6466840). Appropriate accommodations may then be provided for you. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Student Accessibility Services. If you have general questions about the Americans with Disabilities Act (ADA), call 646-6840.