Murray State University
COURSE SYLLABUS
Revised Fall 2009
DEPARTMENT: ACS COURSE NUMBER: PHE 405 CREDIT HOURS: 3
I. TITLE: Physiology of Exercise and Fitness
II. COURSE DESCRIPTION: Concepts of physiology as applied to exercise and fitness directed toward the needs of physical education teachers. Required prerequisites for this course include all university studies math/science requirements plus either PHE 375—Movement Analysis for Physical Educators, EXS 375—Biomechanics or EXS 475—Kinesiology.
III. PURPOSES: This course has the following purposes:
A. To develop an understanding of the concepts and principles of exercise training and fitness.
B. To familiarize future physical education students with the available fitness tests and assessments useful in teaching K-12 students.
IV. COURSE OBJECTIVES:
Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act (KERA) guidelines. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky Teacher Standards for Preparation and Certification (KTS). Upon successful completion of this class, students will be able to:
A. Describe the relationship between the three important biologic energy systems and relate each to the specific kinds of exercises supported by each system. (KTS #1)
B. Calculate the approximate energy expenditure for steady state and pseudo-steady state activities give the fitness level, heart rate, and body weight of the individual. (KTS #1)
C. State the assumptions and limitations of the nonprotein RER values used in indirect calorimetry. (KTS #1)
D. Discuss in depth the importance of oxygen uptake in the energy production process. (KTS #1)
E. Describe the potential changes in muscle fiber type proportions after strength, endurance, or power training. (KTS #1)
F. Explain how nerves and skeletal muscle combine to control muscle contraction. (KTS #1)
G. Describe the metabolic events that occur during the transition from rest to steady state and maximal exercise as well as during recovery. (KTS #1)
H. Identify the changes that occur for heart rate, stroke volume, cardiac output, and arteriovenous oxygen difference during different exercise conditions. (KTS #1)
I. Explain how cardiovascular structure and function change in response to endurance and strength training. (KTS #1)
J. Describe the anatomy of the cardiovascular system and relate it to disease processes that occur with inactivity and other lifestyle problems. (KTS #1)
K. Describe the transport of oxygen and carbon dioxide during rest and exercise and discuss changes that occur due to exercise training of various types. (KTS #1)
L. Describe the hormonal responses to exercise that influence muscle energy metabolism, fluid balance, vascular hemodynamics, and protein synthesis. (KTS #1)
M. Identify the principles behind the methods of training for specific sports and athletic activities. (KTS #1)
N. Explain the concepts of overtraining and detraining. (KTS #1)
O. Employ various tests for determining strength and power. (KTS #1)
P. Describe the physiological bases of strength development. (KTS #1)
Q. Identify the various nutritional strategies use for optimizing performance. (KTS #1)
R. Evaluate the benefits of various ergogenic aids. (KTS #1)
S. Employ various tests for determining aerobic fitness. (KTS #1)
T. Interpret data from maximal oxygen uptake tests. (KTS #1)
U. Demonstrate a basic understanding of the two-component model of body composition. (KTS #1)
V. Employ various tests for determining body composition. (KTS #1)
W. Describe the health implications of obesity and overweight. (KTS #1)
X. Describe the normal growth and development of children and how exercise affects growth and development. (KTS #1)
Y. Describe the effects and physiological mechanisms responsible regarding performance at high altitude (KTS #1)
Z. Explain the events that lead to heat illness and provide recommendations for preventing the malady. (KTS #1)
The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on various measures of personal fitness. In addition students reflect on the applicability of the fitness measures to students in the public schools.
The EPSB Theme of Assessment is explored in the course through the collection and analysis of fitness data using various instruments that may be utilized for assessing fitness in public school settings.
V. CONTENT OUTLINE:
A. Metabolism and energy production during rest and exercise
B. Systemic response to exercise
C. Methods to improve exercise performance
D. Measurement techniques for fitness and exercise response
E. Growth, development, aging, and exercise
F. Gender and exercise performance
G. Exercise, health, and disease prevention
VI. INSTRUCTIONAL ACTIVITIES:
- Lecture/discussion sessions complemented with PowerPoint presentations and paper materials provided in the course manual.
- Occasional laboratory sessions in which students collect physiological data on one or more subjects for later analysis.
- Computer sessions (including one required and several non-required sessions) where students use microcomputer software programs to analyze/display physiological and nutritional data.
VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:
Students in this course have many opportunities to administer various physical tests, including fitness tests appropriate for use in school settings and in physical fitness/stress testing settings.
VIII. RESOURCES:
- The MSU Human Performance/Wellness Laboratory
- The College of Education Computer Labs
IX. GRADING PROCEDURES:
The grade in this course will be determined as follows:
- Percent of Grade
Lecture Examinations 50
Quizzes 10
Laboratory Reports 30
Notebook 10
Attendance (extra credit) 5 (total = 105%!)
- Grading Scale
90100% A
8089% B
7079% C
6069% D
059% E
- LECTURE EXAMINATIONS: (50% of total grade) Three lecture exams of equal grade-weight will be given during the semester according to the course calendar. Exams will cover all information pertaining to lectures and laboratory sessions presented since the last such exam. Exams are designed to test knowledge of the information covered in lecture and laboratory periods, the textbook, and other assigned readings. Exams will consist of objective items (mostly completion and truefalse, some multiple-choice), problem solving, and typically one essay question per examination. The third examination will be administered during the final examination period but will not be “comprehensive” and will have a weight equal to each of the other two examinations in the course. Except in the most extreme of circumstances, exams must be taken as scheduled. If an exam is missed for a valid reason the instructor must be notified at the absolute earliest possible moment, by long distance phone call if necessary. The greater the time lapse before notification, the greater the likelihood that the student will not be allowed to make up the exam or that a penalty will be assessed.
- LAB REPORTS: (30% of total grade) Six laboratories will be performed during the semester as scheduled on the course calendar. At least five of the six labs must be written up and turned in within the permissible time frame (Labs are generally due two weeks after the data collection session, unless extended by the instructor) in order to receive a “full” grade for the lab portion of the course. If six passing lab reports are submitted the student will receive “extra credit” consisting of cancelling the lowest passing score and adding 20% to another score. If only four passing reports are submitted the student’s lab grade will be determined by averaging the four report scores plus a zero for the fifth score.
Typically data is collected on some or all of the members of the class and then the student writes a lab report using the data and following a report format distributed to the class. Since participation in and observation of the data collection process are crucial to understanding laboratories, a student must attend the laboratory session in order to be allowed to write a lab report. Because laboratories cover critical information about exercise physiology, it is imperative that students attend and report on these sessions. In order to receive a passing grade in the course, a student must attend and submit passing reports on at least four of the six laboratories, no matter what their grades for other aspects of the course—NO EXCEPTIONS. NOTE: Each student must write up his/her own lab report without undue assistance from others. While it is permissible (and even encouraged) for students to cooperate in deciding how to approach the writing of labs, the actual wording of reports must be unique to each individual. Do not violate the academic honesty policy!
- NOTEBOOK: (10% of total grade) Each student will keep a notebook which includes the following: All class notes in orderly, readable form; laboratory reports with procedures handouts; other handout materials; useful photocopy materials and articles, and anything else that will add to the present and future usefulness of such a notebook. The notebook will be graded and returned during (or prior to) the final exam period.
Grade of 100 = a notebook that is properly bound with neat appearance, all pages of proper size and evenly hole-punched, plus all required inclusions (all materials provided through the course manual or in class, PowerPoint presentations, laboratory reports, study guides, class notes, etc.). Notebook should have tabs for the several major categories of materials. A perfect grade implies a high quality notebook with signs of care and extra effort.
Grade of 90 = a notebook which falls slightly short of above standard, but not by much. For this grade the notebook should have all essentials included, in orderly, neat fashion.
Grade of 80 = everything present but not as neat and orderly as for above. Tabs not necessary. Binding must be adequate.
Grade of 70 or less = less than above standards.
- QUIZZES: (10% of total grade) In order to encourage students to read the textbook chapters and laboratory procedures prior to their presentation in class, quizzes consisting of (usually five) multiple-choice/true-false/completion or problem/calculation questions will be administered regularly, covering the assigned chapter or laboratory procedure for the day of the quiz. The quiz grade for the course will be calculated by determining the percent of correctly answered quiz questions during the entire course. Quizzes may not be made up, thus being absent or tardy on the day of a quiz will result in a grade of zero for that quiz. Special arrangements may be made for students with excused absences.
G. EXTRA CREDIT FOR ATTENDANCE: Regular and prompt attendance is expected of all students. In order to encourage and reward excellent attendance up to five extra points (%) may be earned in this manner. Missing zero or once adds 5 points to the grade for the class, missing twice adds 3 points, while missing three times adds 1 point. Missing four to six times adds no points, while missing more than six times results in a grade of E for the course (see attendance policy below).
X. ATTENDANCE POLICY:
This course adheres to the attendance policy published in the current MSU Undergraduate Bulletin. Students are expected to attend all class sessions unless illness or other acceptable reasons warrant absence. The maximum number of allowable absences is six, whether excused or unexcused. Missing more than this number will result in failure. Allowances are made for excused absences in the course, but a student may not miss more than six times unless all absences are excusable. In very unusual cases, at the discretion of the instructor, this attendance requirement may be altered in favor of a student. The 5% extra credit for attendance will be distributed in the following manner: Zero or one absence, 5 extra points; two absences 3 points; three absences 1 point; four or more absences, no bonus points.
XI. ACADEMIC HONESTY POLICY:
This course adheres to the academic honesty policy published in the current MSU Undergraduate Bulletin.
XII. TEXT AND REFERENCES:
Robergs, Robert A. and Keteyian, Steven J. (2003). Fundamentals of exercise physiology: For fitness, performance, & health. 2nd ed. Boston: WCB/McGraw-Hill.
XIII. PREREQUISITES: Required prerequisites for this course include all university studies math/science requirements plus either PHE 375—Movement Analysis for Physical Educators, EXS 375—Biomechanics or EXS 475—Kinesiology.
XIV. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).
XV. FLAG SYSTEM/CONTINUOUS ASSESSMENT:
Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student’s progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION