HPS 1000
FITNESS FOR LIVING
GUIDELINES
FITNESS FOR LIVING
COURSE RATIONALE AND
NARRATIVE
For
many students the impetus for a college education is the pursuit of a better
way of life, and, the lifestyle choices students make today will determine the
quality of life they will enjoy in the future.
By achieving the objectives and learning outcomes of Fitness for
Living, students will have the tools to make healthy lifestyle choices and
to develop and implement a personalized physical activity program, which is an
integral part of a healthy lifestyle.
The primary goal of this course is to effect positive behavior changes
in our less active students and encourage more active students to continue to
pursue physical and mental health through fitness.
The
link between physical inactivity and coronary heart disease (CHD) was
established in 1953 by Professor Jeremy Morris of
The
United States is one of the most technologically developed countries in the
world while at the same time spending billions of dollars each year on health
care to treat lifestyle related disease.
Technological advances have been somewhat of an “Achilles heel”,
fostering the adoption of inactive lifestyle practices. Dr. C. Everett Koop, former U.S. Surgeon
General, stated that failure of President Clinton’s health care reform
initiative was not unexpected because it fostered on “treatment” when the
problem with
For
decades organizations such as the American
College of Sports Medicine (ACSM), the American
Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD),
and the President’s Council on Physical Fitness and Sport have been promoting
to the public the benefits of regular physical activity. In 1991, the Public Health Service of the
U.S. Department of Health and Human Services released a national strategy for
improving the health of the nation entitled, Healthy People 2000: National Health Promotion and Disease
Prevention Objectives (U.S. Department of
Health and Human Services, 1991). In
the “Physical Activity and Fitness” section of the report there are several
public health objectives regarding increasing the physical activity levels of
the American public. Recently the U.S.
Centers for Disease Control and Prevention and ACSM formulated a physical
activity recommendation as related to public health in the
As
society moves forward into the 21st century, there is a necessity
for policy makers and the health care industry to place greater emphasis on
individual responsibility to actively incorporate physical activity and healthy
lifestyles into daily living. Thus, the
Department of Health, Physical Education, and Sport Science has adopted the
course title of Fitness for Living.
Well educated students should be aware of the negative impact of a
sedentary lifestyle and their responsibility to manage their health in a
proactive manner. Therefore, the
principle outcome of this course is to stimulate thinking that will lead to a
critical evaluation of one’s behavior as a result of strengthening the
understanding of the relationship of physical activity and healthy lifestyles
to quality of life. Also, the formation
of values and social norms is inherent in this course to the extent that
one’s lifestyle is largely dictated by personal choice. One of the major goals is to help students
achieve a level of self-responsibility for their actions thereby enabling them
to enjoy the known benefits of a healthy lifestyle.
In
the course, students will be exposed to current research regarding the
importance of physical fitness, along with proper nutrition and stress
management as these are related to the achievement of optimal health and
quality of life. Physical fitness will
be defined using AAHPERD’s four component
health-related fitness model:
cardiorespiratory endurance, muscular fitness (strength and endurance),
flexibility, and body composition.
Within each of these, students will participate in assessment,
evaluation, and application as related to personalized health-related fitness
goals. One key aspect of this course is
the regular participation of each student in some form of individualized
physical activity that improves cardiorespiratory fitness and is known to
benefit health and lower risk of CHD.
The course attempts to introduce a variety of activities that can become
lifetime physical activities for the students.
Courses
within the General Education Program at
REFERENCES
1. American Heart Association (1990). AHA medical/scientific statement. Special report: Exercise standards. Circulation, 86:2286-2322.
2. Blair, S.N., H.W. Kohl III, R.S. Paffenbarger,
Jr., D.G. Clark, K.H. Cooper, and L.W. Gibbons (1989). Physical fitness and all-cause
mortality: A prospective study of
healthy men and women. Journal of the
American Medical Association, 262:2395-2401.
3. Koop, C.E. (1996). “A new public
health/education initiative to combat obesity in the
4. Morris, J.N., J.A. Heady, P.A.B. Raffle, C.G. Roberts,
and
5. Paffenbarger, R.s., Jr., M.E. Laughlin, A.S. Gima, and R.A. Black (1970). Work activity of longshoremen as related to
death from coronary heart disease and stroke.
6. Paffenbarger, R.s., Jr., A.L. Wing, and R.T.
Hyde (1978). Physical
activity as an index of heart attack risk in college alumni. American Journal of Epidemiology, 108:
161-175.
7. Pate, R.R., et al. (1995). Physical activity and public health: A recommendation from the Centers for Disease
Control and Prevention and the
8. United States Department of Health
and Human Services. Public Health
Service (1991). Healthy people
2000: National health promotion and
disease prevention objectives.
HPS 1000: FITNESS FOR LIVING
A
Course in the General Education Program
Program Description:
The General Education Program at KSU offers a common academic experience
for all its students. In a series of
interrelated courses in the liberal arts and sciences, it provides the
opportunity for them to acquire the intellectual skills and knowledge
characteristic of educated persons.
Thus, it lays the foundation for success in their academic, professional,
and personal lives. Whereas the major
program contributes to a college education depth in a designated
specialization, the General Education Program provides breadth by introducing
and connecting a variety of disciplines.
Program Goals:
The General Education Program at KSU has five goals. During the course of the program, students
should achieve the following:
z
develop
productive habits of mind
z
develop
effective communication skills
z
expand
knowledge and understanding
z
expand
creative capabilities
z
exhibit understanding of the impact of ethical
and aesthetic values.
Course Description:
HPS 1000 emphasizes the importance of physical activity, nutrition,
stress and weight management, and health-related fitness components. Topics will be developed with practical
applications to one's life-style including opportunities to assess selected
fitness, nutritional and activity patterns, and to develop and participate in a
personalized physical activity program.
FITNESS FOR LIVING
DETAILED COURSE OUTLINE
I. Introduction
(Specific Learning Outcomes 1,2,7,8,9,11)
Definition
of important terms
History
of physical fitness
Understanding physical fitness, benefits of
structured/unstructured activity
Relationship between exercise and morbidity and
mortality rates
Fitness concerns and needs in the
Health care cost
Influence of physical activity and
healthy lifestyle on prevention
Making positive lifestyle decisions
10 leading causes of death and the effects of
exercise on each
7 healthy lifestyle choices
II. HEALTHFUL AGING (SLOs 1,2,7,8,9,11)
Definition of important terms
Aging and longevity
Cardiovascular diseases
Metabolic diseases
Musculoskeletal disorders
Relationship of physical activity to prevention of
disease
III. BASIC PRINCIPLES OF FITNESS (SLOs
1,2,8,9,10,11)
Definition of important terms
Benefits of a positive healthy lifestyle
Components of physical fitness
Health related
Skill related
Energy pathways
Aerobic
Anaerobic
Exercise prescription
Warm-up and cool-down
Physical fitness plan and contract
Exercise adherence
Exercise and climate
Disorders/phenomenon associated with exercise
IV. CARDIORESPIRATORY FITNESS (SLOs
1,2,3,4,8,10,11)
Definition of important terms
Anatomy of the heart and cardiorespiratory system
Blood pressure and factors that influence blood flow
Cardiac cycle
Coronary heart disease risk factors
Major diseases of the cardiorespiratory system
Training effect and cardiorespiratory fitness
Assessment of and methods for improving aerobic
capacity
Aerobic activity
Individual assessment, evaluation and application of
principles related to cardiorespiratory fitness
V. NUTRITION (SLOs 6,7,10,11)
Definition of important terms
Basic principles of nutrition
The six major nutrients
Dietary Supplements
Food composition and safety
Food pyramid/food exchanges
Caloric intake and expenditure
Meal planning and healthy eating
Individual assessment, evaluation and application of
principles related to nutrition to healthy eating
VI. BODY COMPOSITION & WEIGHT CONTROL (SLOs
2,4,6,7,10,11)
Definition of important terms
Assessing body weight, percent body fat and desirable
body weight
Factors that lead to obesity
Principles of weight management
Principles of weight loss
Principles of weight gain
Relationship between body fatness and health status
Misconceptions of weight control
Individual assessment, evaluation and application of principles related to body composition and desirable body weight
VII. FLEXIBILITY (SLOs 1,2,4,9,10,11)
Definition of important terms
Factors influencing flexibility
Flexibility related to health and physical fitness
Measurement of flexibility
Methods of stretching
Development of a flexibility program
Individual assessment, evaluation and application of
principles related to flexibility
VIII. MUSCULAR FITNESS (SLOs 1,2,4,9,10,11)
Definition of important terms
Relationship between muscular fitness and health
Muscle structure and function
Types of muscle contractions
Principles of developing muscle strength and
endurance
Resistance training programs
Adaptation to training
Individual assessment, evaluation, and application
of principles related to muscular strength and endurance
IX. STRESS MANAGEMENT (SLOs 5,10,11)
Definition of important terms
The body’s response and adaptation to stress
Stress related disease and disorders
Lifestyle and stress
Stress management principles through exercise and
activity
Individual assessment, evaluation, and application
of principles related to stress
NOTE: 1/3 of class meetings should be physical activity sessions; 2/3
of class meetings should be cognitive learning sessions.
REQUIRED LABS: Cardiovascular endurance, muscular strength
and endurance, flexibility, body composition, nutrition, and weight management. Additional labs may be required at the discretion
of the instructor.
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FITNESS FOR LIVING LEARNING OUTCOME
ASSESSMENT |
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Students will be expected to: |
Through Opportunities to: |
Principle Assessment used to determine achievement
of the outcome will be: |
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1. Differentiate among types of physical
activity that benefit the cardiorespiratory system, flexibility of skeletal
muscles and joints, endurance and strength of skeletal muscles |
· discuss, question and relate material to one’s experiences · interact with teacher and other students using multiple examples
displayed through graphics, pictures, text; compare/contrast physical
measures to indicate specific physiological responses to type of activity · monitor own physiological responses to various types of
activity |
× participation in assessments designed to compare/contrast physiological responses × written exam |
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2. Apply exercise
recommendations of medical organizations and Surgeon General’s Office in
developing a realistic physical activity plan that improves cardiorespiratory
fitness and one or more of the following: muscular strength, endurance, and
flexibility |
· discuss, question, and relate material to one’s experiences · review samples of good and poor plans to determine compliance
with recommendations · analyze activity plans developed by small groups |
× design of personal
activity plan to achieve stated goals based upon physical assessment data and
known risk factors |
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3. Participate regularly
in some form of physical activity that improves cardiorespiratory fitness and
is known to benefit health and lower risk for coronary heart disease |
· discuss, question, and relate material to one’s experiences · create personal activity plan with instructor approval · engage in chosen activity(ies) |
× regular participation in an instructor approved activity program throughout the term × maintaining activity
journal periodically reviewed by instructor × re-testing on selected
fitness parameters to determine progress × monitoring participation
in activity by entering specific adherence data into computer |
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4. Identify personal
levels of performance on health-related fitness assessments |
· discuss, question, and relate material to one’s exerpiences · determine validity and feasibility of tests to measure
selected parameters accurately and reliably · test levels of performance on measures of health-related
fitness parameters |
× completion of specific tests to determine level of performance on health-related fitness parameters |
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5. Recognize stressors in
one’s life and practice techniques to help manage their influences |
· discuss, question and related material to one’s experiences · view videotapes on multiple aspects of stress related topics · role play stress inducing situations · practice techniques for reducing the physiological and mental
effects of stress |
× participation in in-class techniques to manage/reduce stress × written exam |
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6. Analyze foods for their
nutritional values and select foods based upon one’s nutritional needs |
· discuss, question and related material to one’s experiences · analyze food labels for accuracy, compliance with federal
regulations, and meaningfulness · view videotapes on multiple aspects of nutrition related
topics · maintain log on dietary intake for comparison with recommended
amounts and types · complete learning modules to reinforce understanding of food
types · prepare Heart Healthy Food for class sampling |
× participation in label analysis assessment × creation of a prudent 3-day diet that accounts for age, gender, and activity needs × completion of a nutritional analysis of foods consumed over a period of 3-5 days × written exam |
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7. Identify nutritional,
exercise, psychological and pathological factors influencing body composition
and the principles of achieving/maintaining weight control |
· discuss, question, and relate material to one’s experiences · maintain log of daily caloric expenditure and compare with
nutrient consumption · assess body composition components for comparison with optimal
values for one’s gender and age |
× completion of body composition assessment × completion of nutrition and physical activity assessment × written exam |
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8. Identify
primary-secondary risks of coronary heart disease and ways to lower one’s
modifiable risks |
· discuss, question, and relate material to one’s experiences · complete personal Health Risk appraisal for determining degree
of risk for cardiovascular heart disease · view videotapes on topics related to CHD risk factors |
× completion of Health Risk appraisal to determine personal factors of risk × written exam |
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9. Know the benefits of
flexibility, muscular strength and endurance in the performance of daily
physical activities, increasing age, and management/ reduction of lower back
pain |
· discuss, question, and relate material to one’s experiences · practice various activities simulated to reflect normal daily
activities requiring optimal (proper) static and dynamic posture · determine levels of performance on flexibility, muscular
strength and endurance assessments |
× participation in class activity to illustrate problems/benefits of muscular flexibility, endurance, and strength × completion of selected tests of muscular flexibility, endurance and strength to determine levels of performance × written exam |
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10. Distinguish between
lifestyle habits that lead to optimum health and those that contribute to
disease and a diminished quality of life |
· discuss, question, and relate material to one’s experiences · analyze case studies of individuals whose known lifestyle
behaviors and family/medical histories put them at risk for disease · evaluate personal behaviors in light of known risks for
disease · clarify one’s priorities as they pertain to career, family,
and personal growth; evaluate the opportunity to maintain one’s priorities
given certain lifestyle habits |
× participation in class activity related to values clarification × written exam |
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11. Demonstrate progress
toward achieving a healthy lifestyle by critically evaluating one’s behavior,
identifying pattern(s) of risk and assuming responsibility for change |
· identify a goal for changing at least one lifestyle behavior that negatively influences one’s health · initiate a change in a lifestyle behavior to promote a
healthier habit |
× development and implementation of a personal plan to identify and change one or more behaviors known to diminish one’s health and quality of life; periodic evaluation of progress made on achieving goal |
WRITING SKILLS
In HPS 1000, all students are required to complete two written assignments. One of the assignments required is a written analysis of a 3-day dietary/physical activity assessment. The second assignment takes numerous forms depending upon the individual instructor. For example, students may be required to develop health-related goals and to complete a written analysis of their progress toward attaining the goals. Other written assignments might include, but are not restricted to, papers, case studies, analysis of popular publications, essay exam questions, activity evaluations, etc.
READING SKILLS
As with all courses, students are expected to read the required course materials, including the textbook and supplemental readings, such as handouts, websites, etc.
SPEAKING/PRESENTATION SKILLS
There are no formalized speaking/presentation requirements for HPS 1000. However, some opportunities for class presentations arise in class discussions. Also, some instructors provide opportunities for students to lead class activities (i.e., aerobics, stress management exercises, flexibility exercises, etc.)
USE OF TECHNOLOGY SKILLS
All students are required to complete a 3-day
dietary analysis using the software which is packed on CD-ROM format with the
textbook. There is some discussion of
utilizing a computerized log for students to input all of the exercise
sessions. This will be used to assist
the instructor in monitoring the progression of exercise programs. Instructors have the option of utilizing the
Profile Plus supplemental CD-Rom, and/or WebCT in
providing additional technology experiences and supplemental material to students. All students have two written
assignments. In many cases these are
typed; therefore, students often times use word processors. For the assessments in HPS 1000 students use
a variety of technological devices such as ergometers,
polar pulse rate monitors, skinfold calipers, and
dynamometers.
CRITICAL THINKING SKILLS
Deliberately planned opportunities are limited in HPS 1000. However, critical thinking is inherent in selected topical areas of the course, such as the fitness and diet plan preparations. Critical thinking opportunities are highlighted in the textbook in each chapter and faculty are encouraged to utilize these opportunities whenever possible.
COLLABORATIVE
PROBLEM-SOLVING SKILLS
Deliberately planned opportunities are limited in HPS 1000. Depending on the instructor, pedagogical approaches that rely on collaborative problem-solving activities may be used in some classes.
APPRECIATION FOR
CULTURAL/RACIAL DIVERSITY