GEORGIA REGENTS UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF KINESIOLOGY AND HEALH SCIENCE

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1 GEORGIA REGENTS UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF KINESIOLOGY AND HEALH SCIENCE KNHS 6950 Fall 2014 Physical Activity Instruction of Older Adults (Online only; 3 credit hours) COURSE DESCRIPTION This course will prepare the student to design well-rounded physical activity programs for older adults. Through readings, discussions, and independent activities, students will understand the aging process, the importance of physical activity to successful aging, and the principles and considerations of planning exercise for older adults with diverse functional capabilities. INSTRUCTOR Shirley Darracott, PhD. Office: Forest Hills Campus, 194 Christenberry Fieldhouse, Room 194 Office Hours: by appointment Tel: (706) sdarracott@gru.edu REQUIRED TEXT Physical Activity Instruction of Older Adults Authors: C. Jessie Jones, Debra Rose, ISBN-13: Supplemental readings and videos will be included in the course content and delivered through the course management system Desire2Learn (D2L). COURSE OBJECTIVES At the conclusion of this course, students are expected to be able to do the following: 1. Describe and discuss the aging process and the benefits of an active lifestyle in disease prevention, health promotion, and quality of life. 2. Use the guidelines for pre-exercise screenings and assessments, client feedback, and goal-setting. 3. Demonstrate an understanding of the core components of a well-rounded physical activity program for older adults, including warm-up and cool-down, flexibility and resistance training, aerobic exercise, and balance and mobility training. 4. Discuss specialty program and training methods, including yoga, aquatic exercise, and master athlete training. 5. Apply principles of motor learning to program design and to understand special considerations for specific medical conditions. 6. Explain legal and professional ethics and standards for instructors. POLICIES AND PROCEDURES Graduate Study in the College of Education: Graduate courses in the College of Education follow the Georgia Regents University Credit Hour Policy. Each course has required instructional time and out of class work (assignments, readings, preparation of written work, field or clinical hours).

2 Academic Honesty: The University recognizes that honesty and integrity are necessary to its academic function. The following regulations protect the equity and validity of the university s grades and degrees, and help students develop ethical standards and attitudes appropriate to academic and professional life. Violations of academic honesty include cheating of all kinds, plagiarism, fraudulent research activity and/or scholarship, collusion, and false statements made to avoid negative academic consequences. Cheating on course examinations or assignments is prohibited; including but not limited to the following: Possessing, using, or exchanging improperly acquired information, whether in written or oral form, in the preparation of any essay, laboratory report, or other assignment in an academic course, or in preparing for any examination in a course. Copying from another student s paper. Use of prepared materials, notes, or texts other than those specifically permitted by the instructor during the examination. Collaboration with another student during an examination, unless such collaboration is explicitly allowed by the course instructor for the examination in question. Unapproved use of any technological device to gain or provide advantage on an examination, lab practical, or other assignment to be submitted for academic credit. Substituting for another person during an examination or allowing someone else to substitute for you. Solicitation or bribery of any person to obtain examination information. Plagiarism is prohibited. Themes, essays, term papers, tests, presentations, creative works, and similar work submitted to satisfy course and program requirements must be the personal work of the student submitting it. Plagiarism is the failure to acknowledge indebtedness to the authors/creators of works used to complete such assignments and/or other course requirements. It is always assumed that the work offered for evaluation and credit is the student s own unless otherwise acknowledged. Such acknowledgment should occur whenever one quotes another person s actual words; whenever one appropriates another person s ideas, opinions, or theories, even if they are paraphrased; and whenever one borrows facts, statistics, or other illustrative materials, unless the information is common knowledge. Further, it is expected, in the production of creative work, that the student s work products are original, and that any images, sounds, or other intellectual properties that are not the original work of the student will be used fairly and with acknowledgement of the original source(s). Research Misconduct is prohibited. Misrepresentation of data collection and analysis, including falsification, fabrication or omission of data is prohibited. GRU Policy for Responding to Allegations of Research Misconduct applies to students. Collusion is unauthorized assistance from or collaboration with another person in the preparation or editing of notes, themes, reports, or other written work or in laboratory work offered for evaluation and credit, unless such assistance or collaboration is specifically approved in advance by the instructor. In cases of collusion, both the provider and recipient of such assistance are in violation of this academic conduct policy. However, students are authorized to use appropriate campus resources in the completion of written work (e.g., the campus Writing Center). Unless stated otherwise by the course instructor, use of such campus resources does not constitute academic misconduct under this policy. However, no student, except those working in a tutorial capacity in a University-approved academic support center, will

3 knowingly give or receive unauthorized assistance in the preparation of any assignment, essay, laboratory report or examination to be submitted for credit in an academic course. False statements made to avoid negative academic consequences include oral and/or written statements designed to obfuscate, misrepresent, or otherwise distort the presentation of facts related to a student s academic conduct in a course or program of study. Examples of such false statements include, but are not limited to, oral or written documentation providing willfully inaccurate information related to attendance, course work, examinations, and/or other course requirements enumerated in the syllabus of the particular course for which such a statement is provided. While these acts constitute assured instances of academic misconduct, other acts of academic misconduct may be defined by the professor in his/her course syllabus. Responsibilities: Faculty Responsibility: It is the duty of the faculty to practice and preserve academic honesty and to encourage it among students. The instructor should clarify in the course syllabus any situation peculiar to the course that may differ from the generally stated policy. He or she should, whenever possible, make explicit the intent and purpose of each assignment so that the student may complete the assignment without unintentionally compromising academic honesty. It is the responsibility of the faculty member to provide for appropriate oversight of assignments, examinations, internship components, and other course requirements. Finally, it is the responsibility of the faculty member to provide written notice to the student of any suspected violations of the academic conduct policy. Student Responsibility: It is the duty of the student to practice and preserve academic honesty. Each student should be aware of the specific policies governing academic conduct for the program(s) and course(s) in which he or she is enrolled, as well as the grievance and appeals processes put in place for adjudicating such policies. If the student has any doubt about a situation, he or she should consult with his or her instructor. It is also the student s responsibility to maintain his/her correct address of record with Georgia Regents University so that official notification of the student regarding academic misconduct can be carried out in timely fashion. (Georgia Regents University Catalog). Exclusions to academic honesty are listed in detail, and each is a serious offense. The most common offense, plagiarism, is the presentation as original work of ideas, words or thoughts belonging to someone else. You must provide a citation for any specific words, ideas, images, etc. taken from another source. Any project or paper containing incidents of plagiarism will, at a minimum, receive no credit or grade: a zero grade for the assignment. The professor will use various forms of technology to check for plagiarism. Desire to Learn (D2L) and GRU The course is delivered 100% online utilizing the D2L learning management system. All course-related information, materials, assignments and communication will be disseminated and monitored through this system. You should check your GRU and D2L every day. Submitting Assignments: NO late assignments will be accepted for any reason. Assignments will be due no later than 5:00 p.m. on the designated due date via D2L. Assignments can be submitted prior to the due date but not after. You will receive a zero for any assignment that is not submitted on time. You are required to complete all assignments in a timely manner.

4 Chain of Command: If you would like to discuss an issue related to the course, please schedule a time to communicate and/or meet with the instructor. It is your responsibility to go to the instructor first. The student will be referred to the Department Chair if the issue cannot be resolved. Reference Format: All written assignments must follow the Publication Manual of the American Psychological Association, 6 th edition. Professionalism: The course is designed to uphold and promote the standards expected of all exercise professionals at all levels of practice. Therefore, a pattern of unprofessional behavior such as infrequent access to course, being unprepared and/or not meeting submission deadlines will result in a lower course grade. Candidates with Disabilities: Students with disabilities must meet with the Office of Disability Services in order to arrange for accommodations. Once the student has arranged for an accommodation letter from the Office of Disability Services, it is the student s responsibility to schedule an appointment with his or her instructor within two weeks in order to discuss accommodations. If the student does not initiate this meeting, it is assumed no special accommodations or modifications will be necessary to meet the requirements of this course. You may make an appointment with Testing and Disability Services by calling (706) or by visiting their office located in Galloway Hall. Exceptions to these policies due to extremely unusual circumstances can be made only with the instructor s prior knowledge and approval. COURSE TOPICS Part 1: Overview of the Aging Process and Benefits of an Active Lifestyle. Chapter 1 The Field of Gerokinesiology Chapter 2 Predictors of Successful Aging Chapter 3 Psychological and Sociocultural Aspects of Physical Activity for Older Adults Chapter 4 Physiological Aspects of Aging Part II: Screening, Assessment, and Goal Setting Chapter 5 Pre-exercise and Health Screening Chapter 6 Field-based Physical and Mobility Assessments Chapter 7 Laboratory-Based Physiological Assessment of Older Adults Chapter 8 Goal Setting and Behavioral Management Part III: Core Program Principles and Training Methods Chapter 9 A New Approach to Designing Exercise Programs for Older Adults Chapter 10 Principles of the Warm-Up and Cool-Down Chapter 11 Flexibility Training Chapter 12 Resistance Training Chapter 13Aerobic Endurance Training Chapter 14 Balance and Mobility Training

5 Part IV. Specialty Programs and Training Methods Chapter 15 Mind-body exercise training Chapter 16 Aquatic Training Chapter 17 Training Master Athletes Part V: Program Design, Leadership, and Risk Management Chapter 18 Applying Motor Learning Principles to Program Design Chapter 10 Teaching and Leadership Skills Chapter 20 Designing and Managing Group Conditioning Classes Chapter 21 Exercise Considerations for Medical Conditions Chapter 22 Legal Standards, Risk Management, and Professional Ethics STUDENT EVALUATION AND ASSESSMENTS Your grade for this course will be determined by your performance in the following: DISCUSSION BOARDS/READINGS/PARTICIPATION Students are expected to complete weekly assigned readings, post their reactions to the readings on designated D2L discussion boards, and electronically submit their assignments on due dates. This course involves a good deal of reading and you will be required to read actively and thoughtfully. You will demonstrate your understanding of these readings through participation in online discussions. These discussions are intended to provide you with opportunities to gain a more in-depth understanding of course topics and textbook readings. In these discussions, you may be asked to reflect on your own experiences, to express your opinions, and to individually and collectively provide suggestions for solving problems. As you read each article/required text you should record your thoughts, opinions, and questions and be prepared to share and/or document those ideas. o Discussion board posts Due: On designated weeks by Friday at 5pm. Students are expected to POST to the Discussion Board a MINIMUM of TWO ( word) thoughtful posts for each of the group discussions to one of the discussion board forums by 5pm on Friday of each week that that reading was assigned. By THOUGHTFUL, I mean your response to one or more of the questions/prompts, a link you make to other readings and/or the required class text, a reaction to colleagues comments, and/or any research you may have done on the topic. Be sure to use references for support, when applicable. Please note: You will only see your fellow students postings once you have submitted your first post on that particular forum. Valued at 50 points.

6 ASSIGNMENTS (in addition to quizzes, readings, discussion board posts): 1. Interview someone who regularly works with elderly people. Prepare 10 questions for your interview and submit them through D2L by the assigned date. After approval of the interview questions by the course instructor, perform the interview, record the responses and other information that you gained during the interview. Total points for this assignment: Given a sample client s name, age, health status, and resting heart rate, design an aerobic exercise session for the client. Include flexibility work following the cool-down. Prepare a formative assessment plan for the client s cardiorespiratory fitness. Establish short and long term goals for the client and prepare an appropriate progression for a 10 week period. Total points for this assignment: Given a sample client s name, age, health status, and resting heart rate, design a resistance training session for the client. Prepare a formative assessment plan for the client s strength and/or muscular endurance. Establish short and long term goals for the client and prepare an appropriate progression for a 10 week period. Total points for this assignment: Given a sample client s name, age, health status, and resting heart rate, design an exercise session focusing on balance and mobility training. Prepare a formative assessment plan for the client s balance and mobility. Establish short and long term goals for the client and prepare an appropriate progression for a 10 week period. Total points for this assignment: Part 1: Literature review and posting of references for research paper. Part 2: Submit outline of research paper. Total points for this assignment: Other Assignments: Practical Application problems from the textbook and other sources. 10 assignments worth 5 points each. Total points: 50 RESEARCH PAPER Students will write a research paper on a topic that pertains to physical activity considerations for older adults. The organization, format, and content of each paper should be similar to a note in a scholarly journal. The paper should be six to eight double spaced word-processed pages, (FIVE pages, excluding references and title page, is a minimum length for the paper). Choose a topic that will actively engage you in the research and writing. All sources must be fully cited. This includes all sources from which you derive ideas, analyses or leads, and not simply sources you quote or paraphrase. All internet sources should be accompanied by the relevant printout. The structure of the paper must include an introductory section that summarized the issue, relevant literature should be reviewed, followed by a conclusion that summarized the information brought out in the paper. Use APA style. 50 points.

7 GRADING POLICY Assignments that have been graded and/or redistributed may be discussed only after a 24 hour period has passed from the time of receiving the graded assignment. If you wish to appeal a grade for an assignment/discussion/item, please contact the instructor electronically, within 48 hours of receiving your grade, detailing your argument. Everything assigned is given a certain number of points. Final grades will be based upon the total percentage of points earned by the student. Grading Scale (based on percentage of total points) Discussions: 10 discussions (5 points each) 50 pts. Quizzes: 10 quizzes (10 points each) 100 pts. Interview: 1 interview 20 pts. Health-related fitness programs: 3 fitness components (60 points each) 180 pts. Lit review and reference list: 1 review with reference list 20 pts. Research paper outline: 1 outline of research paper 30 pts. Application Assignments: 10 assignments (5 points each) 50 pts. Research Paper: 1 research paper (50 points) 50 pts. Total Points 500 pts % A; % B; % C; % D; < 60% F ***The instructor reserves the right to revise or adjust activities and point distribution with prior announcement*** ***The instructor reserves the right to deviate from or amend the syllabus*