THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

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1 1 THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap. All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to UTB/TSC excellence.

2 2 College of Education Department of Health and Human Performance KINE 3153 Physiology of Exercise and Human Performance Laboratory SUMMER SESSION I 2013 Instructor: Jose A. Leal Jr., SPT, CSCS, USAW-L1SP Office Location: Phone: Jose.Leal@utb.edu Office Hours: Day and Time the Class meets: Location of Class: by appointment Monday Friday 3:50pm 4:50pm CATALOG COURSE DESCRIPTION: This course emphasizes the demonstration of lecture concepts through hands on experiences in the lab. Maximal oxygen consumption and aerobic fitness assessment, human thermoregulation, body composition analysis, and pulmonary function testing are among the topics explored. REQUIRED TEXTBOOK: There is no required book. Related and necessary information for each lab will be posted on Blackboard. LAB SAFETY GUIDELINES: 1) Never use any equipment unless you are thoroughly versed in the method of operation. 2) Lab equipment is expensive. Do not use any equipment unless instructed to do so. 3) Subjects performing on the treadmill and ergometer are to be supervised at all times. 4) Use protective gloves when handling and /or coming into contact with any bodily fluids. 5) No eating or drinking in the lab. 6) Clean the equipment and the lab area when you are done. Course Objective(s) NCATE STANDARD SPA Conceptual Framework Standard To understand the rationale 1 1.1, 1.5 Inquiry behind each lab activity. To learn how to use the 1 1.1, 1.5 Inquiry equipment used during the lab activity. To apply the information that 1 1.1, 1.5 Inquiry you learned from the lab discussions and lectures. To interpret and discus all the findings from each lab , 1.5 Inquiry

3 3 TOPICS, LEARNING PROCESSES AND DESIRED RESULTS Knowledge, skills and dispositions that must be mastered at the end of this unit: 1. Understand when and how each test can be administered. 2. Describe the method of each lab in detail and describe the steps to use equipment properly. 3. Enhance cognitive abilities with regards to exercise physiology. 4. Improve technology skills to assist collecting and analyzing data, and 5. Improve writing skills for demonstrating understanding of the physiological principles. Date Topics Processes & Assignments Day 1 June 3 Days 2-4 June 4-6 Day 5 June 7 Day 6-8 June Day 9 June 13 Day June 14, Day 13 June 19 Day June 20-21, 24 Day 17 June 25 Day June Day 21 July 1 Day July 2-3, 5 Introduction to the course and Descriptive Measures Descriptive Measures Anaerobic and Explosive Power Anaerobic and Explosive Power Predicting Maximal Oxygen Uptake Write down the methods Collect data Write down the methods Collect data Write down the methods Related Course Objective 1, 2, 3, 4 Evaluation Method 1, 2, 3, 4 Lab report is due June 10 1, 2, 3, 4 1, 2, 3, 4 Lab report is due June 16 1, 2, 3, 4 Predicting Maximal Oxygen Uptake Collect data 1, 2, 3, 4 Lab report is due June 22 Isokinetic Muscle Testing Write down the 1, 2, 3, 4 methods Isokinetic Muscle Testing Collect data 1, 2, 3, 4 Lab report is due June 28 Respiratory Function and Lung Volumes Collect data 1, 2, 3, 4 Respiratory Function and Collect data 1, 2, 3, 4 Lab report is Lung Volumes due July 2 BODPOD Collect data 1, 2, 3, 4 BODPOD Collect data 1, 2, 3, 4 Lab report is due July 9 Lab reports will be submitted in BOTH digital (word document through Blackboard) and hard copy (print-out).

4 4 Performance Task LAB REPORTS (15 pts each pts): Students are required to attend the laboratory activities on the days in which they have been specifically assigned. Students who DO NOT attend the laboratory demonstrations on their assigned day OR who do not attend the laboratory at all (unless you have a medical reason) will not be allowed to turn in the laboratory report and will not receive the points for the corresponding lab report. The total of 8-10 lab reports that the student will develop as the semester progresses. All reports will be due at the beginning of class approximately 7 days following the completion of the lab experience. I will NOT accept lab reports turned in late unless prior arrangements have been made. Students will work individually, however, each student is expected to be a subject for each laboratory experiment (dress appropriately) and then the data from the entire class will be tabulated so that each student will have numerous data points for each lab write-up. For each laboratory assignment, the student will be expected, in a narrative language, to briefly summarize the experimental methodologies, findings and interpretation of these laboratory experiments and experiences based on the classic scientific method format and turn in the findings from each lab. In addition to the narrative section, a cover sheet and all data collection forms for each respective lab will be attached. The length of each lab report varies based on the experimental procedures. Typically, the reports are 4-8 pages in length, double-spaced, with figures included within the text. Page formatting will include 1-inch margins, double-spacing and 12-point Times New Roman. Failure to follow any of the formatting instructions will result in an automatic 1-5pts deduction from that assignment. A sample report will be available online. Please see the file guidelines for laboratory reports for more specific instructions concerning the actual lab reports. A sample report is available online, and all necessary components of the lab reports are provided below: a. Cover page Include your name, what lab, date etc. See sample lab report for more details. b. Introduction The introduction should catch the reader's attention by stating the importance or significance of the study. c. Purpose The purpose of the study is really just a statement concerning the problem that the study is trying to solve. It may be presented in question form, such as, "What is the aerobic fitness level of the students in our exercise physiology class?", or it may be stated definitively as, "The purpose of this study is to determine the level of fitness in our exercise physiology class." Sometimes there can be more than one purpose to the study. The purpose may include the hypothesis of the investigators. This is a statement regarding the expected outcome. A physiological rationale may also be included which provides the basis for the study or for the type of test chosen to solve the problem. Thus, statements regarding the physiology, validity, and reliability of a test may be included here. d. Methods The description of the method solving the research problem follows the purpose. Often this portion includes the general description of the instrumentation, procedures, and calculations; a description of the subjects; and the experimental design, statistical method (if used), and sampling procedures. After reading this section, anyone should be able to duplicate your study. Important information, such as the number and duration of trials or stages of an exercise test, equipment calibration procedures, etc. should be reported. e. Results This portion usually summarizes the group data from its tabular form to a statistical form (i.e., mean, standard deviations, range, etc.). Use Tables and Graphs when appropriate.

5 5 f. Discussion & Conclusion The discussion should include a physiological rationale for the results. It should mention if the findings confirm or refute previous research. Discuss the meaning of the results of your study in this section. Relate them to the literature and/or what we discussed during lectures and make sure that you bring the paper to completion with each of your hypotheses. Also in this section, explain how your data can be applied and used in a real world setting. The conclusion should be very succinct; it should simply answer the research question that was proposed in the purpose of the study. g. Appendices This section will include all data sheets, raw data, printouts, etc.

6 6 Scoring Rubric for KINE-3153 LAB REPORTS Appropriate Introduction with rationale and purpose 2 pts Excellent and detailed content for METHODS (Includes the general description of the instrumentation, procedures, and calculations; a description of the subjects etc.) 3 pts Excellent and detailed Content for RESULTS All topics and questions were addressed Use of Tables and Graphs when appropriate (mean, standard deviations) 5 pts Excellent and detailed Content for DISCUSSION AND CONCLUSION All topics and questions were clearly discussed: Discuss the meaning of the results of your study Rationale for the results The conclusion should be very succinct 5 pts Adequate info 1 pt Adequate content 2 pts Adequate content (Majority of the topics and questions were addressed) 4 pts 3 pts 2 pts Adequate content (Majority of the topics and questions were discussed) 4 pts 3 pts 2 pts No Introduction/ rationale 0 Inadequate content 0-1 pt Inadequate content 0-1 pt Inadequate content 0-1 pt MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION Due to the nature of the course and how it s developed, each student has to be present and perform the lab activity (unless there is a health risk or an official paper to be excused). If a student cannot perform the activity, he/she will help the group members during the lab activity and write the report by using the complete data set from classmates or he/she needs to talk to the professor to get the data from a classmate, if a report is supposed to be written by using personal data.

7 7 EVALUATION WEIGHTS AND SUMMMARY Top 5 Lab Reports (15 pts each) = 75 pts GRADING SYSTEM Letter grades of A+ through F (course final grade) will be awarded based on the following scale: Grade Grade Explanation A A A B B B C C D F Below 60 Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to a student who has been unable to complete the course requirements due to a serious interruption not caused by the student s own negligence. Course Policies (Provide policies that you deem appropriate for your course) Such as: 1. Attendance is mandatory. Arriving late or leaving early is unprofessional and causes a distraction to others. 2. Students cannot write a lab report unless they attend the related-lab, (exceptions can be made if they have an official excuse). 3. Complete all assignments by the due date. 4. Please type all assignments, unless otherwise specified. 5. THE PROFESSOR RESERVES THE RIGHT TO MAKE CHANGES IN THE SYLLABUS AS DEEMED NECESSARY. Students will be notified of any and all changes. 6. All cell phones are required to be turned OFF during class.

8 8 INSTITUTIONAL POLICIES SATISFACTORY ACADEMIC PROGRESS UTB/TSC monitors academic progress every fall and spring semesters to identify those students who are experiencing difficulty with their courses. Satisfactory Academic Progress (Sap) is based upon two components: GPA of 2.0 or higher and successful course completion of at least 70% of couse work attempted. Students remain in good standing with the university and Financial Aid when both criteria are met. Students who do not maintain these required minimum standards will be placed on probation or suspension as appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in the current Undergraduate catalog. For more information, please visit SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to be unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, Policies on scholastic dishonesty will be strictly enforce. (Board of Regents Rules and Regulations) STUDENTS ACADEMIC RESPONSIBLILITIES Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students may, at anytime, be dropped from course. This may result in a w or F on the student s permanent record. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB/TSC Academic continuity Program, academic course, partially or entirely, will be made available on the MyUTB Blackboard course management system. This allows faculty members and students to continue their teaching and learning via MyUTB Blackboard in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use MyUTB Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student s responsibility to complete all requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your MyUTB Blackboard and UTB system. Therefore, all students must use Scorpion Online to provide a current address. Students may update their address by following the like titled Validate your Account in MyUTB Blackboard Portal. In the event of a disaster, that disrupts normal operations, all students and faculty must make every effort to access an internetenabled computer as often as possible to continue the learning process.

9 AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. Fro more information, visit Disability Services in the Lightner Center, call , or steve.wilder@utb.edu. 9