CUNY Common Core Course Submission Form

Transcription

1 CUNY Common Core Course Submission Form Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core. All courses must be 3 credits/3 hours unless the college is seeking a waiver for a 4-credit Math or Science course (after having secured approval for sufficient 3-credit/3-hour Math and Science courses). All standard governance procedures for course approval remain in place. College Queensborough Community College Course Number HE 108 Course Title Health and Physical Fitness Department(s) Health, Physical Education and Dance Discipline Interdisciplinary Studies Subject Area Enter one Subject Area from the attached list. INTE Credits 3 Contact Hours 3 Pre-requisites COREQ BE122 OR BE226 Catalogue Description An inquiry to the concepts of health, physical fitness, physical performance and wellness. Factors such as nutrition, body composition and weight control, principles of physical conditioning, physiology of exercise, and other issues related to optimal physical performance will be considered. The classroom lectures will be supplemented by laboratories and demonstrations using available gym facilities to provide students the opportunity to assess their present state of physical fitness. The student should be able to formulate a program of self-improvement in relation to their individual goals after completion of this course of study. Syllabus Syllabus must be included with submission, 5 pages max (see attached) Indicate the status of this course being nominated: current course revision of current course a new course being proposed CUNY COMMON CORE Location Please check below the area of the Common Core for which the course is being submitted. (Select only one.) Required English Composition Mathematical and Quantitative Reasoning Life and Physical Sciences Flexible World Cultures and Global Issues US Experience in its Diversity Creative Expression Individual and Society Scientific World E. Scientific World Learning Outcomes In the left column explain the assignments and course attributes that will address the learning outcomes in the right column. A Flexible Core course must meet the three learning outcomes in the right column. A student will produce a research proposal of a health and physical fitness topic by gathering, interpreting, and assessing health and physical fitness information from a variety of sources and points of view. A student will evaluate evidence and arguments analytically of the scientific methods used to achieve optimal health and physical fitness by: (1) assessing their present state of physical fitness, describing their results and developing a health and fitness plan based on their lifestyle and recommended guidelines; (2) conducting scientifically-based fitness assessments for children and adults, describing the results to the participants and discussing recommended guidelines to achieve optimal health and physical fitness for a variety of populations; and (3) evaluating Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. February 24, 2012 Draft 1

2 the efficacy of various applied scientific methods to achieve optimal health and physical fitness for a variety of populations. A student will produce a well-reasoned written argument on the validity, reliability and public health implications of various health and physical resources. Produce well-reasoned written or oral arguments using evidence to support conclusions. A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will: A student will identify and apply the fundamental concepts and methods of the health and physical fitness field exploring the scientific world of physical activity, nutrition and behavior modification to achieve optimal physical fitness and health. A student will demonstrate how tools of science, mathematics, technology, and formal analysis can be used to analyze individuals health and fitness level by: (1) assessing their present state of physical fitness, describe their results and develop a health and fitness plan based on their lifestyle and recommended guidelines; and (2) conducting fitness assessments for children and adults, describing the results to the participants and discussing scientific-based recommendations to achieve optimal health and physical fitness for a variety of populations. A student will articulate and evaluate the empirical evidence supporting scientific theories of exercise, nutrition and behavior modification by: (1) identifying and describing the structures, functions and exercise applications of neuromuscular, musculoskeletal and cardiopulmonary systems; (2) identifying and differentiating between the various energy pathways during physical activity; (3) explaining how physical fitness causes metabolic changes and improved health effects; (4) describing scientific nutrition guidelines for optimal physical activity performance and weight management; and (5) describing methods of behavior change for physical fitness performance and adherence. A student will articulate and evaluate the impact of scientific health discoveries on issues related to consumer health by: (1) describing the uses and ethical concerns related to scientific research and consumer health; and (2) discussing the efficacy of health and physical fitness products and the ethical responsibilities of manufacturers. A student will describe the scientific principles underlying matters of health policy and public health concerns in which science plays a role by: (1) describing the scientific principles underlying the implementation of health and physical fitness policies; and (2) discussing the scientific reasons for and subsequent actions taken in response to public health concerns that impact individuals, schools, communities and society. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the scientific world, including, but not limited to: computer science, history of science, life and physical sciences, linguistics, logic, mathematics, psychology, statistics, and technology-related studies. Demonstrate how tools of science, mathematics, technology, or formal analysis can be used to analyze problems and develop solutions. Articulate and evaluate the empirical evidence supporting a scientific or formal theory. Articulate and evaluate the impact of technologies and scientific discoveries on the contemporary world, such as issues of personal privacy, security, or ethical responsibilities. Understand the scientific principles underlying matters of policy or public concern in which science plays a role. SYLLABUS Department: Health, Physical Education and Dance Course: HE 108: Health and Physical Fitness Pre-requisites and co-requisites: COREQ BE122 OR BE226 Hours and credits: 3 credit hours Course Description: An inquiry to the concepts of health, physical fitness, physical performance and wellness. Factors such as nutrition, body composition and weight control, principles of physical conditioning, physiology of exercise, and other issues related to optimal physical performance will be considered. The classroom lectures will be supplemented by laboratories and demonstrations using available gym facilities to provide February 24, 2012 Draft 2

3 students the opportunity to assess their present state of physical fitness. The student should be able to formulate a program of self-improvement in relation to their individual goals after completion of this course of study. Curriculum/curricula: HE 108 is an elective course for A.A., Associates in Arts; A.A., Associates of Liberal Arts; and A.S. Associates in Science. It is also a suggested course for students planning to continue in health sciences. General Education Objectives General educational objectives addressed by this course Briefly describe activities in the course which help students meet each of these general education objectives 1. Students will write, read, listen, and speak clearly and effectively. Students will produce a research proposal of a health and physical fitness topic by gathering, interpreting, and assessing health and physical fitness information from a variety of sources and points of view. 2. Students will use analytical reasoning skills and apply logic to solve problems. 3. Students will integrate knowledge and skills in their major field and across disciplines. 4. Students will use information management skills effectively for academic research and lifelong learning. Students will assess their present state of physical fitness, describe their results and develop a health and fitness plan based on their lifestyle and recommended guidelines. Students will conduct scientifically-based fitness assessments for children and adults, describe the results to the participants and discuss recommended guidelines to achieve optimal health and physical fitness for a variety of populations. Students will produce a well-reasoned written argument on the validity, reliability and implications of a health and physical fitness resources. Students will incorporate health and physical fitness concepts discussed in class, from other resources and personal experiences. STUDENT LEARNING OUTCOMES Course objectives (Note: copy objectives from Table 4 directly into this column.) Learning outcomes 1. Students will discuss interactive approaches to optimal physical fitness and health. 2. Students will describe the fundamental concepts of anatomy, physiology and kinesiology as it relates to physical fitness and health. 3. Students will discuss energy production during physical activity for optimal physical fitness and health. 4. Students will describe scientific nutrition guidelines for optimal physical activity performance and weight management. a. A student will describe physical activity, nutrition and behavior modification as interrelated factors of optimal physical fitness and health. b. A student will articulate and evaluate the empirical evidence of the scientific theories of exercise science, nutrition and behavior modification. a. A student will identify and apply fundamental concepts of anatomy, physiology and kinesiology as it relates to physical fitness and health. b. A student will identify and describe the structures, functions and exercise applications of neuromuscular, musculoskeletal and cardiopulmonary systems. a. A student will identify and differentiate between the various energy pathways during physical activity. b. A student will explain how physical fitness causes metabolic changes and improved health effects. a. A student will explain scientific nutritional needs before, during and after exercise for optimal performance and recovery. b. A student will describe scientific nutritional needs for weight management. February 24, 2012 Draft 3

4 5. Students will discuss behavior modification in physical fitness performance. 6. Students will discuss physical activity considerations for special populations and various medical conditions. a. A student will describe methods of behavior change for physical fitness performance and adherence. b. A student will identify and describe the risk factors, prevention and treatment of maladaptive behaviors related to health and physical fitness a. A student will describe physical activity considerations for special populations including, children, pregnancy, obesity, older adults and adaptive needs. b. A student will describe exercise-induced conditions and other medical considerations. 7. Students will describe injury prevention and treatment during exercise. 8. Students will perform physical fitness assessments for adults and children. a. A student will identify common acute and chronic injuries related to physical activity. b. A student will describe methods of injury prevention and treatment for common acute and chronic injuries. c. A student will describe the impact of environmental factors such as heat, cold, and altitude on physical performance. a. A student will demonstrate cardiopulmonary, strength, muscular endurance, body composition and flexibility assessment techniques using various technologies. b. A student will explain the results of the assessments and describe recommendations for improved health and physical fitness. 9. Students will discuss the impact of technologies and scientific discoveries on consumer health. 10. Students will describe the scientific principles underlying matters of health policy and public health concerns in which science plays a role. a. A student will articulate and evaluate the impact of technologies and scientific health and physical fitness discoveries as it relates to consumer health. b. A student will describe the ethical concerns related to scientific research and consumer health. a. A student will describe the scientific principles underlying the implementation of health policies. b. A student will discuss the scientific reasons and subsequent actions taken for public health concerns that impact the individual, schools, communities and society. Summary of main topics covered in the course: 1. Physical Fitness and Health: An Interactive Approach a discussion of the importance and interaction of physical activity, nutrition and behavior modification for improved health and performance. 2. Principles of Physical Fitness Development to identify and apply fundamental concepts and methods of physical fitness to the achievement of optimal health; to identify and describe the structures, functions and exercise applications of neuromuscular, musculoskeletal and cardiopulmonary systems. 3. Fitness Assessment and Program Design demonstration and performance of cardiopulmonary, muscular endurance and strength, flexibility and body composition fitness assessments; designing fitness program based on scientific principles and personal goals. 4. Optimal Nutrition for Physical Fitness energy pathways, metabolic functioning and optimal nutrition for enhanced physical fitness and weight management. 5. Understanding and Enhancing Health Behaviors - health and physical fitness program adherence; risk factors, prevention and treatment of maladaptive behaviors; physical fitness techniques for stress reduction and improved wellness. 6. Physical Fitness Considerations for Disease Prevention and Health Promotion health benefits of physical fitness; designing physical fitness programs for special populations and various medical conditions. 7. Injury Prevention and Treatment precautions for safe and effective exercise program design; discussion of common injuries related to physical activities. 8. Health Consumerism discussion of the efficacy of health and physical fitness products; discussion of the ethical responsibilities of manufacturers. 9. Physical Fitness and Public Health Promotion evaluation of the scientific principles underlying the implementation of health policies; discussion of the reasons and actions taken for public health concerns that impact the individual, schools, communities and society. Example Texts/Readings/Bibliography Recommended for the Course: Corbin, C., Welk, G., Corbin, W. and Welk, K. (2011). Concepts of physical fitness, 16 th Ed., New York, NY: McGraw-Hill Publishers. February 24, 2012 Draft 4

5 Hoeger, W. and Hoeger, S. (2012). Principles and labs for physical fitness. 8 th Ed., Belmont, CA: Wadsworth Cengage Learning. Howley, E. T. & Franks, B. D. (1997). Health fitness instructor s handbook. 3 rd Ed. Champaign, IL: Human Kinetics. Kotecki, J. E. (2011). Physical activity and health: An interactive approach. 3 rd Ed., Sudbury, MA: Jones and Bartlett Learning. Kotecki, J. E. (2011). Activities and assessment manual. 3 rd Edition. Jones and Bartlett Publishers, Sudbury, MA. Scholosser, E. (2002). Fast food nation. New York: HarperCollins. Summerfield, L. (2001). Nutrition, exercise and behavior: An integrated approach to weight management. Belmont, CA: Wadsworth Thomson Learning. Taras, H. (2005). Physical activity and student performance at school. Journal of School Health, 75, Welk, G. J., Morrow, J. R. J., & Falls, H. B. (2002). FITNESSGRAM reference guide. Dallas, TX: Cooper Institute. Watson, D. and Tharp, R. (2007) Self-directed behavior. Belmont, CA: Thompson Wadsworth Publications. Wilmore, J. H. & Costill, D. L. (1999). Physiology of sport and exercise. 2 nd Ed., Champaign, IL: Human Kinetics. Methods by which Student Learning will be Evaluated: 1. Course Assessment 2. Examinations 3. Writing assignments, including reflection papers 4. Performance of physical fitness assessments 5. Health and physical fitness research paper 6. Participation in high impact educational strategies such as, writing intensive, learning communities, e-portfolio, and service learning. Low-stakes writing assignments: 7. One-minute paper on the most compelling part of the lesson. 8. Short paragraph on what concept the student had the most difficulty. Academic Integrity: Academic integrity is taken extremely seriously and is expected of all students. All assignments must be the original work of the student (or partners or group, if applicable). All questions or concerns regarding ethical conduct should be brought to the course instructor. It is the official policy of the College that all acts or attempted acts that are violations of academic integrity be reported to the Office of Student Affairs (OSA). At the faculty member s discretion and with the concurrence of the student or students involved, some cases, though reported to the OSA, may be resolved within the confines of the course and department. The instructor has the authority to adjust the offender s grades as deemed appropriate, including assigning an F to the assignment or exercise or, in more serious cases, an F to the student for the entire course (QCC Academic Integrity Policy). Accommodations for Students with Disabilities: Any student who needs specific accommodations based on the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations that are determined on an individual basis. The SSD office is located in the Science Building, room S132 ( ). Students should also contact their instructor privately to discuss their specific needs. February 24, 2012 Draft 5