Exercise Science Program Goals (Standards) and Objectives (Outcomes) Goals Objectives Assessment Content Knowledge: Exercise Science majors understand human movement and concepts related to the anatomical, physiological and biomechanical aspects of human movement. Exercise science candidates must do the following: Identify critical elements of the bones and muscles involved in human movement and combine the concepts related to anatomy and physiology with biomechanics. Demonstrate competent knowledge in areas of exercise physiology. Describe physiological concepts related to exercise testing (i.e. maximal aerobic testing, anaerobic testing, body composition analysis. Describe and apply anatomical, physiological and biomechanical concepts to exercise testing, health and fitness. Understand and debate current exercise physiology principles based on historical and technological changes (i.e., anaerobic threshold, body composition analysis) Demonstrate knowledge of approved National standards for exercise testing and prescription. Evaluation of grades each semester. Evaluate grades each semester Evaluate lab grades in exercise testing, laboratories in exercise physiology. Evaluate lab grades in anatomy, biomechanics, exercise testing & exercise physiology. Evaluate competency in these topic areas in exercise physiology and exercise testing. Evaluate lab grades and content in exercise testing as needed.
Goal Objectives Assessment Growth and Development: Exercise Science majors should understand how exercise tests (ranging from testing, training or analysis of blood markers) are performed and individualized based on the patient population employed. The focus of this standard is the application of exercise physiology concepts to a broad range of environmental, physiological or psychological conditions that the Exercise Science student may be involved with. Exercise Science majors must demonstrate the ability to plan and implement exercise testing based on changes in the experimental or clinical conditions. Laboratory experiences in exercise physiology and exercise testing to assure that this goal is met. Exercise majors must do the following: Monitor individuals or groups of individuals during exercise tests to be able to perform exercise tests in general in accordance with National Standards (set forth by the American College of Sports Medicine, ACSM). Understand the physiological, biomechanical, age, gender differences that influence exercise physiology and exercise testing. Implement either a) that all majors should demonstrate this competency in the Senior Exercise program b) Internship experience or, c) develop a new PEP course entitled exercise leadership. Evaluation of these competencies in exercise physiology or exercise testing.
Goal Objectives Assessment Diverse Students: Exercise Science majors should understand how individuals differ in their approaches to learning and create appropriate instruction adapted to these differences. Through this standard, exercise science candidates should demonstrate their ability to plan and implement exercise physiology experiences that are sensitive to diverse students and that enable students to develop qualities of respect and responsibility for one another. Identify and select appropriate instruction that is sensitive to students strengths/weaknesses, multiple needs, learning styles, and prior experiences (i.e., cultural, community). Use appropriate services and resources to meet diverse learning needs. Documentation of recruitment initiatives of diverse students to foster diversity and respect for one another. Evaluation of grades by semester to assess needs/strengths/weaknesses of individuals with multiple needs. Assess grades of diverse learners.
Goal Objectives Assessment Management and Motivation: Exercise Science majors use an understanding of the physiological, metabolic and psychological functions of the individual to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Exercise Science majors must do the following: Use their knowledge in exercise physiology to create smoothly functioning exercise experiences in a range of environments. Organize, allocate and manage resources (exercise space, time, equipment) to provide an active learning experience. Use strategies to help students demonstrate responsible personal and social behaviors (i.e., mutual respect, safety, cooperation) that promote positive relationships for others and a productive learning environment. Comprehensive immediate feedback on competency performance in lab experiences. Peer evaluation of instruction, SEI s. SEI s, self-evaluation of instruction in exercise leadership competencies.
Goal Objectives Assessment Communication: Exercise Science majors use knowledge of effective verbal and nonverbal techniques to enhance learning and engagement in exercise science settings. Exercise Science candidates must do the following: Describe and demonstrate effective communication skills (i.e., use of language, clarity, age-appropriate language). Communicate managerial and instructional information in a variety of ways (i.e., posters, internet, bulletin boards). Communicate in ways that demonstrate sensitivity to all students (ethnicity, gender, age differences). Evaluation from clinical internship site(s). Evaluation of SEI s and clinical internship site(s). Evaluation of SEI s. Goal Objectives Assessment
Planning and Instruction: Exercise Science majors should plan and implement a variety of developmentally appropriate exercise physiology tests based on ACSM standards. Exercise Science candidates must do the following: Identify, develop and implement appropriate program and instructional goals. Develop long-and short-term plans that are linked to both program and instructional goals and student needs. Select and implement instructional strategies, based on selected content, student s needs, and safety to facilitate learning in the exercise science setting. Provide learning experiences that allow the student to integrate knowledge and skills from a variety of areas. Use effective demonstrations and explanations to link together exercise science concepts to learning experiences. Develop case studies to facilitate student learning, critical thinking and problem solving. Documentation of competency in exercise programming/exercise testing. Communicate with student on an individualized basis to develop appropriate mentoring either with a) internship experience b) research. Student evaluation of exercise laboratories. Increase the faculty to mentor student in either clinical or applied research areas. Student evaluations of exercise laboratory experiences. Add this content to all clinical exercise physiology coursework.
Goal Objectives Assessment Student Assessment: Exercise Science majors should understand and use assessment to better understand the physiological response to an external stressor (i.e., heat, cold, exercise) is specific to that individual. Exercise Science candidates must do the following: Identify key components of various types of assessment, describe the appropriate and inappropriate use, and address the validity, reliability of the tests. Use a variety of exercise tests ranging from indirect to direct assessment of performance. Assess the students understanding of the performance, provide feedback, and communicate student progress. Documentation of competency in the appropriate classes, i.e., exercise testing, exercise physiology. Competency tracking of performance in clinical courses/tracked each semester. Goal Objectives Assessment
Reflection: Exercise science candidates are critical and reflective thinkers who evaluate their actions on other (i.e., fellow professionals, clinicians, patients, clients). This standard can be met through evidence that demonstrates effective self-reflection on the exercise science major. Exercise Science candidates must do the following: Use a reflective cycle involving description of testing, justification of exercise leadership, critique of exercise testing performance and implementation of change. Use available resources (i.e., professional organization, literature, colleagues) to develop as a reflective professional. Construct a plan that permits professional growth based on the assessment of others. Track student s performance of this objective. Evaluation of courses to assure this objective is met. Review resumes, Faculty CV s and resumes of Clinicians. Goal Objectives Assessment Technology: Exercise Science majors The intent of this standard is to ensure that
use technology to enhance learning and to enhance personal and professional productivity. Exercise Science candidates develop knowledge of and ability to implement current technologies in order to enhance learning. Exercise Science candidates must do the following: Demonstrate knowledge of current technologies and their application in exercise science. Design, develop and implement exercise science laboratories that integrate information technology. Use technologies to communicate, network, locate resources, and enhance professional development. Tracking of this competency via formal evaluation. Enhance some of the laboratories to achieve this objective. Course projects to include this objective. Track its implementation via SEI s. Goal Objectives Assessment Collaboration: Exercise Science majors should foster relationships with colleagues, Exercise candidates must do the following:
clinicians and community agencies to support the students professional growth and well-being. Identify strategies to become an advocate in the community and the school to promote a variety of exercise science opportunities. Actively participate in professional Exercise Science (i.e., local, state, national) meetings. Identify and actively seek community resources to enhance the clinical opportunities for the student. Pursue productive relationship with colleagues to support student professional and intellectual growth. Documentation of this strategy and track the new incoming majors. Evaluate CV s of students/faculty to achieve this objective. Evaluation of SEI s from the clinical internship and evaluate the quality of internship sites available to meet the students diverse needs. Enhance collaboration between faculty in the areas of paper writing/grantsmanship, etc.