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This handbook has been developed to provide you with the specific policies and
procedures of the Health and Exercise Science (HES) Program. As a student enrolled in
the HES program, you are responsible for observing Jefferson College of Health Sciences
(JCHS) rules, policies and procedures as stated in the current JCHS College Catalog and
Student Handbook as well as those listed in this program-specific handbook.

Health and Exercise Science Program
Program Description
The Health and Exercise Science Program at the Jefferson College of Health Sciences is a
four-year, Bachelor of Science degree program. The blend of classroom, laboratory, and
clinical components is designed to prepare students for careers in Health and Exercise
Science and/or post-baccalaureate education.
A Bachelor of Science degree in Health and Exercise Science from Jefferson College of
Health Sciences prepares graduates for careers in college, clinical, corporate, and
commercial settings, including personal fitness consulting/training, cardiopulmonary
rehabilitation, hospital and/or corporate wellness, community health and obesity
prevention, and industrial rehabilitation/worksite fitness. Students enrolled in the
program will have the flexibility to develop knowledge, skills, and abilities to pursue
post-baccalaureate education in medicine, occupational or physical therapy, exercise
science, public health or other graduate and/or professional allied health programs.
Health and Exercise Science program graduates will be eligible to pursue certifications
with the American College of Sports Medicine, National Strength and Conditioning
Association and other organizations requiring a Bachelor’s degree and clinical

Program Philosophy
The educational philosophy of the HES program is based on the concepts of learner-
centered teaching, experiential learning and academic excellence. The HES program
features a complementary relationship between general education and professional
studies, between academic and personal development, between service and individual
growth, and between the JCHS campus and the larger community.
The overarching vision of HES is to help people establish and maintain physically active,
healthy lifestyles. This includes helping people develop the essential beliefs, attitudes,
knowledge, and skills associated with maintaining lifelong physical activity habits that
promote individual responsibility toward optimal health and fitness. Additionally, and
equally important, is helping people to develop collective efficacy, communities of
learned citizens that value active living, are confidence in their ability to live actively,
and are committed to our transformation to a physically active society. Physically active
citizens behave in ways that recognize and support societal changes and policies aimed at
building healthy, supportive environments that are conducive to the practice of safe,
effective, and inclusive physical activity and health behaviors that are available to all

Program Mission
The mission of the Health and Exercise Science program is to provide an academic
environment that will enable students to develop knowledge, skills, and abilities in the
areas of health and exercise science. Through a focused curriculum, faculty-student
interactions, clinical opportunities, and service learning, graduates of the Health and
Exercise Science program will cultivate the competencies and proficiencies required for
entry-level professional practice or continuation to graduate-level education.

Program Goals and Objectives
By the conclusion of the program of study, successful graduates will:
   1. Apply biophysical and behavioral theory and research from health and exercise
       science to critically analyze health, exercise, and fitness processes, behaviors, and
   2. Demonstrate integration of health and exercise science scholarship into clinical
       practice through:
             Assessment, design, and implementation of individual and group exercise
                programs and fitness activities for persons of all ages who are apparently
                healthy and those with controlled disease.
             Application of skills in evaluating health behaviors and risk factors,
                conducting fitness assessments, writing appropriate exercise prescriptions,
                and motivating individuals to modify negative health habits and maintain
                positive lifestyle behaviors for health promotion.
   3. Demonstrate competence, professionalism, cultural sensitivity, and a commitment
       to life-long learning as a leader of health and fitness programs in college, clinical,
       corporate and/or commercial settings in which clients participate in health
       promoting and fitness-related activities.
   4. Develop knowledge, skills, and abilities requisite for post-baccalaureate education
       in health and exercise science, other medical/allied health fields, and/or
       professional certification/career placement.
   5. Complete minimally 500 hours of practical experience in supervised clinical
       exercise program settings.

Community Service Requirement
The Health and Exercise Science program believes in promoting the mission and vision
of Jefferson College of Health Sciences both in the classroom as well as in the
community. Part of that mission includes "holistic development of the individual" and
"participation in the local and global community". Combining these two aspects of the
College mission statement, the HES program requires that all full-time students enrolled
in the HES program as of Fall 2012 complete a total of 10 hours of community service
per semester of full-time enrollment.

Students will be expected to record, document, and verify their community service work
before the designated semester deadlines. Failure to complete the required amount of
community service work by this deadline will result in an administrative "hold" on the
student's academic account until all community service work is satisfactorily completed
and associated paperwork is submitted.

Community service work is required to enhance academic learning and professional
practice by applying knowledge gained in the classroom to a practical environment
and/or providing an opportunity for students to learn new skills outside the classroom that
supplement their overall experience as a student of Jefferson College of Health Sciences.

Technical Standards
The HES Program has adopted technical standards that HES graduates are expected to
hold that align with those put forth by the American College of Sports Medicine
(ACSM). These standards reflect reasonable expectations of the HES student’s
knowledge, skills, and abilities (KSAs) in eight content areas and what may be required
of an ACSM Health/Fitness Instructor® or Exercise Specialist®. They are not all
inclusive nor do they reflect what may be required for employment or post-baccalaureate

Technical Performance Standards
Successful graduates of the HES Program are expected to demonstrate the following
KSAs in eight content areas:
Functional Anatomy and Biomechanics
   Describe the basic structures of bone, skeletal muscle, and connective
   Describe the basic anatomy of the heart, cardiovasacular system, and
      respiratory system.
   Identify the major bones and muscles and their actions. Major muscles
      include, but not limited to: trapezius, pectoralis major, latissimus dorsi,
      biceps, triceps, abdominal, erector spinae, gluteus maximus, quadriceps,
      hamstrings and gastrocnemius.
   Define the following terms: supination, pronation, flexion, extension,
      adduction, abduction, hyperextension, rotation and circumduction.
   List and describe the types of joints in the body.
   Knowledge to describe the plane in which each muscle action occurs.
   Identify the interrelationships among centre of gravity, base of support,
      balance and stability.
   Describe the following abnormal curvatures of the spine: lordosis,
      scoliosis, kyphosis.
   Describe and demonstrate exercises designed to enhance muscular
      strength and/or endurance of specific major muscle groups.
   Describe and demonstrate exercises for enhancing musculoskeletal
   Knowledge to describe the myostatic stretch reflex.
   Knowledge to identify the primary action and joint range of motion for
      each major muscle group.

      Describe the structure and nature of movement in the major joints of the
      Ability to locate the anatomic landmarks for palpation of peripheral
       pulses; locate the brachial artery and correctly place the cuff and
       stethoscope in position of blood pressure measurement.
      Ability to locate the common sites for measurement of skinfold thickness,
       skeletal diameters, girth measurements for estimation of body
      Describe the biomechanical principles that underlie the performance of the
       following activities: walking, jogging, running, swimming, cycling,
       weight lifting, and carrying or moving objects.

Exercise Physiology
    Define aerobic and anaerobic metabolism.
    Identify the role of aerobic, anaerobic and ATP-PC systems in the
       performance of various physical activities.
    Define the following terms: ischemia, angina pectoris, tachycardia,
       bradychardia, myocardial infarction, cardiac output, stroke volume, lactic
       acid, oxygen consumption, hyperventilation, systolic blood pressure,
       diastolic blood pressure.
    Describe the roles of carbohydrates, fats, proteins as fuels for aerobic and
       anaerobic metabolism.
    Demonstrate an understanding of the components of fitness:
       cardiorespiratory fitness, muscular strength, muscular endurance,
       flexibility, body composition.
    Describe the normal cardiorespiratory responses to static and dynamic
       exercise in terms of heart rate, blood pressure and oxygen consumption.
    Describe how heart rate, blood pressure and oxygen responses change
       with adaptation to chronic exercise training and how men and women may
       differ in response.
    Knowledge of the physiological adaptations associated with strength
    Ability to identify and apply to both groups and individuals methods used
       to monitor exercise intensity, including heart rate and rating of perceived
    Identify the physiological principles related to warm up and cool down.
    Describe the common theories of muscle fatigue and delayed onset muscle
       soreness (DOMS).
    Knowledge of the physiological adaptations that occur at rest and during
       submaximal and maximal exercise following chronic aerobic and
       anaerobic training.
    Knowledge of the differences in cardiorespiratory response to acute
       graded exercise between conditioned and deconditioned individuals.
    Define the major components of motor fitness: agility, speed, balance,
       coordination, power.
    Knowledge of the structure of the skeletal muscle fiber and basic
       mechanism of contraction.
    Knowledge of the characteristics of fast and slow twitch muscle fibers.

      Knowledge of contraction of muscle in terms of the sliding filament
      Explain twitch, summation, and tetanus in terms of muscle contraction.
      Discuss the physiological principles involved in promoting gains in
       muscular strength and endurance.
      Knowledge to define muscle fatigue as it relates to task, intensity, duration
       and the accumulative effects of exercise.
      Demonstrate an understanding of the relationship between number of
       repetitions, intensity, number of sets, and rest with regard to strength
      Knowledge of the basic properties of cardiac muscle and the normal
       pathways of conduction in the heart.
      Describe the response of the following variables to steady state
       submaximal exercise and maximal exercise: heart rate, stroke volume,
       cardiac output, pulmonary ventilation, tidal volume, respiratory rate,
       arteriovenous difference.
      Knowledge of the differences in the cardiorespiratory responses to static
       exercise compared with dynamic exercise, including possible hazards and
      Describe the blood pressure responses associated with exercise and
       changes in body position.
      Define and describe the implications of anaerobic threshold as it relates to
       physical conditioning programs and cardiovascular assessment.
      Knowledge of and ability to describe the physiological adaptations of the
       respiratory system that occur at rest and during submaximal and maximal
       exercise following chronic aerobic and anaerobic training.
      Describe how much each of the following differ from the normal
       condition: dyspnea, hypoxia, hypoventilation.
      Discuss the physiological basis of the major components of physical
       fitness: flexibility, cardiovascular fitness, muscular strength, muscular
       endurance, and body composition.
      Explain how the principle of specificity relates to the components of
      Explain the concept of detraining or reversibility of conditioning and its
       implications in fitness programs.
      Identify the physical and physiological signs of over overtraining and how
       to provide recommendations for these problems.
      Describe the physiologic and metabolic responses to exercise associated
       with chronic disease (e.g., heart disease, hypertension, diabetes mellitus,
       and pulmonary disease.


Pathophysiology/Risk Factors
    Identify risk factors for coronary artery disease (CAD) and designate those
      that may be favorably modified by regular and appropriate physical
      activity habits.
    Define the following terms: total cholesterol, high density lipoprotein
      cholesterol (HDL-C), low density lipoprotein cholesterol (LDL-C), total

       cholesterol/high density lipoprotein cholesterol ratio, anemia and
      Be familiar with the plasma cholesterol levels for various ages as
       recommended by the National Cholesterol Education Program.
      Knowledge of the risk factor concept of CAD and the influence of
       heredity and lifestyle on the development of CAD.
      Demonstrate an understanding of the pathophysiology of atherosclerosis
       and how this process is potentially influenced by physical activity.
      Ability to discuss in detail how lifestyle factors, including nutrition,
       physical activity and heredity influence lipid and lipoprotein profiles.

      Identify the following cardiovascular risk factors or conditions which may
       require consultation with medical personnel prior to participation in
       testing or training, including inappropriate changes in resting or exercise
       heart rate and blood pressure, new onset discomfort in chest, neck,
       shoulder or arm, changes in the pattern of discomfort during rest or
       exercise, fainting or dizzy spells and claudication.
      Identify the following respiratory risk factors which may require
       consultation with medical professionals prior to participation in testing or
       training, including, asthma, exercise induced asthma, extreme
       breathlessness at rest, mild exertion or during sleep, bronchitis,
      Identify the following metabolic risk factors which may require
       consultation with medical professionals prior to participation in testing or
       training including bodyweight more than 20% above optimal, BMI > 30,
       thyroid disease, diabetes or glucose intolerance, hypoglycemia.
      Identify the following musculoskeletal risk factors or conditions which
       may require consultation with medical professionals prior to participation
       in testing or training including: osteoarthritis, osteoporosis, tendonitis,
       rheumatoid arthritis, acute or chronic back pain.

Screening, Health Appraisal and Fitness Testing
    Knowledge of the importance of a heath/medical history.
    Knowledge of the value of a medical clearance prior to exercise
    Skill to measure pulse rate accurately both at rest and during exercise.
    Ability to obtain a health history and risk appraisal that includes past and
       present medical history, family history or CAD, orthopedic limitations,
       prescribed medications, activity patterns, nutritional habits, stress and
       anxiety levels, smoking and use of alcohol.
    Describe the categories of participants who should receive medical
       clearance prior to administration of an exercise test or participation in an
       exercise program.
    Identify relative and absolute contraindications to exercise testing or
    Discuss the limitations of informed consent and medical clearances prior
       to exercise testing.
    Ability to obtain informed consent.

   Explain the purpose and procedures for monitoring clients prior to, during,
    and after cardiorespiratory fitness testing.
   Demonstrate the ability to instruct participants in the use of equipment and
    test procedures.
   Ability to describe the purpose or testing, select and appropriate
    submaximal or maximal protocol and conduct an assessment of
    cardiovascular fitness on the cycle or the treadmill.
   Demonstrate the ability to measure heart rate, blood pressure and RPE
    accurately at rest and during exercise according to established guidelines.
   Ability to locate and measure skinfold sites and girth measurements used
    for estimating body composition.
   Ability to describe the purpose of testing, select appropriate protocols and
    conduct assessments of muscular strength, muscular endurance, and
    flexibility assessment.
   Skill in various techniques of assessing body composition.
   Demonstrate various techniques of assessing body composition and
    discuss the advantages/disadvantages and limitations of the various
   Ability to interpret information obtained from the cardiorespiratory fitness
    test and the muscular strength and endurance, flexibility and body
    composition assessments for apparently healthy individuals and those with
    stable disease.
   Identify appropriate criteria for terminating a fitness evaluation and
    demonstrate proper procedures to be followed after discontinuing such a
   Discuss modification of protocols and procedures for cardiorespiratory
    fitness tests in children, adolescents, and older adults.
   Knowledge of common drugs from each of the following classes of
    medications and describe the principle action and the effects on exercise
    testing and prescription: Antianginals, Antihypertensives, Antiarrhytmics,
    Bronchodolators, Hypoglycemics, Psychotropics, Vasodilators.
   Ability to identify the effects of the following substances on exercise
    response: antihistamines, tranquilizers, alcohol, diet pills, cold tablets,
    caffeine, and nicotine.
   Skill in techniques for calibration of a cycle ergometer and a motor-driven


     List the benefits and risks associated with exercise training in pre-and post
      pubescent youth.
     Identify benefits and precautions associated with resistance and endurance
      training in the older adult.
     Describe the changes that occur in maturation from childhood to older
      adulthood for the following areas: skeletal muscle, bone structure, reaction
      and movement time, coordination, tolerance to hot and cold environments,
      maximal oxygen consumption, strength, flexibility, body composition,
      resting and maximal heart rate, resting and maximal blood pressure.
     Ability to modify cardiovascular and resistance exercises based on age and
      physical condition.
     Demonstrate and understand the effect of the aging process on the
      muscular skeletal and cardiovascular structure and function at rest, during
      exercise and during recovery.
     Characterize the differences in the development of an exercise prescription
      for children, adolescents and older participants.
     Describe the unique adaptations to exercise training in children,
      adolescents and older participants with regard to strength, functional
      capacity, and motor skills.
     Describe common orthopedic and cardiovascular considerations of older
      participants and what modifications in exercise prescription are indicated.
     Describe specific leadership techniques that might be used for participants
      of all ages.


     Ability to identify and define at least five behavioral strategies to enhance
      exercise and health behavior change (i.e. reinforcement, goal setting, social
     Ability to list and define five important elements that should be included in each
      counseling session.
     Knowledge of specific techniques to enhance motivation (e.g., posters,
      recognition, bulletin boards, games, competitions). Define extrinsic and intrinsic
      reinforcement and give examples of each.
     Knowledge of the stages of motivational readiness.
     Ability to list and describe three counseling approaches that may assist less
      motivated clients to increase their physical activity levels.
     Ability to list and describe the specific strategies aimed at encouraging the
      initiation of exercise, adherence and return to participation in an exercise
     Knowledge of symptoms of anxiety and depression that may necessitate referral.
     Describe the potential manifestation of test anxiety (i.e., performance, appraisal
      threat) during exercise testing and how it may disrupt accurate physiological
      responses to exercise.


     Demonstrate skills necessary to obtain basic life support and
      cardiopulmonary resuscitation certification.
     Describe appropriate emergency procedures (i.e., telephone procedures,
      written emergency procedures, personnel responsibilities, etc.) in a variety
      of exercise settings.
     Describe basic first aid procedures for exercise-related injuries such as:
      bleeding, strains/sprains, fractures, and exercise intolerance (dizziness,
      syncope and heat injury).
     Knowledge of basic precautions taken in a group exercise setting to ensure
      participant safety.
     Ability to identify the physiological and physical signs and symptoms of
     List the effects of temperature, humidity, altitude and pollution upon the
      physiological response to exercise.
     Define shin splints , sprains, strains, tennis elbow, bursitis, stress fracture,
      tendonitis, patella femoral pain syndrome, low back discomfort, plantar
      fasciitis, and rotator cuff tendonitis
     Knowledge of hypothetical concerns and potential risks that may be
      associated with the use of exercises such as straight leg sit ups, double leg
      raises, full squats, hurdlers stretch, yoga plough, forceful back extension
      and standing bent-over toe touch.
     Demonstrate knowledge of safety plans, emergency procedures, and first
      aid techniques needed during fitness evaluations, exercise testing, and
      exercise training.
     Identify the components that create and maintain a safe environment.
     Discuss and instructors responsibilities, limitations, and the legal
      implications of carrying out emergency procedures.
     Ability to describe potential musculoskeletal injuries (eg. contusions,
      sprains, strains, fractures), cardiovascular/pulmonary complications (e.g.
      tachycardia, bradycardia, hypotension/hypertension, tachypnea) and
      metabolic abnormalities (e.g. fainting/syncope,
      hypogylcemia/hyperglycemia, hypothermia/hyperthermia).
     Knowledge of the components of an equipment maintenance / repair
      program and how it may be used to evaluate the condition of exercise
      equipment to reduce the potential risk of injury.


     State the recommended intensity, duration, frequency, and type of physical
      activity necessary for development of cardiorespiratory fitness in an
      apparently healthy population.
     Differentiate between the amount of physical activity required health
      benefits and the amount of exercise required for fitness development.
     Describe and demonstrate exercises for the improvement and maintenance
      of muscular endurance and muscular strength of specific muscle groups.

   Describe the principles of overload, specificity and progression and how
    they relate to exercise programming.
   Demonstrate an understanding for the components incorporated into an
    exercise session and their proper sequence (i.e., pre-exercise evaluation,
    warm-up, aerobic stimulus phase, cool-down, muscular strength and/or
    endurance and flexibility).
   Define overload, specificity of exercise conditioning, use-disuse,
    progressive resistance, isotonic, isometric, isokinetic, concentric,
    eccentric, atrophy, hypertrophy, sets, repetitions, plyometrics, Valsalva
   Demonstrate various methods for establishing and monitoring levels of
    exercise intensity such as heart rate. and perceived exertion METs.
   Skills to teach participants how to use RPE and heart rate to adjust the
    intensity of the exercise session.
   Ability to calculate training heart rates using two methods: percent of age-
    predicted maximum heart rate and heart reserve (Karvonen).
   Skill to teach and demonstrate appropriate modifications in specific
    exercises for the following groups: older adults, pregnancy and postnatal
    women, obese persons and persons with low back pain.
   Ability to recognize proper and improper technique in the use of resistive
    exercise equipment such as stability balls, weights, bands, resistance bars,
    and water exercise equipment.
   Ability to recognize proper and improper technique in the use of
    cardiovascular conditioning exercise equipment (e.g. steps, cycles)
   Ability to evaluate flexibility and prescribe appropriate flexibility
    exercises for all major muscle groups.
   Ability to design resistive exercise programs to increase or maintain
    muscular strength and/or endurance.
   Design, implement, and evaluate individualized and group exercise
    programs based on health history and physical fitness assessments.
   Ability to modify exercises based on age and physical condition.
   Knowledge, skills and abilities to calculate energy cost, VO2, METs and
    target heart rates and apply information to exercise prescription.
   Ability to convert weights from pounds (lb) to kilograms (kg) and speed
    from miles per hour (mph) to meters per minute (m/min).
   Ability to convert METs to VO2 expressed as mL/kg/.min, L/min and or
   Ability to calculate energy cost in METs and kilocalories for given
    exercise intensities in stepping exercise, cycle ergometry and during
    horizontal and graded walking and running.
   Ability to explain and implement exercise prescription guidelines for
    apparently healthy clients, increased risk clients and clients with
    controlled disease.
   Ability to adapt mode, duration, frequency, intensity, progression, level of
    supervision, and monitoring techniques in exercise programs for patients
    with controlled disease (heart disease, diabetes mellitus, obesity,
    hypertension), musculoskeletal problems, pregnancy/postpartum, and
    exercise-induced asthma.

     Knowledge of special precautions and modifications of exercise
      programming for participation at altitude, different ambient temperatures,
      humidity, and environmental pollution.
     Knowledge of the importance of recording exercise sessions and
      performing periodic evaluations to assess changes in fitness status.
     Knowledge of the advantages and disadvantages if implementation of
      interval, continuous and circuit training programs.
     Ability to design training programs using interval, continuous and circuit
      training programs.
     Ability to discuss the advantages and disadvantages of various commercial
      exercise equipment in developing cardiorespiratory fitness, muscular
      strength, and muscular endurance.
     Knowledge of the types of exercise programs available in the community
      and how these programs are appropriate for various populations.


     Define the following terms: obesity, overweight, percent fat, lean body
      mass, anorexia nervosa, bulimia, and body fat distribution.
     Knowledge of the relationship between body composition and health.
     Compare the effects of diet plus exercise, diet alone, and exercise alone as
      methods for modifying body composition.
     Knowledge of the importance of an adequate daily energy intake for
      healthy weight management.
     Identify the functions of fat and water soluble vitamins.
     Ability to describe the importance of maintaining normal hydration before,
      during and after exercise.
     Demonstrate familiarity with the USDA Food Pyramid and US Dietary
     Ability to describe the importance of calcium and iron in women's health.
     Ability to describe the myths and consequences associated with
      inappropriate weight loss methods: saunas, vibrating belts, body wraps,
      electric simulators, sweat suits and fad diets.
     List the number of kilocalories in one gram of the following: fat,
      carbohydrate, protein, and alcohol.
     List the number of kilocalories in one pound of fat.
     Describe the health implications of variation in body fat distribution
      patterns and the significance of waist/hip ratio.
     Knowledge of guidelines for caloric intake for an individual desiring to
      lose or gain weight.
     Discuss common nutritional ergogenic aids, their purported mechanism of
      action and any risks and/or benefits (e.g., carbohydrate, protein/amino
      acids, vitamins, minerals, sodium bicarbonate, bee pollen etc).
     Knowledge of nutritional factors related to the female athlete triad
      syndrome (i.e., eating disorders, menstrual cycle abnormalities, and
     Knowledge of the NIH Consensus statement of health risks of obesity,
      Nutrition for Physical Fitness Position Paper of the American Dietetic

       Association, and the ACSM Position Stand on proper and improper weight
       loss programs.
      Knowledge of NECP II guidelines for lipid management.


      Understand the health fitness instructor’s supportive role in administration
       and program management within a health/fitness facility.
      Demonstrate an ability to administer fitness related programs within
       established budgetary guidelines.
      Demonstrate an ability to develop marketing materials for the purpose of
       promoting fitness related programs.
      Describe various sales techniques for prospective program
      Describe the documentation required when a client shows signs or
       symptoms during an exercise session which should be referred to a
      Demonstrate the ability to create and maintain records pertaining to
       participant exercise adherence, retention and goal setting.
      Demonstrate the ability to develop and administer educational programs
       (i.e., lectures, workshops etc.) and educational materials (i.e., participant
      Demonstrate and understanding of management of a fitness department
       (e.g., working with a budget, training exercise leaders, scheduling, running
       staff meetings, etc.).
      Discuss the importance of tracking and evaluating membership

Additionally, the successful HES graduate must be able to apply the knowledge, skills,
and dispositions necessary to function in a broad variety of health and exercise settings
with diverse individuals. Client safety and provision of quality services is paramount.
Students in the Health and Exercise Science Program are expected to demonstrate:

Observation Skills:
       Ability to observe a client's response to programming, changes in client’s
          physical condition, body alignment, exercise technique, gait, posture and
          functional abilities, interpret instrument panels/displays, assess the
          environment, and gather information from data sources and professional
Communication Skills:
       Ability to communicate clearly, effectively and efficiently in English, both
          orally and in writing, with patients and their families, other health care
          providers, peers, faculty, community or other professional groups.
       Ability to use nonverbal behavior to effectively and appropriately
          communicate messages.
       Ability to recognize, interpret and respond to the nonverbal behavior of
       Ability to read at a competency level necessary to safely and efficiently carry
          out the essential functions of a task.

          Ability to document clearly, legibly and using appropriate scholarly and
           professional terminology.

Motor Skills:
         Demonstrate satisfactory movement skills necessary to model and instruct
           appropriate exercise technique.
         Demonstrate satisfactory physical conditioning and motor ability necessary to
           assure safety when working with clients.
         Demonstrate motor control necessary to manipulate/operate equipment
           controls and use assessment tools.
Intellectual Conceptual Skills:
         Ability to collect, interpret and assess data about clients.
         Ability to prioritize multiple tasks, integrate information and make decisions.
         Ability to problem-solve.
         Demonstrate critical thinking skills sufficient for safe and sound clinical
           judgment and discretion.
         Ability to apply knowledge of health and exercise interventions in a variety of
           settings and situations.
         Ability to recognize and respond appropriately to emergency and potentially
           hazardous situations.
         Ability to interact appropriately with individuals of all ages, genders, races,
           socio-economic, religious, lifestyle and cultural backgrounds.
         Ability to cope effectively with the stresses of academic demands and clinical
         Ability to work collaboratively with HES students, faculty, and clinical staff.
         Demonstrate emotional health and stability required to fully utilize intellectual
           capabilities, demonstrate good judgment and render services required in
           diverse health and exercise settings.

The HES Program faculty will assist a student’s accomplishment of these technical
standards, but the responsibility for meeting the KSAs rests with the student.

If a student cannot demonstrate the ability to meet the technical standards, it is the
responsibility of the student to request appropriate accommodations. The College will
determine whether it agrees that the student can meet the technical standards with
reasonable accommodation. This includes a review as to whether the accommodations
requested are reasonable, taking into account whether accommodations would jeopardize
clinician or client safety, the institution, or the educational process of the student,
including all coursework, and clinical experiences deemed essential for graduation.

Program of Study
JCHS Curriculum Requirement: HES courses (with a HES prefix) should be taken in the
year sequence listed. Students must successfully complete lower (200) level courses
before advancing to the next (300) level. The student must achieve a minimum grade of
“C” in all professional courses, and BIO 211 and 212, as well as meeting prerequisite or

co-requisite requirements in order to advance to the next semester. Please refer to the
catalog course descriptions for prerequisite and co-requisite requirements.

Career Planning

Students interested in allied health careers such as physical therapy, occupational therapy,
physician’s assistant or medicine are responsible for researching the professional
programs to which they intend to apply and select their elective credits accordingly.
Many additional science courses are required for admission to these professional
programs and vary from program to program, thus the responsibility lies with the student
to plan ahead and use their elective credits to their benefit. It’s recommended that
students contact graduate or professional program departments directly to discuss specific
admission requirements. HES advisors are available for career planning assistance but
ultimately the responsibility for meeting the requirements for graduate program
admissions lies with the student.

                          HES Plan of Study 2012-2013

                                                  FIRST YEAR
           FALL SEMESTER                      CREDITS             SPRING SEMESTER                   CREDITS
BUS 131: Computer Concepts &                     3       ENG 112: Grammar & Comp II                    3
ENG 111: Grammar & Comp I                         3       IDS 215: Bioethics                           3
PSY 101: Intro to Psychology                      3       SOC 213: Social Issues in Healthcare         3
GEN 100: Academic Seminar                         1       IDS 112: First Aid & CPR for Healthcare      1
MTH 165: College Algebra (or above)               3       PSY 220: Lifespan Development or PSY         3
                                                          238: Developmental Psychology
CHM 111/111L: General Chemistry 1 and             4       ELECTIVE                                     3
TOTAL                                            17      TOTAL                                        16
                                               SOPHOMORE YEAR
           FALL SEMESTER                      CREDITS              SPRING SEMESTER                  CREDITS
BIO 211/211L: A&P 1 with Lab                     4       BIO 212/212L: A&P 2 with Lab                  4
ENG Elective (325 or Public Speaking)            3       MTH 301: Statistics (or MTH 210)              3
PSY 230: Positive Psychology                     3       IPE 200: Fundamentals of Teamwork             1
HES 201: Foundations of Health and               1       HES 272: Injury Prevention and Post-          2
Exercise Science                                         Rehabilitative
HES 221: Group Exercise Activities               1       HES 222: Muscle Fitness Activities            1
HPE 221: Aerobic Exercise Skills                 1       HPE 222L: Resistance Training Skills          1
Elective                                         3       Elective                                      3
TOTAL                                            16      TOTAL                                        15
                                                  JUNIOR YEAR
          FALL SEMESTER                       CREDITS              SPRING SEMESTER                  CREDITS
HES 302/302L: Exercise Physiology                4       HES 334/334L: Kinesiology                     3
HES 365: Psychosocial Aspects            of      3       HES 323: Concepts of Strength and             3
HLT 301: Nutrition                                3     HES 345/345L: Exercise Testing and             3
HES 311C: Clinical I                             2      HES 312C: Clinical II                          2
ELECTIVE                                         3      IDS 453: Research Methods                      3
                                                        IPE 300: Interprofessional Healthcare          1
                                                        Delivery and Collaboration
TOTAL                                           15      TOTAL                                         15
                                                 SENIOR YEAR
          FALL SEMESTER                       CREDITS              SPRING SEMESTER                  CREDITS
HES 422: Organization and Administration         3      HES 452: Community Health and                  3
in HES                                                  Physical Activity Promotion
HES 445: Program Development for the             3      HES 485: Professional Seminar in HES           3
Aging and Special Populations
HES 411C: Clinical III                            2       HES 413C: Clinical IV                        4
HES 426C: Professional Fieldwork                  2       ELECTIVES                                    4
in HES or HES 427C: Scholarly
Fieldwork in Health and
Exercise Science
IPE 400L: Interprofessional Healthcare            1
Experience Lab
ELECTIVE                                         3
TOTAL                                            14       TOTAL                                       14
                                                                          CURRICULUM TOTAL            122

Transfer of Academic Credit
Arrangements for the transfer of academic credit for general education courses must be
made with the Registrar. Courses being considered for transfer from other Health and
Exercise Science programs will be evaluated by the Program Director and the student
may be required to pass a written test on the content and practical exam on the
competencies of the course.

Health and Exercise Science Course Descriptions
HES 201—Foundations of Health and Exercise Science
Course facilitates a general understanding of health and exercise science as a field of
study. Students will be introduced to the history and origins of the academic discipline,
current trends in the field, scholarship that informs the profession, and future directions
for research and practice. Physical activity, structured exercise, and health-related fitness
behaviors and programs will be discussed applying a social ecological framework across
individual, group, organization, community, and policy levels. Students will be
introduced to the HES electronic portfolio requirement, develop their portfolio
framework, and document knowledge, skills, and abilities as appropriate to developing
competencies and demonstrating proficiencies in HES content areas.. (3 credit hours)

HES 221—Group Exercise Activities
Corequisites: HPE 221
Course content is designed to provide focused instruction and opportunities for sound
application including, but not limited to, the following modes of group exercise class
activities: high/low impact, step training, studio cycling, water aerobics, body pump, and
cardio kickboxing. Each topic will be covered in detail with respect to physiological and
biomechanical principles, class organization, choreography, safety, and modifications for
involvement of individuals with varying abilities, including current trends and research in
the areas of group exercise (1 credit hour)

HES 222—Muscle Fitness Activities
Prerequisites: HES 221
Corequisites: HPE 222
Course content is designed to provide both the theoretical and practical knowledge to
effectively design, organize and implement muscular fitness programs. Special emphasis
will be placed on the physiological/biomechanical principles, training guidelines and
safety procedures in developing and administering programs in muscular fitness, core
strength and balance for populations with varying abilities. Current trends and research
in the areas of muscle fitness will be covered. (1 credit hour)

HES 271—Injury Prevention and Post-Rehabilitative Exercise
Prerequisites: BIO 211
Corequisites: BIO 212
This course explores an introduction to the prevention, evaluation, and treatment of
common injuries that occur to the active population. Emphasis will be placed on
prevention, recognition, and treatment of the more common injuries. Principles and
techniques for application of protective taping, wrapping, and bracing, with concentration
placed on practical skills involved in design, construction and application. (Curriculum
committee approved)

HES 302—Exercise Physiology
Prerequisites: BIO 211 and 212
Course encompasses the acute physiological responses and chronic adaptations of the
human body to exercise. Included in the context of this course are the neuromuscular,
metabolic, cardiovascular, hormonal, and respiratory systems as they relate to the basic
science of human movement and clinical applications. Methodology, procedures,
quantification and measurement issues are emphasized in the laboratory
component. (4 credit hours)

HES 311C—Clinical I
Prerequisites: BIO 212, HES 201
This clinical experience is designed to provide students with an opportunity to gain entry-
level experience in commercial exercise science settings. Students will complete a
minimum of 100 hours of supervised clinical experience in a fitness center environment
that will include land- and water-based group and individual exercise protocols for
apparently healthy individuals of various ages and abilities. This rotation will include
working with individuals of varying ages and abilities on health fitness tasks as well as
with site supervisor and staff on various aspects of fitness center operations. (2 credit

HES 312C—Clinical II
Prerequisites: BIO 212, HES 302
This clinical placement provides the student with an opportunity to apply the knowledge
and skills learned in the classroom to a practical experience in a medically-directed,
clinical setting. Students will complete a minimum of 100 hours of supervised clinical
experience that will include structured and rehabilitative exercise for populations of
various ages and abilities with known disease and/or injuries. Experiences will be
documented in the student’s portfolio demonstrating entry-level knowledge, skills, and
abilities in medical exercise settings. (2 credit hours)

HES 323—Concepts of Strength and Conditioning
Prerequisites: BIO 212
Advanced study of scientific principles and theories related to strength and conditioning
for varying populations. Discussions relative to concepts and applications in the exercise
sciences, testing and evaluation, program design, implementation, and evaluation,
strength and conditioning, facility organization and administration, as well as safety
techniques are emphasized. (3 credit hours)

HES 334—Kinesiology
Prerequisites: BIO 212
This course is designed to provide the student with an understanding of human movement
and how developmental and pathological processes affect human movement. Content
includes musculoskeletal anatomy, joint structure and function, biomechanics, posture
analysis, and gait analysis. The student is prepared to identify the various phases of
motion and explain the mechanical significance of each in producing the desired
outcome. (3 credit hours)

HES 345—Exercise Testing and Prescription
Prerequisites: HES 302
This course focuses on the various procedures and protocols for testing and measuring
components of fitness associated with optimal health – cardiorespiratory fitness,
muscular fitness, flexibility, and body composition. Students will explore the associations
among physical activity, health, and hypokinetic diseases; health screening and risk
classification; principles of measurement, assessment, test administration and exercise
prescription; various clinical and field-based test modes and protocols for determining
levels of health fitness. Students will also practice exercise prescription specific to test
outcomes. (3 credit hours)

HES 355—Applied Nutrition and Energy Production
Prerequisites: BIO 212
This course focuses on fundamental concepts of nutrition and dietary behaviors with a
special focus on contemporary issues relevant to developing professionals in health and
exercise science. A survey of concepts and research in nutrition science, including micro
and macro nutrients, food industry, dietary practices for weight management, and
supplementation will be applied to nutritional support of active lifestyle and exercise
behaviors for health and wellness across the lifespan. Emphasis is placed on metabolism
of foodstuffs and the acute and chronic effects that exercise and physical activity have on
the energy pathways. (3 credit hours)

HES 365—Psychosocial Aspects of Exercise
Prerequisites: PSY 101
This course brings content and methods of inquiry from psychology and sociology to
issues related to physical activity and exercise behaviors. Students focus on the
psychosocial factors related to participants and their motivated behaviors, including
adoption, adherence, and compliance, in leisure physical activity and exercise. This
course also examines comprehension of physical activity environments, group processes
for enhancing participants’ health and well being, applications of theories for enhancing
client psychosocial development, and physical activity behaviors for individuals with
diverse cultural identities (3 credit hours)

HES 375—Research Methods in Health and Exercise Science
Prerequisites: MTH 210 or IDS 301 and HES 345 and HES 365
This course provides the students with a directed research experience. Students will work
as members of the research team to design, write, propose, implement and present a
study. Activities include the Internal Review Board (IRB) process, development of a
research question, a literature review strategy and methodology to be employed, data
collection, analyses, interpretation and conclusions, and oral and written presentations of
findings. (3 credit hours)

HES 411C—Clinical III
Prerequisites: BIO 212, HES 345
This clinical experience provides the opportunity for students to gain experience in health
fitness at a college-qualified or worksite program site under the direct supervision of a
clinical instructor. All aspects of health fitness management, including assessment,
programming, and facility administration will be practiced. Students will complete a
minimum of 90 hours of supervised clinical applications, further develop requisite
knowledge, skills, and abilities of an entry-level practitioner, and submit an electronic
portfolio. (2 credit hours)

HES 413C—Clinical IV
Prerequisites: HES 311C, HES 312C, HES 411C
This capstone clinical placement is designed as a selected, structured clinical experience
specific to the last semester of enrollment in the Health and Exercise Science program.
Case study methodology, including theory and application, measurement and evaluation,
and HES program strategies and outcomes, will be applied in the development of
knowledge, skills, and abilities in a clinical placement specific to the post-baccalaureate
goals of the learner. This final HES portfolio component, the case study thesis document,
will be included in the electronic portfolio and orally defended. Students will complete a
minimum of 100 hours of supervised clinical experience, write and present a case study
project documenting knowledge, skills, and abilities. (4 credit hours)

HES 422—Organization and Administration in HES
Prerequisites: HES 201
This course examines the various issues, policies, and procedures that influence the
administration of health and exercise science across various settings, including clinical,
corporate, commercial, and community. Topics include facility organization and design;
legal liability issues; personnel management; equipment budgeting, purchasing, and
maintenance; confidentiality, record keeping, and billing; health insurance and healthcare
services; ethical standards and scope of practice; consulting, counseling and coaching,
professional organizations and certifications; needs assessment evaluation approaches;
promotion, advocacy, and public relations. (3 credit hours)

HES 426C—Professional Fieldwork in HES
Prerequisites: HES 311C and HES 312C
This course is designed to provide the student with the opportunity for a variety of
applied health and exercise experiences in different settings. This professional field
experience offers a challenge to students by testing their potential and interest in selected
areas in the field of Health and Exercise Science. (2 credit hours)

HES 427C—Scholarly Fieldwork in HES
Prerequisite: HES 375
This course is designed to provide the student with the opportunity for an applied
research experience in health and exercise science under the direction of HES research
faculty. The directed research experience is intended to offer a challenge to senior-level
students and test their potential and interest in scholarly activity in the field of Health and
Exercise Science. (2 credit hours)

HES 445—Program Development for the Aging and Special Polulations
Prerequisites: BIO 212 and HES 302
This course presents an overview of the benefits of lifespan physical activity and
structured exercise programs for adults, focusing on older adults of varying ability and
health status. Students will examine, in detail, the changes that occur during exercise as it
influences older adults, including the frail elderly and other individuals with special
medical considerations. Developing exercise and fitness programs specifically for
individuals in these populations based upon age, medical conditions, and special needs
will be addressed. (3 credit hours)

HES 452—Community Health and Physical Activity Promotion
Prerequisites: IDS 307 and HES 375
This course examines the practical applications of principles concerning community
health and physical activity promotion. A history of community health organizations and
activities will be presented as well as the organization and responsibilities of community
health agencies currently operating nationally and locally. Planning and evaluation
frameworks, needs assessment approaches, and public health models will be covered.
Current issues impacting community health and physical activity will be targeted.
Emphasis is on debate of controversial issues. (3 credit hours)

HES 485—Professional Seminar in HES
Course provides the students with a directed research experience. Class members will
work together as members of the research team to design, write, propose, implement and
present a study. Activities include the IRB process, development of a research question, a
literature review and methodology to be employed, data collection, analyses,
interpretation and conclusions, and oral and written presentations of findings. (3 credit

Students are assigned a HES Program faculty member as an advisor. Students meet with
their advisors each semester to discuss their performance and to register for classes.
Advisors will post office hours each semester and students may make appointments
during office hours to discuss issues on concerns that do or may affect their
academic/clinical performance. Advisors will assist with the problem-solving process
and refer students to counselors or other resources as needed.

Advisors are notified at midterm each semester if any of their advisees are at or below
“C” level academic status in any course. The HES Program fully endorses early
intervention and retention. Students are expected to monitor their performance and seek
assistance from class instructors, advisors or faculty as soon as they experience difficulty.
Class attendance, behavior, lab participation and clinical performance are closely
monitored by faculty.

Students who demonstrate behavioral or academic difficulty in HES courses may be
required to meet with a counselor from Counseling Services. Reasons for referral to
Counseling Services include, but are not limited to, the following:
        Failure to obtain a “C” or better on a written or practical exam
        Report of failing grades at midterm
        Consistent absenteeism
        Consistent inability to meet deadlines, complete assignments, follow class
        Disruptive or unprofessional behavior

The ultimate responsibility for monitoring academic progress and seeking assistance in
order to be successful lies with the student.
Academic Policies
The academic policies of the Health and Exercise Science Program facilitate the
development of the requisite knowledge, skills, and dispositions of a competent and
successful practitioner.

General Education Courses
Students enrolled in the Health and Exercise Science Program must maintain an overall
GPA of 2.0. A minimum grade of “C” is required in BIO 211/211L and BIO 212/212L
(Anatomy and Physiology I and II). Failure of these courses will place the student out of
sequence with the Program.

Grading Policy Specific to HES Courses
1. Students must achieve a grade of “C” or better in all HES (prefix HES) courses in
   order to progress to the next semester and to successfully complete the Program.
   A. A cumulative minimum grade of C (77%) or better on written tests, as well as a C,
      or better for the course overall is necessary in HES courses. Quizzes, assignments
      & lab practical grades cannot be used to pass a course in which the cumulative
      written test grade is less than 77%.
   B. Students must pass all practical examinations with a minimum competency grade
      of C in order to pass any course requiring practical examinations.
2. Students must also achieve a grade of P (Pass) in any clinical rotation scheduled in
   order to progress to the next semester and to successfully complete the Program.

Students who fail to maintain a GPA of at least 2.0 and/or achieve a minimum grade of C
in BIO 211/211L, BIO 212/212L, and all HES courses, pass all practical exams and/or
fail a clinical education rotation will be suspended from the professional course sequence.
Students may, however, continue to take general education courses.

Students on probation from the professional course sequence for academic or behavioral
reasons, or who withdraw for non-academic reasons may request, in writing, to return to
the Program. This letter must be received by the Program Director prior to August 1 of
the academic year in which the student intends to re-enter the professional course
sequence. The student may be permitted back into the Program if space is available.

Students allowed to return to the Program, who were on probation for academic or
behavioral reasons, will be required to meet with Counseling Services to develop a
written plan to address academic problems or behavior issues. The plan must include
provision to repeat any BIO 211, BIO 212 or HES course in which a D of F was received,
with the goal of receiving a C or better upon repeating the course.

Students on probation from professional course sequence a second time will be dismissed
from the Program. Students dismissed are not eligible for readmission to the HES
Program at JCHS.

The HES Program utilizes a 7-point grading scale for HES courses and Pass/No Pass
grading for clinical rotations. Additional JCHS academic policies are applicable to all
courses with a HES prefix.

 Letter Grade        Percentage                           Description of
   Earned         of Points Earned                  Learning Accomplished
       A               93-100             Exceptional/exemplary learning demonstrating
       B                 92-85          Above Average/learning exceeds criteria for program
       C                 84-77                             Average/just
                                                meets criteria for program progress
       D                 76-70            Below Average/inadequate learning for program
       F                 < 70            Failure/unacceptable evidence of learning to pass

It is the student's responsibility to monitor academic progress and meet with the faculty
advisor to discuss issues or concerns as needed. Students should not withdraw from
required courses without advisement from their assigned faculty advisor since this will
interrupt their progression into the next semester of the HES curriculum.

Activities, Assignments, and Assessments

In and out-of-class assignments, activities, projects and presentations are part of the
learning process and students are expected to complete them with a demonstrated
commitment to the learning outcomes. Students are expected to be present for class on
days of scheduled quizzes/tests, written assignments and/or class presentations. Students
should avoid scheduling appointments that conflict with class time.

1. If student has an unavoidable, scheduled appointment for medical, legal or personal
   reasons that conflict with the date for a test, assignment/project or presentation, it is
   the student's responsibility to notify the instructor prior to the date in question to
   make alternative arrangements. It is up to the discretion of the instructor whether or
   not to allow make-ups with or without penalty.

   If the student waits until after the date in question to notify the instructor of a
   scheduled appointment, the exam/assignment/project/presentation will be considered
   missed. It is up to the discretion of the HES course instructor whether or not to
   allow opportunity for make-ups as well as the time requirements and penalty for a
   make-up exam/assignment/project/presentation. The student is advised to
   thoroughly review the make-up policies of HES course instructors as outlined on HES
   course syllabi.

2. If student is unable to attend class on the day a test, assignment or presentation is
   scheduled due to sickness or unplanned emergency, the student must notify the
   instructor as soon as possible on that day, or prior to class if possible, and provide
   written documentation from a physician or individual who saw the student during the
   emergency. It is up to the discretion of the HES course instructor whether or not to
   allow opportunity for make-ups as well as the time requirements and penalty for a
   make-up exam/assignment/project/presentation. The student is advised to
   thoroughly review the make-up policies of HES course instructors as outlined on HES
   course syllabi.

Failure to turn in assignments/projects may be considered unprofessional behavior by the
course instructor and may result in reduction of the final grade for the course or an
incomplete or failing grade assigned for the course regardless whether or not the
assignments/projects are submitted.

Exams and quizzes are the property of the faculty. Unauthorized possession of exams or
quizzes will result in disciplinary action. Student tests are maintained in a locked file in
the Program office and students may review their tests upon request.

Academic Honesty Policy
Students in the Health and Exercise Science Program are expected to adhere to the
College policy on academic honesty. Violations of university policy will be reported in
accordance with the procedures outlined under the Academic Honor Code section in the
College Student Handbook

   Academic dishonesty is an intentional act of deception in, for example, one of the
   following ways:
    Cheating – use or attempted use of unauthorized materials, information, or study
    Fabrication – falsification or invention of any information.
    Assisting – helping another commit an act of academic dishonesty.
    Tampering – altering or interfering with evaluation instruments and documents.
    Plagiarism – representing the works of ideas of another person as one’s own.
       Please see statement regarding plagiarism in the JCHS Student Handbook.

Student Conduct
Credentialing and professional status brings great responsibility and high expectation of
appropriate interaction with others, ethical and legal behavior. The behavior expected of a
degreed and certified professional will be introduced in HES Foundations of Health and
Exercise Science course and emphasized in courses throughout the HES Program.
Students are expected to demonstrate professional behavior in all interactions with
faculty, staff, classmates, and all individuals encountered during educational experiences.
Professional behavior includes, but is not limited to:
 Consistent class attendance and active participation.
 Following College, Program and Clinical Facility policies.
 Respectful and appropriate interaction with faculty, staff, classmates and those
    encountered in educational contexts and on clinical rotations.
 Completing assignments by due date and in the format required.
 Demonstrating interest and enthusiasm for and commitment to learning.

Students exhibiting behaviors considered unsatisfactory may be placed under a
behavioral contract, developed by Counseling Services and the Program Director, in
order to remain in the HES Program. Behaviors in violation of College, HES Program or
Clinical Facility policies may be grounds for dismissal from the Program.

Student Rights
The Health and Exercise Science Program conforms to the provisions of the Family
Rights and Privacy Act of 1974 in regard to educational records of students in the
program. All written work, including completed tests and exams, as well as clinical
evaluations are kept on file and confidentiality is maintained in regard to these records.

The HES Program abides by the policies and procedures of the JCHS. Students may use
the Student Grievance Procedure as appropriate. Please refer to the College Student

Disagreements regarding information or grades should be addressed with the course
instructor first. If agreement is not reached, the student may go to the Program Director
and follow the chain-of-command within the College (per the College’s Grievance
Policy). All discussions are expected to be conducted in a professional manner.

Attendance Policy
Class attendance, include preparedness and active participation, is required. Students are
expected to be prompt for each class session and are expected to remain for the entire
class period. If an absence is unavoidable, the student is to notify the instructor prior to
the absence or as soon as an emergency allows. If the instructor cannot be reached, the
program secretary may be notified. It is unacceptable to have a classmate, spouse or
another person contact the instructor except in an emergency situation.

Absences may result in a reduction of final grade or failure in HES courses. Each course
syllabus states the attendance requirements of the course. Exceeding the number of
allowed absences may result in failure of the course despite passing grades, or result in
the student being held from attending clinical rotations. At the instructor's discretion, a
student may have to complete additional assignments in order to make up a missed field
trip or collaborative class/lab activity.

A student is considered tardy when not in the meeting room at the scheduled starting
time. Students who arrive late are not to disrupt in-class activities/lecture by asking the
instructor for handouts.

Students are responsible for obtaining any written material and handouts from classes and
labs missed. Instructors cannot schedule repeat lectures or reviews of missed material for

Students who arrive late for a quiz or test will not be given extended time to complete it.
Students who arrive for a quiz or test after at least one student has completed and
submitted her/his quiz or test will not be allowed to take the examination.

HES classes are typically scheduled Monday through Friday. Evening field trips, lectures,
or class/lab sessions may occasionally be required and will be indicated on the course

It is essential that students have regular and consistent attendance in courses with a
clinical component. Students may not be permitted into the clinical setting when missed
lecture or lab time exceeds that allowed for courses associated with clinical rotations.
This will result in a failing clinical grade.

Inclement Weather Policy
The HES Program adheres to the College's inclement weather policy. Please refer to the
College Student Handbook. Attendance Policy specific to clinical rotations is describe in
the Clinical Education Manual.

Appearance Policy
 HES Program faculty expect that students will demonstrate respect for their learning
   community members and environment by considering the impact of their appearance-
   related choices on self and others, including clothing, jewelry, body art, hair style,
   and other modifiable appearance factors. Professionalism begins in the classroom.
   Please consider the impact of your appearance-related choices on others and dress in
   a manner that conveys respects for self and others within your learning community.

Laboratory and Activity:
 Many HES courses include an active laboratory component. Attire for activity labs
   includes clothing that allows for active participation, e.g. shorts/activity pants, t-
   shirts/tanks, supportive undergarments, and athletic shoes/socks. Additionally,
   students may be asked to provide water bottles, towels, and post-activity cover-
   ups/jackets. Although fashion may dictate the style for active wear, students are
   reminded that professionalism begins in the classroom. Please consider the impact of
   your clothing choices on others and dress in a manner that conveys respects for self
   and others within your learning community.
  Students are expected to have lab attire on when class begins; having to leave to
    change may result in points deduction from the final grade each incident.
  Students who do not have the appropriate lab attire will be asked to leave and return
    appropriately dressed. After the first reminder to wear lab attire, points may be
    deducted from final grade for each incident.

Field Trips/Guest Speakers/Presentations: Students are expected to present a
professional appearance when attending outside field trips, when there are guest speakers
in class, or when making a presentation in class or in the community. Dress as described
for clinical rotations required. Student ID must be worn on field trips.

Failure to dress appropriately for labs, field trips or when guest speakers are expected
may result in reduction of final grade in the related course.

Students who are culturally restricted from conforming to appropriate, professional
appearance/attire recommendations should discuss their concerns with the HES Program
Director before the class, lab, clinical, or other event in question.

Disability and Health Policies

Students with Disabilities

Students with disabilities or ability differences are encouraged to disclose that
information via the Counseling Office so that accommodations may be offered. Formal
screening through the Counseling Office must occur in order to receive accommodations
in classes. Students will be encouraged to sign a release of information form if, after
counseling, an agent of the Counseling Office feels that the Clinical Instructor should be
made aware of the student’s request for accommodations.

The College and HES Program adhere to the Americans with Disabilities Act. Formal
documentation must occur through the Counseling Office in order for accommodations to
be made. Students with disabilities will be encouraged to sign a release of information
form so that the Clinical Instructor can plan for any needs of the student in participating
in clinical education.

Note: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statue
that provides comprehensive civil rights protection for persons with disabilities. If you
believe you have an ability difference requiring an accommodation, please contact the
JCHS Counseling Office.
If you are willing, your instructor would appreciate knowing if you have any unique
differences and/or abilities that may require consideration. This information will assist in
accommodating for diversity among our students.

Health Issues
Students who have allergies or sensitivities to products such as latex or certain adhesives
should inform their course instructor so that appropriate alternative products can be
obtained for lab sessions. This also applies to alerting the clinical instructor at the
beginning of any clinical rotation.

Physical or Psychological Conditions
In the event that a student has a significant change in physical or psychological health
status that may or may not put the student or others at risk, the student is expected to
notify the program director immediately. The director may request that the student have
permission from his/her physician to participant in class, laboratory or clinical education

Development of a health-impairing condition during the time frame of a clinical rotation
must be reported to Clinical Coordinator in order to ascertain that the student's health and
client safety will not be compromised.

Students are expected to be able to fully meet the physical and psychological demands of
client treatment. Requests to limit activities or exposure to certain medical conditions or
treatment settings will require documentation from a physician.

Work Policy
Many students work in clinics as post-rehabilitative exercise technicians, personal
trainers, exercise instructors, or other health care providers on a part-time basis during
school. Students must remember that their status and liability insurance as a HES student
only extends to when they are participating in course activities or assigned clinical

Faculty Expectations
You will study the normal development and function of the body, causes and
consequences of various pathological conditions and develop the data collection and
intervention skills necessary to facilitate patient rehabilitation. You will learn data
collection activities necessary to assess patient progress and provide reports to the
supervising physical therapist and learn to provide therapeutic interventions in a safe,
efficient and effective manner. Development of the interpersonal skills, communication
skills and professional, ethical and legal behavior required of a physical therapist
assistant will also be heavily emphasized.

The JCHS Health and Exercise Science Program is an academically rigorous, science-
intensive program that requires discipline and commitment in order to achieve academic
success. The following is a description of the expectations faculty have of students in this

Preparation is necessary if the class is to be a learning experience for you. This
requires that you:
             Review the course and instructor's syllabus at the beginning of the course
             Utilize your textbooks and complete reading assignments
             Clarify anything you are unsure of
             Check college-assigned e-mail daily
             Check student mail box prior to each class
             Keep track of test dates and assignment deadlines

Interaction with Instructors:
             Demonstrate respect by being attentive during lectures
             Disagree in a professional manner
             Follow chain-of-command when addressing issues
             Sarcasm, insults, attempts to embarrass the instructor will not be tolerated

Understand that:
            Written assignments, projects and presentations are designed to either
             facilitate the understanding of material or develop the KSAs required of a
             HES practitioner
            Your instructors have the necessary knowledge and experience to
             determine what is relevant information you need to learn; you are
             encouraged to share your knowledge and experiences in a manner that
             honors their expertise

              While you may have experience as a participant and/or exercise instructor,
               some of your classmates do not. Course instructors will attempt to
               structure the learning environment to address diverse learning styles and
               perspectives. However, while there may be more than one answer for a
               question, the instructor has the right to decide what she/he will accept.

Take Responsibility for Your Education:
       Utilize lab time effectively
       Plan to practice skills outside of scheduled lab time as well
       Ask for clarification if you don't understand something
       Throughout the program you will acquire textbooks, handouts and other
         materials - begin the process of creating your own library for lifelong learning
       Keep track of your grades
       Seek assistance from instructors, your advisor, or Counseling Services when
         you are having difficulties
       Make sure you are taking all the classes required to meet graduation

You Can Expect HES Program Faculty to:
      Have the knowledge, skills and experience necessary to provide you with a
         high quality education
      Treat you with respect
      Help you if you are having difficulties understanding material or developing
         skills - if you request it
      Preserve the academic integrity of the courses they teach
      Grade assignments and tests fairly and in a timely manner
      Be prepared for class and start class on time (please note that instructors have
         other duties besides teaching which may require unexpected delays on rare
      Provide you with a syllabus, objectives, grading and classroom policies

HES Program faculty are dedicated to helping students successfully complete the
program, however, final responsibility for academic success lies with the student.

If I give you the answer, I have helped you for today. If I teach you how to find the
answer for yourself, I have helped you for a lifetime.
Quote from Central Florida Community College PTA Program

Classroom Activities
HES courses vary in format and delivery. Some are strictly lecture format, some have lab
sessions scheduled that in sequence with lecture material while others are a lecture/lab
mix. All courses are Blackboard supported. Course syllabi and schedules will be provided
by the instructor the first day of class. Students are expected to attend all classes and
arrive prepared by completing reading and other assignments prior to class and keeping
tract of test dates and assignment deadlines.

Expected Classroom Behavior
 Show up
 Be on time
 Participate in class discussions
 Remember to allow others to participate
 Do not talk while instructor is lecturing
 Ask questions about anything that is unclear
 Contact instructor if going to miss class and take responsibility for obtaining missed
 Maintain flexibility - instructors may alter scheduled topics or field trips in order to
   provide more effective learning experiences
 Turn in assignments on the due date and in the format required by the instructor

Textbooks have been selected that will be an introduction to or in addition to material
presented in classroom presentations. In the HES Program, classroom presentations are
based on the assumption that students have read the reading assignments before coming
to class. Questions on quizzes and tests may be taken from reading assignments. Program
faculty encourage students to keep textbooks in order to build a resource library for future
reference once they begin practice as a health professional.

Cell Phones and Beepers/Pagers
Cell phones and beepers/pagers and other electronic communication devices must be on
mute/vibrate during lecture and lab sessions. However, it is at the discretion of each
course instructor as to whether or not cell phones and other electronic devices may be
used or present during lecture or lab. Consult each course instructor individually at the
beginning of each semester regarding his or her cell phone policy if it is not already
stated in the course instructor syllabus.

Students who answer calls during class or lab will be asked to leave. If you need to be
contacted immediately due to an emergency, please have your family call the program
secretary at 540-985-8594 or the college's main number at 540-985-8483. If there are
extenuating circumstances in which a student needs to be available by phone/beeper prior
notification must be made to the instructor. Cell phones may not be on your desk or
person during tests.

Lab Sessions
   The laboratory is the setting where treatment skills are practiced on fellow students
    prior to being applied in the clinical setting. Lab equipment is expensive and if used
    improperly, can be damaged or cause injury.
   Do mark on models and equipment
   Unplug equipment by the plug, not the cord
   Horseplay is not allowed
   No food or drink allowed near equipment
   Keep lab clean and neat
   Do not remove equipment or models without permission
   Report any malfunctioning equipment to lab instructor
   Use universal precautions

Prior to student participation in the lab session, the lab instructor demonstrates all
equipment to be used. When students are carrying out a procedure on a classmate, an
instructor will closely supervise the students. Students may practice in the lab after hours,
Friends, children or family members cannot be brought to the lab during class or after

Students are expected to make full use of scheduled lab time in practicing the skills
taught. They are also expected to practice on different partners throughout the lab
session. It is expected that students practice skills in addition to scheduled lab sessions in
order to become proficient.

You treat as you practice. Students who skip steps while practicing a skill or only do the
minimum required will most likely do the same when they become clinicians.
Mike Krackow, Former Rehabilitation and Wellness Department Chair

All students will be required to participate in lab activities as a mock client and in the
fitness professional. If a student is unable to participate in any activity, prior notification
must be made with the instructor to arrange to receive reasonable, alternate means to gain
experience if a valid reason for nonparticipation was presented.

Students who state that they cannot perform a skill or activity to them due to a medical or
psychological condition may be required to present a physician’s note to the lab

Lab activities require touching and palpating on other students. Students who have
religious restrictions regarding physical contact with members of the opposite sex must
provide written document of this restriction from a religious leader of their faith to course

The lab equipment is routinely inspected by the Biomedical Engineering Department of
Carilion Medical Center to assure proper and safe functioning.

Students must adhere to the dress code for lab sessions. Students who are not
appropriately dressed for lab may be required to wear a hospital gown during the lab
session. After the first reminder regarding appropriate lab attire, a student may be asked
to leave and return appropriately attired and penalties to grades may be incurred.

Students are responsible for cleaning up the lab after each session: placing equipment
back in storage areas, straightening tables and chairs, folding clean linen and hanging wet
linen to dry.

Field Trips
Participation in instructor scheduled field trips are required for some HES courses.
Students are responsible for their own transportation for these trips. Failure to attend
scheduled field trips may result in grade deductions for the course and will be considered
an unexcused absence. Professional behavior is expected and the Program's dress code
for clinical rotations is required.

Student experience as personal trainers, exercise instructors or other health care providers
cannot be used as reasons not to attend field trips, participate in classroom/lab activities,
take tests, or complete assignments or presentations.

Communication and Mail

Mail Box
Students have a mailbox located in the Rehabilitation and Wellness Department floor.
Information from class instructors and other College departments are placed in them.
Students are responsible for checking this box each time they are at the College and
before and after classes.

HES Program courses are Blackboard supported. Course information, documents and
lecture notes may be posted by the instructor. Some instructors use on-line testing or
require submission of written assignments via Blackboard. Be sure to save a copy of any
work submitted.

Health and Exercise Science faculty utilize e-mail communicate with students. Students
should check their e-mail on a regular basis. All students are required to have a college-
assigned e-mail account and that is the one faculty will use.

Sending e-mail to faculty or staff:
 Include salutation ( ex: Dear Dr. - do not use first name unless given permission to do
   so) - salutations such as Hey may not be responded to
 Include a closing (Thank you, Sincerely, etc)
 Provide your first and last name
 If you are inquiring about a course indicate the course name
 Allow 24 hours for a response
 Use spelling and grammar check
 Be professional and polite - disparaging remarks, flames, vulgarity will not be
   responded to and may result in behavioral counseling for unprofessional behavior
 Complaints, issues regarding grades or classmates/faculty or personal matters are
   better suited to face-to-face meetings

Computer Access
The HES Program does not require that students purchase a computer; however,
communication, tests and assignments often utilize e-mail and Blackboard. Students do
need access to a computer with Microsoft Word & Internet access during the semester
and while attending clinical rotations. Computer access is available in the 5th floor
Computer Lab and the Library. Students who choose not to use the college computers to
complete assignments or take on-line tests are expected to have reliable access to a
Inability to access a computer off campus will generally not be accepted as a valid reason
for missing test/assignment deadlines. Students who plan to go out of town when on line
tests/assignments are due are responsible for securing computer access and meeting
deadlines, or making prior arrangements with the course instructor.

Program Directory
Allison Bowersock, PhD, CSCS                                 Room 918
Program Director                                             540-985-9943;
Associate Professor/Clinical Coordinator                     540-492-2101: Blackberry
Johanna Ferguson, MS, CES                                    Room 934
Assistant Professor/Clinical Coordinator                     540-985-9946;
Anita Ella                                                   Room 914
Secretary                                                    540-985-8594;

Clinical Education
Clinical education is an integral part of the Health and Exercise Science Program as it
provides the medium for acquisition of skills that cannot be attained in other settings.
There are four (4) clinical education experiences during the course of the Health and
Exercise Science Program. Clinical I and II fall in the fall and spring semesters of the 3rd
year. Clinical III and IV are in the fall and spring semesters of the 4th year. Clinical
experiences total 500 hours, which meets requirements to sit for the ACSM certification
examination. In all clinical education experiences, students are directly supervised on-
site by Clinical Instructors (CI) in each facility.
Clinical Education Objectives
At the end of the designated clinical education phase of the Health and Exercise Science
Program, the student will have attained entry-level competency, defined as safe and
effective practice, in the following areas:

            Professional behavior
            Communication (oral, written and non-verbal) and interpersonal relations
            Application of basic knowledge for health and fitness interventions
            Demonstration of observational and manual skills
            Client education
            Data collection and technical skills required for health and exercise science
            Modification of an activity based on client response
            Meeting the needs of the client

More detailed information regarding clinical education in the Health and Exercise
Science Program is located in the HES Program Clinical Education Manual.

Student Placement
Health and exercise science clinics have collaborated with the HES program to provide
educational experiences. Institutional policies and procedures of these agencies may
dictate that you comply with specific dress code, immunization policies or orientation
processes. These agencies reserve the right to protect their business and professional

All clinical education assignments are designed so that students meet the above
objectives, meet the requirements for eligibility to sit for the American College of Sports
Medicine Examination, and provide a variety of clinical settings and health and exercise
science related experiences.

Clinical assignments are made in advance of the clinical rotation. Placements are based
upon availability of space and staff at the facility, experiences needed by the student,
student level of knowledge and skills demonstrated in HES courses and labs, and
experiences available at the facility. Each clinical rotation has specific areas of emphasis;
some facilities are only appropriate for specific rotations.

Guidelines for Selection of Clinical Education Sites
Upon graduation from the Health and Exercise Science Program, students should have
entry-level skills as a generalist. Therefore, selection of clinical education sites should
combine a variety of clinical settings and patient treatment experiences. Factors
considered for selection should include:
 Types of clients treated (age and diagnosis)
 Variety of health and exercise science settings
 Personal previous experience and preference
 Interaction with other disciplines
 Experiences available (diagnostic testing, specialty clinics, etc.)

 The Health and Exercise Science Program maintains clinical contracts with a wide
variety of facilities and organizations. Every effort is made to keep clinical affiliations
from becoming a burden, but students should be prepared to drive long distances if
necessary. Clinical sites close to the College or student’s home cannot be guaranteed.
The personal situation of the student, as it impacts his or her ability to perform a clinical
at a certain location, will be assessed by the clinical coordinator on an individual basis.
Students may request a site not presently contracted with the College. If the site is
willing and appropriate for the affiliation and a contract is agreed upon, the student may
perform a clinical affiliation at that site.

Restrictions on Selection of Clinical Education Sites
Students cannot be placed at clinical sites in which they:
        Are presently or have previously worked
        Receiving tuition or have a contract for post-graduation employment

Student Responsibility for Clinical Education
Required Health Information: The following information must be current and on file
with the Director of Student Affairs before a student can begin each clinical rotation:

          JCHS health form
          Proof of health insurance
          Immunization record (MMR, Diptheria, Tetanus, Polio, Chicken pox)
          PPD (initial two-step TB skin test then one-step yearly)
          Tetanus vaccination (within 10 years)
          Current CPR for Professional Rescuer or Health Care Provider
          Proof of hepatitis B vaccine (one time series or waiver)
          Drug screen
          Background check is also required

Students are responsible for making sure their health file is up to date by the deadline
indicated for each clinical rotation:
                  Rotation                                             Deadline:
HES 311/312                                     April 1st of second year
                                                All required health information
HES 411/412                                     April 1st of third year
                                                All required with updates of the following:
                                                 PPD
                                                 CPR
                                                 Proof of final HBV
                                                 Proof of health insurance

Students will be notified in advance of each clinical affiliation if any of the above health
information needs to be updated. Students who do not provide updated information will
not be allowed to begin scheduled clinical affiliations. Student health records are
maintained in a central location within the College. Students may arrange with the
Counseling Services secretary to review their health records.

Any student whose health file is incomplete after the indicated deadline will not be
assigned a clinical placement.

Other Information: Some clinical facilities require FBI and/or social service
background checks prior to approving a student for an affiliation.

Some facilities require background checks. Students will be notified if any requirements
in advance and are responsible for the expense and providing the requested information.
If student refuses, placement in the same area and type of facility is not guaranteed.

Carilion Health Systems Mandatory Orientation for Clinical Rotations
All Health and Exercise Science Students, including current Carilion employees, must
attend the annual mandatory Carilion Orientation.

Failure to attend the Carilion Clinical Orientation may prohibit participation in clinical

Transportation and Housing: Students are responsible for reliable transportation to and
from clinical sites. Students are responsible for their own housing during clinical
rotations. If housing is available at clinical facilities it will be indicated on the Clinical
Center Information Form available in the HES lab.

Facility Information: Once placed, students are required to call the assigned clinical
facility’s contact person for the following information: dress code, meals, parking,
directions, department hours and any additional information in which they may be

Release of Student Information: The clinical education experience is considered an
extension of the classroom/lab. Information in regard to clinical affiliations will be made
available to each clinical instructor as appropriate, as the clinical instructor must have
information on student classroom, laboratory and previous clinical experiences in order to
provide effective clinical instruction. Personal issues will be discussed with the student if
the program clinical coordinator feels that they will potentially impact, or have
previously impacted, clinical performance. Personal information will be provided to the
CI only on an as-needed basis and with the signed permission of the student.

Clinical education experiences require interaction, touching and using instrumentation
with clients. Students who have religious restrictions regarding physical contact and
interaction with members of the opposite gender must provide written document of this
restriction from a religious leader of their faith.

Clinical Rotation Attendance: Students are expected to fully attend all clinical
affiliations, as previously stated. Students are expected to attend the same hours as their
clinical instructor (CI). The Clinical Coordinator (CC), CI, and student predetermine the
clinical hours per week. Students may have to attend clinical during any holidays that
fall within the scheduled dates, unless indicated otherwise. If the facility is open, the
student must arrange with the CI for the holiday off. Childcare and job issues must be
worked out between the student and CI. Students must inform the CC and CI in advance
of any religious holidays or observance that require an absence from clinical.

Clinical Affiliation Dress Code:
Students must follow the dress code of the clinical facility. If the facility does not have a
specific dress code the following will be the required attire for clinical rotations:
 Athletic slacks, capris, or shorts professionally appropriate to facility and/or activity
 Plain, solid color, collared, crew neck, or zippered knit shirt (like a polo shirt). Shirt
   may have a small logo/emblem like the Polo or Izod logo at pocket area, but no
   phrases, pictures or multi colors/patterns. One HES program shirt will be provided
   and others will be available at a nominal cost to the student. Shirts should be of
   sufficient length to cover midsection through all ranges of motion.
 Clothing must be clean, neatly pressed and in good repair.
 Athletic shoes or sneakers and socks (as required by facility). Shoes must be clean
   and in good shape. No sling backs, slides, flip- flops, sandals, clogs, high heels or
   open-toed shoes can be worn.
 Use of cosmetics, jewelry, body art, caps, bandanas, and/or other accessories should
   be moderated for safety (no dangling objects/pieces) and to present a professional
    appearance. Regardless of your personal preferences, appearance messages are
    interpreted differently by different people. Please be considerate of your role as a
    representative of the JCHS-HES Program.
   Good personal hygiene - body cleanliness free of odor (no strong perfumes/colognes),
    daily oral care, and grooming (hair and nails well-groomed, clean, and
    trimmed/managed for safety and professional appearance)
   JCHS Student ID must be worn at all times.

Cell Phone, Beeper/Pagers and Computer Use
Cell phones, beepers/pagers and other electronic devices are not to be used when working
with a client unless approved by the clinical instructor.

During clinical rotations, students may not use the clinical facility's computer to complete
course assignments, access the Internet, or check personal e-mail. Students may be
allowed to use the facility's computers for client and treatment-related activities per
direction of the clinical instructor. Students are expected to conduct themselves ethically
and legally and follow the clinical facility's policies and procedures on computer use.

Professional Organization Membership
Students are encouraged to become student members of the American College of Sports
Medicine or other professional organizations. The ACSM is an internationally
recognized, professional body that represents the exercise and sport medicine profession.
As a student, membership in the ACSM will also enroll you as a member of the regional
chapter of ACSM. Students will have the opportunity to be involved in the organization
by attending, volunteering, and presenting at the regional conference.

Benchmarks for Student Success
The HES faculty identified benchmarks for achievement across four years of your
program of study. The benchmarks for student success are outlined below as a check list
with corresponding coding for portfolio inclusion [e.g., A, P, S]. While some of the
benchmarks are program requirements, many are achievements that, while not required
for graduation, will help to facilitate your progression becoming a successful HES
graduate and health fitness professional.

Year 1
 [ ] Complete minimally 30 credits of course work. [A]
 [ ] Become familiar with your program of study, chart elective preferences, and take
      ownership your 4-year plan. [A]
 [ ] Earn no less that a “C” in any major course. [A]
 [ ] Meet twice with academic advisor. [A]
      Demonstrate a personal commitment to health fitness through documented regular
      physical activity. [P]
      Participate in 20 hours of structured exercise across various modes with diverse
 [ ] participants and leaders in health fitness settings. [P]
      Demonstrate a commitment to community through volunteerism, advocacy, and/or helping
 [ ] relationships. [S]

Year 2
 [ ] Complete suggested/planned progression of coursework for year two. [A]
 [ ] Demonstrate basic skills of health fitness leadership through successful completion of
      professional activities courses. [A]
 [ ] Meet twice with academic advisor. [A]
 [ ] Earn no less than a “C” in any major course demonstrating, minimally, average
      competencies and cumulative GPA of 2.50 to be eligible for HES 311/312. [A]
 [ ] Become familiar with the expectations of the current health fitness market, professional
      organizations, and career opportunities. Your knowledge in this area should be reflected in
      your “Career Path Plan” that will be researched and written in HES 220 and included in
      your portfolio. [A, P]
 [ ] Begin to build a portfolio of artifacts of academic, professional, and service development.
 [ ] Interview 5 middle-to-older adults and document their health fitness personal history (past
      and present behaviors, motivations, and self-report outcomes). [A]
 [ ] Complete 20 hours of direct observation of middle-to-older adults of varying abilities and
      leaders in a health fitness setting [A, P]
 [ ] Obtain or maintain current CPR/First Aid certificate. [A, P]
 [ ] Join and participate in a professional organization and/or majors club. [P]
 [ ] Further develop professional electronic portfolio artifacts, develop professional resume’
      and secure one letter of recommendation. [P]
 [ ] Demonstrate a personal commitment to health fitness through personal fitness assessment,
      comprehensive program planning and documented regular physical activity behavior. [S]
      Demonstrate a commitment to community through scheduled teaching assistance,
 [ ] service/volunteerism, and/or helping relationships. [S]

Year 3
 [ ] Complete suggested progression of coursework for year three; re-design program
      progression if necessary. [A]
 [ ] Earn no less than a “C” in any major course demonstrating, minimally, average
      competencies and cumulative GPA of 2.75 to be eligible for HES 411/412. [A]
 [ ] Meet twice with academic advisor. [A]
 [ ] Further develop professional portfolio artifacts; update CPR certification. [P]
      Demonstrate a personal commitment to health fitness through documented, regular
 [ ] physical activity behavior that addresses all fitness components and includes outcome
      evaluation. [P]
      Research summer health fitness internship (paid or unpaid) and secure summer position in
 [ ] health fitness environment. [P]
      Demonstrate competency of health fitness knowledge, skills, & abilities through
 [ ] participation in health fitness leadership opportunities (e.g. JCHS fitness, JCHS Employee
      Fitness program, Roanoke community programming). [P, S]
      Maintain membership and actively participate in professional organization through
 [ ] conference/meeting attendance. [P, S]
      Participate in or volunteer for Wellness, Fitness, Health, or other related community
 [ ] service opportunity (e.g., Race for the Cure, Roanoke Celebrates Wellness, Carilion
      Wellness Fair). [S]
      Prepare and deliver presentation of HES program and career options to first-year students.
 [ ] [S]
      Develop independent service-learning or research project and apply for research/project
 [ ] funding. [A, P, S]*

Year 4
 [ ] Secure a degree audit and complete necessary coursework for graduation. [A]
 [ ] Earn no less than a “B” in any major course demonstrating, minimally, above average
      competencies. [A]
 [ ] Order graduation materials and apply for graduation. [A]
 [ ] Complete a capstone project/course, prepare documentation and present portfolio
      including experience outcomes to faculty, peers, and invited guests. [A, P, S]
      Prepare application materials for internship, graduate school, or career placement (e.g.
 [ ] cover letter, resume, letters of recommendation) and apply for appropriate position. [P]
      Update CPR certification. [P]
      Research and register for professional certification exam. [P]
 [ ] Maintain membership and actively participate through conference/meeting presentation or
 [ ] serve as leader/board member/student representative in professional organization. [S]
 [ ] Prepare and deliver professional health fitness presentation to community leaders, student
      organization, faculty organization, or other organized group. [S]

* Only available to those students who demonstrate academic excellence and are in good
academic standing.
Note: [A] indicates academic competency; [P] indicates professional competency; [S]
indicates service competency

                                 Handbook Disclaimer

  Every effort has been made to ensure accuracy in this handbook. However, changes,
substitutions, clarifications, and addendums may be instituted without notice. Please refer
         to the College’s website, for the most current information.



                            REFERENCE AUTHORIZATION

I authorize ____________________________ of Jefferson College of Health Sciences
Health and Exercise Science Program to provide information related to my academic
performance, clinical education, professional behavior, and clinical capabilities/skills in
writing or orally in response to a reference check in my search for a position of

 I hereby acknowledge that such released information may or may not be detrimental to
my search, but authorize its release notwithstanding and release the above indicated
person and Jefferson College of health Sciences from any and all liability resulting from
any released information.

I request that all such releases be (check one):

___    Confidential - myself being unaware of the contents of such release
___    Informed - contents of such release known to me either by oral acknowledgement
       or written notification/copy

I understand that I may revoke this release authorization at any time. I agree to make any
such revocation in writing with my signature and date included. The revocation may be
mailed, hand-delivered or faxed to the above indicated person.

_________________________________                     _____________________
Print Name                                                  Student ID #

_________________________________                     _____________________
Signature                                                   Date



     Agreement to Participate in Classroom, Lab and Clinical Education Experiences
               Acknowledgement of Inherent Risks in the HES Program

I understand that as a student in the Jefferson College of Health Sciences Health and
Exercise Science Program, I consent to participate in classroom, lab and clinical
education activities as part of the educational process. Participation in said activities in
the HES Program requires acting as a model for demonstration or as a mock client
participating in health and exercise activities/programs. I understand that participation in
said activities necessitates wearing of specific attire for laboratory or clinical settings, as
described in the Program Student Handbook. I understand that said activities require
physical interaction with others in a professional and therapeutic manner.

I understand that field trips and clinical education rotations in various facilities may
involve exposure or involve direct care of clients/patients with a variety of illness and
diseases, and may involve exposure and/or handling of human bodily fluids and tissues. I
therefore, understand that I may be exposed to disease-causing bacteria and

I have been informed and consent to be a participant as described above. I understand the
risks inherent in the Health and Exercise Science Program.

Print Name

_______________________________                 ________/__________/___________
Student Signature                               Date



I have read the Health and Exercise Science Program Handbook and am familiar with its

I understand that it is my responsibility to seek clarification from my program advisor if I
have any questions regarding the contents of the handbook.

I understand it is my responsibility to review the appropriate sections of the handbook
when confronted with a specific problem or concern and contact my program advisor or
the director to determine appropriate resolutions.

I expect failure to fulfill requirements or violations of policies to result in the appropriate

I agree to abide by the requirements and policies set forth.

Printed Name

_____________________________________                           _____/______/_______
Student Signature                                               Date


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