Copy of Wellness Fall 2006 by tamir13

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									Copy of Wellness Fall 2006



      Copy of Wellness Fall 2006                                                  show properties

              by Eugenia Woodham

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    AUBURN UNIVERSITY MONTGOMERY
    SCHOOL OF EDUCATION

    COURSE NUMBER: PHED 2203

    SEMESTER: Fall 2006

    COURSE INSTRUCTOR: Shawn O'Mailia

    CONTACT INFORMATION
    Office Room Number: 104 Physical Education
    Phone: 953-4547
    Email Address: shawn.omailia@maxwell.af.mil or shawn@clubwellfit.com

    REQUIRED TEXT: Concepts of Fitness and Wellness (6th ed.)

    RECOMMENDED TEXT(S):

    GOAL: Professional study in the School of Education is based on a model that
    recognizes and prepares teachers as Professional Educators. The school is
    committed to providing challenging opportunities for a diverse learning community
    in a nurturing environment. It is the goal of the School of Education to prepare
    competent, reflective, and committed professional educators..

    Competent is the ability to function at a high level of performance within the
    educational setting of expertise.

    Reflective is the ability to call upon the foundation of knowledge so as to make
    informed decisions within the educational setting.

    Committed is the ability to dedicate oneself to providing students with the most
    effective educational experiences possible and is demonstrated in ones
    professionalism and willingness to pursue life-long learning.

    These three dispositions form the foundation for the professional teacher,
    administrator, or counselor working in the school setting. The AUM School of
    Education recognizes that the development of a committed, reflective, and
    competent educator means the development of a Professional Educator.



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Copy of Wellness Fall 2006

    Review of Dispositions and Outcomes

    1. Subject Matter Knowledge (Disposition: Competent)
    The Professional Educator understands the central concepts tools of inquiry, and
    structures of the disciplines.

    2. Human Development (Disposition: Reflective)
    The Professional Educator understands how people learn and develop.

    3.Diversity (Disposition: Reflective)
    The Professional Educator understands how students different in their approaches
    to learning and creates instructional opportunities that are adapted to diverse
    learners.

    4. Planning (Disposition: Reflective)
    The Professional Educator develops plans based on knowledge of subject matter,
    students, community, and curriculum goals.

    5. Learning Environment (Disposition: Competent)
    The Professional Educator uses an understanding of individual and group motivation
    plus is responsible for managing and monitoring student learning.

    6. Instructional Strategies (Disposition: Competent)
    The Professional Educator understands and uses a variety of instructional strategies.

    7. Communication (Disposition: Competent)
    The Professional Educator uses knowledge of effective verbal, nonverbal, and media
    communication technologies.

    8. Assessment (Disposition: Competent)
    The Professional Educator uses formal and informal assessment strategies to
    evaluate.

    9. Technology (Disposition: Reflective)
    The Professional Educator is proficient in the use of technology to enhance teaching
    and learning.

    10. Professionalism (Disposition: Committed)
    The Professional Educator is a reflected practitioner who evaluates the effects of his/
    her choices and actions on others, and seeks to grow professionally.

    Course Objective:
    Throughout the semester, the student will set personal health, fitness, and
    wellness goals as well as have working knowledge of the components of
    fitness and wellness. The student will be encouraged to seek to improve
    their overall fitness level and be motivated to continue to progress after
    completion of the course. Upon completion of this course the student should
    be able to demonstrate an understanding of:

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         1.   The concepts of wellness in relation to lifestyle
         2.   Components of health-related fitness
         3.   Nutrition and weight control
         4.   How to avoid destructive behaviors
         5.   Lifestyle-related diseases and specific health threats, including HIV.
         6.   Stress management

    Course Content:
    The class meets once per week. A typical class session will include a period
    of lecture to improve wellness knowledge followed by a period of exercise
    designed to improve fitness. A tentative schedule (see attachment) has
    been developed, which outlines important dates such as lectures/exercise
    times, and exams. It is mandatory that all students complete a PAR-Q (see
    attachment) prior to engaging in physical activity. Those students who have
    indicated questionable fitness/health should seek and receive consent from
    their physician prior to beginning a physical conditioning program.
    Attendance Policy*:
    You are expected to be in class, on time, properly prepared to participate in
    the activity or lecture planned for that day.
    Grading and Evaluation:
    Students will be evaluated on the following:
       1. Exams (2) = 50%
       2. Written Assignments (4) = 50%

          ?    1-Journal Summary
          ?    1-Genetic Tree
          ?    1-Dietary Assessment & Log (3-day assessment & Semester Log)
          ?    1-Exercise program (aerobic and muscular fitness)
    Grading Scale:
    A = 90-100%
    B = 80-89%
    C = 70-79%
    D = 60-69%
    F = 59% and Below

    Journal Summary Assignment: See attachment for an example. 1.5 to 2
    pages in length with double spacing.
    Review one (1) journal article related to any of the following topics:
    Physical Activity                    Nutrition
    Strength Training                    Body Composition
    Running/Walking                   Weight loss
    Health and Wellness
    Journal of Exercise Physiology Online: http://www.asep.org/FLDR/JEPhome.

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Copy of Wellness Fall 2006

    htm
    NOT Muscle and Fitness, Shape Magazine, Prevention, TV Guide!
    Genetic Tree Assignment: See attachment for example
    Dietary Assessment & Log Assignment: See handout
    Exercise Program Assignment: See handout
                                                       Tentative Schedule
                                                       (subject to change)



                                                                  Date
                                                                 Activity

    24 Aug
    Introduction 14Concepts 1 and 25
    31 Aug
    Lecture 14Concepts 2 and 3 (Exercise Pre-Test)
    7 Sep
    Lecture 14Concepts 4 and 5
    14 Sep
    Lecture 14Concepts 6 and 8
    21 Sep
    Lecture 14Concepts 10 and 11
    28 Sep
    Lecture 14Concepts 12 and 13
    5 Oct
    Lecture 14Exam Review
    12 Oct
    Exam #1
    19 Oct
    Lecture 14Concept 16
    26 Oct
    Lecture 14Concepts 15 and 17
    2 Nov
    Lecture 14Concepts 18 and 19
    9 Nov
    Lecture 14Concepts 20, 21, 22, 23, and 24
    16 Nov
    No Formal Class 14Student Work Day
    23 Nov
    No Class 14Thanksgiving
    30 nNov
    Lecture 14Exam Review (Exercise Post-Test)
    5 ec
    Exam #2


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                                              Journal Summary Example

    McInnis, K., Spahn, C.M., Lerman, R.H., & Balady, G.J. (1996). Prediction of
    oxygen uptake and energy expenditure during exercise in obese women. Journal of
    Cardiopulmonary Rehabilitation, 16, 239-244.

    The purpose of the authors study, was to determine the relationship between
    measured and predicted exercise energy expenditure for obese women. For
    patients concerned with weight loss, monitoring the energy balance between daily
    dietary intake and exercise expenditure can be useful. Formulas commonly used to
    estimate the energy costs of exercise were previously derived from healthy men of
    normal body weight. Forty-five obese women (mean age 39 +7 years) who had
    >30% body fat (mean 40 +7%) and were >120% ideal body weight according to
    the Metropolitan height/weight table for large frame size and 10 control (average
    weight and average body fat) (58 +5kg and 21 +6% body fat; 27 +7 years)
    women were recruited for this study. Fat mass and lean body mass were measured
    using an EZ Comp bioelectric impedance analyzer. The progressive treadmill
    exercise protocol consisted of 5 different submaximal workrates as follows: Stage I
    (0-3 minutes) at 1.7mph/0% grade; Stage II (3-6 minutes) at 1.7mph/5% grade;
    Stage III (6-9 minutes) at 1.7mph/10% grade; Stage IV (9-12 minutes) at 2.5
    mph/125 grade; and Stage V (12-15 minutes) at 2.8mph/14% grade. Steady state
    VO2 was collected during the third minute of each stage. The accuracy of
    predicting the energy cost of exercise decreases as subjects approach maximal
    exercise since a greater amount of energy production occurs via anaerobic
    metabolism. Therefore, respiratory exchange ratio (RER) at each stage was
    measured. A separate analysis was performed after the exclusion of all subjects
    who had an RER >1.0 (i.e. where there is a considerable energy yield fro anaerobic
    metabolism) at each stage. VO2 was predicted at each of the 5 exercise stages
    using the ACSM regression equation for treadmill walking at a given speed and
    grade where: VO2 (mL/kg/min) = (walking speed measured in meters per minute x
    0.1 mL/kg/min) + (grade of treadmill as a fraction x 1.8 mL/kg/min) + (3.5 mL/kg/
    min), where 1 mph equals 26.8 m per minute. Energy expenditure was calculated
    from both measured and predicted VO2 at each of the five exercise workrates
    assuming that for each liter of oxygen consumed, 5 kcal of heat are liberated. Of
    the obese subjects, 45 (100%) completed exercise stages 1-3, 42 (93%)
    completed stage 4, and 10 (22%) completed stage 5 before stopping due to fatigue
    or completion of the test protocol. All 10 controls completed all 5 stages. None of
    the control women had an RER >1.0 at any stage and none of the obese women
    had an RER >1.0 during the first 3 stages. At stage 4, 21 of 45 (47%) obese
    women had an RER >1.0, and at stage 5, 3 of 10 (30%) had an RER >1.0.
    Separate analysis were made on only those subjects who had RER <1.0 at each
    stage. The measured VO2 of the obese subjects was compared to a range of the
    predicted VO2 +7% at each exercise workrate. At Stage I, the mean measured


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    VO2 was above the predicted VO2 range only 31% (14 of 45) of the obese subjects
    had a measured VO2 that was within the predicted range. At Stage II and Stage
    III, the prediction equation more closely estimated VO2. Specifically 58% (26 of
    45) of the obese subjects at Stage II and 60% (27 of 45) at Stage III. Conversely,
    at Stage IV only 24% (10 of 42) of the obese subjects were within the predicted
    range, whereas 74% (31 of 42) were below it. Similarly the prediction of VO2 was
    observed at Stage V as 70% (7 of 10) of the obese subjects had a measured VO2
    that was below the predicted range. The results from this study indicate that the
    equation that is widely used to estimate VO2 and energy expenditure during
    treadmill walking gives a better prediction of the metabolic cost of exercise for
    women who have average body weight and body fat than for obese women. For
    obese women but not for controls, VO2 and energy expenditure were overpredicted
    during workrates requiring >15mL O2/kg/min.

        (Remember 1.5 to 2 pages with double line spacing 14Spacing and font
                       point size reduced to conserve space)




    Professional study in the School of Education is based on a framework that
    recognizes and prepares teachers as Professional Educators. The school is
    committed to providing challenging opportunities for a diverse learning community
    in a nurturing environment. Because effective communication is a fundamental
    aspect of teacher competence, the AUM School of Education stresses appropriate
    and effective written and oral communication skills.


    Outcomes and Indicators
                                                        No standards added.


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