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									Professional Educator As A Reflective Decision Maker       - 1 –

H&PE 360
Nicholls State University
MWF 11:50-12:45
137 Shaver

Professor:        Dr. Tim Mead
Web page:
Office:           138 Stopher Gym
Telephone:        448-4295
Office Hours:     TTH 10:30-1:30, MWF 10:45-11:45 or by appointment

“All parts of the NTE/Praxis must be passed prior to student
teaching” ( – Praxis web site

Text:Powers, Scott & Howley, Edward (2001). Exercise Physiology:
     Theory and application to fitness and performance, 4th
     edition. Madison,   WI: Brown & Benchmark

      Additional readings obtained on reserve at library

      Lab Manual - obtained from class lectures

1.0   Course Number, Title, Credit: H&PE 360, Exercise Physiology,

2.0   Prerequisite: Biology 114, Junior standing, C or better in
           Math 101, English 101 and 102

3.0   Course Description: Exercise Physiology. 3-3-0. Biological
      adaptation to physical training. Physical Fitness, training
      methods, and body systems response to activity. Fa only.

4.0 Candidate Outcome Objectives: After completion of this course,
     the student will have followed the COE Conceptual Framework
     of the Professional Educator as a Reflective Decision Maker
     and be able to make effective decisions about: <NASPE> {LCET}
     [COE Unit Outcomes]
     4.1) understanding the energy systems involved in
          movement<1.5,1.7> {3.2a}
     4.2) identifying the structural aspects of skeletal muscle
     and the mechanism of contraction <1.1,1.5,1.7>
     4.3) creating sound physical training, assessment and
          programs for fit, unfit, athletic, and non athletic
Professional Educator As A Reflective Decision Maker      - 2 –

            populations in the real world<1.1,1.5,7.5> {3.6a} [1.1,
            2.1, 5.1, 10]
     4.4)   knowing how to properly develop physical fitness and
            prescribe fitness activities for a diverse population
            <1.1> {3.2a} [2.1, 3.1, 5.1, 10, 14]
     4.5)   incorporating the components of health-related physical
            fitness into one‟s daily living over the course of a
            lifetime <1.2,1.5> [13]
     4.6)   understanding how the body adapts to exercise across a
            wide variety of sport skills and environmental
            conditions <1.7> {3.2a}
     4.7)   identifying how various ergogenic aids and foodstuffs
            affect metabolism and physical performance <1.7>
     4.8)   applying principles of exercise physiology into one‟s
            coaching and teaching in order to assess the potential
            and safety of one‟s athletes and students and provide
            appropriate feedback to ensure the healthy development
            of learners<1.1,1.2,7.1> [5.1, 14]
     4.9)   assessing work capacity across a number of exercise
            protocols using the latest sport assessment technology
            in order to make effective instructional decisions
            <1.7,7.5> {3.6b} [4.1]

5.0a Tentative Course Outline (lecture):

     5.1) Introduction, Video on sport and physiology,
                Exercising for health and fitness
                Text: Chapter 15 & 16
     5.2) Health and Fitness continued, Muscular strength,
                endurance, and flexibility
     5.3) Systems of body, Energy systems
                Text: Chapters 3 & 4
     5.4) Skeletal muscle structure and function
                Text: Chapter 8
     5.5) Cardiovascular system and blood flow
                Text: Chapter 9
     5.6) Nervous control of muscular movement
                Text: Chapter 7
     5.7) Ventilation, gas exchange and transport
                Text: Chapter 10
     5.8) Measurement of energy, work, and power
                Text: Chapter 6 & 20
     5.9) Exercise in the cold, heat, Differences in male and
                female adaptations to exercise
                Text: Chapter 12
     5.10) Physiology of drowning, scuba, altitude training
                Text: Chapter 24
Professional Educator As A Reflective Decision Maker    - 3 –

     5.11) Nutrition and exercise performance
                Text: Chapter 18
     5.12) Methods of Physical Training
                Text: Chapter 21 & 22
     5.13) Physiological effects of Physical Training
                Text: Chapter 13
     5.14) Drugs and ergogenic aids
                Text: Chapter 25
     5.15) Body Composition and weight control

5.0b Library readings
     Exam I Readings
          Physical Fitness
               The Hard Way: The Shaggy Tremendous Shape
               The Hard Way: An Un-American Activity
               The Hard Way: Better Shape Up
               The Unknown Benefits of Long Distance Running
               Women’s Running: Crash Course
               Tinley Talks: We’ll all pay when there’s
                          nowhere to play
               I Did Not Love the Bike before I Got Sick
               Absolutely Fabulous
               Bodywork: E = You, Lean, and Mean
               The Shape of Your Life
     Exam II Readings
          Environmental Aspects of Performance
               Bodywork: Severe Conditioning
               Into Thin Air
               As Freezing Persons Recollect the Snow
               Severe Conditioning
          Nutrition and Athletic Performance
               The Truth about Fat Burning
               Too Slim, Amenorrheic, Fracture-Prone: The Female
                     Athlete Triad
               Weight Loss: What Works and What Doesn’t
               Ed Burke’s Got a Rocket in His Pita Pocket
     Exam III Readings
          Methods of Physical Training
               Welcome to Your Future, Sissy Boy
               Bodies of Evidence
               Bodywork: Myth Behavior
               Ascent of The Athlete
               Fit To Be Tied
          Ergogenic Aids
               Creatine Supplementation and Its Possible Role in
                     Improving Physical Exertion
               The Skinny on Weight Loss Supplements and Drugs
Professional Educator As A Reflective Decision Maker        - 4 –

                   Untangling Nutrition Claims: Seven Facts About
                        Performance Diets

5.0c Tentative Course Outline (lab): The labs that will be
     scheduled include are <technology application>:
     5.1) Fitness Parameters <body fat analyzers,
           sphygmomanometers, stethoscopes, Isokinetic machines>
     5.2) Blood Pressure and Exercise < sphygmomanometers,
     5.3) Cardiovascular Functioning I <heart rate monitors>
     5.4) Energy Expenditure <caloric cost tables>
     5.5) Cardiovascular Functioning II <Schwinn Monark
     5.6) Pulmonary Function Capacities <spirometer>
     5.7) Measurement of Work and Power <blood lactate analyzer>
     5.8) Anaerobic Metabolism <Schwinn Monark ergometer>
     5.9) Exercise Stress Testing <Precor ergometer>
     5.10) Methods of Physical Training

6.0    Course Requirements (objective measured):
       6.1) Dress appropriately on lab day otherwise points will be
                 lost (4.9)
       6.2) Attend all classes and participate in all labs (4.1-
       6.3) Take all 3 written tests (4.1-4.8)
       6.4) Students are expected to perform their own work and will
       a zero for completing work dishonestly

7.0    Grading:
       7.1) three written exams (60 points each)
       7.2) Labs
       7.3) course grading is based on the following percentages:

            (90   -100%)      A
            (80   - 89.9%)    B
            (70   - 79.9%)    C
            (60   - 69.9%)    D
            <60               F

8.0) Bibliography
     8.1 Text

       American College of Sports Medicine (2000). Resource Manual
       for Guidelines for Exercise Testing and Prescription.
       Philadelphia: Lea & Febiger

       Howley, E.T. & Franks, B.D. (2000). Health/Fitness
       Instructor’s Handbook. Champaign, IL: Human Kinetics
Professional Educator As A Reflective Decision Maker    - 5 –

     8.2 Internet - American College of Sports Medicine Home Page

"If you have a documented disability that requires assistance, you
will need to register with the Office of Disability Services for
coordination of your academic accommodations. The Office of
Disability Services is located in Peltier Hall, Room 100-A. The
phone number is (985) 448-4430 (TDD 449-7002)."

Programs of study in the COE are grounded in the Conceptual
Framework of “Professional Educators as Reflective Decision-
Makers”. Candidates are prepared in the core knowledge and skills
needed to become culturally responsive inquirers, acting as
curriculum agents, and engaging in professional praxis. These
core components educate candidates to develop and maintain the
dispositions of openness to cultural diversity; an attitude of
responsibility in the service of students, community, and
profession; and a belief in the transformative potential of
education. The College‟s core components and dispositions
represent the University‟s commitment to transforming the lives of
students by working to ensure that all students become successful
life-long learners.
Professional Educator As A Reflective Decision Maker       - 6 –

              Accessing Reserve Articles on the Internet
                               H&PE 360

Go to Instructors Home Page (

Click „Reserve Readings‟

Under the picture of the sunset, click the box Department View

Scroll down several pages until you get to H&PE 360 and click the
blue arrow next to Mead

Scroll down to bottom of the page and select the topic heading
(e.g. Ergogenic Aids) for the articles

Read the articles

*note, if account name and password is asked, type alnieres for

*note, Adobe Acrobat Reader is required to read articles and is
available free on the internet if you don‟t have it installed on
your computer
Professional Educator As A Reflective Decision Maker   - 7 –

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