Pennsylvania State University-Penn State Schuylkill · Courses
KINES
145 courses with the subject KINES, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
KINES 100The Cultural and Behavioral Foundations of Kinesiology3
Philosophical, ethical, historical, cultural, psychological, and behavioral foundations of human movement, health, wellness and exercise. KINES 100 The Cultural and Behavioral Foundations of Kinesiology (3) This course introduces and integrates the philosophical, ethical, historical, cultural, and psychological foundations of kinesiology. Kinesiology is a dynamic, multi-disciplinary area devoted to the study of human movement. Kinesiology is unique in that it covers the "three cultures" of academia: the sciences, the social sciences, and the humanities. This foundational, entry-level survey course introduces students to social scientific and the humanistic approaches to sport, exercise, health, wellness, and physical activity. Topic areas include the psychology of exercise and sport, the history of sport and physical activity, and the philosophy and ethics of sport and physical activity. Throughout the course, applications and integration to human health, physical activity, and to health and fitness professions are provided. The Philosophical & Ethical Foundations of Human MovementThis section introduces students to the philosophical and ethical aspects of kinesiology. This includes fundamental question of human movement, explorations of dualism and holism, ethical decision-making in sport, games and play, and an introduction to the ethical obligations of kinesiology and health/wellness professionals The Cultural Foundations of Human Movement This section introduces to the historical, cultural, and social dynamics of kinesiology. Building off a philosophical foundation, it includes questions about why and humans move, the effects of historical and cultural influences on sport, physical activity, health, and human movement, as well as the roles that social identities play in these processes. In addition, this course module explores significant cultural considerations for kinesiology and health/wellness professionals. The Psychological Foundations of Human Movement This section introduces students to the psychological dimensions of kinesiology. This includes information about psychological orientations and enhancement in exercise and sport and foundations of health and psychological well-being. This section also addresses principles of behavior change, reinforcement, motivation, intervention, and performance enhancement and emphasizes psychological and health theories to explain physical activity behavior. It also includes information about the importance of sport and exercise psychology for kinesiology and health/wellness professionals.
KINES 101The Biophysical Foundations of Kinesiology3
Biomechanical, physiological, and neurobiological foundations of human movement and exercise, including applications to clinical conditions, rehabilitation, and fitness are presented. KINES 101 The Biophysical Foundations of Kinesiology (3) This course introduces and integrates the physiological, neural, anatomical and biomechanical foundations of kinesiology. Throughout the course, applications to human health, physical activity, and to health and fitness professions are provided. The Physiological Foundations of Human MovementThis section introduces students to basic physiological principles that are necessary to understand exercise metabolism, adaptations to training, and changes that occur throughout the lifespan. This section builds important groundwork in exercise physiology to enable the student to understand the fundamental principles of energy metabolism and adjustments to energy metabolism as a result of acute and chronic exercise. Adaptations to chronic exercise training to the aerobic, anaerobic and muscular strength systems are a cornerstone of this section, but emphasis is also expanded to include functional capacity. The final section emphasizes the effects of exercise on chronic diseases, and takes a lifespan approach. The Neural Foundations of Human MovementThis section introduces students to basic neural anatomy and physiology that serve as a basis for understanding neural control of movement. This includes the cellular, anatomical and functional organization of the central nervous system, and applications to clinical conditions. Students are introduced to sensorimotor processes, as a foundation for understanding human motor control and motor coordination, and associated dysfunction. Anatomical Foundations of Human MovementThis section provides a survey of basic terms for describing human anatomy, including anatomical planes, axes, and directions, as well as an introduction to the major components of the musculoskeletal system. The fundamental structure and function of muscles and bones will be discussed with reference to their contributions to human movement. Mechanical Foundations of Human MovementThis section introduces the physical principles that underlay the study of biomechanics. Students will learn how to properly describe human movement using terminology for linear and angular motion. Newton's three laws of motion will be introduced and used for as a basis for discussing the role of forces and torques in starting and stopping motion. This section will include discussions of the biomechanics of walking and the biomechanical causes and effects of movement disorders.
KINES 123SThinking Critically about Key Questions in Kinesiology1
This course gives an introduction to some the major academic topics in the Department of Kinesiology with the aim to meet the Penn State first year seminar goal of orienting students to the scholarly community from the outset of their undergraduate studies in a way that will bridge to later experiences in a chosen major. After an overview of kinesiology, different key questions in kinesiology will be explored as vehicles for introducing students to scholarly themes in kinesiology and careers arising from studying kinesiology including and introduction to the role of scientific literature. Specifically themes will relate to the following scholarly areas: Biomechanics, Exercise Physiology, History and Philosophy of Sport, Motor Control, and Psychology of Physical Activity. Themes will be examined using critical thinking, providing students with tools to evaluate information.
KINES 126The Health Program for the Elementary School Child1.5
Introduction to the Coordinated School Health Program. Overview of contemporary school-based health education theory, content, methods, and practice. KINES 126 The Health Program for the Elementary School Child (1.5) KINES 126 is an introductory course designed to prepare school-and community-based educators to implement health promotion and disease prevention educational programs to elementary-aged audiences. Emphasis of the course is on the coordinated school health program model, theory, content, and teaching methods. Eight specific components of a coordinated school health program serve as the foundation for the course: (1) comprehensive school health education; (2) physical education; (3) school health services; (4) school nutrition services; (5) school counseling, psychological, and social services; (6) healthy school environment; and (7) school-site health promotion for faculty and staff; and family and (8) community involvement in school health. Students will gain experience in health promotion and disease prevention concepts; lesson planning; roles and responsibilities of teachers, staff, administrators, and students; and implementing effectively the health education concepts outlined above. The Department will offer one large section each fall and spring semesters with an anticipated enrollment of 150 students per section. A technology room will be required.Participation in this course will enable the student to: a. Analyze the goals, roles, and responsibilities of the classroom teacher concerning the health of the school-aged child. b. Identify appropriate educational resources related to school health. c. Describe the components of the coordinated school health program d. Discuss the important of learning healthy life skills for elementary-aged learners. e. Organize and submit one modified health-based lesson plan for elementary-aged leaners. f. Demonstrate competency in accessing health education resources from the World Wide Web.Methods for Evaluation: Written examinations 50% Lesson Planning 30% In-Class Participation 20%
KINES 127The Physical Education Program for the Elementary School Child1.5
Theoretical and practical overview of developmentally appropriate physical education for children. KINES 127 The Physical Education Program for the Elementary School Child (1.5) KINES 127 is an introductory course designed to introduce future classroom teachers to the conceptual framework of developmentally appropriate physical education. The class includes both theoretical and practical guidelines for analysis and implementation of children's physical education. The course focuses on applications of the Pennsylvania standards for elementary educators K-6. The components of KINES 127 include: concepts related to becoming and remaining physically active for a lifetime, physical fitness, motor development, movement and fitness concepts and fundamental motor skills, safety procedures, role and value of play, game and sports in child development. Students will gain experience teaching physical education lessons, as well as observing and participating in physical education experiences. Students will be introduced to multi-cultural dance and games. Students will understand the use of small and large equipment. Evaluation will include written examination, group peer teaching, and participation. The Department will offer 4 sections each Fall and Spring semesters with an anticipated enrollment of 30 students. The Department will offer 1 section per summer semester with an anticipated enrollment of 30 students.Participation in this course will enable students to: 1. Define and develop a philosophy of elementary physical education. 2. Identify developmental characteristics and stages for children grades K-8. 3. Develop professional teaching techniques. 4. Apply act ivies for physical education, using proper safety procedures. 5. Discuss the importance of nutrition, personal wellness, and lifelong healthy habits. 6. Understand the human body and its systems. 7. Demonstrate competency in accessing physical education activities and resources from the World Wide Web.Methods for Evaluation: Writing Examination 50% Group Peer Teaching and lesson planning 20% Written Observation of Peer Teaching 10% Participation 20%
Sport is a quintessentially human behavior that dominates our culture and has deep evolutionary roots. The unique human body allows us to run, jump, and throw in ways that make sport possible and has enabled our ancestors to play sports for thousands of years. Archaeological evidence tells of the importance of competitive games in ancient societies, and anthropology shows the deeper connections between sports and cultural traditions such as hunting and spirituality. Competing in sports remains a top form of recreation across the world, with Americans watching over 4 hours of sports per week on average. Far from being a frivolous distraction, sports are at the center of many critical issues facing contemporary societies, and close study of this remarkable behavior helps us better understand what it means to be human. This course examines the ways that human evolutionary biology and culture have interacted throughout our species' history to create the uniquely human behavior of sport. In doing so, it touches on three major subfields of anthropology: biological, cultural, and archaeological. You will learn about human evolutionary biology, ecology and behavior in small-scale societies, sex and gender in sports, genetic ancestry and athletic performance, and evolutionary perspectives on exercise and health.
Introduction to Athletic Training provides an overview of the field of athletic training exploring the breadth of athletic training terminology, issues, and injuries. After completing the course, the students will be able to describe the roles of the sports medicine team, understand the legal considerations for the athletic trainer as a health care provider, and identify the basics of physical conditioning and nutrition in reference to injury prevention. Students will be able to describe an emergency action plan for injuries, and environmental conditions. Students will be able to identify basic use of therapeutic modalities and principles of therapeutic exercise programs. Students will gain an understanding of acute vs. chronic injury conditions and be able to describe the related anatomy, etiologies, pathologies, signs and symptoms, and general treatment and management for injuries of the foot, ankle, lower leg, knee, hip/groin, shoulder, elbow, wrist, hand, cervical spine, and head. Rationale and demonstrations for a variety of taping techniques are included to address upper and lower extremity injuries. Students are also provided an overview of general medical conditions that may occur in the athletic arena.
KINES 136Introduction to Careers in the Health Professions3
Approximately 11% of all jobs in the economy are in the healthcare sector. This course will provide an overview of the US healthcare system and the various careers that can be pursued within it. Several career paths (such as athletic training, physical therapy, occupational therapy, physician assistant, chiropractor, medical doctor/osteopath, nursing, diagnostic technician, clinical exercise physiologist, speech pathology and alternative therapies) will be explored in detail with opportunities to interact with professionals working in those careers. For each profession, the clinical focus, clientele, job responsibilities, knowledge, skills, personal attributes, typical workday, work/life balance, financial considerations, ethical considerations, and legal considerations will be discussed. Student personality traits will be assessed and used to help with career exploration. The requirements for gaining admission to various healthcare educational programs will be elucidated. In culmination, students will outline an academic plan to prepare them to apply to the program of their choice, as well as a Plan B option.
Biology of Exercise is an integrative exercise physiology course that combines performing physical activity (Kinesiology) and applying biological principles (Biology). This course will explain the benefits, changes, and processes the body exhibits while exercising. Students will gain knowledge and comprehension through both a lecture (or online) setting (approximately half of the class meetings) as well as an activity component (approximately half of the class meetings) in which students will demonstrate their health related components of fitness. This includes, but is not limited to, muscular strength, muscular endurance, flexibility, power, cardiorespiratory endurance, and body composition. In the lecture component, students will describe biological principles including homeostasis, nutrition, the structure and function of musculoskeletal, cardiovascular, and respiratory systems. At the completion of this course, students will be able to argue for the lifelong significance of exercise including why it is important, benefits related to organ systems, and disease prevention.
KINES 200 addresses the physiological basis of strength training emphasizing mechanisms of muscle contraction and growth, program and facility design, and individual exercise technique. This course focuses on the concepts and applications of strength exercise science including relevant testing and evaluation of strength protocols. It explores the organization and administration of resistance training and conditioning facilities including the development of resistance training programs. The course also introduces students to exercise techniques. As a result of this course students will be able to work collaborative with others. They should be able to evaluate information for authority, relevance, currency and accuracy. They will understand the biomechanics of strength training, the physiological adaptations to muscle training and the mechanisms of change with varying populations. In addition they should be able to select and organize appropriate muscle testing protocols. They should be able to teach and demonstrate appropriate strength exercises to an individual or group as well as be able to identify and correct errors an individual might make. They should be able to prescribe the proper exercise and exercise sequence to strengthen a specific muscle or muscle group, and they should be able to design and organize a strength training facility.
KINES 201Cardiorespiratory Training for Health and Performance3
Exploration of the principles and practical applications of cardiorespiratory training for health and performance enhancement. KINES 201 Cardiorespiratory Training for Health and Performance (3) KINES 201 prepares students in understanding the process of developing a cardiorespiratory exercise prescription program. Exercise programming is scripted on an individual basis according to goals, national guidelines, age, interests, available time, and commitment. The benefits of physical activity are becoming increasingly documented. However, physical activity is not without risks. The proper cardiorespiratory exercise prescription is important to the safe participation for a wide range of populations. Students will be able to determine the differences between activity, fitness, and sport performance and be cognizant of the various components and modes of cardiorespiratory activity. Students will understand the different models of cardiorespiratory exercise prescription for health, fitness, and sport performance. Applying this knowledge, students will experience practical applications of cardiorespiratory exercise prescription on various training modalities applied to a wide range of settings. Homework assessments, laboratory activities and/or mid-term and final exams based on the discretion of the course instructor will reflect the pedagogical and practical application of cardiorespiratory exercise prescription concepts.The Department is planning to offer one section every year with an anticipated enrollment of 25 students per section.
This course is designed to provide students a didactic and laboratory experience in functional human anatomy. Upon course completion, students should be able to comprehend and apply standard anatomical nomenclature pertaining to human movement science; comprehend structure and function of the musculoskeletal, systems pertaining to human movements science; comprehend the classification, structure and function of human anatomical articulations (joints) pertaining to human movement science; and comprehend the classification, structure, and function of human biological tissues (epithelium, connective, muscle and nervous) pertaining to human movement science. In the laboratory portion of the course students will learn to identify bone and capsuloligamentous tissues as well as their respective landmarks pertaining to human movement science; identify origins, insertions, actions and innervations of skeletal muscles pertaining to human movement science; and identify biomechanical characteristics and neuromuscular activity of human anatomy during the execution of active, passive as well as resistive movements. The laboratory portion of this course will use three-dimensional bone models, joint models, ligament models and cadaveric models to apply concepts covered in lecture.
KINES 203Medical Terminology for Allied Health Professionals3
Comprehensive review of terms related to functions, disorders, diagnosis, and treatment of body systems related to physical activity and movement. KINES 203 Medical Terminology for Allied Health Professionals (3)This course is designed for students who wish to enter an allied health field related to physical activity and human movement. This course will help students prepare for careers in physical therapy (PT), occupational therapy (OT), medicine (MD, DO), physician assistant (PA-C), pharmacy (R.Ph), dietary medicine (RD) and emergency care (EMT, EMT-P). Some of the allied health programs listed above requires a 3 credit course in medical terminology prior to admission into graduate school and this course fulfills that requirement. The goal of this course is to help students develop an understanding of medical terminology related to physical activity and human movement used when dealing with the anatomy and physiology of the systems of the body, disease processes associated with each system, and pharmacology and clinical treatments associated with the pathology of the body systems. Students will appreciate the weights and measures, chemical symbols, diagnoses, procedures, and medical documentation used in allied health fields, especially in sports and human movement medicine.
KINES 222NScience and Politics of the Female Athlete3
The purpose of this course is to explore gender differences in sport and politics that emerge from physiology, culture, history, politics, and policy. The engagement of women in sport has unique physiological considerations and ethical dilemmas as well as a rich history of defining moments and important ties to feminism and politics. In this course, students will learn how physiology differences affect female athletic performance and the effects of exercise on the female body, as well as how cultural, historical, and political forces shaped women's participation in sport. Students will also see how similar historical, cultural, and political forces affect women's involvement in politics. Combined, students will understand how similar forces shape gender norms and participation two different, yet related, aspects of society. Additionally, students will learn about the push for evidence-based policymaking and apply that knowledge to topics including doping, pregnancy, and gender verification. Students will integrate physiology and policy in a final assignment advocating for evidence-based sport policy. They will also educate their peers through a public education project.
KINES 260 prepares students to read, understand and critique scientific research. The epistemological belief that knowledge is static and science discovers truth will be challenged. Rather than research being a product achievable only by professors, research will be presented as a process that students can understand and contribute to. Therefore, this course will develop skills and knowledge in understanding and conducting scientific research through practical experience. Specifically, students will learn to search for articles and be able to evaluate different sources of knowledge. Reading strategies will be employed to develop the ability to read and produce research papers according to standard structure and formatting. Students will gain experience using a range of different measurements of human movement and behavior, and understand general measurement issues. Practical experience with different types of research in kinesiology will occur throughout the semester, aiding students to critique and design research. Students will learn when to employ different statistical tests, be able to analyze data using statistical software, and interpret the results. Experience in other computer software will occur throughout the semester to develop student's word processing, spreadsheet and graphical skills. This knowledge and skills will be integrated throughout the semester and culminate in a research project performed by teams of students.
KINES 265Fundamental Movement Skills and Sport Development2
This course is designed for students interested in learning how to effectively instruct and coach movement concepts, skill themes, and fundamental movement skills in youth populations. Emphasis is placed on developmentally appropriate practices, including age- and ability-appropriate skills, activities, and sports, as well as effective instructional and coaching strategies aligned with National Standards. Students will examine individual differences across within the P-12 school-aged population including physical, cognitive, and social development to better support diverse learners in movement settings. Students will apply content knowledge through peer-teaching experiences involving the instruction, coaching, and performance of movement concepts, skill themes, and fundamental movement skills. A major focus of the course is the ability to identify, select, and organize appropriate skills and activities based on developmental level while incorporating differentiated instruction. Students will also develop the ability to create an inclusive setting that meets the needs of a diverse population and facilitates learning across all 3 learning styles (auditory, visual, kinesthetic) and across all 3 learning domains (cognitive, psychomotor, affective). Additional emphasis is placed on designing and implementing movement and rhythmical activities for youth. The first half of the course introduces developmentally appropriate fundamental movement skills, youth activity and sport participation patterns, and special considerations when instructing and coaching youth. Students will examine how developmental level influences skill proficiency and explore the importance of proper skill execution to support enjoyment, confidence, and lifelong participation in physical activity and sport. The second half of the course focuses on individual fundamental motor skills. Students will learn proper techniques for skill execution, identify common errors, develop effective verbal cues, and apply skills within developmentally appropriate activities. Students will design and implement effective teaching and coaching plans that incorporate differentiated instruction and inclusive practices through peer-to-peer instructional experiences.
Instruction for performing and delivering developmentally appropriate psychomotor skills, movement patterns, and content to preschool and elementary school-aged children. The course is designed for students interested in understanding how to instruct movement concepts, skill themes, and fundamental movement skills to preschool and elementary school aged-children. An understanding of developmentally appropriate skills and physical activities and an understanding of how to effectively instruct fundamental movement skills to this population of children make-up the foundations of the course. Students will apply content knowledge to instructing, coaching, and executing movement concepts, skill themes, and fundamental movement skills. Students will be able to identify and organize appropriate skills and activities based on the developmental level of preschool and elementary students. Students develop knowledge and skill in designing and implementing movement and rhythmical activities for preschool and elementary students. Emphasis is placed on the ability to analyze and instruct the associated movement skills. A primary focus of the course is to create interesting challenges that motivate children to continue to practice tasks and engage in regular physical activity. The first half of the course will provide an introduction to developmentally appropriate fundamental movement skills, physical activity participation rates of children, and special considerations when instructing and coaching. Students will examine how the developmental level of the child relates to their level of skill proficiency and the importance of children learning correct skill execution in order to enjoy participation in regular physical activity. The second half of the course will focus on each specific fundamental motor skill. Students will learn the correct form of execution, common errors of execution, verbal cues associated with correct execution, and application of the fundamental motor skill to a developmentally appropriate activity. In this portion of the course, students will have the opportunity to use the knowledge and skills learned in this course by engaging in peer-to-peer instruction sessions.
This course exposes students to self-examination, career pathways, certification prerequisites and internship opportunities within the related field of studies. This course is designed to expose students to specific career pathways, specific certification prerequisites, internship opportunities and professionals in the applied kinesiology fields of study through experimental learning. This course offers, but is not limited to offering, many enriching professional development skill building lectures and assignments, professional interview, and completion of observation hours within a professional setting. Students can choose from a variety of sites, including but not limited to schools, YMCAs, fitness centers, university courses, community or corporate health and wellness programs. Students are required to choose a field that directly relates to their career goals and/or expected professional certifications. Students must complete a minimum of 12 hours of a hands-on experience in that field. The expectation is that students apply and integrate content from other and concurrent courses in the program and further learn appropriate applied skills that are critical to success in the field. This course covers the breadth and depth of discussion pertaining to professional career development within the vast possibilities within the field of applied exercise & health. An important focus of the course are the preparatory fundamentals that foster better student awareness, opportunities and discussion of how to utilize a B.S. degree in Kinesiology for career development and success within the industry. The student's field experience productivity and work will be evaluated on an ongoing basis by the course instructor as well as the field experience supervisor. The course may take place at either on campus facilities or off campus locations.
KINES 295B (1 credit) is a required course for students in the Movement Science Option and the Applied Exercise and Health Option of the Kinesiology curriculum. It is the first of three practicum courses that exposes students to general and specific career information, an observational experience, research and professionals in Kinesiology related fields of studies. This course is designed to expose students to specific career pathways, specific certification prerequisites, internship opportunities and professionals in the applied Kinesiology fields of study through experimental learning. This course offers, but is not limited to offering, many enriching professional development skill building lectures and assignments, professional interview, and completion of observation hours within a professional setting. Students can choose from a variety of sites, including but not limited to schools, YMCAs, fitness centers, university courses, community or corporate health and wellness programs. Students are required to choose a field that directly relates to their career goals and/or expected professional certifications. Students must complete a minimum of 12 hours of a hands-on experience in that field. This course covers the breadth and depth of discussion pertaining to professional career development within the vast possibilities within the field of applied exercise & health. An important focus of the course are the preparatory fundamentals that foster better student awareness, opportunities and discussion of how to utilize a B.S. degree in Kinesiology for career development and success within the industry. The student's field experience productivity and work will be evaluated on an ongoing basis by the course instructor as well as the field experience supervisor. The course may take place at either on campus facilities or off campus locations.
KINES 295CProfessional Development - Field Experience1-2
KINES 295C Professional Development - Field Experience (1-2 per semester/maximum of 8) This course is designed to provide undergraduate students the opportunities of professional development via lecture format, professional travel to a national conference, and guest round table discussions. Throughout the course, students will have exposure to professional communication with faculty through formats including, but not limited to the following: conference forums, faculty/professional/expert dinner discussions, lectures, training sessions, symposiums, break-out sessions, and a poster forum. The students will enhance skills needed to develop networking and interview skills, communicate information effectively, and build resumes to meet the needs for such endeavors as graduate school, internship acquisition, and/or employment. Other class foundational principles include but are not limited to: attending a professional conference, practicing business etiquette at professional lectures and expositions, exposure to professional networking, learning how to exchange knowledge within the professional realm, and researching professional collaborative work. Students will share the experience and knowledge gained from this professional travel through relevant exercises that may include a formal poster forum within the university setting.
KINES 303Emergency Recognition and Care with BLS CPR3
KINES 303 is designed to provide students with the opportunity to acquire and develop the skills and competencies needed for First Responder Certification from the American Red Cross, American Heart Association, or Emergency Care and Safety Institute. Students will understand the role of the Emergency Medical System (EMS) in a complex society and the importance of emergency care in our health care system. KINES 303 will foster the student's critical thinking skills and their ability to assess and evaluate life threatening and disabling injuries and illnesses and to respond with appropriate care and life saving action steps in variety of medical emergencies. Students will develop an understanding of the importance of emergency care, first aid and safety at all levels of society with emphasis on providing and improving the quality of emergency care practices in a wide variety of community organizations, occupations and professions including childcare, education, human services, geriatric care and disaster management. KINES 303 is taught through a variety of teaching methods. Students are prepared for proficiency through readings, classroom discussion, video presentation, practical skills, sudden illness and injury scenarios, group presentations and possible direct observation of EMS (Ride-Alongs). The course is practice-focused on developing the skills and competencies necessary for emergency scene management, CPR/AED and sudden illness and injury. Various evaluation techniques will be used to assess the students progress in KINES 303. These techniques shall include but not be limited to conventional objective testing, practical skill tests, sudden illness and injury scenarios, group presentation and written observation papers. Students may wish to pursue certification following completion of the course. Students who have already received credit for NURS 203 and/or KINES 233 may not enroll in this course due to duplication of material.
Psychology of Movement Behavior is designed to introduce students to the basic concepts and applications of psychological knowledge for organized sport, physical activity, athletic training, and related environments where people are active. The course touches on the history of sport and exercise psychology, sport and exercise psychology consultants' responsibilities (i.e., research, teaching, and service), and understanding sport and exercise participants' personality traits and motivation for participation. The course also promotes an understanding of sport and exercise environments through discussion of competition, group dynamics, and the principles of feedback and reinforcement. Performance enhancement is also covered through discussion of topics related to psychological skills training and application (e.g., goal setting, imagery, and relaxation training). Finally, the course focuses on enhancing sport and exercise participants' health and well-being by promoting an understanding of addictive behaviors (e.g., exercise dependence, eating disorders, and substance dependence), body image, injury rehabilitation, and exercise initiation, maintenance, and adherence. The general objective of this course is to familiarize the student with the science and practice of sport and exercise psychology from both a theoretical and applied perspective. To achieve this objective, the student will: (a) develop an understanding of how various psychological factors influence athletic performance, physical activity participation, and overall health and well-being; (b) learn the methods used by athletes and exercisers of various skill levels to achieve peak performance; (c) understand the scientific and theoretical background of sport and exercise participation; and (d) comprehend how psychological skills are applied to sport and exercise environments to enhance peak performance and quality of life, and recognize the ethical principles of applying these psychological skills.
The course focuses on the development of philosophic reasoning skills to better understand the values and ethics of physical activity in a variety of professional settings. Emphasis is placed on the practicality of good philosophy, on applying philosophic insights to the health and physical activity workplace. The course shows how philosophic commitments are unavoidable and thus, why it is better to formally consider these commitments and evaluate their worth than adopt professional standards and behaviors without critical reflection. Specific course content emphasizes a number of learning outcomes. The first objectives are related to clarifying the nature of the philosophy of physical activity and relationships between the philosophy and science of human movement. The field of philosophy is described including the areas of metaphysics, epistemology, axiology, ethics and aesthetics. A variety of philosophic methodologies are identified and practiced including inductive, deductive and descriptive reasoning. Emphasis is placed on the varying degrees of confidence placed on the trustworthiness of philosophic methods and the validity of its conclusions. Students take a "philosophic readiness inventory" to determine their own philosophic tendencies and interests. Once the philosophy of physical activity is better understood, its methods and products are compared to the methods and outcomes of science. The course emphasizes a potential complementary relationship between the two where neither one is sufficient. A major portion of the class is devoted to three rival interpretations of personhood that have significant implications for professional practice. Students review the strengths and weaknesses of dualism, materialism, and holism and see their impact on biomedical ethics, motivational strategies, professional-client relationships, and other facets of health and physical activity professions. The undergirding logic here is that practitioners must first understand what a person is before they can best determine how to intervene or otherwise provide services to them. Attention is also directed to the subject matter of Kinesiology-namely, skilled movement in general and physical abilities in work, exercise, sport, dance, games, and play more specifically. The nature and values of these different ways of moving are analyzed in terms of their ability to serve as "tools" (means to other ends) and "jewels" (ends in themselves). Issues of motivation, efficacy, safety, and other factors are analyzed in an attempt to determine whether a play-and-enjoyment or a work-and-duty philosophy should be emphasized in various professional settings. Quantity and quality of life are juxtaposed to show their interdependence and the variable roles they play in affecting allied medical, coaching, teaching, fitness, recreation, and other movement-related professions. Finally, the course addresses common ethical problems faced by athletes, as well as physical activity and health professionals.
Structure and function of the human body as applied to health, wellness, exercise, and sports. KINES 350 Exercise Physiology (3) Exercise Physiology is a mid- to upper division course that will appeal to students with an interest in human biological adaptation. The course has two primary goals: First, students develop an understanding of the physiological adaptations that occur during and after endurance and resistance exercise. Second, students improve their comprehension of the differences between the acute exercise response and the changes that occur with chronic physical activity (exercise training). A major emphasis is placed on physiological systems as they relate to physical activity, exercise and health, and environmental stress; including, but not limited to, cardiovascular, respiratory, musculoskeletal, renal, neural, and metabolic. These systems are considered singly and in combination with regard to both exercise intensity and exercise duration. The depth of inquiry can range from molecular to organismal (whole-body). In addition, the mechanisms underlying the preventive and protective effects of exercise on human health and performance are discussed. The ability to apply concepts and principles of physiology to situations involving exercise, exercise training and decreased physical activity are highlighted, improving students' abilities to develop and differentiate between paradigms that utilize exercise to improve athletic performance and those that utilize physical activity to promote health. Special topics of applied study may include aging; development; gender; body composition; disease and environmental extremes such as heat, cold, diving and altitude. Students are required to demonstrate via assessment, knowledge and understanding of the acute physiological response to exercise and physiological adaptations to programs of chronic resistance and endurance exercise. Quantitative and analytical skills are emphasized, especially as they pertain to exercise testing and exercise program evaluation. The ability to interpret scientific data as they pertain to exercise physiology is required. Background knowledge in biology, chemistry, physics, and exercise science represent the knowledge base from which the class is built and contributes to the mastery of concepts presented. This course is required for Athletic Training and Kinesiology majors.
KIES 356 is an examination of hypokinetic disease on human wellness involving identification, assessment, research, and exercise design of human activity for disease prevention. Content in this course defines what physical activity, fitness, and lifestyle are. It covers the methodological and measurement assessment of physical activity and disease as well as exploring the relationships between physical activity and specific physical diseases, and between physical activity and various disorders of the mind. After this course students will be able to design and implement an exercise program to prevent or combat the effects of a specific disease on an individual. They will understand and be able to persuasively inform clients to the dangers of a sedentary lifestyle. They will know the strategies necessary to motivate and modify individual behavior so that it results in a more healthy lifestyle. And they will be able to design epidemiological research protocols to study the relationship between a specific disease and activity. Knowledge will be assessed by written evaluations, through the use of case studies in the case of exercise prescription skills, and through presentation of high quality group projects. This course will complement other courses in this curriculum but will be the only course devoted to a thorough investigation of the relationship between inactivity and various disease states. Material in this course and experience in the lab cover the conceptions and applications of strength exercise science. It also addresses testing and evaluation of strength protocols including selecting appropriate tests, organizing testing procedures, and individual testing protocols and procedures. Students will be introduced to material which overviews the organization and administration of resistance training and conditioning facilities. They will also learn the design principles of resistance training programs as well as exercise techniques. After this course, students will understand the biomechanics of strength training, the physiological adaptation to muscle training, and the mechanisms of change with varying populations. Students will be able to select and organize appropriate muscle testing protocol and will be able to teach and demonstrate appropriate strength training exercises to individuals and groups, including being able to identify and correct errors.
Skills development including research identification and evaluation of work-enhancing methods and devices as related to human performance and wellness. In this course students will learn about the research identification and evaluation of work-enhancing methods and devices as they relate to human performance and wellness. The course will overview historical and ethical issues associated with the use of ergogenic aids, as well as the mechanisms that delineate how they affect body systems. Ergogenic aids will be classified as hormonal, pharmacological, psychological, physiological, mechanical and nutritional. In the course students will also look at various restorative and accelerate healing agents. As a consequence of this course students, will be able to identify specific ergogenic aids, their actions, their legality, advantages, disadvantages, and safety concerns. Students will also understand the research issues involved with ergogenic aids, as well as developing a philosophy for dealing with clients who approach them interested in these kinds of enhancements. Because of the topic's relevance to work in this field, this course gives students knowledge necessary to function effectively as a professional.
KINES 360The Neurobiology of Motor Control and Development3
This 3 credit lecture course provides a rigorous presentation of the neuroscientific foundations of human movement control and coordination. This course introduces students to the cellular basis of neurophysiology, while emphasizing the contributions of both sensory and motor systems to motor control, coordination, and development. The course provides an in-depth presentation of systems neuroscience, with a special emphasis on the spinal, brainstem, and cortical contributions to movement. The course introduces the physiology and functional anatomy of the major sensory systems, motor systems, and sensorimotor integration networks, of the spinal cord, brainstem, and hemispheric structures in the central nervous system. These include spinal circuitry underlying reflexes and central pattern generators, basal ganglia organization and functional networks, cerebellar organization and functional networks, primary, secondary, and tertiary cortical areas associated with sensory and motor functions, neural tracts associated with ascending and descending sensory and motor systems, and cortical-subcortical loops. Students are introduced to dysfunction in these systems from both disease and traumatic processes, due to development disabilities such as cerebral palsy, degenerative processes including Parkinson's Disease, vascular disease including stroke, as well as traumatic brain injury. The overall objective of this course is to prepare Kinesiology students with a foundational level preparation in neuroscience, as required for understanding control of human movement, motor coordination, motor development and dysfunctions in these processes. This course forms one of four 300-level core courses that provide the basic science foundations that underlie the study of human movement, including exercise physiology, biomechanics, and the psychology of movement behavior. Neuroscience represents the fourth foundational discipline that contributes to human movement science. This course is presented from a hierarchical perspective, that introduces the cellular basis of neural communication, as well as cortical, brainstem, and spinal systems that underlie sensorimotor functions. It provides a thorough introduction to the central nervous system, focusing on a systems level approach to sensory and motor physiology and its impact on motor control and coordination, as well as both developmental, degenerative, and traumatic disorders in these processes. Considerations of applications of the material to the fields of athletics and rehabilitation medicine are often provided.
KINES 365Sport-specific Instruction and Conditioning3
This course provides an in-depth examination of a wide range of sports with an emphasis on the physiological, technical, tactical, and biomechanical demands unique to each activity. Students explore how sport-specific movements, energy systems, skills, and rules influence training design and performance outcomes. Through analysis of individual and team sports, learners develop an understanding of how to tailor conditioning, skill development, and injury prevention strategies for individual differences across the lifespan and within the P-12 school-aged population, including physical, cognitive, and social development to meet the demands of specific sports and athlete populations aligned with the national standards. The course integrates foundational principles of strength and conditioning, motor learning, and performance assessment to prepare students to design safe, effective, and sport-appropriate training programs for athletes at various levels of participation throughout the lifespan. Emphasis is placed on the application of differentiated instruction to support diverse learners, as well as the ability to create inclusive settings that meet the needs of a diverse population and facilitate learning across all three learning styles (auditory, visual, kinesthetic) and all three learning domains (cognitive, psychomotor, affective). The course integrates foundational principles of strength and conditioning, motor learning, and performance assessment to prepare students to design safe, effective, and sport-appropriate training programs aligned with National Standards for athletes at various levels of participation.
KINES 366The Process of Teaching Physical Education3
Analysis of pedagogical skills and methods applied to K-12 physical education. KINES 366 The Process of Teaching Physical Education (3) The purpose of this course is to introduce teacher candidates to the pedagogical processes used in teaching K-12 physical education. Physical education instruction techniques related to classroom management, creating effective learning environments, analysis of motor skills, providing effective feedback, content development, creating active learning experiences and systematic analysis of effective instruction comprise the foundation of this class. These pedagogical skills will be practiced and analyzed throughout the semester. Specifically, students will be required to demonstrate the ability to use, analyze and critique these techniques in micro-teaching situations with their peers. The primary focus of the class is to develop a repertoire of effective teaching skills based upon research of teacher effectiveness that enables teacher candidates to become reflective physical educators with the ability to deliver, analyze and modify their teaching to provide developmentally appropriate instruction for elementary, middle and high school students. The content of this course also addresses the physical education teaching standards developed by the National Association for Sport and Physical Education (NASPE), the national accrediting body for physical education teacher education programs that works in conjunction with the National Council for Accreditation of Teacher Education (NCATE) to certify physical education teacher education programs throughout the United States.Assessment of student performance in the course includes: 1. Participation in laboratory experiences (10%) 2. Performance on knowledge tests (35%) 3. The ability to correctly and effectively demonstrate a repertoire of pedagogical skills in simulated teaching situations (35%) 4. Teaching reflections based on class teaching experiences and analyses and observations of teaching (20%)
KINES 367Games and Sports Instruction Across the Lifespan1
How to understand, perform and deliver individual and team games and sports across the lifespan. This course is designed to provide students with the opportunity to research, experience, and reflect upon the content knowledge necessary to successfully instruct and coach a variety of individual and team games and sports across the lifespan. Students will gain experience in at least one activity from each of the four games classification groups (net and wall, invasion, striking and fielding, and target games). Students will develop the knowledge and skills necessary to instruct and coach various lifetime individual and team games and sports. The games and sports chosen for this course (basketball, soccer, golf, softball, and tennis) have been specifically selected for three reasons related to lifespan development and participation. First, they are consistently included in preschool through 12th grade school physical education curriculums. Second, they are popular extra-curricular activities, which are heavily attended by young people and adolescents. Finally, they represent popular adult recreational (pick-up games) and competitive activities (adult leagues) that are often continued over the lifespan. Emphasis is placed on the student's competency in being able to effectively instruct and perform across multiple individual and team games and sports. Students will be expected to practically demonstrate a range of psychomotor techniques and skills for each given game and sport to a high level. Students will also need to display competence in a range of cognitive, affective and behavioral domain skills. This includes the ability to make appropriate game play decisions, communicate with teammates, understand and adhere to governing body rules/regulations and creating strategies to promote lifelong participation. Students will be assessed on their ability to instruct and coach the associated psychomotor skills, principles of play, and the official rules and regulations operated by each game or sport's governing body in a peer-to-peer instructional setting. Practical activity learning experiences are designed to provide students with a sound knowledge of the concepts associated with skill acquisition including the class/team/client structure and organization, teaching and coaching techniques, and developmentally appropriate activities. Peer to peer instructing and coaching sessions will be used as an instructional strategy.
How to perform and deliver fitness and wellness concepts and exercises to individuals across the lifespan. The purpose of this course is to teach students how to effectively communicate, motivate, and engage individuals in fitness improvement exercises and activities across the lifespan (children, young adults, adults, and older adults). Understanding client management skills, various fitness environments, and specific individual fitness exercises and activities from the foundation of the course. Initially, students will learn appropriate and effective client management skills and will explore different instructional environments. Throughout the course, students will work on acquiring skills for developing progressions of exercises across the lifespan. The students will become familiar with contemporary fitness practices and exposed to a variety of exercises. Students will learn the associated execution cues and how to demonstrate the exercise. Students will apply content knowledge to instructing individuals how to properly engage in fitness exercises and activities that contribute to one's overall wellness. Students will be able to organize and execute a developmentally appropriate fitness program for a client that targets one or more of the components of fitness including: cardiovascular, muscular strength, agility, power, coordination, and flexibility. The primary objectives of the course are to develop an understanding of how to create an individualized fitness program that is appropriate for the individual and how to interact with the individual to promote engagement in regular exercise and activity and successful achievement of goals. Students will examine how the age and developmental level of the individual relates to ability and individual fitness programming. Students will learn the correct form of exercise execution and progressions of exercises. Content knowledge is integrated with application of skills in fitness exercise and instruction and will be put to use in a learning laboratory setting which students will have the opportunity to engage in hands-on instructional experiences.
Basic mechanical knowledge required to understand human movement. KINES 384 Biomechanics examines biological phenomena from a mechanical perspective; this course examines predominantly human movement from this perspective. The course aims to introduce students to the mechanical principles that underpin biomechanics, and to the measurement procedures used in biomechanics. Students will examine these principles for a variety of activities including: walking, running, jumping, quiet standing, throwing, striking, and reaching. Laboratory activities emphasize the qualitative and quantitative analysis of human movement. These sessions require students to work effectively in groups to collect data, and then work independently to analyze and interpret their data. Students use Newton's laws, basic algebra and trigonometry in the analysis of their data, and produce reports about these laboratory activities. The lectures provide the framework for all class activities. They aim to link the student's knowledge of anatomy with mechanics to provide an understanding of how movement is produced in both health and disease. The lectures provide information about the history, scope, and impact of biomechanics. Students are introduced to the pertinent kinematic variables required for the analysis of human movement. Newton's laws are used to understand both linear and angular human motion. Basic principles from aerodynamics are introduced as they may apply to man and the implements he or she may use. The examination of aerodynamic factors is augmented by examining the mechanics of balls spinning, and bouncing. Approaches for the determination of the inertial properties of human body segments are examined in detail, with a view to understanding the strengths and weaknesses of the various approaches. The theory, methodology, and protocols for image-based motion analysis are introduced as common methodology used in biomechanics. The principles behind force measurement are presented, using force plates as the core example. Students are taught the basics of the interpretation of ground reactions forces, using the impulse-momentum relationship. Contractile muscle mechanics are studied to under the influences of muscle fiber activation, length, and velocity on the production of force are presented. The mechanical properties of tendon are presented (stress-strain relationship), and its role in human movement. Potential and kinetic energy are introduced, along with the concept of energy storage and its application in the analysis of human movement examined. The principles governing modeling are introduced, and approaches for modeling human movement are established and then used to understand the coordination of human movement.
KINES 395Leadership Practicum for Applied Exercise and Health Careers1
Introduction to hands-on leadership experience within the fields of health, fitness, wellness, and physical activity. This course is designed to provide students with a supervised practicum experience in applied careers in the fields of health, wellness, fitness, and physical activity. Through a combination of classroom-based discussion and workplace opportunities, this course allows each student the opportunity to observe professionals in the fields of health, fitness, wellness, and physical activity, complete hands-on experiences, and learn skills in professional development. This course also offers, but is not limited to offering, many enriching professional development skill building lectures and assignments. Students can choose from a variety of sites, including but not limited to YMCAs, fitness centers, university courses, community or corporate health and wellness programs. Students are required to choose a field that directly relates to their career goals and/or expected professional certifications. Students must complete a minimum of 40 hours of a hands-on experience in that field. The expectation is that students apply and integrate content from other and concurrent courses in the program and further learn appropriate applied skills that are critical to success in the field. The student's field experience, productivity, and work will be evaluated on an ongoing basis by the course instructor as well as the field experience supervisor. The course may take place at either on-campus facilities or off-campus locations.
This is a one credit practicum designed to provide teacher candidates with the opportunity to observe, assist, and teach physical education classes in school settings. Most KINES 395A teacher candidates are in the final semester before starting their student-teaching internship and these experiences are intended to provide additional practical experiences in physical education instruction. This practicum involves a minimum of 10 consecutive weeks during a University semester. Teacher candidates need to demonstrate the ability to plan lessons, teach lessons, assess student learning, and reflect on their teaching performance during this practicum experience.
Basic concepts of planning and conducting physical education programs for children with physical, sensory, and/or intellectual impairments. KINES 400 Adapted Physical Education (3) This is an undergraduate level course teaching students the basic concepts of planning and conducting physical education programs for children with physical, sensory, and/or intellectual impairments. This course will help the student to become more aware of the physical needs of children with disabilities and of the possibilities to professionally deal with these needs. The course requires the student to complete a 10-hour practicum, providing the opportunity to work with children with a disability. The practicum will be conducted in cooperation with physical education staff members working with various schools in State College. The children's difficulties may range from emotional problems to severe physical and mental handicaps. Students are free to identify alternative practicum sites (e.g., work with a friend or family member with a disability). The requirements for the practicum may include: select a child who has a physical, sensory, or intellectual disability; write an Individualized Education Program (IEP) using the guidelines presented in the textbook; implement the IEP in a two-on-one teaching situation (two students, one child); keep a log of all the practice sessions; after completing the 10-hour practicum, write a final report based on the IEP, this final report should state the definition of the problem, the etiology, the general characteristics, the teaching techniques specific to the disability, an evaluation of the actual teaching strategies and an evaluation of the outcome of the practice (did it work?); and, present the findings orally (10-15 minute talk).The student will generally be evaluated by exam, teaching activity, an oral presentation, and a final report.
KINES 401Applied Group Fitness Exercise Prescription and Program Design3
Skills and practical knowledge to design safe and effective exercise classes for a variety of populations to improve health. The primary purpose of this course is to provide students interested in applied exercise and health careers (group fitness instructors, health and physical education teachers, personal trainers, wellness professionals, corporate fitness professionals, physical therapists) with skills and practical knowledge to design as well as instruct safe and effective exercise classes for a variety of populations to improve cardiovascular health, strength, and flexibility. Students will learn how to prepare for a class, which includes participant monitoring as well as evaluation and progresses to developing the skills for both programming as well as leading group exercise classes. Students will gather and apply the current literature regarding the ideal training strategies and practical tips for both healthy adults as well as special populations (i.e. asthma, obesity, youth, pregnancy, older adults). They will also learn how to verbally and physically cue and demonstrate the exercises to a group. Strategies for adherence to assist in behavior modification will be a focus throughout the course. At the conclusion of KINES 401, the students will be able to demonstrate a knowledge and understanding of group fitness class components. Inherent in the course goals is an understanding of the adaptations that occur as a result of programs of cardiorespiratory and muscular exercise in apparently healthy, at-risk, and diseased populations. Content knowledge is integrated with application of skills in fitness exercise, and instruction and will be put to use in a learning laboratory setting which students will have the opportunity to engage in hands-on instructional experiences.
This course is designed to provide students with an established anatomy background (i.e. completed KINES 202 or an equivalent course (BIO 129, 161/162, 163/164, 472) the basic concepts and applications of human cadaver dissection. Upon completion of the course, students will gain an appreciation for the amount of variability that exists in human anatomy as well as be able to apply anatomical concepts related to clinical pathologies to prepare them for a career in the allied health fields.
KINES 405N, a study abroad course, based in a bicycle friendly European city, provides students with an opportunity to experience the programs, policies, infrastructure (including urban design features) and culture associated with bicycling in what is one of the most bike-friendly cities in the world. Students will have an opportunity to be immersed in the city's bicycle culture, observe bicycle infrastructure and multi-modal transportation solutions, learn from programs and policies that support bicycling and learn about the role of bicycling in sustainable, liveable communities. This course will be taught from a multi-disciplinary perspective to address the complex issues associated with bicycling. Students are expected to apply information and content to other countries and communities.
This course provides peer learning assistants with the fundamentals they will need to be effective in the laboratory and/or recitation classroom. Students will learn the fundamental skills needed to; assist in designing lesson plans; facilitate class discussions; assist in developing effective assessments; communicate learning expectations; provide helpful feedback; and maintain a safe learning environment in laboratory settings. Students enrolled in this course will be serving as an undergraduate learning assistants for course instructors and/or lab coordinators in the relevant course, who provide the instruction. Regular meetings with the course instructors will help the learning assistants adjust to their duties and solve common problems that arise in the instructional environment. Learning assistants will learn how to facilitate active learning and help other students develop sound study skills. The focus will be on evidence-based teaching strategies. Students enrolled in this course will be expected to have regular attendance, organization in and preparation for their peer learning assistant role, and clarity in how they communicate with their students
KINES 411Introduction to Musculoskeletal Injury and Rehabilitation3
This course is designed to provide an overview of common musculoskeletal injuries and rehabilitation for pre-allied health and fitness professionals. KINES 411 Introduction to Musculoskeletal Injury and Rehabilitation (3) This course is designed to provide an overview of basic orthopaedic injuries and related musculoskeletal system dysfunctions as well as rehabilitation of those injuries and dysfunctions. Common orthopaedic injuries of all major musculoskeletal structures and tissues are discussed moving up the kinetic chain from the feet up the lower extremities, through the spine and out the upper extremities to the hands. Common injuries such as sprains, strains, fractures, tendinopathies, disc herniations, spinal stenosis, compartment syndromes, neural compression, carpal tunnel syndrome and thoracic outlet syndrome will be discussed. Anatomy and function of each body region will be reviewed prior to the discussion of injuries. Mechanisms of injury, tissue pathology and the tissue healing processes are reviewed. The role of inflammation in the healing of injured tissues will be explored and the variations in healing processes between tissues explained. Common surgical procedures for major injuries like anterior cruciate ligament tears will be presented. A general rehabilitation process is discussed and rehabilitation concepts unique to specific injuries are explored. Basic principles of the major components of a rehabilitation program are explained. These major components include the protection of healing tissue, pain control, swelling resolution, restoration of range of motion, facilitation of volitional control, enhancement of muscular strength and endurance, improvement of neuromuscular control, training of functional movement patterns and return to functional activities. The RICE (Rest, Ice, Compression, Elevation) method of treating pain and limiting swelling will be presented. Manual therapy, stretching and exercise activities used to regain range of motion will be explained. Exercises used to improve muscular strength and endurance will be discussed for each region of the body. Methods of facilitating balance and neuromuscular control will be demonstrated. Finally, the benefits of functional exercise in terms of three-dimensional exercise requiring the use of groups of synergistic muscles in a coordinated manner will be presented. In addition, return to sport programs that gradually reintroduce the patient to the real life stresses placed on their injured body part will be explained. Prioritization of addressing the different components of a rehabilitation plan will be discussed and differences between surgical and non-surgical rehabilitation plans presented. Criteria used to make return to play decisions for injured athletes will also be outlined. Modifications of common exercises to accommodate for injuries and allow continued participation in exercise routines will be presented. This course is appropriate for pre-allied health professionals and fitness professionals with an interest in orthopaedic injuries, musculoskeletal system rehabilitation and the construction of exercise programs that prevent, or accommodate for, musculoskeletal problems.
The domains of health and fitness seem to be filled with questionable claims for products that are supposed to make us stronger, faster, fitter, and healthier. How should we make decisions about whether to accept these claims? How can we judge (often conflicting) research reports to reach these decisions? What pitfalls are we all subject to when evaluating evidence and drawing conclusions? This course does not provide ready answers about specific treatments. Instead, the primary goal of this course is to help students develop a set of critical thinking skills that they will take with them into their chosen careers. In this way students will be prepared to make decisions not only about existing treatments, techniques, and practices, but also ones that are yet to appear. Real-world examples that draw on knowledge from multiple areas within kinesiology will be the subjects of class discussions that complement the lectures. A secondary goal of this course is to demystify science and humanize scientists in order to give students a better understanding of how science is done properly and improperly. The boundaries between science and pseudoscience are discussed so that students are better prepared to identify the latter. Making this distinction can be difficult when pseudosciences seem to have many of the hallmarks of actual science without the same rigor, openness, and possibility for progress. Kinesiology 413 relies on small group discussions with the Instructor and other students in the class. This is also a writing-intensive class, and as such there will be writing assignments focused on the development of tests for a claim, and critical evaluation of claims related to a treatment, device, etc. related to human movement and activity.
KINES 414Interdisciplinary Study of Street Medicine3
This course exposes students to the fundamentals of homelessness while incorporating fieldwork in cities across the United States. Students will explore and disseminate roles such as: environmental living, proper hydration, nutrition, stress management, personal hygiene, dangers of drug and alcohol abuse and the fear of sexual abuse. Enrolled undergraduates will identify health and wellness components that directly reflect on the physical, psychological and social dimensions of living and surviving in a homeless setting. Students will apply their hands-on experiences and integrate course content with collective insight in order to provide support and creativity during assessments, triage rounds and group roundtable meetings.
The purpose of this course is to provide students with an understanding of disability sports and recreation. Throughout the course students will explore the process for developing and implementing a disability sports program such as, but not limited to, identifying community need, determining budget and funding sources, assessing resources needed, and gaining experience in teaching a sport or recreation for individuals with disabilities. While exploring the development of disability sports students will gain an understanding of key historical, sociocultural, and biomedical issues that are unique to individuals with disabilities. Historical issues such as the treatment of individuals with disabilities within society and sport, and the impact that sport has had on acceptance of individuals with disabilities will be examined. Students will also compare and contrast the major international sports organizations as well as United States sport organizations that are specific to individuals with disabilities. Students will gain an understanding of cognitive, mental, and physical disabilities, and the interaction between disability type and other identities such as gender. These concepts will be emphasized with a variety of hands on experience with disability sports and sport equipment. In addition, students will utilize theory based learning to review key concepts of accessible recreation and sport programs for individuals with disabilities in the United States. Students will also gain an understanding of unique characteristics of individuals with disability, and appropriate adaptations for sport and recreational success. By the completion of the course students will be able to identify major resources and concepts for disability sport and recreation related to coaching, sport management, sports medicine, and program development in the United States. Throughout the course an emphasis will be placed on acquiring knowledge of and concern for inclusion of individuals with disabilities through sport.
Psychological antecedents and consequences of physical activity behaviors. KINES 421 Exercise Psychology (3)Exercise Psychology is designed to introduce students to the psychological antecedents and consequences of exercise behaviors. The antecedents of exercise behaviors are the psychosocial and cognitive factors (e.g., beliefs, attitudes, personality traits) that facilitate and/or inhibit exercise behaviors. The consequences of exercise behavior are the physical, psychosocial, and cognitive outcomes (e.g., self-efficacy, body image, mental health) of exercise participation. The antecedents and consequences of exercise behaviors will be presented within the context of contemporary conceptual and theoretical models in exercise psychology. This course is designed to provide students with an overview and foundation of the important psychosocial phenomena related to these antecedents and consequences of exercise behaviors. Students will have the opportunity to apply their knowledge in selected areas within exercise psychology through class discussions and assignments.
Principles of designing, planning, and implementing theory- and evidence- based physical activity interventions. KINES 422 Physical Activity Interventions (3)This course is designed to acquaint undergraduate students with the application of major theories and models used to design and guide the development of contemporary physical activity interventions. Students will be familiarized with empirically-supported principles of behavior change and will gain an understanding of the basic strategies and methods used in designing, planning, implementation, and evaluation of physical activity interventions. The course will cover a variety of approaches to physical activity promotion, ranging from clinical and community-based interventions to population-based approaches, while discussing practical strategies and concrete examples of contemporary, evidence-based physical activity interventions. The goal of the course is for students to demonstrate the ability to formulate well-conceived physical activity interventions across a variety of settings and participant populations and learn how to apply theoretical principles and research findings to intervention development.
Psychological causes and consequences of sports related injuries in athletes. KINES 423 Psychology of Sports Injuries (3)Using lectures/whole class discussion formats, this course is intended to provide the students with the basic knowledge regarding psychological causes and consequences of sport-related injuries, including concussions. Specific course objectives include: (1) developing the proficiency in initiating interviews and observations of athletes suffering from sport-related injuries; (2) assessing psychological impact of injury on athletes; (3) developing critical-thinking skills related to the probability of developing of psychological trauma in athletes with injuries; (4) developing specific skills of psychological assessment of injured athletes; (5) stimulating thinking about temporary research questions as related to psychology of injury. Evaluation will be based on active engagement in class discussions and administration of quizzes and written examinations according to course syllabus. This class extends but does not duplicate existing courses in the Departments of Kinesiology and Psychology.
An interdisciplinary approach to contemporary issues related to women and sport from historical, physiological, psychological, and sociological perspectives.
KINES 425WPhysical Activity in Diverse Populations3
This course includes examination of issues related to race, ethnicity, geography, income status, and other social factors across the lifespan for promoting physical activity through public health strategies and will include content on both the influences on activity and health as well as the implications for intervention. Coursework will include an examination of the influences on health and physical activity behavior and will include content on federal initiatives and programs for addressing health disparities, and the influence of race, ethnicity, immigration, social class/income status, urban/rural location, religion, veteran status, ability level, and sexual orientation on physical activity participation. For each influence, content will include interventions and strategies for addressing inequities; cultural tailoring and targeting, intervention planning for diverse populations, and evidence based strategies at the individual, institutional, community and environmental level.
Examines the role of physical activity in public health. Includes population level strategies for promoting physical activity in communities. KINES 426 Physical Activity and Public Health (3) An examination of the role of physical activity in public health. The first half of the course will provide an introduction to public health and basic epidemiology, measurement, dose-response relationships, chronic disease prevention. We will examine the historical progression of physical activity as a part of public health, including landmark studies showing the relationships between physical activity and chronic disease morbidity and mortality. Current public health guidelines and national policies related to physical activity will be discussed in detail. Students will debate the scientific foundation for current issues in the field, including fitness vs. fatness as a predictor of health outcomes and comparing behavior vs. objectively measured variables. The role of physical activity in preventing cardiovascular disease, type 2 diabetes, obesity, and cancer, colon and prostate cancer will be discussed. We will focus on large scale epidemiologic studies that highlight prevention. The second half of the class will focus on a social ecological framework for promoting physical activity and will address population level approaches through policy and environmental strategies, following the Centers for Disease Control and Prevention Task Force for Community Preventive Services guidelines. We will study how features of the built environment can encourage or discourage walking and biking and refer to current research in the field that examines these relationships in different populations (urban/rural, youth/older adults). We will learn about the challenges associated with assessment and measurement at a population level. Policy level approaches to physical activity promotion; including local, state and national; will also be discussed. We will discuss various community level approaches including: point-of-decision prompts, mass media campaigns, enhancing access to physical activity opportunities and other strategies outlined in the guidelines. Lastly, we will examine how physical activity promotion is addressed in other countries through community, policy and environmental strategies in Canada, Australia, Brazil and throughout Europe.
KINES 427Developmental Sport & Exercise Psychology3
Developmental changes in the antecedents and consequences of physical activity across the lifespan. HD FS (KINES) 427 Developmental Sport & Exercise Psychology (3)Change is constant with physical activity - our reasons for being active change across the lifespan an dour experiences with physical activity change how we view ourselves and those around us. Developmental Sport & Exercise Psychology focuses on developmental changes in the psychosocial antecedents and consequences of physical activity across the lifespan. Specific course objectives include (1) describing theoretical frameworks and methods used to study physical activity-related psychosocial development across the lifespan, (2) describing how self-perceptions develop and influence behavior in movement contexts at different points in life, (3) explaining how contextual factors influence developmental processes associated with physical activity, (4) identifying age-related differences in activity-related antecedents and consequences of physical activity, and (5) developing, reviewing, and critiquing theoretically-grounded interventions to address issues related to developmental processes associated with physical activity across the lifespan. Evaluation will be based on written examinations, submission of a series of reflection papers on reading assignments, a group presentation, and the students' engagement in the class. It extends but does not duplicate existing courses in the Department of Innersole, Human Development & Family Studies, and Psychology.
Theories of motivational and emotional processes and their applications in movement settings. KINES 428 Motivation and Emotion in Movement (3) Motivation & Emotion in Movement will focus on the psychological processes underlying human motivation and emotion in movement settings. Special attention will be directed to social manipulations that can enhance motivation and emotion, and the consequences thereof. This course will be valuable for students whose career goals relate to education, personal training, rehabilitation, coaching, or psychology. Specific course objectives include (1) distinguishing between motivation and emotion, (2) understanding psychological mechanisms underlying common motivational and emotional processes in movement settings, (3) identifying existing applications of motivation and emotion theories in movement settings, and (4) developing, reviewing, and critiquing theoretically-grounded interventions to address issues related to motivational and emotional processes in movement contexts. It extends but does not duplicate existing courses in the Departments of Kinesiology and Psychology.
Psychological theories of talent development and performance enhancement in sport. KINES 429 Psychology of Sport Performance (3) Psychology of Sport Performance will provide a psychological perspective on the phenomenon of superior motor performance. The course will cover nature of superior performance, talent development processes, sources of performance crises, and self-regulation strategies used by athletes, coaches, and psychologists to enhance performance. This course will be valuable for students whose career goals involve training athletes or other performers involved in socially-evaluative performance domains. Specific objectives include (a) distinguishing the antecedents and consequences of subjective and objective performances, (b) conceptualizing motor performance and performance problems in a psychological context, and (c) matching psychologically-based performance problems with theoretically-based intervention strategies. It extends but does not duplicate existing courses in the Departments of Kinesiology and Psychology.
During involvement in this course, students will be acquainted with how exercisers and athletes interact with the others within small group environments. Notably, athletes and exercisers are commonly structured into tight-knit, interactive, and interdependent groups such as teams, fitness classes, family units, peer groups, neighborhoods, and training groups. These small groups are fundamental to sport and exercise experiences, while also influencing whether or not youth and adults derive value from physical activity. Therefore, identifying and promoting optimal small group environments is a central goal for researchers studying the social psychology of sport. Whereas the construct of group cohesion is the most widely-studied aspect of small groups in this context, rich and emerging lines of research reveal a great deal about group structures (e.g., norms), emergent states (e.g., social identities), and group processes (e.g., teamwork), as well as the outcomes of involvement in groups. This area of research is of general theoretical interest, but is also critical to establish an enhanced practical understanding for fields ranging from coaching to health promotion, education, and psychology. To explore these group processes, the goal of the course entails establishing a foundational understanding of small group dynamics. From this foundation, class members will explore contemporary research and theory about optimizing sport groups (i.e., sport adherence and performance) and physical activity groups (i.e., physical activity maintenance, positive psychosocial perceptions). This exploration will demand that students read and discuss empirical research - demonstrating the capacity to interpret and understand this literature, along with the capacity to critically appraise empirical findings. Students' learning related to group dynamics will be cemented through discussions and activities focused on real-life groups, as well as demonstrations of group processes using group tasks. By the completion of the course, students will have acquired strategies to optimize small group environments and developed skills to communicate group dynamics constructs and theories. Regarding communication, a critical outcome of this writing-intensive course is the capacity to interpret writing from group dynamics experts and communicating these themes through one's own effective writing.
KINES 431Concussion in Athletics: Brain to Behavior3
National organizations have identified mild traumatic brain injury, also known as concussion, as a major health concern for injured athletes at high school, collegiate and professional levels. These injured athletes have focused the research and clinical community's efforts into further understanding the pathophysiological underpinnings of the injury as well as its both short and long term effects. It is the overall intention of this course to elicit current understanding the pathophysiology, including its underlying mechanisms, predicting differential evolution and consequences of concussion. The central focus of this course is that symptoms following the concussion (e.g., headache, dizziness, balance, gait and locomotion, executive and neurocognitive function deficits etc.) may be exacerbated and /or triggered by compromised integrity of cortical, subcortical, and other areas of CNS. Thus, this concept will be discussed and elaborated throughout the course development.
AMST 441 / KINES 441 History of Sport in American Society study of the background, establishment, and growth of sport in America from colonial times to the present, and the role of American sports in American culture and society. The course will examine the ways that sports have operated in the United States as the country has developed into a modern, mass society. Issues of national identity, commercialism, race, ethnicity, class, and gender will be discussed in relation to the popularity of sports. Another set of issues will center on language and media; students will employ methods of analysis such as ethnography and rhetorical criticism that emphasize the multiple layers of meaning inherent in sports culture.
History of sport in modern world, ca. A.D. 1500 to present; concentrates on role of sport in societies outside United States. KINES 446 History of Sport in the Modern World (3) (IL) The History of Sport in the Modern World introduces students to the connections between sporting practices and the broader cultural, political, intellectual and economic patterns that shape societies during the modern period in world history (ca. A.D. 1500 to the present). The course begins with a foray into the transition from traditional to modern forms of sport and society and covers the development of a wide variety of athletic games and pastimes from the sixteenth through twentieth centuries. Students will encounter a variety of historic conceptions of sport and explore the role of sport in the development of European, North American, Latin American, Asian, African and Pacific cultures. Students will learn how sports have been shaped by and have shaped by multiple factors, including modern ideas, science, class structures, gender roles, constructions of race, urbanization, nationalism, political conflicts, international relations, and economic institutions.This is a senior-level course that fills an important historical gap in the Kinesiology Department's sequence of offerings on the history of sport. Other courses in the sequence cover ancient sport, sport in American society, and the Olympic Games. While crucial American developments that impact sports in the modern world are incorporated into this course, this class offers students a global focus that concentrates on the role of sport in societies beyond the borders of the United States. This course also relates to the offerings in the philosophy of sport program by exploring the history of ideas about sport in modern thought. Additionally, the course connects to the science-based offerings in Kinesiology by providing students with and introduction to the history of the scientific study of human performance.The course introduces students to basic readings and knowledge of the history of sport in the modern world. The class provides opportunities to practice the critical reading and thinking techniques that shape the historian's approach to knowledge. This course will be taught once every year with an anticipated enrollment of 50 students. Evaluation methods that test reading and critical thinking skills are employed. No special facilities are required.
Psychosocial concerns affecting student-athletes as they enter the transition period following sport disengagement, focusing on coping interventions. KINES 448 Coping with Life after Sport (1) KINES 448 is designed for student athletes who have exhausted their eligibility for or will no longer be participating in their respective sport due to injury or other issues. It is also relevant for students in athletic training or those who plan to pursue a career in coaching. The focus of the course is on the identification of issues and stressors affecting the transition and the development of strategies and coping skills to deal with life after sport. This can often be a very emotional and difficult time for student athletes. Discussion is focused on intervention and coping strategies, goal setting, decision making, career planning, and transferable skills. Student athletes will be able to recognize how their athletic experience has helped them to acquire numerous skills and characteristics highly valued in the workplace. Two sections of the course will be offered each semester. Students will be required to submit a weekly reaction paper, do a review of literature, and compile a comprehensive career plan. The class will be highly interactive with regular in-class assignments and projects.
Recent events in sporting history have precipitated changes in perception for many in Africa relative to the historic legacies of racism and colonial rule. These events lead to pivotal questions -What are the broader social and political meanings of sport in African society? And what does the study of sport in Africa tell us about Africa¿s place in world history? This course uses the lens of sport to examine the social and political histories of Africa and the wider diaspora in historical perspective. From the racial and gendered hierarchies of colonialism to the use of sport to protest against social injustices, students are challenged to analyze the interdisciplinary significance of sport far beyond the playing field. One of the main intellectual goals of this course is to use sport to deepen our understanding of specific outcomes in African sport (e.g. South Africa¿s remarkable transformation from pariah of international sport to host of global events like the 2010 World Cup, and Kenyan running successes) from a variety of perspectives. We also consider how Americans travelled to and engaged with African societies as athletes, ambassadors, and activists. Broadly, this course explores sport and social change in Africa from the late nineteenth century to the present. It examines the sporting lives of African athletes, fans, reporters, coaches, and organizers and then connects them to shifting racial identities and power relationships on the continent as well as elsewhere around the world. These histories shed light on the pivotal role of sport in the everyday lives of people across the continent. In the process, we pay attention to primary sources, analyzing the ways in which Africans thought, talked, and represented themes discussed in assigned readings. Ultimately, this course will strengthen student skills of critical thinking, oral communication, collaboration, research, and writing.
In-depth study of cardiovascular regulation during postural, environmental, and exercise stress. KINES 452 Applied Cardiovascular Physiology (3)First, the course begins with an intensive review of hemodynamics and basic cardiovascular control mechanisms (neural, hormonal, and local regulation). Second, students compare and contrast these general principles in six important circulations: splanchnic, renal, cerebral, coronary, cutaneous, and muscle. Third, they examine the three stresses which affect the circulation: posture (gravity), environment (especially heat) and exercise. For each stress, students identify the regional circulation(s) most affected and how they contribute to an integrated (systemic) cardiovascular response that is unique for each stress. Finally, combinations of posture, heat, and exercise stress are considered to illustrate competing cardiovascular control mechanisms. At each step students are introduced to seminal research papers illustrating the concept being studied.
This course examines physiological function of humans at rest and during prolonged or maximal exercise in conjunction with environment stress (heat, cold, altitude, hyperbaria).
KINES 454Women's Health and Exercise Across the Lifespan3
KINES 454 begins with a review of general principles of research conduct and publication, themes that will be carried throughout all material covered in this class. A review of the historical aspect of women's health research and a review of the state of knowledge in women's health in the wake of the contemporary scientific endeavors such as the Women's Health Initiative will also be explored. Students will learn physiology of puberty, menstrual function and bone health and the impact of exercise on these processes. Students will explore current concepts of exercise related to the female athlete and clinical implications of alterations in normal physiology. The impact of oral contraceptives on health and exercise performance will be also discussed. Students will learn menopausal physiology, alterations in clinical status associated with this life stage, and review current research related to the Women's Health Initiative. Finally, a discussion of the effects of gender differences on health and exercise will be discussed. This course is designed for students who wish to develop a richer understanding of the physiological role of exercise in modulating the health of girls and women during different phases of the lifespan, including but not limited to childhood, adolescence, adulthood and later adulthood. At each step, students will be exposed to relevant research methods issues and introduced to seminal research papers illustrating the concept being evaluated. Students will improve their ability to read and summarize original research literature through in depth presentation and discussion of seminal studies. Moreover, students will develop an understanding of how research has informed the state of knowledge on issues covered in this class and students will develop "language understanding" appropriate for interpreting and reading research papers.
KINES 455Physiological Basis of Exercise as Medicine3
KINES 455 reviews the physiological basis of exercise for enhancing health and protecting against chronic diseases. This course is designed for students interested in developing a deeper understanding of the physiological mechanisms behind exercise as medicine. Course content will consist of a mixture of selected book chapters as well as contemporary review and primary research articles. This course begins with an overview of the current exercise deficiency problem, including the societal, behavioral, and economic changes of the past century which have contributed to the modern day epidemic of chronic inactivity-related disease. After developing an appreciation for the scope of these problems, students will be introduced to the "tools" needed to critically evaluate the association between exercise and/or inactivity on health and the mechanisms by which these associations may occur, including: basic principles of epidemiology, searching/reviewing scientific literature, and experimental design. The remainder of the course will be focused on how exercise/physical activity modifies molecular/tissue-level and integrative physiological function, and describes the extent to which these modifications confer either preventative or therapeutic benefit. Students will also use the "tools" that they learned at the beginning of the semester to demonstrate and share knowledge with others; integration of this information may include a thorough analysis of a chronic condition including the pathophysiology, strength of evidence for exercise is medicine, and physiological actions of exercise in prevention or treatment. Students may also be given the opportunity to translate their knowledge from this course into educational materials (e.g., flyers, pamphlets, screensavers, fitness center displays, social media, etc) for use during "Exercise is Medicine" week.
In KINES 456, students assess the five components of health-related physical fitness through fitness testing measures: body composition, joint flexibility, muscle strength, muscle endurance and cardiorespiratory fitness. The importance of a comprehensive pre-participation health screening, including relevant medical history, physical examination findings, cardiovascular disease risk factor assessment and laboratory testing is emphasized. Several current pre-participation screening instruments are reviewed. The American College of Sports Medicine physical activity guidelines and guidelines for exercise testing and prescription are discussed and grounded in best practices in monitoring signs and symptoms of physical stress leading to test termination. Students explore the role that cardiovascular, pulmonary, renal and metabolic disease risk factors and signs and symptoms play in the development of atherosclerosis and the impact each has on fitness appraisal. Modifications and/or alternative assessments for each health-related component of physical fitness are discussed for clinical populations, children and older adults. The required laboratory allows students practical opportunities to assess these components across the lifespan utilizing both field testing and laboratory testing and interpreting results using normative data. The required laboratory experience reinforces the course content and aids in skill acquisition by requiring that all students participate in the testing procedures as both test administrators and subjects. As EKG interpretation is a valuable skill in fitness appraisal, students receive instruction in basics of EKG interpretation to include: determination of mean electrical axis, heart rate and rhythm, EKG waveform norms, and normal and abnormal EKG responses before, during and after exercise testing. Atrial, junctional and ventricular arrhythmias, heart blocks and bundle branch blocks are included in the latter portion of the course. ACSM metabolic calculations for exercise testing and prescription are reviewed and utilized.
Principles of exercise prescription; application of fitness appraisal based on current practices using evaluation and discussion of case studies. KINES 457 Exercise Prescription and Case Studies (3) The major purpose of this course is to provide those students interested in allied medical careers (e.g., cardiac rehabilitation, hospital testing, wellness centers, corporate fitness centers, physical therapy) with skills and practical knowledge regarding exercise diagnostics and prescription. Particular emphasis is placed on clinical diagnostic procedures, interpretation and terminology and this course directly contributes to the knowledge base expected for future employment in this area. At the conclusion of KINES 457, the students will be able to demonstrate on written examinations and in discussions, a knowledge and understanding of basic exercise prescription principles for apparently healthy, at risk and diseased populations, with special- emphasis on the cardiac patient. Inherent in the course goals is an understanding of the chronic physiological adaptations that occur as a result of programs of endurance and resistance exercise in apparently healthy, at risk and diseased populations.This course includes lectures as well as hands-on laboratory sessions. Evaluation is based on student performance on written examinations, written and oral case study presentations, and written assignments. This course will be taken after students have completed KINES 456 and will complete the learning scheme involving fitness appraisal and subsequent prescription of exercise programs.The course is offered fall and spring semesters with an enrollment of 35 students.
KINES 458Introduction to Electrocardiogram Interpretation3
Reading and interpreting electrocardiograms are important skills for an exercise physiologist and many other allied health care practitioners. This skill features prominently in the job task analyses for industry certifications. The electrocardiograph is an instrument that measures electrical potentials on the body surface and generates a record of the electrical currents associated with heart muscle activity. The graphic record generated by the electrocardiograph is called an electrocardiogram (EKG or ECG). The EKG provides information about the rhythm and rate of contraction of heart muscle and the strength, timing and direction of electrical signals as they pass through various areas of the heart. Specific abnormalities of rate and rhythm will produce recognizable patterns in the EKG waveforms. This course will begin with cardiac anatomy and cardiac action potential production and conduction. The course material will progress through normal EKG patterns through common abnormalities in various areas of the heart as well as patterns related to infarction, acute injury and ischemia. The hemodynamic consequences of these abnormalities will be discussed. The effects of exercise, prescription medications and other drugs on the EKG will be explored. Successful completion of this course does not grant the authority to provide a medical diagnosis based upon an EKG interpretation; only a physician can do so
KINES 459Community Engagement and Outreach in Kinesiology3
Community outreach and engagement are two missions of the Department of Kinesiology. Towards these goals this course provides students with an opportunity to gain knowledge and master assessment skills in the teaching laboratory or classroom before providing opportunities for students to practice these skills in diverse populations across the Commonwealth and in neighboring states. The first several weeks of the course will be spent learning how to perform various fitness and health screenings, including but not limited to: tests on treadmills and stationary cycles, blood pressure auscultation, heart rate measurement techniques, fingerstick procedures for blood lipid, blood glucose and HbA1c assessments, body composition measurements, strength testing and flexibility testing. Special emphasis will be placed on measurement techniques across the lifespan including older adults and children. There are potential fees for this course to support travel; such fees are indicated in the course information in the scheduling system.
Content in this course covers the major peripheral and central movement disorders and methods of their treatment. This course addresses the neuromuscular mechanisms underlying the coordination of voluntary movements, including their changes during development and aging. Disorders of movements, including muscular, systemic neurological, developmental and those related to a spinal cord or brain injury will be covered. Motor rehabilitation and commonly used therapies will be considered.
Planning and preparation for research project. KINES 461W Preparation for Research Project (2) This course prepares students to conduct a research project in KINES 462W. Students will begin by critically examining different research approaches. They will explore the development and assessment of research topics paying special attention to both scientific and philosophical justifications. They will learn how to identify research populations and how a human subjects review protects those involved in research studies. They will identify and critique the various inventories and assessment tools available for the kind of research they propose. Students will complete a research proposal including review of literature and method section, and submit an application to the Institutional Review Board. These goals will be achieved through a series of writing assignments.Students are expected to demonstrate the following outcomes: 1) Communicating and writing ideas relevant to the field of Kinesiology. 2) Understanding and describing the major issues in the field. 3) Understanding the principles of how to conduct research in wellness, fitness and/or associated practice. 4) Understanding and communicating the methods of scientific discovery.Students are evaluated on their research proposal (50% of final grade) which is drafted and revised during the semester. Further writing assignments (50%) assess and enhance student's competency in research methods and statistics. The course is offered every fall semester with a total enrollment of 25 each semester.
Completion of research topic. KINES 462W Research Project (2) During this course students will collect and analyze data for a research project. They will trouble shoot any data collection problems and learn how to use computerized programs for statistical analysis of data. They will learn about various presentation modes relevant to the written and oral presentation of research data. Students will prepare and be evaluated on a research paper that reports on their research project. In addition, they will present their work orally in showcase sessions to which fellow students and faculty members are invited. The goal is for students to produce as close as possible to publishable papers. This course is part of a two-course sequence and can only be taken upon successful completion of KINES 461W. It, along with the internship experience, are the culminating experiences in the Exercise Science - Science Emphasis. Facilitates needed will be determined based on the individual research project. This course will be offered only in the spring semester of each year. Enrollment will vary from 1 to 25.
Examination of principles of motor learning; the application of strategic factors such as: practice types, schedules, augmented information, and motivation. KINES 463 Acquisition of Motor Skills (3) This course is intended for students interested in the principles of motor learning (learning, retention and transfer) and the application of specific learning strategies such as, practice, feedback, demonstrations, and instructions. Through lectures, discussions, and course readings in addition to writing assignments, the goal is for students to develop a unified conceptual framework for motor learning and its facilitation through intervention strategies.The evaluation for the final grade will be based upon a synthesis of assessment in three areas: a) Term Project (30% of final grade) - a report on a learning experiment or a synthesis paper on a learning principle or a learning strategy; b) Mid-Term Exam (30% of final grade) - questions requiring short 2-3 sentence answers; and, c) Final Exam (40% of final grade) - requiring essay length answers to selected questions that integrate key issues from all the course material.This course will build on the concepts outlined in KINES 171 and 360. It will represent the culminating upper level undergraduate course in motor learning. This course will be an elective available to students who have completed the required KINES 360 course. It can be used to fulfill requirements for the Kinesiology major and the Movement Science, Teacher Preparation, and Athletic Training Options.This course will be available to students outside of the Kinesiology major who may, upon approval, substitute the KINES 360 prerequisite requirement. The course will be offered every spring semester.
KINES 464Physical Education Programming and Practicum3
This course is designed to provide students pursuing a health and physical education teacher certification in the Kinesiology degree with the conceptual foundation necessary to develop comprehensive and developmentally appropriate instruction that aligns with the National Association of Sport and Physical Education to students in preschool through twelfth grade (P-12). It will provide students with information on physical education comprehensive programming and contemporary instructional practices. Appropriate planning, instruction, programming and assessment make-up the foundation of this course. Emphasis is placed on the student's ability to create an effective instruction/programming and deliver the content in a preschool through twelfth grade physical education class. The overarching objectives for this course are to develop students' understanding of the different physical education program/curriculum models and applications of the models in a P-12 setting, integration of technology to enhance student learning, and develop advocacy measures for physical education through understanding and communicating the value of quality physical education and its contribution toward student wellness. Students will be able to plan and design program content that targets the psychomotor, cognitive, and affective learning domains and aligns with national standards. Students will design and administer authentic student assessments that align with the cognitive, psychomotor, and affective learning domains. Students will also design curricular scope and sequence overviews that are used to guide comprehensive programming and lesson development from grades P-12.
KINES 465Neurobiology of Sensorimotor Stroke Rehabilitation3
This course is designed to expose students to the recent topics in motor stroke rehabilitation research through literature. KINES 465 Neurobiology of Sensorimotor Stroke Rehabilitation (3) This 3-credit course is designed to expose students to the most recent topics in motor stroke rehabilitation research through reading of current literature. The course addresses the neurobiological foundations of motor deficits in stroke, including contralesional and ipsilesional effects, current research on mechanisms of motor recovery, and the most current research on intervention strategies, such as constraint induced therapy, robot aided rehabilitation, virtual reality therapy, and sensory motor interventions. The purpose of the course is to provide an understanding of the neurophysiological and biomechanical foundations of motor deficits that occur with stroke, and of current treatment approaches. Stroke presents a significant social problem that is emphasized in current statistics reported by the American Heart Association indicating that each year, about 780,000 people in the United States experience a new or recurrent stroke. While stroke can produce deficits in perceptual, cognitive, and motor processes, this course is focused on sensorimotor deficits and associated rehabilitation interventions that tend to be employed by physical and occupational therapists in the rehabilitation environment. Sensory-motor strokes often result in weakness and deficits in voluntary movement of the limbs on the opposite side of the body as the damaged hemisphere (Contralesional). These motor deficits currently receive primary focus in occupational and physical therapy treatment for stroke. However, regardless of improvements in contralesional arm function, most patients also show deficits in coordination of the ipsilesional arm that is on the same side of the body as the damaged hemisphere. For many hemiparetic patients, functional recovery relies heavily on this arm. This class will focus on understanding both ipsilesional and contralesional motor deficits in stroke. Physiological and biomechanical mechanisms of dysfunction will be emphasized. Recovery of function will be addressed through analysis of physiological and biomechanical measures that are used to track changes in neural function. In addition, current research that is focused on developing rehabilitation intervention protocols that systematically address remediation of dysfunction, and facilitation of recovery will be discussed. Students will be guided in reading, critiquing, and presenting primary scientific manuscripts and review articles. Active discussions of presented material are encouraged, and grades are based on presentations, quizzes, and participation in class.
Evidence-based evaluation of performance enhancing substances and methods in sport. KINES 467 The Science of Performance Enhancement (3) Students will describe and evaluate the evidence base for substances and methods used to improve aerobic power, strength, body composition, metabolism and thermoregulation as they relate to exercise and physical activity. Students will study and develop a rating scheme to describe the quality of evidence and recommendation to use ergogenic aids. This rubric will be utilized throughout the course to evaluate recent and proposed techniques to enhance athletic performance. Topics include, but are not limited to:• Blood boosting: Enhancement of oxygen transport• Androgens, prohormones, and anabolics• Substrate manipulation to increase strength• Nutraceuticals to improve athletic performance and recovery.General pacing of these topics may be modified depending on class interest and issues that emerge in the popular press. Consideration will be given to the regulatory and ethical aspects of their use. Students will develop an understanding of the World Anti-Doping Code, administered by the World Anti-Doping Association and its subsidiaries. Prior familiarity with ethics is essential. Science of Performance Enhancement is designed to emphasize team and individual scholarship in multiple domains, with emphasis on quantitative, qualitative and analytical skills.
KINES 468WHealth Instruction in the School--Content and Method3
Methods, materials, and units of instruction. KINES 468 Health Instruction in the School-Content and Method (3) This writing-intensive course is designed to provide students pursuing a health and physical education teacher certification in the Kinesiology degree with the conceptual foundation necessary to develop health instruction that aligns with the National Health Education Standards to students in preschool through twelfth grade (P-12). It will provide students with information on health education content, theory, and contemporary instructional practices. An understanding of how to effectively plan and sequence age-appropriate health content and deliver the content using multiple instructional strategies make up the foundations of the course. Emphasis is placed on the student's ability to create an effective lesson plan and deliver the content in a preschool through twelfth grade health education classroom. The overarching objectives for this course are to develop students' health education planning skills, instructional skills, reflection skills, and writing skills. The overarching objectives for this course are to develop Pre-K-12 teacher candidates' health education skills in planning, delivery and instruction, and reflective writing. Students will learn these skills by designing comprehensive preschool through twelfth grade health instruction using interactive learning activities that lead to health literacy and reflecting on their own teaching as well as their peers' teaching abilities. The purpose of this course is to enhance students' writing and oral communication skills for success in health education. Given the importance of clear communication in health and wellness instruction, this course will provide students with the skills necessary to effectively communicate with students, parents, school administrators, and the public. The course will begin with the basics of writing a comprehensive health education lesson plan and will progress to developing increasingly complex written communications and oral presentations.
Human genetic variation is ubiquitous and important functionally. How genetic profiles, such as those leading to a high proportion of fast muscle fibers, combined with individualized training environments underlie peak performances will be examined. Similarly, when genetic predispositions are known, lifestyles can be optimized for health through the lifespan. Several hundred genetic loci influence physical performance and health, while allelic variants influencing elite athlete status and/or unusual longevity are about an order of magnitude lower. Only a few individual genetic loci and alleles are associated consistently with elite athletic performance and healthful longevity; many traits important for competitive maxima and general health are multifactorial, involving numerous loci and environmental factors. Each sport has unique physical requirements. Therefore, any study of a favorable genetic background for a given sport should consider the performance components most appropriate. Athletic performance is a complex human trait, involving interaction of multiple body systems (musculoskeletal, cardiovascular, respiratory, nervous, etc.). These include morphology (height and body composition), with specific physiques naturally suited to specific sports. Endurance, strength, and power are other factors underlying athletic performance. Additional complexities affecting athletic performance include cognitive factors and injury susceptibility. Environmental factors (including training and nutrition) also influence various traits. An individual's "trainability," or response to exercise training itself also is dependent partially on genetic factors. The relative importance of environment versus genetic factors in athletic success varies widely among sports. Consequently, elite athletic performance as well as long term health result from interactions among genetically-based physical, and appropriate good environments. This course is focused on preparing students with basic knowledge on how the field of genetics can influence sport and athletic performance, fitness outcomes and health.
Analysis of the mechanisms underlying the neural control and coordination of voluntary movements. Within this course, the students will get an in-depth knowledge of the mechanisms underlying the neural control and coordination of voluntary movements. The course will include content on the history of movement studies, classical research, and main current theories in the field of motor control. These will include theories based on ideas of motor programming and internal models, control with muscle activation patterns, equilibrium-point control, optimization, dynamic systems, and theory of synergies. The neural control of several everyday motor behaviors will be discussed such as vertical posture, locomotion, reaching, and prehension. Speed-accuracy and speed-difficulty trade-offs and changes in motor control and coordination with practice will be described emphasizing plasticity within the central nervous system. Changes in motor control with healthy aging and fatigue will be discussed. In addition, changes in motor control and coordination will be discussed based on the reviewed theories. The role of specific structures within the central nervous system in motor control will be reviewed with an emphasis on movement disorders associated with dysfunctions of specific structures such as spinal cord injury, stroke, disorders of the basal ganglia and of the cerebellum.
KINES 485Science and Practice of Training Athletes3
The primary purpose of this course is to provide students interested in applied exercise and health careers (strength and conditioning coaches, group fitness instructors, health and physical education teachers, personal trainers, wellness professionals, physical therapists) with skills and practical knowledge to design as well as instruct safe and effective strength and conditioning techniques for athletes to improve their cardiovascular health, strength, and flexibility. Students will learn how to conduct sport-specific training sessions, demonstrate and teach proper exercise techniques, understand nutrition and performance-enhancing substances and administer exercise tests. Students will gather and apply the current literature regarding the ideal training strategies and practical tips for athletes. They will also learn how to verbally and physically cue and demonstrate the exercises. Strategies for adherence to assist in behavior modification will be a focus throughout the course. At the conclusion of KINES 485, the students will be able to demonstrate a knowledge and understanding of properly training an athlete. In the course goals is an understanding of the adaptations that occur as a result of programs of cardiorespiratory and muscular exercise in the athlete populations. Content knowledge is integrated with application of skills in fitness exercise, and instruction and will be put to use in a learning laboratory setting which students will have the opportunity to engage in hands-on instructional experiences. Additionally, this course can assist in preparing students for the nationally accredited certification exams.
This course examines the forces and motions characteristic of locomotion, with emphasis on walking, the most common human activity. Walking has been described as the most commonly performed human activity. Diseases or injuries that reduce the ability to walk independently and efficiently are especially likely to adversely affect quality of life. KINES 488 introduces students to the elements of normal walking and how walking motions are affected by changes in age, walking speed, and pathological conditions. Advanced topics covered in this course include other forms of locomotion, including running and cycling, and the use of mathematical models to understand phenomena related to locomotion. Students enrolled in this course learn the particulars of human locomotion, but in so doing they also gain an understanding of kinematics and kinetic analysis, joint mechanics, and the clinical treatment of movement disorders. Basic principles of mechanics are applied to establish how walking motions result from forces produced by muscles, gravity, and contact with the ground. Students planning to pursue graduate study in movement biomechanics or in clinical areas such as physical therapy are especially likely to benefit from the focus on these areas. Laboratories introduce students to current experimental methods used to measure motions, forces, and muscle activity during locomotion. Completion of several case studies during the semester gives students practical experience with the interpretation of motion analysis data, the factors that influence clinical decisions in the treatment of movement disorders, and ethical considerations in biomechanics research.
This course prepares students to propose a research project in the field of Kinesiology. Students will choose to work within a sub-discipline of Kinesiology and be mentored by the course instructor with expertise in that area. Students will review and critically analyze scholarly literature to identify a critical gap in knowledge in their topic area. Students will then develop a research question supported by a rationale and develop a plausible research approach to address the existing gap in knowledge. Students will write a research proposal that includes specific aims, introduction, hypothesis, methods, significance and innovation, and potential pitfalls and alternative approaches sections. Formal peer review sessions will be conducted throughout the semester to have students critically evaluate other research proposals. Students will need to demonstrate good command of writing skills including composition, grammar, and spelling, and demonstrate responsibility, dependability, and maturity by meeting writing deadlines, and the criteria for acceptable papers. Students will also complete an Institutional Review Boards application for their proposed research project. The course will culminate in a final written proposal and presentation.
Fundamentals of program development applied to corporate and private physical fitness businesses. KINES 492W Programming for Business and Agencies (3) This course will use an experiential approach to acquire knowledge and skills necessary to assess, plan, implement and evaluate health/wellness/fitness programs within a business/corporate setting. Students will actively participate in a process-oriented, student-centered learning environment that includes cooperative learning, critical thinking, effective communication, assessment, and problem solving. Students will assess, plan, implement and evaluate a health-related program (i.e., wellness fair, career fair, road race, fitness programs). Students will write business letters, operating plans, mini-grants, budgets, flyers, press releases, newspaper articles, surveys, and other written communication projects relevant to the fitness/wellness business. Students will access and evaluate health/wellness resources (i.e., agencies, Internet, media, speakers). This is a writing intensive course and will follow university guidelines for such courses. Most of the assignments will involve group-based problem solving.
The Principle and Ethics of Coaching examines the challenges of today's coaching profession through societal norms and expectations from the past and present. The course begins with a study of the coaching profession covering past and current coaches who have experienced success and failure in the profession. Students learn how the profession has developed as a result of changing values, demands, emphasis and expectations in the athletic world. Students will learn how to work with Title IX, parents, high school and collegiate regulations, season structures and the various roles and responsibilities of today's coach. The course is a upper-level course providing students in Kinesiology with an in depth study of the profession that has historically been associated with careers in Kinesiology. This course relates to other courses in sport ethics, sport philosophy and history of sport as they provide the theoretical background for coaching decisions. In addition, this course demonstrates practical implementation of theories from nutrition as well as activity courses. The course offers students an in depth study of sport and gender specific differences as they relate to the coaching profession. The students observe, question and study current coaches while examining their own backgrounds to develop set of principles to handle today's coaching issues. A coaching experience is an optional opportunity afforded to students while writing skills must be demonstrated by all students through written exams, papers and/or projects. The emphasis on class discussion and interaction with various athletic coaches introduces students to realities of today's coaching profession and the challenges of the 21" century coach. Video and power point enhance the multi media approach to this course and further enhance the learning environment. Students may only receive credit for KINES 493 or KINES 493W.
The Principle and Ethics of Coaching examines the challenges of today's coaching profession through societal norms and expectations from the past and present. The course begins with a study of the coaching profession covering past and current coaches who have experienced success and failure in the profession. Students learn how the profession has developed as a result of changing values, demands, emphasis and expectations in the athletic world. Students will learn how to work with Title IX, parents, high school and collegiate regulations, season structures and the various roles and responsibilities of today's coach. The course is a senior-level course providing students in Kinesiology with an in depth study of the profession that has historically been associated with careers in Kinesiology. This course relates to other courses in sport ethics, sport philosophy and history of sport as they provide the theoretical background for coaching decisions. In addition, this course demonstrates practical implementation of theories from nutrition as well as activity courses. The course offers students an in depth study of sport and gender specific differences as they relate to the coaching profession. The students observe, question and study current coaches while examining their own backgrounds to develop a set of principles to handle today's coaching issues. The emphasis on class discussion and interaction with various athletic coaches introduces students to realities of today's coaching profession and the challenges of the 21st century coach. This course fulfills 3 credits in Writing Across the Curriculum. Students may only receive credit for KINES 493 or KINES 493W.
The teacher candidate will be placed in either an elementary or secondary school setting for the first 7.5 weeks of the student teaching experience, followed by placement in the level not selected first for the last 7.5 weeks. The teacher candidate will be teaching both health and physical education during each placement. The teacher candidate will be assigned on-site cooperating teachers will be supervised by a university faculty member who makes a minimum of four on-site visits, plus review of teaching via two videotape. During the 15-week semester, there are four seminars of approximately 5 hours each, during which all teacher candidates meet with the coordinator of the student teaching program to discuss topics related to the multiple roles of teachers in public schools and the transition to becoming a professional teacher. In addition, some time in each seminar is devoted to experience sharing and collaborative problem solving. The following topics are covered during the seminars: legal liability and sexual harassment, electronic portfolios, resume and cover letter writing, health and physical education professionals, preparation for employment, interviewing, best teaching practices and sharing, classroom management, and technology in physical education. In addition, the student teachers are required to complete a variety of assignments including: a professional portfolio, unpaid service activity reflection, daily notebook, videotapes and reflection, and Pennsylvania teaching application and essay.
KINES 495BField and/or Research Practicum in Kinesiology3-6
This is a required course for students in the Movement Science and Applied Exercise Health (AEH) Options within the Kinesiology curriculum. This course requires students to complete gainful leadership and experiential learning in workplaces or research settings with the expectation that these experiences will allow them the opportunity to apply and integrate content from all their courses with success and insight. Students complete practicum requirements at a variety of settings, including but not limited to research laboratories, professional fitness centers, rehabilitation facilities, senior centers, community health and wellness programs, hospitals and collegiate and professional sports venues. They learn the day-to-day requirements of being "on the job" or "in the lab," including professional management practices and ethical considerations. Practicums are evaluated on an ongoing basis with the student intern, on-site internship supervisor, and/or faculty member involved in the process. Internships can be completed either on or off-campus
This course places students in the work place with the expectation that the experience will allow them the opportunity to apply and integrate content from all the courses in the program. They will be placed at professional fitness centers, rehab facilities, senior centers, and wellness centers. They will learn the day-to-day requirements of being "on the job" such as time management, record keeping, client interactions, feedback delivery, fitness program establishment and implementations, business and management practices as well as ethical considerations. Their field experience will be focused on four in-class days during which students will collectively explore work place issues. Practicum work will be evaluated on an ongoing basis with the student intern, work place supervisor, and faculty member involved in the process. The course will take place off campus as work sites and no special on-campus facilities are required. It will be offered annually as the last course in the major.
KINES 495DExpanded Field and/or Research Practicum in Kinesiology1-12
KINES 495D Expanded Field and/or Research Practicum in Kinesiology (1-6) This course, in combination with KINES 495B, places students in the workplaces or research settings with the expectation that these experiences will allow them the opportunity to apply and integrate content from all their courses in the program. They will be placed at a variety of sites, including but not limited to research laboratories, professional fitness centers, rehabilitation facilities, senior centers, community health and wellness programs, and hospitals. They will learn the day-to-day requirements of being 'on the job' or 'in the lab,' including professional management practices and ethical considerations. Practicum work will be evaluated on an ongoing basis with the student intern, work place supervisor, and faculty member involved in the process. The course will take place off campus at work sites and no special on-campus facilities are required. It will be offered annually as the last course in the major.
KINES 495EAdvanced Professional Development in Kinesiology3
KINES 495E Advanced Professional Development in Kinesiology (3) This course is designed to provide undergraduate students the opportunities of fitness professional pre-certification preparation via lecture format, professional travel to acquire hands-on skills at a top caliber training facility, and an expert panel round table discussions. Throughout the course, students will have exposure to professional communication with faculty through formats including, but are not limited to the following: faculty/professional/expert discussions, lectures, training sessions, quizzes and examinations that are designed to prepare students to pass a national certification. Students will enhance skills needed to develop exercise leadership characteristics, communicate information effectively, and build a foundation of exercise testing and prescription guidelines which are safe, effective and motivating to clientele. Other class foundational principles include but are not limited to Exercise Programming; Health Risk Assessment; Serial Testing; Metabolic Calculations; Nutrition and Weight Management and Facility Administration. Students will take practical experience and knowledge gained from this professional course and apply principles into their proposed field of study in a safe and effective manner.
KINES 500Theory and Application of Evidence-Based Practice3
This course provides a foundational overview of evidence-based practice (EBP) in the health sciences, which includes an overview of the seven steps of the EBP process. Conceptual models that demystify the process of translating research into clinical practice will be presented; furthermore, common misconceptions of EBP will be explored. Students will be exposed to organizational cultures that foster a spirit of inquiry, and contemporary attitudes to identifying sources of evidence to be considered in answering a focused clinical (or researchable) question. An emphasis will be placed on developing core competencies in the gathering, and scrutiny of information to draw conclusions that are based on robust, inclusive, and meaningful evidence. Additional focus will consist of cultivating skill with implementing EBP in a manner that best fits the context of care/intervention, aligns with targeted goals, addresses priority problems as well as guides a systematic, and evaluative approach to collaborative practice change. Determinants of an EBP environment, and factors that lend to its sustainability or demise will also be discussed. Leveraging population health initiatives as a mechanism to move from silos to synergy will be highlighted given evidence to suggest an interdisciplinary paradigm to problem-solving yields improved health care processes, and patient/client-centered outcomes.
Analysis of professional/academic issues related to athletic training; includes medical considerations, legal and professional developments, and current research.
KINES 540History of Sport: Cultural and Social Dynamics3
This seminar explores the literature, methodologies, theoretical challenges, and research questions confronting the field. KINES 540 History of Sport: Cultural and Social Dynamics (3) The History of Sport: Social and Cultural Dynamics explores the significant literature, key methodologies, and major questions currently confronting scholars of sport and leisure. The class will survey a variety of national sporting cultures and a wide range of topics. Students will read works in major research areas in the field. They will debate arguments and issues raised in those readings. They will write critiques of their readings. Students will undertake several research expeditions. The expeditions familiarize the students with the resources available at Penn State and other libraries and archives. The research expeditions also introduce them to the scholarly tools necessary for undertaking research in the social and cultural dynamics of sport. They will also produce a primary-source based research paper on a topic that they select in consultation with the professor. This course seeks to prepare graduate students to explore the history of sport. The course also seeks to develop the basic academic skills necessary for success in scholarly endeavors. Students will read, debate, and write. Writing assignments include journal article summaries, book critiques, and a research paper. The completed research paper should serve as a platform for producing a conference presentation and/or journal publication.
KINES 575Experimental Methods in Biomechanics and Motor Control3
Introduces the theory and practice behind the primary experimental methods used in biomechanics and motor control. KINES 575 Experimental Methods in Biomechanics and Motor Control (3) Biomechanics and motor control share a common methodology for recording and analyzing human movement. This course is designed to introduce students to the theory and practice behind the primary experimental methods used in biomechanics and motor control. At the end of the course students should have an increased understanding of the experimental methods used in biomechanics and motor control, and experience at implementing these methods. Topics to be covered include: signal processing, electromyography, motion analysis, force measurement, anthropometry, joint kinematics in two- and three-dimensions, joint kinetics, modeling, error propagation, and scaling and dimensional analysis.Lectures will be used to introduce students to the theory behind a measurement technique. Readings will be used to provide supplementary examples of how these techniques are applied in the analysis of human movement. The techniques will be illustrated with MATLAB routines, with data sets provided so the students can experience how the data must be manipulated to provide meaningful results. Assessments will focus on students understandings of the techniques, their implementation, and interpretation of their output.The course will provide a solid foundation for students wanting to understand how the data they are reading about has been produced, and the limitations in such data. Students will also have the background required to become independent in their data collection and processing in the analysis of human movement in both biomechanics and motor control.Evaluation will include exams, class presentations and a portfolio. It is anticipated that this course will be offered every spring semester with a maximum enrollment of 15.
Instruct students in writing grant proposals, abstracts, manuscripts, and effective presentations in their respective scientific fields of study in Kinesology. KINES 588 Scientific Writing in Kinesiology (3) This course is intended to assist graduate students in writing grant proposals, abstracts, and manuscripts, as well as preparing effective presentations in their respective scientific field of study within the discipline of Kinesiology.Course objectives are to: 1. Increase technical proficiency in scientific writing vice a vers a grammar, sentence structure, formatting, etc. 2. Promote the ability to write effective specific aims, hypotheses, and background statement portions of a grant proposals 3. Understand the formulaic approach to writing effective scientific abstracts and manuscripts 4. Expand the ability to prepare and present effective oral communications using a Power Point format 5. Develop an understanding and appreciation for the peer review process associated with grant proposals and manuscriptsEvaluation will be based on grading of the following brief writing assignments: a manuscript abstract, the Introduction section of a manuscript, the Specific Aims page of an NIH-style grant proposal, and a set of Power Point slides for an abbreviated oral presentation.The course is to be offered every fall semester. Enrollment is limited to Kinesology Department graduate students.
