Florida Agricultural and Mechanical University



Florida Agricultural and Mechanical University

Professional Education Unit

Tallahassee, Florida 32307

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|COURSE SYLLABUS |

|Course Number: HSC 1100-009 |Course Title: Health for Modern Living |

| | |

|Prerequisite(s): None | |

|Course Credit: 3 |Course Hours: 3 |

|College: Education |Required Text: |

| |An Invitation to Health |

|Department: Health, Physical Education & Recreation |Author: Dianne Hales |

|Faculty Name: Dr. Brian M. Hickey |Term and Year: Spring 2014 |

| |Place and Time: 1:25 PM to 2:15 PM MWF – LMPC 208 |

|Office Location: LMPC 208 |Telephone: 850-561-2736 |

| |e-mail: brian.hickey@famu.edu |

|Office Hours |Monday |Tuesday |Wednesday |Thursday |Friday |

| |11AM to 1:25 PM |3:30 PM to 5 PM |11AM to 1:25 PM |3:30 PM to 5 PM |11AM to 1:25 PM |

Course Description

This course is an examination of factors that influence and determine personal health and safety.

Course Purpose

The main purpose of this course is to present scientifically based, up to date health related information in an accessible format by involving and educating students to take responsibility for their health and well being and instill a sense of competence and personal power in themselves in order to realize that everyone has the ability to monitor, understand and affect his or her health.

Conceptual Framework

The operation of the Professional Education Unit is founded on four thematic processes: 1. Commitment to Social Justice; 2. Collaboration & Strategic Partnerships; 3. Clinical Practice; and 4. Integration of Digital Media. The PEU employs these processes to prepare its teacher and leadership candidates to become Transformative Teachers & Leaders. The Unit seeks to develop candidates’ knowledge, skills, and dispositions in alignment with the Pillars of Effective Practice for the 21st Century Educator. These pillars are: 1. Professional Expertise (Pedagogy & Content Knowledge); 2. Critical Inquiry; 3. Cultural Competence; and 4. Reflective Practice. Program faculty draw upon a legacy of excellence and a commitment to teaching, research, and service in order to provide the highest quality of instruction and learning experiences for teacher and leadership candidates.

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Academic Learning Compact

Program Mission Statement

The Physical Education Teacher Program prepares professionals to teach students in K - 12 physical education programs in addition to directing youth in intramural and athletic programs. Physical educators provide leadership in a variety of school-based roles. Professional preparation in physical education emphasizes the development of candidates who will model pedagogical effectiveness and engage in active leadership roles in physical activity/health for schools and community organizations. Therefore pre-professional course work must include anatomy and physiology, physiology of exercise, care and prevention of sport injuries, kinesiology and motor behavior. Pre-professionals must be able to demonstrate an appropriate level fitness and consistently improve in skillfulness as they engage in sport and other physical activities. Course work offerings to accomplish maintenance of fitness and improve skillful sport play are physical conditioning, weight lifting, water exercise, martial arts, golf, and, tennis.

More specifically pre-professional also are required to courses related to diverse learner, educational technology, TESOL, reading and classroom management and assessment. Physical education pedagogical course work includes curriculum and adapted physical education, teaching movement education, teaching sport skills, fitness education, theory and practice of coaching and administration of physical education and sport programs. Pre-professionals are involved in school experiences, field experiences and an internship.

The core learning objectives of the Physical Education Program are correlated to NASPE's Standards for Initial Programs in Physical Education Teacher Education, Subject Matter Content Standards for Florida's Teachers: K-12 Physical Education, College of Education and Human Services Conceptual Framework, as well as Florida's Accomplished Practices for Teachers at the pre-professional level: AP 1 Instructional Design and Lesson Planning, AP 2 Learning environment, AP 3 Instructional Delivery and Facilitation, AP 4 Assessment, AP 5 Continuous Professional Improvement, AP 6 Professional Responsibility and Ethical Conduct.

Student Learning Outcomes

Content/Discipline-Specific Knowledge/Skills

1. Uses the materials and technologies of the subject field in developing learning activities for students

2. Acquires currency in their subject field

3. Links subject matter to standards and benchmarks

4. Recognizes learning theories, developmental levels of students, and movement content

Aligned Teacher Education Outcomes:

1. Practices strategies that support individual and group inquiry

2. Employs traditional and alternative assessment strategies in determining student mastery of specific outcomes

Communication Skills

Various communication types (verbal and nonverbal) according to the nature and needs of students will be employed.

Aligned Teacher Education Outcomes:

1. Practices strategies that support individual and group inquiry.

2. Identifies communication techniques for use with colleagues, school/ community specialists, administrators, and families.

3.

Critical Thinking Skills

Demonstrates the use of higher order thinking skills

Aligned Teacher Education Outcomes:

1. Poses problems, dilemmas, and questions in lessons

2. Reflects on his/her professional judgment about teaching effectiveness

Assessment Approaches

Graduates of the Physical Education program will demonstrate mastery of content knowledge, communication and critical thinking skills as well as pedagogical skills. These occur in core, major, course work and clinical experiences and develop during the program to a proficiency level expected of a teacher candidate. Teacher candidates learn to apply knowledge, communicate with peers, teachers, students and university supervisors and demonstrate critical thinking throughout the program by challenging course and clinical experience assignments. Assessment strategies include: in-class performances, written works, projects and sometimes test as well as observations during actual teaching of lesson plans and units of instruction.

DIVERSITY

CF 1

Through this focal area, the FAMU professional education candidate will:

|CF: | | | |

|1.1 (K) |Understand diverse backgrounds of individuals. |F: 5,6,7 |I: 3 |

|CF: | | | |

|1.3 (S,D) |Accept and foster diversity. |F: 5,6 |I: 3,8 |

TECHNOLOGY

•CF 2

•Through this focal area, the FAMU professional education candidate will:

|CF: | | | |

|2.1 (S) |Use of available technology and software to support student learning. |F: 4,12 |I: 6 |

VALUES

•CF3

•Through this focal area, the FAMU professional education candidate will:

|CF: 3.4(D) |Be committed to individual excellence. |F: 3,9 |I: 5,9 |

CRITICAL THINKING

•CF4

•Through this focal area, the FAMU professional education candidate will:

|CF: |Understand a variety of instructional/professional strategies to encourage | | |

|4.1 (K) |student development of critical thinking and performance. | | |

| | |F:4,7 |I: 4 |

|CF: | | | |

|4.5 (S) |Demonstrate the use of higher order thinking skills. | |I: 4 |

| | | | |

| | |F: 8 | |

PROFESSIONALISM

• CF 5

• Through this focal area, the FAMU professional education candidate will:

|CF: 5.1 (K) |Know the content |F: 8 |I: 1 |

|CF: |Display effective verbal & non-verbal communication techniques to foster | | |

|5.6 (S) |valuable interaction in the classroom. |F: 2 |I: 6 |

Overall Goals of the Course

This course should assist the student in:

1. Awareness of individual health risks and actions to obtain an optimal level of wellness.

2. Awareness of personal dietary content and strategies to reduce consumption of simple sugars, saturated fat, cholesterol, and sodium when indicated.

3. Awareness of body composition and weight and encouragement to reduce body fat to encourage well-being.

4. Awareness of aerobic fitness level and opportunities for improvement of aerobic capacity.

5. Awareness of blood pressure and cholesterol level and actions to reduce excesses.

6. Ability to evaluate personal health status, become aware of individual health risks and learn specific lifestyle changes and actions that can promote achievement of optimal levels of wellness.

7. Ability to discuss personal, social, psychological, spiritual, and environmental issues, as well as national health objectives that affect the health of individuals and the nation at large.

8. Provide an opportunity to discuss and analyze facts, misconceptions, and opinions then derive solutions regarding major health concerns (such as cardiovascular disease, cancer, communicable diseases, diabetes, drug abuse, violence in the community/University, and obesity) that can be applied to real life situations that will be a useful adjunct to personal growth.

9. Allow students to learn and become aware of the relationship between sound nutrition, physical activity, and maintaining healthy body composition, self-satisfaction, and lowered tendency for developing disordered eating patterns.

10. Explore human sexuality as it relates to reproduction, sexual response and behaviors, sex roles and orientations, sexism, male and female structure and function, and contraception.

11. Attend and critique University-sponsored seminars/workshops and health fairs that will provide and discuss information on timely health and societal issues currently affecting the student body, the University community and the larger society (topics may include HIV/AIDS, violence, affirmative action, health status, values clarification, and various health assessments).

Specific Behavioral Objectives

Specific behavioral goals for HSC 1100: Health for Modern Living include:

1. State the roles of carbohydrates, proteins and fats in the diet and in metabolism NASPE 1.1, FTCE 6.4,

2. Determine the relative caloric content of the major nutrients NASPE 1.1, FTCE 6.4,

3. Discuss the roles of vitamins and minerals in the diet and in metabolism FTCE 6.4,

4. Outline the recommended principles for proper weight management NASPE 1.1, NASPE 2.2, NASPE 5.1, FEAP 1.1, FEAP 10.1, FTCE 6.1, FTCE 6.3, FTCE 6.4, FTCE 6.5,

5. Describe the relationship between cholesterol and health FTCE 6.4,

6. Calculate the energy expenditure and nutrient sources for aerobic versus anaerobic NASPE 1.1, NASPE 5.1, FEAP 1.1, FTCE 6.1, FTCE 6.3, FTCE 6.4,

7. Write appropriate exercise prescriptions containing proper frequency, intensity, duration and mode of exercise for cardiovascular and musculoskeletal fitness NASPE 1.1, NASPE 2.2, NASPE 5.1, FEAP 1.1, FEAP 8.1, FEAP 10.1, FTCE 6.1, FTCE 6.2, FTCE 6.3, FTCE 6.7,

8. Articulate the value of health-risk assessment in health promotion/disease prevention efforts NASPE 1.1, NASPE 2.2, NASPE 5.1, FEAP 1.1, FEAP 8.1, FEAP 12.1, FTCE 6.2,

9. Discuss the major psychological and physiological responses of the body to stress NASPE 1.1,

10. Distinguish between effective and ineffective stress management strategies NASPE 2.2, FEAP 8.1,

11. Elaborate the various dimensions of positive mental health NASPE 5.1, FEAP 1.1,

12. Discuss the pro’s and con’s of several contraceptive choices FEAP 8.1,

13. Distinguish between contraception and abortion and outline the debate for and against the use of each

14. Enumerate the elements of a healthy intimate relationship FEAP 3.1, FEAP 10.1,

15. Describe the human sexual response cycle and discuss typical disruptions to its function

16. Differentiate between substance use, misuse and abuse for alcohol, tobacco and psychoactive drugs NASPE 5.1, FEAP 1.1,

17. State the criteria for determining the need for and use of prescription pharmaceutical drugs

18. Recognize and differentiate between risk-factors for common chronic and communicable diseases NASPE 1.1, NASPE 2.2, NASPE 5.1, FEAP 1.1, FTCE 6.6, FTCE 6.10,

19. Describe behaviors for health promotion and disease prevention for common chronic and communicable diseases NASPE 1.1, NASPE 2.2, FEAP 8.1, FTCE 6.3, FTCE 6.5, FTCE 6.6, FTCE 6.10,

20. Recognize the health changes that typically occur with aging throughout the life cycle FEAP 3.1,

21. Discuss personal risks associated with safety for the major demographic groups FEAP 3.1, FEAP 8.1, FTCE 6.12, FTCE 9.7, FTCE 12.1

22. Elaborate the ecological risks of collective human behavior on global conditions FEAP 10.1,

23. Articulate what it means to be “healthy” with respect to the various dimensions of health NASPE 1.1, FEAP 8.1, FTCE 6.1, FTCE 9.7,

24. Demonstrate action toward improved well-being NASPE 2.2, FEAP 3.1, FEAP 10.1, FTCE 6.6, FTCE 6.10, FTCE 6.12,

Professional Organization/Learned Society Standards

National Association for Sport and Physical Education (NASPE)

|Standard 1: Scientific & Theoretical Knowledge |

|1.1 Describe & apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness |

|Standard 2: Skill and Fitness Based Competence |

|2.2 Achieve & maintain a health-enhancing level of fitness throughout the program |

|Standard 5: Impact on Student Learning |

|5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives |

Florida Educator Accomplished Practices (FEAPs)

1. ASSESSMENT

1. The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students’ instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.

CONTINUOUS IMPROVEMENT

3.1 The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

8. KNOWLEDGE OF SUBJECT MATTER

8.1 The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

10. PLANNING

10.1 Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

12. TECHNOLOGY

12.1 The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills

Physical Education K-12

6 Knowledge of health and wellness and its relationship to physical activity

1. Analyze health-related components of physical fitness.

2. Interpret data from physical fitness assessments for diagnosis and prescription.

3. Identify personal fitness programs that incorporate health-related components.

4. Identify components of nutrition.

5. Demonstrate knowledge of the relationship of nutrition and exercise in meeting the health needs of all students.

6. Identify health risks that can be reduced by physical activity.

7. Apply basic training principles and guidelines to improve physical fitness.

10. Identify the physiological, psychological, and sociological benefits of physical activity.

12. Identify community resources that promote lifelong physical activity and wellness.

9 Knowledge of supervision, management, and laws and legislation that apply to the learning environment

7. Identify guidelines and actions that promote safety.

12 Knowledge of technology

1. Identify current technological resources for accessing information on physical activity and health.

Topical Outline

I. Taking charge of your health

II. Coping with stress

III. Psychological health

IV. Intimate relationships and sexuality

V. Use and abuse of psychoactive drugs

VI. Nutrition

VII. Exercise for health and fitness

VIII. Chronic conditions (cardiovascular disease and cancer)

IX. Immunity and infectious diseases

X. Aging

XI. Consumer health

XII. Personal safety

XIII. Environmental health

Teaching Methods

Lecture, demonstration, laboratory activities, field activities

Course Evaluation

Four exams – each exam is worth 25% of your final grade

Exams will be objective in nature (multiple choice, true/false, matching).

Exam dates and associated text book chapters

• January 31 (Chapters 1-5)

• February 28 (Chapters 6-10)

• March 28 (Chapters 11-15)

• April 25 (Chapters 16-19)

NASPE 1.1, FEAP 1.1, FEAP 3.1, FTCE 6.3, FTCE 6.4, FTCE 6.5, FTCE 6.6, FTCE 6.7, FTCE 6.10, FTCE 9.7, FTCE 12.1

Grading

A = 200 - 176 points

B = 175 – 156 points

C= 155 – 140 points

D = 139 – 120 points

F = less than 120 points

Course Policies

Absence and tardiness – The University allows three absences, either excused or unexcused, before you may be dropped from the course for failing to attend. Since no make-up quizzes or exams will be given, your grade will suffer if you miss more than the one quiz or exam you are allowed to drop. Be on time to class. Tardiness is usually disruptive to others in the class so please be in your seat when class begins. If you are tardy to a quiz, the questions will not be repeated and those questions will be counted wrong. If you are late to an exam, you are likely to miss the vocabulary portion of the exam and it will not repeat for those who are tardy so the words you missed will be counted wrong.

Violation of academic honesty – Those who are accused of violating academic honesty will be sent to the Dean for enforcement of regulations regarding standards of student conduct. No credit will be given to work produced dishonestly.

Accommodations For Students With Disabilities - The Americans with Disabilities Act of 1990 requires that the University make reasonable accommodations to persons with disabilities, as defined in the Act. Students who believe they qualify under the ADA guidelines for these accommodations should approach FAMU’s “Learning Development and Evaluation Center” to discuss such considerations. The LDEC will then contact each of your instructors to inform of them of how they may help you meet your academic goals.

Need for assistance – If you need assistance with course work or have special needs or circumstances, please advise your instructor of your needs as soon as they arise. Office hours for individual assistance and other special services are available for those who seek them.

Discrimination and Harassment - Discriminatory and harassing behaviors are reprehensible and will not be tolerated at Florida A&M University. They subvert the mission of the University and the COE program, violate the professional code of ethics, and threaten the careers, educational experiences and well being of students, faculty and staff. The University will not tolerate behaviors between or among members of the University community, which create an unacceptable working environment. Similarly, the Instructor will tolerate neither discriminatory nor harassing behaviors between or among students enrolled in the course.

References

Insel, PM & Roth, WT (2008). Core Concepts in Health – Brief. McGraw Hill: Boston.

Hales, D & Christian, KW (2009). An Invitation to Personal Change. Wadsworth: Belmont, CA.

Donatelle, RJ (2006). Access to Health. Pearson: San Francisco.

Hales, D (2007). An Invitation to Wellness. Thompson: Belmont, CA.

Greenberg, J (2009). Comprehensive Stress Management. McGraw Hill: Boston.

Olpin, M & Hesson, M (2006). Stress Management for Life. Brooks Cole, Florence, KY.

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