SFCP 603- Program Design


Project: Part 2 - Environmental Analysis


Keenan Flegel 


May 1, 2017
 When creating a new course of study or instruction it is important to identify the

characteristics that will achieve the desired learning outcomes (Morrison et. al., 2013). This

report will focus on the analysis of the environment which the students will learn and what type

of traits the learner's need for the desired learning outcome.

Learner Profile

Morrison et. al. (2013), lists 8 learner characteristics. This report will analyze the

characteristics to which are important in meeting the learning objectives of the resistance training

course of the Personal Fitness Trainer Health Promotion program (PFTHP). The first

characteristic is from the category general characteristics. Age, gender and ethnicity are not

primary factors. General guidelines for all three to enter a program at Saskatchewan Polytechnic

will apply. For example, the minimum age to join a post-secondary institution. To enter the

program (PFTHP), the applicant will have to have a grade 12, GED or equivalent to enter the

program. The resistance training course will be done primarily in class via face to face

instruction. The face to face instruction will include lecture and lab work. Material will be

available via textbook and using the schools online D2L tool to hand in assignments, complete

exams and create communication networks between peers. The type of applicants may vary but it

is suspected that a majority of applicants and students in this course will be new students with

minimal to no experience in resistance training programming. It is estimated that a small number

will come from those holding non degree certifications and work in the field and a very small

portion if any that currently have a degree and work in the field.

The second set of characteristics will come from the category “Specific Entry

Characteristics.” Because this is a new program, the exact prerequisites are not yet determined.
For the course resistance training, the same issue occurs within the program. Because this is a

new course the exact prerequisites have yet to be determined but because if the nature of the

course it is assumed that anatomy, physiology and biomechanics/movement mechanics courses

will be needed first. Students within the PFTHP program will have an opportunity to transfer

credits or PLAR the course. It is assumed that most in the resistance training course will be

inexperienced students or students who have never taken an applied movement or resistance

training course. For experienced learners documentation of time spent training clients in

resistance training can be included in the PLAR process. Students will have to be prepared to

learn how to think on their feet and use critical thinking skills within the resistance training

course. When working with the many different needs and abilities of clients, students will have

to be willing to be challenged to think sharply and be challenged.

The next category that will be considered is “Academic Information.” As mentioned in

Morrison et. al, (2013), academic information is easily obtainable. Entrance into the PFTHP

program will consist of schools grades or education level. Students will have to have a grade 12

proportion to applying for the program or previous transferable courses from another

postsecondary institution. For students with previous experiences in personal training, academic

information of courses and certifications previously taken will be collected. There is also the

potential for protests to determine the knowledge of the students in resistance training

programming, assessments and coaching.

When designing a course, personal and social characteristics should be considered

(Morrison et. al., 2013). Because this course is designed to teach resistance training and students

will actively be involved in practicing teaching and coaching in labs many things will be

considered. An obvious characteristic is that of motivation and attitude toward the subject.
Students should be excited to learn the content and to improve their job related skills in personal

training. Therefore, strategies will be carefully considered when designing content that will

create interest and motivation. To do this, previous and current employment and work experience

will be considered. If students have previous experience and topics are being covered that they

have a deep understanding in, motivation to learn may be less. Learner attitude, as mentioned my

Morrison et. al. (2013), is “different from motivation” (p. 56) and is where a learner is interested

in a course but is doubtful they will pass. Morrison et. al. (2013) suggests that this attitude will

surely create failure and if the designer finds these common then strategies can be used. In the

resistance training course similar considerations will be used. Techniques such as Morrison et. al.

suggests as to “start instruction with very easy content and gradually increase difficulty over

time” (p. 56).

The increase number of international and newcomers to Saskatchewan polytechnic is

increasing at a dramatic rate. This is why awareness of culturally diverse learners is very

important. As mentioned in Morrison et. al. (2013), the most prevalent problem may be

deficiency in the English language. However, at Saskatchewan polytechnic we are fortunate to

have great programs in place to teach English to newcomers to Canada. It is also recognized that

with the increase in cultural diversity at the organization and potentially in the resistance training

program, cultural and social differences must be recognized (Morrison et. al., 2013). Morison et.

al. (2013) suggests “selecting bias-free material and provide alternative resources and activities

to support instructional objectives” (p. 57). Azziz, R (n.d.) suggests that the instructor must

“understand the impact of culture on learning.” Azziz, R (n.d.) also suggests that instructors

should consider “communication style, response style, processing style and social interaction

style.” The design of the resistance training course will gather information about the abilities of
the learners of different ethnic groups by using interviews, questionnaires and literature

(Morrison et. al., 2013). Appropriate tools and strategies will be developed that are needed and in

the design of the course the avoidance of unnecessary adaptations.

The understanding of cultural diversity and how to create non-bias course material that is

all inclusive is very important. That all being said the number of adults returning to post-

secondary education is also increasing. For the resistance training course the design process will

focus on creating an outline and course description that highlights how the course content will

benefit students. For students coming in from the field such as those with non-degree

certifications who are using the program for professional development reasons, they would

expect clear explanations on how this program and course will benefit their career. As mentioned

in Morrison et. al., (2013), “they expect the material to be relevant, and they quickly grasp the

practical use of the content” (p. 58). Addressing adult learners appropriately is a very important

part of the design process. Considerations will also include the busy schedules adults have and

including students in the decision making and learning process.

Context Analysis

The next analysis to be completed is a Contextual Analysis which has three categories:

Orienting Context, Instructional Context and Transfer Context. When designing the resistance

training course some key variables need to be considered regarding the learner. Orienting context

focuses on the learner’s goals and reasons for taking the course or training (Morrison, et. al.,

(2013). The first step is what the goal of the learner is for taking the resistance training course. If

the student is new to personal training, will the course and program of study get them a better

job, or give them the skills to run their own business. The resistance training course will give the

students more experience when working with clients regarding resistance training assessments,
program design and continued coaching. If the student is new to personal training this course will

give them the hands on experience that will help them when they start working with clients. For

those who do have some experience in the field, taking this course might give them professional

development credits for a certification or bump them up in pay in their organization. The second

Orienting context question is what the learner perceived utility of instruction is. This resistance

training course is great for those students who have not worked with clients with resistance

training or have little experience. The learners will find this course helpful if resistance training,

specifically program design and periodization as well as the squat, bench press and deadlift are

skills they have little experience with. Because some individuals have experience with weight

machines this course is still design to be good for those people. The skills needed to teach

movements like a squat are much greater than those of weight machines. Those individuals may

also benefits from learning how to write programming in that fashion. The last orienting context

is the learner’s perceptions of accountability. Assignments, discussion posts and demonstration

activities will be a part of the course. Students will be expected to complete all parts of the

assignments, discussion post and demonstrations. As mentioned in Morrison et. al. (2013)

students’ need some sort of accountability in this case will be attached grades to these

components.

The second contextual analysis is instructional context. Planning where the instruction

will take place, what equipment is needed and how students will get there are all important

pieces. The resistance training course will take place at Saskatchewan Polytechnic Regina

Campus. The lecture classes will be held in a classroom and will require projector equipment

with sound. The classrooms will need to have tables that can move easily to create space in the

room and for group activities. Because the classes will require frequent group work, a classroom
that is more secluded may be better as we do not want noise to affect other classes that surround.

The labs will be done in the fitness center which houses most of the equipment needed to

complete labs. Some additional equipment will need to be purchased to complete some parts of

the assessment pieces in the lab such as ECG’s, cycle ergometers etc. Some extensive planning

will need to be done with Fitness Center staff to ensure classes are not overlapping with other

Fitness center classes. It may be important to note where students can park, how far that is from

the classroom and lab as well as the best transportation methods to the campus.

Lastly, transfer context is an important goal of any instruction. Where will the learners

transfer their knowledge to and how. Creating an environment that allows students to take

knowledge and transfer it to a situation and multiple situations is important. Morrison et. al.

(2013) suggests that “learners are more likely to transfer the knowledge if they perceive that it

can help them do their jobs” (p. 63). Creating a learning experience where they can apply

knowledge in the resistance training program will be most important. Learners will be expected

to work with many different people and situations (injuries and more) in assessment and program

design. Students will have the opportunity to work with different clients to create different

programs. Students will have the opportunity through either case study assignments or working

with actual people (SaskPoly staff or students). This opportunity will allow them to gain

experience while working with actual clients in the program and will provide them with skills

they can transfer to their jobs. Secondly, equipment used in the program will be equipment that

they have access to in their jobs. It does not make sense to have students conduct assessments

with rare lab style equipment that is typically very expensive and is rarely in fitness centers.

Therefore, assessment protocols will be conducted using standard equipment that appears in

most if not all styles of gyms or that is easy and relatively inexpensive to purchase. The
assessment protocols will also be designed to support all accreditation organizations. For

example, most learners will have an opportunity for the certified personal trainer certification.

The protocols that will be used in the resistance training course will follow those used by the

accreditors. If the resistance training course can transfer to something that will improve student’s

jobs or benefit them then the program is more likely to have participants.
References

Azziz, R. (n.d.) Turning it Around: Strategies for Working with Culturally Diverse

Students [PDF document]. Retrieved from Lecture Notes Online Web site:

http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_

Students__Renae_Azziz.pdf

Morrison, G., Ross, S., Kalman, H. K., & Kemp, J. (2013). Designing effective instruction (7th

ed.). Hoboken, NJ: John Wiley & Sons.Hoboken, NJ: John Wiley & Sons.