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University Mission:
As a distinctive, comprehensive university of the Lutheran Church—Missouri Synod, centered
in the Gospel of Jesus Christ and based in the liberal arts, Concordia University Chicago (CUC)
equips men and women to serve and lead with integrity, creativity, competence, and compassion
in a diverse, interconnected, and increasingly urbanized church and world.
“As a student of CUC and a member of the larger society, I pledge to uphold an academic
honor code that supports serving and leading with strong personal integrity. Specifically
this includes not cheating or using inappropriate or dishonest means to complete anything I
do for a grade, program or graduation requirement. This also includes not giving
unauthorized assistance to, or participating in inappropriate collaboration with, others. I
understand that this is a privilege and it is my responsibility to uphold actively this honor
system. Furthermore, this pledge signifies that I will treat others with utmost respect in my
academic pursuits, within and beyond the confines of a classroom, as I expect others to treat
me.” (http:/www.cuchicago.edu/academics/honor-code)
In accordance with the Honor Code, turning in any piece of work constitutes your pledge that
your documents are original and that you have not given or received any unauthorized
assistance in completing your assignments. Plagiarism, the use of intellectual material produced
by another person without acknowledging its source, is therefore not permissible.
For example:
Widespread copying of passages from works of others into an assignment, paper,
discussion board posting, thesis or dissertation without acknowledgement.
Using the views, opinions, or insights of another without acknowledgement.
Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literacy device without acknowledgement.
As a result of your commitment to the University’s Honor Code, violations of the code will
have serious repercussions. Academic consequences resulting from violations could range from
a zero on the assignment or examination (which will count in your overall point total for this
course) to failure of the course. Multiple violations will be reviewed by the Honor Code
Council and could result in a failing course grade, suspension or expulsion from the University.
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Health and Fitness Assessment
its programs, as required under the Americans with Disabilities Act (ADA). Any student who,
because of a disability, requires accommodations to participate in a course should speak with
the instructor and contact the Center for Accessibility and Resource for Excellence (CARE).
Disabilities covered by ADA may include chronic health conditions as well as learning,
psychiatric, or physical disabilities. CARE is part of the Academic Center for Excellence
(ACE).
Please contact: ACE/CARE Office – Klinck Memorial Library, Room 025, 708-209-3462
Additional information may be found here:
https://www.cuchicago.edu/academics/success/disability-services/
Diversity:
Students are expected to respect diversity of thought, opinion and background in all aspects of
interaction and communication. The course incorporates and supports aspects of a diverse
learning society.
Guidelines
Students are responsible for participating in this course through the following academic
activities:
completing assigned readings from both texts and supplemental articles,
responding to module discussion questions by posting to discussion boards on time,
participating in the discussions with classmates and instructor, and
submitting assignments for each learning module on the due date.
This course is organized by weekly learning modules. All assigned readings for the module are
to be completed before completing assignments. After completing the assigned readings and
any ancillary materials posted by the instructor, e.g. power points, etc. students will respond to
discussion question (s) in the discussion are designated for that module in Blackboard.
Instructions for responding to the Discussion Questions are provided.
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Health and Fitness Assessment
Technology Expectations:
A. Students will complete assignments using the Internet and library-technology based
database, such as the university’s research database when conducting literature searches
and course assignments and discussions.
B. Students will interact with their instructor and other classmates through the Blackboard
virtual classroom, including: retrieving their syllabus, participating in structured
discussions, submitting assignments, and communicating with their professor.
C. Students are expected to use their Concordia email for all correspondence. Students
should log into Concordia Connect to check their email on a regular basis.
D. Check your browser. Clicking on the previous link will take you to the Blackboard
Browser check and will provide information on the compatibility of your browser with
Blackboard.
Course Description
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Health and Fitness Assessment
Required Texts:
Texts:
Heyward, V. & Gibson, A. (2014). Advanced fitness assessment and exercise prescription (7th
Edition). Champaign, IL: Human Kinetics. 978149251294
Course Grading:
Activity Type: Title Due in Module Point value
Assignment Day 5 or 7 20
Grading Scale
100-93% A 4.00 82-80% B- 2.67 69-67% D+ 1.33
92-90% A- 3.67 79-77% C+ 2.33 66-63% D 1.00
89-87% B+ 3.33 76-73% C 2.00 62-60% D- .67
86-83% B 3.00 72-70% C- 1.67 59% & F
.00
below
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Health and Fitness Assessment
Course Calendar
Module 1
Pre-participation
Module Outcomes/Objectives:
1. Identify and discuss physical activity rates among adults in the United States.
2. Identify diseases that are associated with sedentary lifestyle.
3. Explain the major risk factors for diseases associated with sedentary lifestyle.
4. Explain how physical activity can aid in disease prevention and improve health.
5. Identify physical activity guidelines for increasing or maintaining optimal health.
6. Identify the major components of the health evaluation and explain how information is
used to screen clients.
7. Identify and explain risk factor stratifications.
8. Classify clients’ disease risk status.
9. Identify when to prescribe graded exercise tests.
Required Readings/Resources:
Required
1. Read Chapters 1 & 2
2. Chapter PowerPoints
3. Lecture
4. Pdf Document
5. Support Videos
a. Allbutt, H. (2014, May 18). Krotkoff Sounds Annotated Video. Retrieved from
https://youtu.be/VJrLHePNDQ4
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Health and Fitness Assessment
Assessments:
Introduction Quiz: By Day 3, complete the Introduction Quiz.
Reading Quiz: By Day 5, complete the Module 1 Reading Quiz.
Discussions:
Introduction Discussion: By Day 3, post your introduction. By Day 5, respond to two peers.
Please complete the following:
1. LinkedIn Activity – Join three professional groups on LinkedIn
2. Share your most recent exercise testing experience.
3. Respond and connect with two peers.
4. Connect with professor.
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Health and Fitness Assessment
Assignments:
Module 1 Assignment: Health Evaluation. Due Day 7.
a. Complete a Preliminary Health Evaluation on yourself and submit the following
information. Please complete and submit the following:
i. PAR-Q
ii. Medical history questionnaire
iii. Signs and symptoms of disease medical clearance
iv. Coronary risk factor analysis
v. Lifestyle evaluation
vi. Resting BP and HR
vii. Summarize how collected information is used to screen clients and why it
is important to collect.
Module 2
Body Composition
Module Outcomes/Objectives:
1. Explain why it is important to measure body composition and how body composition
measurements are used.
2. Identify standards for classifying body fat levels.
3. Identify and discuss guidelines and limitations of body composition assessments.
Required Readings/Resources:
Required
1. Read Chapter 8
2. Chapter 8 PowerPoint
3. Lecture
4. Support Videos
a. Erickson, T. (2014, September 16). How to perform a 7-site body fat
measurement. Retrieved from https://youtu.be/hQWoq8D9xnE
b. Branson, Scott. (2014, May 16). Introduction to Reliability and Validity.
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Health and Fitness Assessment
Assessments:
Reading Quiz: By Day 5, complete the Module 2 Reading Quiz.
Discussions:
Module 2 Discussion: Body Awareness
1. Fat shaming and body pride are two issues society is dealing with today. As an exercise
scientist professional how would you work with a client that is obese, but doesn’t think
he or she needs to change? Respond by Day 4.
a. Support your response with 1 scholarly resource not including the textbook.
2. Respond to two peers by Day 7. Please keep your responses civil and professional.
Assignments:
Module 2 Assignment: Gold Standard. Due Day 7.
1. Gold standard identification. Please respond to the prompt:
a. What is the gold standard assessment in body composition? Why is it considered
the gold standard? Use two scholarly sources to support your selection.
b. Please keep your responses under two pages not counting your cover and
reference page.
c. Use APA citation in text and in your reference page.
Module 3
Cardiorespiratory Fitness
Module Outcomes/Objectives:
1. Identify and explain how cardiorespiratory fitness is assessed.
2. Explain how VO2 max is estimated from graded exercise test and field test data.
3. Identify the strength and weakness of field and clinical tests.
4. Identify standardized testing protocols.
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Health and Fitness Assessment
Required Readings/Resources:
Required
1. Read Chapter 4
2. Chapter 4 PowerPoint
3. Lecture
4. Support videos
a. Review BP and HR Videos from Module 1
b. Jpverdisco. (2010, October 4). Exercise Physiologist Demonstrating VO2 Max
Testing. Retrieved from https://youtu.be/A2z0l9B6aGE.
c. YSUMediaAcademicComp. (2010, July 21). Bruce Protocol Stress Test.
Retrieved from https://youtu.be/y3Zq4n3WSyc.
Recommended
1. ALEXANDER, R. P., & MIER, C. M. (2011). Intermittent vs continuous graded
exercise test for VO2max in college soccer athletes. International Journal Of Exercise
Science, 4(3), 185-191.
2. Zagatto, A. M., Miyagi, W. E., Sakugawa, R. L., Kaminagakura, E. I., & Papoti, M.
(2012). Aerobic endurance measurement by respiratory exchange ratio during a cycle
ergometer graded exercise test. Journal Of Exercise Physiology Online, 15(5), 49-56.
Assessments:
Reading Quiz: By Day 5, complete the Module 3 Reading Quiz.
Discussions:
Discussion 3: Field Tests
1. In this discussion, you will create a video presentation that demonstrates how to
complete a cardiorespiratory field test of your choice. Your original post is due Day 4.
Be sure to include the following:
a. Directions to complete the test
b. Necessary materials to complete the test
c. Strength and Weakness of the test
2. Respond to two peers by Day 7
a. Guided response
i. Any questions based on peer’s presentation.
ii. Find a support article for your peer’s field test – Briefly summarize the
article. Be sure to include a brief overview of the methods, results, and
discussion.
Assignments:
Module 3 Assignment: Field Test Guide. Due Day 7
1. Formal Presentation of the field test covered in your discussion. Guide for peers and
future use. (This activity builds on the work you completed in the discussion board)
a. How to guide that covers:
Rev. Pg. 9
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Health and Fitness Assessment
i.Methods
ii.Materials
iii.Measurements and Calculations (with an example)
iv. Strength and Weaknesses
1. Reliability and Validity of your test
2. Including alternatives test suggestions
v. Link to your video guide (from discussion)
vi. Use of one scholarly resource outside the textbook
Module 4
Muscular Fitness
Module Outcomes/Objectives:
1. Explain how muscular strength and endurance are assessed.
2. Explain how type of muscle contraction affects force production.
3. Identify standardized testing protocols.
4. Identify the strengths and weaknesses of assessments.
5. Demonstrate and explain field test protocols.
Required Readings/Resources:
Required
1. Read Chapter 6
2. Chapter 6 PowerPoint
3. Lecture
4. Support Videos
a. Fitlink. (2012, September 22). Fitness Test – 1RM Test. Retrieved from
https://youtu.be/D-WEr2Tktps
Recommended
1. Eather, N., Morgan, P. J., & Lubans, D. R. (2016). Improving health-related fitness in
adolescents: the CrossFit Teens™ randomised controlled trial. Journal Of Sports
Sciences, 34(3), 209-223.
2. CALESTINE, J., BOPP, M., BOPP, C. M., & PAPALIA, Z. (2017). College student
work habits are related to physical activity and fitness. International Journal Of
Exercise Science, 10(7), 1009-1017.
Assessments:
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Health and Fitness Assessment
Discussions:
Discussion 4: Field Tests
1. In this discussion, you will create a video presentation that demonstrates how to
complete a muscular fitness field test of your choice. Your original post is due Day 4.
Be sure to include the following:
a. Directions
b. Necessary materials
c. Strength and Weakness
2. Respond to two peers
a. Guided response
i. Any questions based on peer’s presentation.
ii. Find a support article for your peer’s field test – Briefly summarize the
article.
Assignments:
Module 4 Assignment: Field Test Guide. Due Day 7.
1. Formal Presentation of the field test covered in your discussion. Guide for peers and
future use. (This activity builds on the work you completed in the discussion board)
a. How to guide that covers:
i. Methods
ii. Materials
iii. Measurements and Calculations (with an example)
iv. Strength and Weaknesses
1. Reliability and Validity of your test
2. Including alternatives test suggestions
v. Link to your video guide (from discussion)
vi. Use of one scholarly resource outside the textbook
Module 5
Balance and Flexibility Assessments
Module Outcomes/Objectives:
1. Explain the difference between static and dynamic flexibility and balance.
2. Explain the factors that affect flexibility and balance.
3. Identify standardized testing protocols.
4. Identify the strengths and weaknesses of assessments.
5. Demonstrate and explain field test protocols.
Rev. Pg. 11
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Health and Fitness Assessment
Required Readings/Resources:
Required
1. Read Chapters 10 & 12
2. Review Chapter PowerPoints
3. Lecture
4. Support videos
a. Huddleston, W. (2012, September 3). Sitting Balance Assessment. Retrieved
from https://youtu.be/IPAieflKC7Y
b. Huddleston, W. (2012, September 3). Standing Balance Screen. Retrieved from
https://youtu.be/B3tCgUJ_eIQ
c. Brookbush, B. (2013, October 13). Ober’s Test. Retrieved from
https://youtu.be/bDAHkXO1YWk
Recommended
1. Sgrò, F., Licari, D., Coppola, R., & Lipoma, M. (2015). Assessment of balance abilities
in elderly people by means of a clinical test and a low-cost force
plate. Kinesiology, 47(1), 33-43.
2. Connor, S. O., McCaffrey, N., Whyte, E., & Moran, K. (2015). Reliability of a Modified
Active Knee Extension Test for Assessment of Hamstring Flexibility. International
Journal Of Athletic Therapy & Training, 20(4), 32-36.
Assessments:
Reading Quiz: By Day 5, complete the Module 5 Reading Quiz.
Discussions:
Module 5 Discussion: Field Tests
1. In this discussion, you will create a video presentation that demonstrates how to
complete a flexibility or balance field test of your choice. Your original post is due Day
4. Be sure to include the following:
a. Directions
b. Necessary materials
c. Strength and Weakness
2. Respond to two peers
a. Guided response
i. Any questions based on peer’s presentation.
ii. Find a support article for your peer’s field test – Briefly summarize the
article.
Assignments:
Module 5 Assignment: Field Test Guide. Due Day 5.
1. Formal Presentation of the field test covered in your discussion. Guide for peers and
future use. (This activity builds on the work you completed in the discussion board)
a. How to guide that covers:
Rev. Pg. 12
KIN-1400 Online Syllabus
Health and Fitness Assessment
i.Methods
ii.Materials
iii.Measurements and Calculations (with an example)
iv. Strength and Weaknesses
1. Reliability and Validity of your test
2. Including alternatives test suggestions
v. Link to your video guide (from discussion)
vi. Use of one scholarly resource outside the textbook
Rev. Pg. 13