Health Enhancement, Exercise Science and Physical Education

HEALTH ENHANCEMENT, EXERCISE SCIENCE,
AND PHYSICAL EDUCATION

View Exercise Science/Health Fitness Leadership (R): 157
View Aging Studies (R): 600A (Formerly Gerontology)
View Health Education (R): 186
View Personal Training Certificate (R): 191
View Physical Education Teacher Preparation/Coaching (R): 159

Tracks in health enhancement, exercise science, and physical education are designed for students interested in adult fitness, personal training, worksite wellness, cardiac rehabilitation, health promotion, community health, teaching health or physical education on the elementary or secondary level, and athletic coaching.

Career possibilities in physical education and health have expanded beyond the traditional school setting during the past decade. Americans have grown more interested in personal health, fitness, wellness, and leisure-time physical activities. This has created a demand for professionals with specialized training to provide leadership and service in adult fitness and health promotion. In response to these changing societal interests and the resulting job market, the Department of Health Enhancement, Exercise Science, and Physical Education offers four tracks from which students may choose to fulfill their career goals: exercise science/health fitness leadership, gerontology, health education, and physical education teacher preparation/coaching.

Each track provides the first two years of a typical four-year curriculum leading to a baccalaureate degree. The A.A. in arts and sciences is awarded upon completion of all requirements in the specific track. Most career opportunities in fields related to these curricula require a bachelor’s degree. The program at Montgomery College prepares students to efficiently transfer and complete their upper-level coursework at a four-year institution. A certificate curriculum in personal training is also available.

Colleges and universities vary in their requirements. Thus, it is important that students contact the program coordinators or departmental advisers prior to registration to ensure the design of a program that transfers efficiently.

Exercise Science/Health Fitness Leadership (R): 157
Arts and Sciences A.A.

This A.A. track is designed for the student whose objective, after completion of a baccalaureate degree, is to pursue a career in adult fitness, sports conditioning, or health promotion. Professional preparation in exercise science and health fitness offers employment opportunities as personal trainers, fitness and health promotion directors for employee worksite and hospital-based fitness/wellness programs, exercise specialists for cardiac rehabilitation programs, exercise physiologists with sports medicine centers, strength and conditioning specialists for college and professional athletic teams, and fitness and wellness coordinators with health clubs, YMCAs, resorts, hotels, and government and recreation agencies. Job markets in fields related to this program are expanding as our society continues to become more health conscious and aware of the benefits of fitness as a way of life. This track offers courses that are also appropriate for students interested in pursuing a degree in sports management, kinesiology, sport studies, athletic training, sport physical therapy, physical therapy, and therapeutic recreation.

Students will acquire a scientific foundation and develop the ability to apply theoretical information to practical real-life situations. Emphasis is on an understanding of the human body, lifetime fitness principles and training techniques, prevention and care of exercise-related injuries, nutrition, weight control, stress management, and other related lifestyle wellness topics. Students will learn to conduct fitness assessments, and they will acquire skills in the design, implementation, and supervision of individualized exercise and lifestyle change prescriptions. Exercise leadership development will focus on the acquisition of medically and biomechanically safe techniques in strength training, flexibility training, and cardiovascular conditioning.

Completion of the A.A. requirements in exercise science/health fitness leadership will prepare students for fitness certifications through nationally recognized professional organizations such as the American College of Sports Medicine and the American Council on Exercise. Successful completion of specialized courses such as PE 226 Aerobics Instructor Training and PE 240 Instructional Exercise Techniques for Older Adults allows students to be eligible to take specialized certifications in addition to the fitness certifications.

Upon completion of this degree, student will be eligible to take the ACSM Health Fitness Instructor Certification examination on campus for a reduced rate.

*First Semester*
BI 107	Principles of Biology I	4
EN 101	Techniques of Reading and Writing I*	3
HE 101–202	Health elective
or
PE 213–238	Physical education major skills and theory
or
	Selected 100-level PE courses†	1 (3)
HS 118	History of Sport in America	3
PE 202	Principles and Practices of Fitness and Wellness	2
PE 203	Overview of Physical Education	3
*Second Semester*
EN 102	Techniques of Reading and Writing II	3
HE 205	First Responder	3
HE 108	Nutrition for Fitness and Wellness	3
	Mathematics foundation	3
PE 230	Weight Training: Theory and Application	2
	Speech foundation	3
*Third Semester*
BI 204	Human Anatomy and Physiology I	4
PE 213–238	Physical education major skills and theory
or
PE 231	Topical Investigations––Practical Applications in Health Fitness Technology I
or
	Selected 100-level PE courses†	1
PE 235	Fundamentals of Athletic Training	3
	Arts distribution	3
	Behavioral and social sciences distribution‡	3
*Fourth Semester*
BI 205	Human Anatomy and Physiology II	4
PE 213–238	Physical education major skills and theory
or
PE 232	Topical Investigations––Practical Applications in Health Fitness Technology II
or
	Selected 100-level PE courses†	1
PE 237	Fitness Assessment and Exercise Program Designs	3
SO 212	Sport in American Society	3
	Arts or humanities distribution	3
Total credit hours 61 (63)
* Students who qualify for a waiver of EN 101 may select three credits of electives with approval of the department. † Students must consult with departmental adviser before selecting electives from PE, HE, or other categories. Selected 100-level PE courses include PE 129–138 aquatics elective, PE 174, or other 100-level PE courses with permission of the department. ‡ The two behavioral and social sciences courses must be in different disciplines.

Program Outcomes for the Arts & Sciences A.A. - Exercise Science/Health Fitness Leadership

Upon completion of this program a student will be able to:

Demonstrate knowledge of anatomy, physiology, and biomechanics as it relates to exercise programming.
Demonstrate an ability to recognize cardiovascular, respiratory, metabolic, and musculoskeletal risk factors that may require further evaluation by medical or allied health professionals before participation in physical activity.
Demonstrate knowledge of the benefits and precautions associated with resistance and endurance training in a variety of age groups.
Identify and utilize specific techniques to enhance motivation, extrinsic and intrinsic reinforcement, and stages of motivational readiness.
Demonstrate knowledge of the recommended intensity, duration, frequency, and type of physical activity necessary for development of cardiorespiratory fitness of apparently healthy and special populations.
Demonstrate knowledge and the ability to use the basic principles of exercise science in practical applications.
Demonstrate knowledge of the physiologic changes that occur throughout the lifespan.
Demonstrate knowledge of common drugs from each of the following classes of medications and describe the principal action and the effects on exercise testing and prescription.
Demonstrate knowledge of safety plans, emergency procedures, and first aid techniques needed during fitness evaluations, exercise testing, and exercise training.
Demonstrate knowledge of the health/fitness instructor’s responsibilities, limitations, and the legal implications of carrying out emergency procedures.
Demonstrate knowledge of and skill in basic life support and cardiopulmonary resuscitation certification, appropriate emergency procedures, and basic first aid procedures for exercise-related injuries.
Demonstrate knowledge and the ability to provide the initial management and first aid techniques associated with open wounds, musculoskeletal injuries, cardiovascular/ pulmonary complications, and metabolic disorders.
Demonstrate knowledge of the components of an equipment maintenance/repair
program and how it may be used to evaluate the condition of exercise equipment to reduce the potential risk of injury.
Demonstrate knowledge of the importance of a health/medical history and a medical clearance prior to exercise participation.
Identify and demonstrate proper procedures and skills for fitness assessments including resting measures, body composition, cardiorespiratory endurance muscle strength and endurance and flexibility.
Identify the advantages/disadvantages and limitations of the various protocols used for fitness assessments.
Demonstrate an ability to teach and demonstrate the recommended intensity, duration, frequency, and type of physical activity necessary for development of cardiorespiratory fitness in an apparently healthy population.
Demonstrate an ability to teach appropriate modifications in specific exercises for special populations.
Identify risk factors that may be favorably modified by physical activity habits and demonstrates an ability to identify relative and absolute contraindications to exercise testing or participation.
Identify and explain a minimum of five behavioral strategies to enhance exercise and health behavior change.
Explain the purpose and procedures for monitoring clients prior to, during, and after cardiorespiratory fitness testing.
Interpret information obtained from the cardiorespiratory fitness test and the muscular strength and endurance, flexibility, and body composition assessments for apparently healthy individuals and those with stable disease.
Identify appropriate criteria for terminating a fitness evaluation and demonstrate proper procedures to be followed after discontinuing such a test.
Identify the effects of temperature, humidity, altitude, and pollution on the physiological response to exercise.
Describe the potential musculoskeletal injuries, cardiovascular/pulmonary complications and metabolic abnormalities.
Demonstrate an ability to differentiate between physical activity requirements for health benefits and the amount of exercise required for fitness development.
Demonstrate an ability to describe and teach exercises designed to enhance cardiovascular conditioning, muscular strength and/or endurance of specific major muscle groups, as well as effective exercise programming and make modifications to exercises according to the needs of the population.
Demonstrate knowledge and ability to teach safe and effective group exercise programs that enhance cardiorespiratory endurance, muscular fitness and flexibility.

Aging Studies (R): 600A
Formerly Gerontology
Revised: Effective Semester Fall 2007
Arts and Sciences A.A.

This A.A. track is designed to provide students with the skills and content area knowledge to promote healthy aging on the individual, community and global level. The program is designed to prepare students for further studies in areas related to aging and also to provide individuals already working in the field with the opportunity to broaden their knowledge and expertise. In addition, this program also seeks to include interested individuals from the community who desire information which will allow them to age well and experience an improved quality of life. Should the student desire to continue studies in aging, health education, or related fields, this track has been developed according to standards set by the Association for Gerontology in Higher Education ensuring transferability of credits earned to member institutions.

*First Semester*
BI 107	Principles of Biology I	4
HE 101	Personal and Community Health	3
HE 130	Introduction to Aging	3
PY 102	General Psychology	3
S0 101	Introduction to Sociology	3
*Second Semester*
EN 102	Techniques of Reading and Writing II*	3
CH 101	Principles of Chemistry I (suggested)
or
CH 109A/B	Chemistry and Society Laboratory	4
HE 200	Introduction to Health Behaviors	3
	Mathematics foundation	3
SO 210	Aging in America	3
*Third Semester*
BI 204	Human Anatomy and Physiology I	4
HE 205	First Responder	3
HE 230	Health in the Later Years	3
	Arts distribution	3
	Humanities distribution	3
*Fourth Semester*
BI 205	Human Anatomy and Physiology II	4
HE 109	Personalized Health Fitness	3
	Speech foundation	3
	Arts or humanities distribution	3
Total credit hours 61
*Students should check prerequisites for EN 102.

Program Outcomes for the Arts & Sciences A.A. Degree - Aging Studies

Upon completion of this program a student will be able to:

Define ageism and refute negative stereotypes associated with age and the aging process.
List and describe research methods commonly employed to study the process of human aging.
Demonstrate an awareness of career options available to individuals with credentials in the area of gerontology.
Describe current and predict future demographic trends in human aging worldwide and discuss the impact of these changes on quality of life.
Differentiate between true age-related and age-associated changes in human structure and function.
Identify and describe both normal and pathological changes in structure and function occurring with age.
List and analyze current biological theories of aging.
Analyze the relationship of current health related behaviors and lifestyle choices to future health and longevity.
Discuss the impact of work, retirement, and leisure on health status and quality of life for the aging population.
Analyze the impact of politics, economics and race/ethnicity on health status in the context of aging.
Describe the continuum of living arrangements and long term care options available to senior citizens today.
Discuss the impact of “end of life” issues such as assisted suicide, grief, and bereavement on the quality of life of the aging individual.
Recognize and describe the value of health education and health promotion for the elderly.
Analyze social changes and their influence on the process of aging.

Health Education (R): 186
Arts and Sciences A.A.
Revised: Effective Semester - Spring 2008

This A.A. track prepares students to enter a diverse, people-oriented field in which professionals work to promote lifestyle wellness and improve the health status of society. Health educators assist people in making responsible decisions and changing behaviors to achieve a healthier lifestyle.

Professionals in this fast-growing field are employed by public and private health care organizations, government agencies, hospital wellness centers, corporate-based worksite health programs, college and university health service centers, insurance companies, private health promotion corporations, drug and alcohol rehabilitation programs, family planning agencies, and health clinics, and as education representatives for textbook publishers and pharmaceutical companies. Graduates with school health degrees teach on the elementary, secondary, and college levels, in both private and public school settings. School health educators also qualify to work in many community and governmental agencies. Job titles include patient educators, health program managers, health education teachers, community health organizers, health promotion directors, and wellness coordinators.

*First Semester*
BI 101	General Biology
or
BI 107	Principles of Biology I	4
EN 101	Techniques of Reading and Writing I*	3
HE 101	Personal and Community Health	3
HE 120	The Science and Theory of Health	3
PY 102	General Psychology	3
*Second Semester*
CH 101	Principles of Chemistry I
or
CH 109A/B	Chemistry and Society/Chemistry and Society Laboratory†	4
EN 102	Techniques of Reading and Writing II	3
HE 200	Introduction to Health Behaviors	3
	Mathematics foundation	3
SO 101	Introduction to Sociology	3
*Third Semester*
BI 204	Human Anatomy and Physiology I	4
	Health electives‡	5 (6)
	Arts distribution	3
	Humanities distribution	3
*Fourth Semester*
BI 205	Human Anatomy and Physiology II	4
	Speech foundation	3
	Arts or humanities distribution	3
	Health electives‡	3
Total credit hours 60 (61)
* Students who qualify for a waiver of EN 101 may select three credits of electives with approval of the department. † If CH 109 is selected, both CH 109A and CH 109B must be taken. ‡ Students must consult with departmental adviser before selecting electives from HE or other categories. Select health electives from HE 105, HE 107, HE 108, HE 111, HE 202, and HE 204.

Program Outcomes for the Arts & Sciences A.A. - Health Education

Upon completion of this program a student will be able to:

Define health and describe the six dimensions of wellness.
Identify key events, documents, and individuals important to the profession and practice of health education.
Differentiate between health education, health promotion, and disease prevention.
Describe coordinated school health and evaluate its importance to the welfare of the individual student as well as the community.
Identify and describe appropriate setting for conducting health education interventions.
List, define, and utilize entry-level skills and abilities required of all health educations as defined by the Commission for Health Education Credentialing and the American
Association for Health Education.
Construct and conduct a health education needs assessment.
Design and implement an appropriate health education program based on needs assessment data.
Construct and conduct an evaluation of a health education program or intervention.
Describe current priorities and discuss future concerns to the profession and practice of health education.
Describe career opportunities in the field of health education and health promotion.
Comprehend the impact of individual health related behaviors on health status.
Describe the concept of risk and risk factors as related to development of acute and chronic illness.
Describe and critique current theories of health protective behavior, help seeking behavior and behavior change.
Evaluate personal attitudes and beliefs which may influence lifestyle choices and health status.
Demonstrate factual knowledge from content area electives including but not limited to: tress management, drugs, sexuality, nutrition, first aid/cpr, women’s health, and aging.

Personal Training Certificate (R): 191

The personal training certificate curriculum has been designed to develop innovative fitness specialists who are knowledgeable and skilled in one-to-one fitness and wellness instruction. The curriculum blends science and theory with practical application and hands-on apprenticeship experiences.

Students will acquire an academic foundation in the fundamental principles of exercise and nutrition, and a basic understanding of human anatomy and physiology. Practical skill training will focus on the development of expertise in fitness assessment, creative health and fitness programming, biomechanically sound exercise technique, training methodology, injury prevention and care, lifestyle change prescription, personalized exercise leadership, and personal training business practice. Specialized courses will prepare trainers to meet clients in the home or at the fitness center to guide them through programs tailored to meet an array of health enhancement and performance-related goals.

The certificate curriculum offers the educational framework and basic competencies for entry-level career opportunities for full- or part-time employment. Completion of the certificate requirements will prepare students for many of the nationally recognized personal training certification examinations. Students must meet CPR requirements to participate in apprenticeship experiences.

HE 205	First Responder	3
HE 108	Nutrition for Fitness and Wellness	3
	Health or physical education elective(s)*	3
PE 202	Principles and Practices of Fitness and Wellness	2
PE 230	Weight Training: Theory and Application/P.E. Majors	2
PE 237	Fitness Assessment and Exercise Program Designs	3
PE 238	Personal Training Techniques	3
Total credit hours 19
* Select from PE 135, PE 174, PE 183, PE 185, PE 186, PE 187, PE 188, PE 226, PE 231, PE 232, PE 233, PE 234, and/or HE 101–204.

Physical Education Teacher Preparation/Coaching (R): 159
Arts and Sciences A.A.

This A.A. track provides the first two years of a teacher preparation program for the elementary and secondary grade levels.

Physical educators plan and direct appropriate learning experiences that focus on helping students learn to enjoy physical activity as a lifelong pursuit. Physical education specialists are trained to create teaching/learning environments where students improve movement abilities, enhance performance knowledge and motor skills, increase physical fitness, and experience personal growth both socially and emotionally.

This track also includes foundation courses for students interested in coaching athletes on the interscholastic and other levels. Athletics involves recruiting, coaching, managing, and administering teams that compete against other athletic programs. Athletic programs have significantly different goals from physical education, yet often share facilities, equipment, fields, and teachers.

*First Semester*
BI 107	Principles of Biology I	4
EN 101	Techniques of Reading and Writing I*	3
HE 205	First Responder	3
PE 202	Principles and Practices of Fitness and Wellness	2
PE 203	Overview of Physical Education	3
PE 213–238	Physical education major skills and theory	2
*Second Semester*
EN 102	Techniques of Reading and Writing II	3
HE 101	Personal and Community Health	3
	Mathematics foundation	3
PE 213–238	Physical education major skills and theory†	2
	Speech foundation	3
*Third Semester*
BI 204	Human Anatomy and Physiology I	4
HE 108–202	Health electives†
or
PE 200	Foundations of Elementary School Physical Education
or
PE 213–238	Physical education major skills and theory†	5 (6)
HS 118	History of Sport in America	3
	Behavioral and social sciences distribution‡	3
*Fourth Semester*
BI 205	Human Anatomy and Physiology II	4
PE 213–238	Physical education major skills and theory
or
	Selected 100-level PE courses†	2
SO 212	Sport in American Society	3
	Arts distribution	3
	Arts or humanities distribution	3
Total credit hours 61 (62)
* Students who qualify for a waiver of EN 101 may select three credits of electives with approval of the departmental adviser. † Students must consult with departmental adviser before selecting electives from HE, PE, or other categories. With departmental permission, two credits of selected 100-level PE courses may be substituted for PE 213–238 major skills courses. Recommended selections include PE 129–138 aquatics elective and PE 174. ‡ The two behavioral and social sciences courses must be in different disciplines.

Program Outcomes for the Arts & Sciences A.A. - Physical Education/Teacher Preparation

Upon completion of this program a student will be able to:

Demonstrate competency in performing and presenting motor skills and movement patterns necessary for a variety of physical activities.
Distinguish the unique characteristics of physical education and describe the field of study’s contribution to children’s physical, emotional, and cognitive development
Identify the components of health-related fitness and the impact of physical educators in promoting these components in his or her classes.
Demonstrate an active lifestyle through the completion of a variety of physical education activity courses.
Identify both barriers to exercise children face and factors relevant to individual and family exercise motivation.
Distinguish between the National and State curriculum recommendations and describe the similarities and differences of each.
Identify the three learning domains (psychomotor, affective, and cognitive) critical to physical education and describe their importance to planning and content development.
Compare and contrast the settings where physical education can occur and the unique requirements of each setting.
Utilize information technology to enhance learning and personal and professional productivity.
Recognize and utilize a wide range of resources (faculty mentoring, professional journals, national organizations, etc) in their professional development