HEALTH ENHANCEMENT,
EXERCISE SCIENCE,
AND PHYSICAL EDUCATION
View Exercise Science/Health
Fitness Specialist (R): 157A
View Aging Studies (R): 600A
View Health Education (R): 186
View Personal Trainer Certificate (R): 191A
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, work site 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 Specialist (R): 157A
Arts and Sciences A.A.
Revised: Effective Semester - Fall 2009
This A.A. track is designed for the student whose objective is to pursue a career in fitness, sports conditioning, or health promotion. 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 baccalaureate degree in exercise science, health promotion, sports management, kinesiology, and sport studies.
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 specialist 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.
Students will be eligible to sit for the following NCCA approved certifications for a reduced fee: ACE Personal Trainer Certification Exam upon successful completion of PE 202 Principles and Practices of Health-Related Fitness and HE 205 first Responder and ACSM Health Fitness Specialist certification examination upon successful completion of A.A. degree.
| First Semester |
| BI 107 |
Principles of Biology I |
4 |
| EN 101 |
Techniques of Reading and Writing
I* |
3 |
| PE 183 |
Personal Fitness I |
1 |
| PE 203 |
Overview of Physical Education |
3 |
| |
Humanities distribution (1) |
3 |
| |
Speech foundation |
3 |
Second Semester |
| |
English foundation (2) |
3 |
| HE 205 |
First Responder |
3 |
| HE 108 |
Nutrition for Fitness and Wellness |
3 |
| PE 186 |
Strength Training and Conditioning I |
1 |
| PE 202 |
Principles and Practice of Health-Related Fitness |
3 |
| |
Mathematics foundation (3) |
3 |
Third Semester |
| BI 204 |
Human Anatomy and Physiology I |
4 |
| PE 230 |
Advanced Weight Training: Theory and Program Design |
3 |
| PE 237 |
Advanced Metabolic Assessment and Program Design |
3 |
| |
Arts distribution |
3 |
| |
Behavioral and social sciences
distribution(4) |
3 |
Fourth Semester |
| BI 205 |
Human Anatomy and Physiology II |
4 |
| PE 235 |
Fundamentals of Athletic Training/P.E. Majors |
3 |
| PE 238 |
Personal Training Techniques |
3 |
| SO 212 |
Sport in American Society |
3 |
| |
Arts or humanities distribution |
3 |
|
Total credit hours 62-65
|
|
* Students who qualify for a waiver of EN 101 may
graduate with 62 credits.
(1) HS 118 His troy of Sport in American recommended
(2) See an advisor to determine selection of either EN 102 or EN 109
(3) Students transferring to UMCP need precalculus or above
(4)The two behavioral and social sciences courses must
be in different disciplines. |
Program Outcomes for the Arts & Sciences A.A. - Exercise Science/Health Fitness Specialist
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.
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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.
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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 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 electives from HE 107,
HE 108, HE 109, HE 111, HE 112, HE 130, HE 150, HE 202, HE 204, HE 205 and HE 230. |
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.
The personal trainer certificate curriculum has been
designed to develop fitness specialists who are knowledgeable
and skilled in fitness, wellness instruction and program design. This curriculum
blends science and theory with practical application and hands-on
experience.
Students will acquire an academic foundation in the
fundamental principles of exercise and nutrition in addition to a basic understanding
of human anatomy and physiology. Practical skill training will focus
on the development of expertise in fitness assessment, health
and fitness program design, safe exercise technique, training methodology, injury prevention and care, behavior change, exercise leadership, and personal training business practice.
The certificate curriculum offers the educational framework
and basic competencies for career opportunities in the fitness industry. Successful completion of the certificate
will prepare students for many of the nationally recognized personal
training certification examinations and provides a course foundation for those interested in pursuing an A.A in Exercise Science/Health Fitness Specialist. Students will have the opportunity to sit for the ACE Personal Trainer examination at a reduced fee.
| HE 205 |
First Responder |
3 |
| HE 108 |
Nutrition for Fitness and Wellness |
3 |
| |
Physical education elective or health elective* |
1-3 |
| PE 183 |
Personal Fitness I |
1 |
| PE 186 |
Strength Training and Conditioning I |
1 |
| PE 202 |
Principles and Practices of Health Related Fitness |
3 |
| PE 230 |
Advanced Weight Training: Theory and Program Design |
3 |
| PE 237 |
Advanced Metabolic Assessment and Program Designs |
3 |
| PE 238 |
Personal Training Techniques |
3 |
|
Total credit hours 21-23
|
|
* Select from PE 111, PE 134, PE 135, PE 165, PE 173, PE 174, PE 190, PE 200, PE 231, and/or HE 101-204. |
Program Outcomes for the Personal Trainer Certificate
Upon completion of this program a student will be able to
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 183 |
Personal Fitness |
1 |
| PE 202 |
Principles and Practices of Fitness and Wellness |
3 |
| PE 203 |
Overview of Physical Education |
3 |
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 101-238 |
Physical education skills and theory+ |
1 |
| SO 212 |
Sport in American Society |
3 |
| |
Arts distribution |
3 |
| |
Arts or humanities distribution |
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 departmental
adviser.
† Students must consult with departmental adviser before
selecting electives from HE, PE, or other categories.
‡ 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
|
