Health and Fitness for Life

Course Number:
HPE 295
Transcript Title:
Health and Fitness for Life
Created:
Aug 11, 2022
Updated:
Jul 12, 2023
Total Credits:
3
Lecture Hours:
20
Lecture / Lab Hours:
0
Lab Hours:
30
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0

Course Description

Explores the interrelationship of the five components of physical fitness, basic nutrition concepts, and stress management activities to increase individual health and wellness. Includes lab sessions, fitness assessments, and fitness program development. Audit available.

Course Outcomes

Upon successful completion students should be able to:

  1. Apply behavior change theories to assess and self reflect on health and fitness status
  2. Apply and evaluate wellness concepts that promote health and fitness
  3. Explore activity options to maintain and/or improve lifelong health and fitness

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Your department has these additional assessment suggestions:

  • Pre-testing and post-testing of physical fitness
  • Records, journals or portfolios documenting activities and progression
  • Document consistent participation in a variety of activities
  • Presentation of personal fitness program (written report, demonstrations)
  • Wellness Assessment
  • Behavior change project
  • Nutrition assessment
  • Case Study

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Apply behavior change theories to assess and self reflect on health and fitness status

  • Cardiovascular health and disease
  • Benefits and principles of cardiovascular fitness
  • Benefits and principles of muscular strength and endurance training
  • Benefits and principles of flexibility training
  • Benefits and principles of body composition
  • Benefits and principles of stress management

Outcome #2: Apply and evaluate wellness concepts that promote health and fitness

  • Decision making criteria and process
  • Media Literacy
  • Ergogenic aids
  • General safety issues in fitness programs

Outcome #3: Explore activity options to maintain and/or improve lifelong health and fitness

  • Health Behavior Gap
  • Components and principles of behavior change
  • Principles of healthful nutrition

Department Notes

Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation and are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science," “Intelligent design” or similar beliefs are not considered legitimate science but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.