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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Teaching Personal Health
EEND and MSED-734

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Focuses upon personal fitness and wellness.  Candidates will apply strategies gained through the study of nutrition, weight control, stress management, fitness assessment, and consumer facts on exercise and fitness to assist individuals in developing personal health plans. Candidates will learn strategies for planning personal, lifelong fitness programs based upon individual needs, abilities, and interests.

Objectives

Understanding Students
Candidates will develop skills to extend their understanding of health and wellness standards to be include into classroom instruction. This knowledge will foster a strong foundation of a comprehensive age appropriate fitness program elements.

Serving the Community
Candidates will develop an understanding of what their community provides for personal health promotion. This will encourage them to model to their students how to become life long active participants in their community as it relates to the fitness and health.

Finding Our Professional Selves
Candidates will develop lessons and activities with resources, for use in their own classroom. Candidates will collaborate with their peer educators and share various ideas and templates for class instruction.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of this course, each participant will be able to do the following:

  1. Candidates will review developmentally appropriate nutrition and fitness concepts and theories (IPTS – 1, 2, 3, 4, 5, 6, 7, 8) (InTASC – 1, 2, 3, 4, 6, 7, 8) (ISBE – Health Education Content Area Standards – 1 A-G, 2A, 2B, 2D, 2E- H, 3A-C, 3F, 4A, 4C, 4G, 5B, 5C-I, 6A, 7B, 7D, 7E, 8A-C, 8E, 8G, 11A, 11C, 11I, 11K, 11M, 11O, 11P)
    1. Create personal wellness goals
    2. Analyze current recommendations of the six areas of wellness and fitness assessment for Fitnessgram.
  2. Candidates will identify fitness concepts and theories as well as nutritional recommendations that promote health and wellness throughout all phases of life (IPTS -1, 2, 3, 4, 5) (InTASC – 1, 2, 4, 8) ( ISBE – Health Education Content Area Standards 2B, 2E, 2H, 9B, 9E, 11I, 11K, 11M, 11O, 11P)
    1. Develop general wellness program for candidate.
    2. Modify the general wellness program for special populations
  3. Candidates will design developmentally appropriate fitness and exercise programs to encourage healthy weight loss or weight gain (IPTS – 1, 2, 3, 4, 5, 6, 7, 8) (InTASC – 1, 2, 3, 4, 5, 6, 8, 10) ( ISBE – Health Education Content Area Standards 2A, 2B, 3E, 4D, 4G, 5B-H, 6A, 6B, 6D, 8A, 8E, 8G, 9A, 9B, 11I, 11K, 11M, 11O, 11P)
    1. Design a developmentally appropriate fitness program based on the five components of health-related fitness for weight loss
  4. Candidates will identify developmentally appropriate fitness and nutritional products (IPTS – 1, 2, 3, 4) (InTASC – 1, 4) ( ISBE – Health Education Content Area Standards – 1A, 1C, 1E, 1F, 2B, 2H, 3A, 5C, 5H-I, 6A, 8B, 8E, 8G, 11I, 11K, 11M, 11O, 11P)
    1. Differentiate between “Junk Science” / gimmicks versus quality fitness programs and nutritional products/supplements
  5. Candidates will be able to implement various stress reduction management skills to enhance personal health and fitness (IPTS – 2, 3, 4, 5, 7) (InTASC – 1, 3, 4, 7) ( ISBE – Health Education Content Area Standards – 1A-C, 1E-G, 2B, 2F, 2G-H, 3A-F, 4B, 4D, 5B-5I, 6A, 7B, 8B, 8C, 8E, 8G, 11I, 11O)
    1. Design stress management goals that positively influence stress reduction, disease prevention and weight management.
  6. Candidates will investigate the life cycle continuum and how physical and psychological health changes occur (IPTS – 1, 2, 3, 4, 5, 9) (InTASC – 1, 2, 4, 9) ( ISBE – Health Education Content Area Standards – 1A, 1C, 1E, 1F, 1G, 2B, 2F, 2H, 3A, 4D, 5G, 5I)
    1. Explain how exercise and appropriate diet as well as changes in public health impact the development of chronic disorders and diseases

 

Materials

Armbruster, C.K., Evans, E.M., Sherwood-Laughlin, C.M,, (2019)  Fitness and Wellness:  A Way of Life.  Human Kinetics.

 

 

Assignments

Weekly Discussions
Candidates will respond to weekly discussion and reflection prompts related to course and text content.

  • Course outcomes 1-6
  • Standards

SMART Goals
Candidates will use the SMART framework (Specific, Measurable, Achievable, Realistic and Timely) to create personal wellness goals. Goals will reflect national recommendations and/or standards for optimum nutrition and fitness.

  • Course outcome 1a
  • Standards IPTS 1, 2, 3, 4, 5, 6, 7, 8; InTASC – 1, 2, 3, 4, 6, 7, 8; ILSPDH – 22

FITNESS and Six Areas of Health
Candidates will identify the six areas of health that affect wellness and discuss areas that cannot be compromised if an individual is to remain healthy.

  • Course outcome 1a
  • Standards IPTS 1, 2, 3, 4, 5, 6, 7, 8; InTASC 1, 2, 3, 4, 6, 7, 8; Health Education Content Area Standards 1 A-G, 2A, 2B, 2D, 2E- H, 3A-C, 3F, 4A, 4C, 4G, 5B, 5C-I, 6A, 7B, 7D, 7E, 8A-C, 8E, 8G, 11A, 11C, 11I, 11K, 11M, 11O, 11P

General Wellness Plan
Candidates will devise a general wellness program covering all five components of health. The plan will include at least three weeks of FITT principle, basic principles of fitness, and at least a one week meal plan using the USDA guidelines for healthy nutrition.

  • Course outcome 2a
  • Standards IPTS 1, 2, 3, 4, 5; InTASC 1, 2, 4, 8; Health Education Content Area Standards 2B, 2E, 2H, 9B, 9E, 11I, 11K, 11M, 11O, 11P

Modified Wellness Plan for Special Populations
Candidates will modify a general wellness plan based upon the needs of special populations.

  • Course outcome 2b
  • Standards IPTS 1, 2, 3, 4, 5; InTASC 1, 2, 4, 8; Health Education Content Area Standards 2B, 2E, 2H, 9B, 9E, 11I, 11K, 11M, 11O, 11P

Wellness Plan for Weight Loss
Candidates will design a two-week wellness plan based upon the five components of health-related fitness. This fitness plan will guide a client in the beginning stages of exercise for weight loss based on the cardio respiratory health component and include a nutrition modification program that will promote a nutrient dense diet while meeting a personal goal of weight loss.

  • Course outcome 3a
  • Standards IPTS 1, 2, 3, 4, 5, 6, 7, 8; InTASC 1, 2, 3, 4, 5, 6, 8, 10; Health Education Content Area Standards 2A, 2B, 3E, 4D, 4G, 5B-H, 6A, 6B, 6D, 8A, 8E, 8G, 9A, 9B, 11I, 11K, 11M, 11O, 11P

Junk Science and Effective Fitness/Nutrition Products
Candidates will research a nutritional or fitness product and solution classified as a gimmick. Candidates will examine the features and analyze the solution to determine effectiveness.

  • Course outcome 4a
  • Standards IPTS 1, 2, 3, 4; InTASC 1, 4; Health Education Content Area Standards 1A, 1C, 1E, 1F, 2B, 2H, 3A, 5C, 5H-I, 6A, 8B, 8E, 8G, 11I, 11K, 11M, 11O, 11P

Stress Management Plan
Candidates will self-assess key stressors that affect wellness and create a stress management plan with strategies that address each stressor.

  • Course outcome 5a
  • Standards IPTS 2, 3, 4, 5, 7; InTASC 1, 3, 4, 7; Health Education Content Area Standards 1A-C, 1E-G, 2B, 2F, 2G-H, 3A-F, 4B, 4D, 5B-5I, 6A, 7B, 8B, 8C, 8E, 8G, 11I, 11O

Chronic Health Disorders/Disease
Candidates will research common diseases and disorders that occur due to neglect of the body and explain how exercise and an appropriate diet can limit the progression of such chronic disorders and diseases. Candidates will also identify key public health advancements that influence life expectancy. 

  • Course outcome 6a
  • Standards IPTS 2, 3, 4, 5, 7; InTASC 1, 3, 4, 7; Health Education Content Area Standards 1A-C, 1E-G, 2B, 2F, 2G-H, 3A-F, 4B, 4D, 5B-5I, 6A, 7B, 8B, 8C, 8E, 8G, 11I, 11O

 

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items