HSS_184_03 - syllabus - UPDATED (3)
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184
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Health Science
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Healthy Lifestyles I
HSS 184-03 Fall 2022 (3 Credit Hrs.)
INSTRUCTOR INFORMATION
Instructor:
Ms. Alexeia Casillas, BS
Office:
N/A
Office Hours:
Online, Friday 10:00am – 1:00pm via TEAMs OR in person by scheduled appointment.
E-mail Address:
avcasi01@louisville.edu
OR
alexeia.casillas@louisville.edu
I will respond to email within 24 hours in most cases, 48 hours on weekends or holidays. If you do not receive a
response within that time period, please reach out again.
COURSE DAY/TIME/LOCATION
Tuesday and Thursdays, 1:00-2:15 p.m. EST, Porter Building (ED) Room 117
COURSE DESCRIPTION
This course explores the relationships of human characteristics and behavior to wellness; specifically, the biological,
psychological, and sociological influences that promote healthy lifestyles and wellness.
PREREQUISITE
- None
COURSE PURPOSE
The goal of this course is to encourage the development of knowledge and skills to recognize and evaluate fitness
and wellness in self and in others.
REQUIRED TEXT
Fahey, T. D., Insel, P. M., Roth, W. T., & Insel, C. E. (2021). Fit & Well: Core Concepts and Labs in Physical Fitness and
Wellness, 14
th
Ed. New York: McGraw Hill.
We will refer to the text in almost every class and test questions will come from this text.
STUDENT LEARNING OUTCOMES
Relevant HETE standard met by course
1. Content Knowledge
:
Candidates demonstrate acquisition of health education content knowledge and
proficiency in health-related skills for purpose of instilling healthy behaviors in learners.
Relevant InTASC standards met by course
Content knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content
The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing
that are central to the discipline(s) s/he teaches. (InTASC 4j) (Exams, hallmark, presentation)
The teacher understands common misconceptions in learning the discipline and how to guide learners to
accurate conceptual understanding. (InTASC 4k) (Hallmark, presentation)
The teacher knows and uses the academic language of the discipline and knows how to make it accessible
to learners. (InTASC 4l) (Hallmark, presentation)
The teacher knows how to integrate culturally relevant content to build on learners’ background
knowledge. (InTASC 4m) (Hallmark, presentation)
STATEMENT OF MEETING THE KENTUCKY ACADEMIC STANDARDS
(teacher preparation courses only)
1
Student work related to academic content for K-12 students is based on the Kentucky Academic Standards:
http://education.ky.gov/curriculum/standards/kyacadstand/Pages/default.aspx
COURSE OBJECTIVES (HETE Standard 1a)
1.
Student demonstrate knowledge acquisition within multiple content areas.
2.
Student distinguishes between health enhancing and health hindering behaviors.
3.
Student analyzes the role of self- responsibility regarding individual’s health.
4.
Student analyzes personal risk factors for disease.
5.
Student explores the relationship between emotional, social and physical health.
6.
Student discovers and develops skills to effectively manage stress.
7.
Student explores and clarifies feelings concerning attitudes, feelings, and values of health behavior.
8.
Student conducts and interpret personal health and fitness assessments.
9.
Student analyzes various factors that influence individual health practices and status.
10.
Student synthesizes knowledge and skills gained during semester into a personal plan for achieving a
healthier lifestyle.
CEHD CONCEPTUAL FRAMEWORK
The College of Education and Human Development’s (CEHD) conceptual framework,
Shaping Tomorrow: Ideas to
Action,
embodies a unified philosophical and pedagogical rationale for our diverse programs. Under the construct
of
Inquiry
and through active engagement and skilled training in multiple methods of rigorous
Research,
candidates develop the knowledge, skills, and dispositions to become
Critical Thinkers
. Scholarship, informed
practice through inquiry and reflection, is performed not in isolation but in communion and solidarity with others,
both within the academy and in the world (Shulman, 2004b). Under the construct of
Action
and through routine,
continual, and pervasive
Practice
, candidates develop the knowledge, skills, and dispositions to become
Problem
Solvers
in the community. They are encouraged to apply knowledge and to change practice in order to solve real
world and community problems. Under the concept of
Advocacy
and through dedicated, committed
Service
to
their peers, university, community, and world, candidates develop the knowledge, skills, and dispositions to
become
Professional Leaders
. Our candidates are empowered to participate fully in the life of the urban
community in which we live, to practice social justice, and to seek equity of educational access for all the
constituents we serve.
Conceptual Framework
Constructs
Inquiry
Action
Advocacy
Constructs as Learned and
applied
Research
Practice
Service
Constructs Reflected in
Candidates
Critical Thinkers
Problem Solvers
Professional Leaders
Unit Dispositions
Reflected in Candidates
Exhibits a disposition to
inform practice through
inquiry and reflection
Exhibits a disposition to
improve practice through
information, knowledge,
and understanding
Exhibits a disposition to
affirm principles of social
justice and equity and a
commitment to making a
positive difference
RELATIONSHIP OF COURSE TO CONCEPTUAL FRAMEWORK
The purpose of the course is to provide content knowledge regarding health education subject matter. Each of the
statements listed above represent the CEHD view of a teacher’s role, the nature of teaching and learning, and
democratic principles. Candidates should be well-educated and have a strong preparation in content. Candidates
2
have the opportunity to study content specific material in this course. Additionally, the principles of equity and
social justice are emphasized within the content areas.
CONTENT
This course will include content on health and wellness.
Specifically, this course includes fitness, nutrition, and
stress management.
COURSE REQUIREMENTS
ASSIGNMENT
Total Grade
10 Quizzes
100 points, 10 points each
Labs/Assignments
100 points, 10 points each
Physical Fitness Hallmark
100 points
Nutrition Hallmark
100 points
Stress Management Hallmark
100 points
Attendance/ Participation
50 Points
TOTAL
550 points
No make-up work/exams will be granted except in the case of a university excused absence. Documentation
must be provided.
Assignments/Quizzes/Participation 250 points
Quizzes: There will be a quiz from previous or current coursework each week.
Assignments: Assignments will consist of Behavior Change Workbook, activities related to each of the hallmark
assessments, reading/discussing/facilitating research articles/labs.
Participation: Actively taking part in class activities and class discussions, as well as attendance.
Each quiz/assignment/presentation is worth 10 points.
Assignments
Assignments
Points
Participation and Release Form
10 points
Fitness Assessment Results
10 points
Lab 1.1 & 1.2
Chapter 1
10 points – 5 points for each lab
Create a list of 5 things you can do
to improve your overall health and
wellness.
Chapter 2
10 points – 2 points for each item
SMART Goals
Chapter 3
10 points – 5 points per goal, much
be accurate.
Create a mini exercise plan
Chapter 4
10 points – each exercise is worth
one point.
Create a short video of you
completing 5 flexibility exercises.
Chapter 5
10 points – each exercise
completed will be worth 2 points.
Initial and revised stress
worksheet.
Chapter 10
10 points
Group Presentations
Chapter 14
10 points – based off group grade.
TBA
10 points
Hallmark Assessment: 300 points
Hallmark Assessment Task (HAT)
You will submit projects (HAT) that include 3 dimensions that encompass healthy lifestyles and behavior changing
activities (Fitness, Nutrition and Stress Management). Please start working on HAT as soon as assigned, using your
book and the material discussed in class to create your projects. Each project should be unique, this is something
3
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for you, a behavioral change that can result in a healthier lifestyle. Thus, no two people can have same wellness
goals. Submissions that have been plagiarized from internet, other students etc., will receive a grade of 0 (zero).
Dimension I - Fitness (100 points)
For this section you will gather data about your current level of physical fitness in order to identify and evaluate
your strengths and weaknesses, develop and implement an exercise program, and write a reflection on your
experiences.
1.
Assess
Complete 5 assessments total, 1 assessment per component of fitness.
Components of Fitness
Cardiovascular Assessment (Lab 3.1)
Muscular Strength Assessment (Lab 4.1)
Muscular Endurance Assessment (Lab 4.2)
Flexibility Assessment (Lab 5.1) or Low-Back Flexibility Assessment (Lab 5.3)
Body Composition Assessment (Lab 6.1)
Turn in the completed
Fitness Assessment Results
sheet found on Blackboard
.
(25 points)
2. Plan
Complete 1 personal fitness program plan for 1 of the following components of fitness.
Components of Fitness
Cardiovascular Plan (Lab 3.2)
Muscular Strength and Endurance Plan (Lab 4.3)
Flexibility Plan (Lab 5.2)
Complete the Personal Fitness Program Plan and Agreement (Lab 7.1)
Turn in 1 completed Personal Fitness Plan for 1 component of fitness and the Personal Fitness Program
Plan and Agreement. (25 points)
3. Implement and Monitor
Implement and monitor your exercise program for a minimum of
6 days/workouts
over the course of 2
weeks. Keep a log (templates provided within the worksheet with labs as you implement your exercise
program. The logs should be complete, clear, precise, and accurate and provide you with information that
will help you to reflect upon your exercise program in the next step. (25 points)
4. Reflect
Write a two-page reflection on your experiences in assessing, planning, implementing and monitoring
your exercise program. Also consider some of the following questions:
●
What are your past experiences with exercise?
Which fitness components you have worked on
before?
●
What components you will continue to do and why?
●
What were your feelings/thoughts after implementing your program?
●
What did you learn about your body’s fitness?
●
How well did the program work?
What barriers did you encounter?
What did you find easy?
●
What do you feel are the immediate and long-term benefits of exercising?
●
What are your goals for your fitness in the future?
What are the implications of physical fitness
for you personally?
(25 points)
4
Dimension II - Nutrition (100 points)
For this section you will gather data in order to identify strengths and weaknesses related to your current diet. You
will then use this information to implement a change to your current diet, and write a final reflection discussing
your nutritional status.
1. Assess
Track your dietary intake over the course of
three
days using a nutrition tracker such as the MyFitnessPal
app, myfitnesspal.com, Nutrition Calc Plus inside of Connect.
Record everything you eat and generate a
report of your dietary log or take a screenshot each day of your food log.
(25 points)
2. Plan
After the three days of dietary tracking are complete, average your daily intake totals by utilizing the chart
template provided. Calculate what your ideal calorie intake and nutrient levels should be. Next, use your
results to identify three
specific
limitations of your current diet and determine strategies for change.
Use
the template provided to identify the problems, set goals, and develop strategies for change. (25 points)
3. Implement and Monitor
Now that you have determined three limitations and strategies to adjust these limitations, implement
them over a three-day period. Once again, record and report everything you eat on MyFitnessPal and
generate a report of your dietary log or take a screenshot each day of your food log.
Complete the chart
utilizing the template provided.
Keep notes of your progress or barriers that you faced upon
implementation.
(25 points)
4. Reflect
Using the information you gathered in steps 1-4, write a 2-3 page reflection about your experiences in this
activity. Discuss how following the new plan made you feel and the barriers to implementation. How did
the new choices change your nutrient intake (i.e., did it improve your fat, carbs, protein or calcium
intake)? What impact will this activity have on your future actions? (25 points)
Dimension III - Stress (100 points)
For this section you will gather information to analyze your current lifestyle as it relates to stress management. You
will then use this information to identify two relaxation techniques, and implement them. A final reflection will be
written discussing your experience with stress management.
1. Assess
Keep track of your stressors, stress levels, and the way you handle stress for 3 days by completing the
Initial Stress Worksheet.
The first 3 columns will be a journal of how you currently handle stress. The last
column will be some possible alternatives for how your stressors could have been handled differently or
more effectively. (25 points)
2. Plan
Use the information from your worksheet, and analyze your personal stress management techniques from
those 3 days to
choose 2 healthy coping strategies
to implement into your life. These strategies may come
from the last column of the initial stress worksheet, or you may choose different ones. Suggestions are
found on pp. 320-329 of your text. (25 points)
3. Implement and Monitor
Implement those healthy strategy for the next 3 days. Complete the Revised Stress Worksheet by showing
how at least 2 times each day you tried these new strategies. (25 points)
4.
Reflect
Write a 2-3 page reflective paper discussing the topics found in the specific assignment on blackboard. (25
points)
5
Hallmark Assessment Project Rubrics
Fitness 100 points
Exemplary
Target
Developing
Insufficient
Information
HETE 1a
InTASC 4J
All self-assessments
are complete.
All self-assessments
are complete.
Some self-
assessments are
missing or are
incomplete.
Assignments are
missing or
incomplete.
Concept of
fitness:
Relevance
(breadth)
HETE 1a
InTASC 4J
Personal balanced
fitness program
covers all 5 of the
fitness components
and FITT variables
(breadth) and is
highly relevant to
the student’s fitness
self-assessment.
Personal balanced
fitness program
covers most of the
fitness components
and FITT variables
(breadth) and is
mostly relevant to
the student’s fitness
self-assessment.
Personal balanced
fitness program
covers few of the
fitness components
and FITT variables
(breadth) and/or is
not relevant to the
student’s fitness
self-assessment.
Personal balanced
fitness program
doesn’t cover fitness
components and
FITT variables and is
not relevant to
student’s fitness self-
assessment.
Information
Precision
HETE 1a
InTASC 4J
Exercise log shows
that the program
has been
implemented for 6
days.
Charts and
logs are complete,
clear, and precise.
Exercise log shows
that the program
has been
implemented for at
least 4 days; and
charts and logs are
complete and are
mostly clear.
Exercise log shows
that the program
has been
implemented for
less than 3 days;
and/or charts and
logs are incomplete
or unclear.
Exercise log does not
show the program
has been
implemented for at
least 1 days and/or
charts or incomplete
or unclear.
Consequences
Concepts
Depth
HETE 1a
InTASC
4J,K,L,M
In the reflection, the
student discusses:
whether the plan
helped to improve
his or her fitness,
immediate and
long-term
consequences of
exercising, and
future fitness goals.
In the reflection, the
student discusses:
whether the plan
helped to improve
his or her fitness,
immediate and
long-term
consequences of
exercising, and
future fitness goals.
In the reflection,
the student’s
discussion lacks
depth and does not
cover whether the
plan helped to
improve his or her
fitness, immediate
and long-term
consequences of
exercising, and/or
future fitness goals.
In the reflection, the
student does not
discuss ways to
improve his or her
fitness, long term
fitness
consequences, or
fitness goals.
6
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Nutrition 100 points
Exemplary
Target
Developing
Insufficient
Printouts
Information
HETE 1a
InTASC 4J
All (initial and
revised) printouts
and dietary logs
from myfitnesspal
are complete and
accurate.
All (initial and
revised) printouts
and dietary logs
from myfitnesspal
are complete and
mostly accurate.
Some printouts
and dietary logs
are missing or are
inaccurate.
Printouts are
missing.
Paper:
depth,
breadth, accuracy
HETE 1a
InTASC 4J
Students have
accurately compared
the required
nutrients (breadth)
to their goals and
discussed their
strengths and
weakness in depth.
Students have
compared the
required nutrients
(breadth) to their
goals and discussed
their strengths and
weakness.
Students have
not discussed all
the nutrients
and/or strengths
and weakness.
Students
have not
discussed
nutrients or
strengths
and
weaknesses.
Relevant
Logical
Implications
HETE 1a
InTASC 4J
Student identifies 3
relevant and logical
strategies to improve
their diet,
implements the plan
for 3 days, and
discusses immediate
and long-term
implications of
changes.
Student identifies 3
strategies to improve
their diet,
implements the plan
for less than 3 days,
and discusses
immediate and long-
term implications of
changes.
Student identifies
less than 3
strategies to
improve their
diet; and/or does
not implement
the plan for 3
days, and/or
discuss
implications of
changes.
Student
identifies
less than 2
strategies to
improve
their diet
and does not
implement
the plan or
discuss
implications
of changes.
Inference
Depth
HETE 1a
InTASC 4J
Student reflects in
depth on the process
and on what impact
the experience will
have on his or her
future actions
(inference).
Student reflects on
the process and on
what impact the
experience will have
on his or her future
actions (inference).
Student does not
reflect on the
process and/or
the impact the
experience has
on his or her
future actions.
Student does
not reflect
on the
process or
impact the
experience
has had on
future
actions.
7
Stress 100 points
Exemplary
Target
Developing
Insufficient
Information
Worksheets are
complete and
relevant.
Worksheets are
complete.
Worksheets are
incomplete.
Worksheets
incomplete/ not
turned in.
Discussion of Stress
Breadth
Depth
HETE 1a
InTASC 4J
Student provides a
deep and broad
discussion of his or
her stress
(personal stress
history/levels,
causes, significant
patterns [types],
effectiveness of
current coping
strategies).
Student provides a
discussion of his or
her stress
(personal stress
history/levels,
causes, patterns
[types],
effectiveness of
current coping
strategies).
Student provides
an incomplete
discussion of his or
her stress.
Student does
not provide
discussion of
his/her stress.
Implementation and
Discussion of Coping
Strategies Concepts
Consequences
Depth
Relevance
HETE 1a
InTASC 4J,K,L,M
Student uses the
concepts of stress
management
discussed in class
to describe and
explain in depth
his or her
implementation of
relevant coping
strategies
(including whether
or not stress level
was reduced,
includes
appropriate and
relevant examples,
and plans for the
future.
Student uses the
concepts of stress
management
discussed in class
to describe and
explain his or her
implementation of
coping strategies
(including whether
or not stress level
was reduced), and
includes examples.
Student does not
implement coping
strategies and/or
does not discuss his
or her
implementation.
Student does
not implement
coping strategies
and does not
discuss
implementation.
8
GRADUATE STUDENT REQUIREMENTS - N/A
CRITERIA FOR DETERMINATION OF GRADE
Final grading will be based on a standard ten-point grading scale on the total points earned by a student both in
lecture divided by the total points possible. The table below illustrates the method of calculating letter grades
based on the points earned by a student.
There is a total of 550 points in this course.
To calculate your grade, add
up all the grade points you earned and divide the total grade points you earned by the total possible points, and
use the following table to calculate your letter grade. When calculating final grades, round using traditional
methods. Example: if you receive an 89.5 or higher, round up to 90% but not if you receive an 89.4 or lower.
No
curve and no extra credit will be provided.
RANGE
LETTER GRADE
97-100
A+
94-96
A
90-93
A-
87-89
B+
84-86
B
80-83
B-
77-79
C+
74-76
C
70-73
C-
67-69
D+
64-66
D
60-63
D-
0-59
F
POLICY ON INSTRUCTIONAL MODIFICATIONS
Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise
satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and
plan specific accommodations. Students will be asked to supply a letter from the Disabilities Resource Center to
assist in planning modifications.
The mission of the Disability Resource Center (DRC) is to coordinate services that
ensure individuals with disabilities have equal access to take full advantage of the University's educational, social,
and cultural opportunities. For more information, please visit
http://louisville.edu/student/dev/drc/index.html
OR
Disability Resource Center, Belknap Campus, 120 Robbins Hall, Louisville, KY 40292; (502) 852-6938, (502) 852-0924
fax.
CEHD DIVERSITY STATEMENT
Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other
professionals. Students will be encourage to investigate and gain a current perspective of diversity issues (race,
ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic
location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how
diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of
areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded
beliefs and practices regarding diversity.
TITLE IX/CLERY ACT NOTIFICATION
Sexual misconduct (sexual harassment, sexual assault, and sexual/dating/domestic violence) and sex
discrimination are violations of University policies. Anyone experiencing sexual misconduct and/or sex
discrimination has the right to obtain confidential support
from the PEACC Program 852-2663, Counseling Center
852-6585 and Campus Health Services 852-6479.
9
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Reporting your experience or incident to any other University employee (including, but not limited to, professors
and instructors) is an official,
non-confidential report
to the University. To file an official report, please contact the
Dean of Student’s Office 852-5787 and/or the University of Louisville Police Department 852-6111. For more
information regarding your rights as a victim of sexual misconduct, see the Sexual Misconduct Resource Guide
(
http://louisville.edu/hr/employeerelations/sexual-misconduct-brochure
).
TECHNOLOGY EXPECTATIONS
Foliotek Electronic Assessment System (EAS)
Foliotek electronic assessment system will replace LiveText in Spring 2020. This web-based system contains
portfolios of courses and assessments based on requirements outlined on programs’ curriculum sheets. Faculty and
students will use a Foliotek Single Sign On (SSO) link in Blackboard to log in to Foliotek. Students are associated
with portfolios respective to the program(s) they pursue.
Foliotek resources for you are located on the College’s website,
www.louisville.edu/education/foliotek
. These
include step-by-step guides and videos. You can also access the “Resources” and “Help” areas in Foliotek to find
information on getting support via telephone, live chat, and email.
Several critical aspects of Foliotek that you need to know are listed below.
You are not charged for the use of Foliotek
.
Faculty will create a Foliotek SSO link in your Blackboard course. The SSO links are the portals through
which you will access the Foliotek system.
You should click on the Foliotek SSO link for
each course
in which you are currently registered at least once
during the semester. This first click will integrate Blackboard and Foliotek, associating you with your
courses and instructors in Foliotek.
After you have clicked on each SSO course link once, you can open your Foliotek-hosted courses from any
current course listed in Blackboard to access portfolios, courses, and assignments.
You can submit coursework in numerous formats, including Microsoft Word, Excel, PowerPoint, link(s), PDF
files, video files, etc.
If there is an issue with the system, you can click on “Resources” or the “Help” link to find appropriate
resources.
The “Help” menu offers directions for contacting Foliotek via email, live chat, or toll-free phone number.
CEHD email and phone number for assistance with assignments are foliotek@louisville.edu or 502-852-
1360.
UNIVERSITY ACADEMIC CALENDAR
Classes start
Aug. 22, 2022 (Mon)
Last day to drop/add
Aug. 26, 2022 (Fri)
Labor Day Holiday
Sept. 5, 2022 (Mon)
Mid-term Break
Oct. 3-4, 2022 (Mon-Tues)
Last day to withdraw
Oct. 21, 2022 (Fri)
Thanksgiving break
Nov. 23-27, 2022 (Wed-Sun)
Last day of classes
Dec. 5, 2022 (Mon)
Reading day
Dec. 6, 2022 (Tue)
Final exams
Dec. 7-13, 2022 (Wed-Tues)
Commencement/Degree date
Dec. 16, 2022 (Friday)
UNIVERSITY POLICIES
Academic Integrity
:
Instructors may use a range of strategies (including plagiarism-prevention software at the
university) to compare student works with private and public information resources in order to identify possible
plagiarism and academic dishonesty. Comparisons of student works may require submitting a copy of the original
work to the plagiarism-prevention service. The service may retain that copy in some circumstances.
For more information about the SafeAssign plagiarism-prevention tool, visit:
http://delphi.louisville.edu/help/safeassign/
(opens in a new window).
10
Plagiarism (or any other incident of academic dishonesty) is an affront to the educational system and will not be
tolerated. If you are caught in this situation, a letter will be placed in your academic file documenting the incident.
You will receive a zero on any plagiarized assignment:
●
Copying someone else’s work and claiming it as your own, including but not limited to, work accessed in
person, from computer files, or from the internet.
●
Paraphrasing someone else’s work and claiming it as your own.
●
Collaborating excessively with another person and claiming it as your own.
University Delay/Closure:
If the University of Louisville is closed due to a holiday, weather-related conditions or
other unusual circumstances, planned real-time activities in online classes will not be held and no form of
coursework will be due. Real-time activities include scheduled class chats, virtual classroom meetings, or any other
activity that requires students to access the course management system (i.e., Blackboard) at a scheduled time.
If the University of Louisville is on a delayed schedule, on-campus classes are canceled up until a certain time, and
classes that begin at or after the delayed time meet at their regular time and include the full instruction period.
However, a delayed schedule will not affect online classes in any way. Coursework is due as planned and any
scheduled real-time activities will be held.
Internet Outage or Inaccessibility:
A student will occasionally lose his or her Internet access due to an outage
where both the cause and solution are outside of his or her control. Examples include an extended power or cable
outage causing a loss in Internet access. It is at the discretion of the course instructor whether to require
documentation and to determine a reasonable course of action.
Be sure to contact the instructor immediately if
you have this issue.
Please keep in mind, you might need to find alternate internet sources if the computer at your home/work has an
outage. University of Louisville and many public libraries offer access. The IT Help Desk is available 365 days a year,
6 AM through 2 AM. Contact the IT Help Desk at
502-852-7997
or online at
helpdesk@louisville.edu
. If you need
help quickly, utilize
Live Online Support
http://louisville.edu/it/support/helpdesk
and receive help in just minutes.
Religious Holy Days and Observances
: Federal law and university policy prohibit discrimination on the basis of
religious belief. It is the policy of the University of Louisville to accommodate students, faculty, and staff who
observe religious work-restricted holy days.
Students who observe work-restricted religious holy days must be
allowed to do so without jeopardizing their academic standing in any course. Faculty are obliged to accommodate
students’ request(s) for adjustments in course work on the grounds of religious observance, provided that the
student(s) make such request(s) in writing during the first two (2) weeks of term.
SUPPORT SERVICES
Library Services
Library services are available for students in distance education-online courses, including off-campus access to
online databases and Electronic Course Reserves. The UofL librarians are available to assist you with library
services. For more information view the
Library Services for Distance Education and Online Courses
page.
Technical Support
If you need technical support with your university account, unlocking your password, accessing wireless,
Blackboard or other technical issues, contact the HelpDesk at (502) 852-7997. You can chat with a support expert
or submit an email by visiting the
HelpDesk Resources
website. Many useful videos can be found at the
Blackboard
9.1 Help
page.
Writing Center
The University Writing Center is committed to supporting the writing of distance education students. If you are
taking a distance education course and cannot make a face-to-face appointment at the Writing Center, you can
schedule an online consultation through their Virtual Writing Center. They provide both online live chat sessions
and, when that's not possible, they can respond to your draft in writing through an eTutoring session.
Learn more
at the
Writing Center
website.
11
Other Policies
CLASSROOM BEHAVIOR
You are expected to respect the classroom, your instructor, and your peers. This entails
maintaining an environment that encourages learning. Side conversations and other distracting
behavior will adversely affect your grade.
Please be respectful of your instructor and peers and keep all cell phones, electronic games, iPad,
instant messenger, Facebook, Instagram, Twitter, etc., off and put away.
MAKE-UP WORK POLICY
Students must submit all assignments on time according to the syllabus in order receive credit. No
credit will be given to assignments submitted after the due date - this includes In-Class Activities,
Study Guides, Assignments, and the Hallmark.
12
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COURSE CALENDAR
DATE
TOPIC
Tuesday, Aug 23
rd
Syllabus
Chapter 1: Introduction to Wellness, Fitness and Lifestyle Management
Introduce Fitness Hallmark
Thursday, Aug 25
th
Chapter 1: Introduction to Wellness, Fitness and Lifestyle Management – continued.
Tuesday, Aug 30
th
Quiz 1 – Introduction to wellness, fitness, and lifestyle management.
Chapter 2: Principles of Physical Fitness
Physical Activity Guidelines for Americans, 2
nd
edition
https://health.gov/sites/default/files/2019-
09/Physical_Activity_Guidelines_2nd_edition.pdf
Thursday, Sept 1
st
Fitness Activity – Fitness Assessments
1.
Meet at Cardinal Park
(outside) for Cardiorespiratory Endurance (1 mile walk)
test.
2.
Meet at Student Activity Center East
(SAC) 106 gyms, 3
rd
court for Muscular
Endurance (push-ups), Muscular Strength (
not required
), Flexibility (modified
sit and reach), and Body Composition (body mass index, height, and weight)
tests, low-back flexibility assessment (Plank test).
Overview of Principles of Physical Fitness
Tuesday, Sept 6
th
Fitness Assessment Results DUE
Quiz 2 – Principles of Physical Fitness
Discuss Fitness HAT and talk about fitness assessments.
Chapter 3: Cardiorespiratory Endurance
Thursday, Sept 8
th
Chapter 3: Cardiorespiratory Endurance
Tuesday,
Sept 13
th
Quiz 3 – Cardiorespiratory endurance
Chapter 4: Muscular Strength and Endurance
Thursday, Sept 15
th
Chapter 4: Muscular Strength and Endurance
Tuesday, Sept 20
th
Quiz 4 – Muscular strength and Endurance
Chapter 5: Flexibly and Low back Health/ Chapter 6: Body Composition
Thursday, Sept 22
nd
Chapter 5: Flexibly and Low back Health/ Chapter 6: Body Composition
Tuesday, Sept 27
th
Introduction to Nutrition Hallmark
Quiz 5 – Flexibility and Low back health/ Body Composition
Chapter 7: Putting Together a Complete Fitness Program
Thursday, Sept 29
th
Independent Workday –
Class meeting optional
Tuesday, Oct 4
th
No class meeting – Mid-Term break
Thursday, Oct 6
th
FITNESS HALLMARK ASSESSMENT DUE – HARDCOPY due in class.
Discuss Nutrition Hallmark
Chapter 8: Nutrition
Tuesday, Oct 11
th
Chapter 8: Nutrition
Thursday, Oct 13
th
Chapter 8: Nutrition
Tuesday, Oct 18
th
Quiz 6 – Nutrition
Chapter 9: Weight Management/ Chapter 11: Cardiovascular Health and Diabetes
Thursday, Oct 20
th
Introduce Stress Management Hallmark
Chapter 9: Weight Management/ Chapter 11: Cardiovascular Health and Diabetes
Tuesday, Oct 25
th
Quiz 7 – Weight management/ Cardiovascular Health and Diabetes
Chapter 10: Stress Management and Sleep
Thursday, Oct 27
th
Chapter 10: Stress Management and Sleep
Tuesday, Nov 1
st
Quiz 8 – Stress Management and Sleep
Chapter 12: Cancer
Thursday, Nov 3
rd
NUTRITION HALLMARK ASSESSMENT DUE by Midnight
13
Stress Management Activity - Assessment, Planning, Implementation.
Guided Meditation?
Chapter 13: Substance Use and Misuse
Tuesday, Nov 8
th
Chapter 14: Sexually Transmitted Infections
Thursday, Nov 10
th
Chapter 14: Sexually Transmitted Infections
Tuesday, Nov 15
th
Quiz 9 – Sexually Transmitted Infections
Chapter 15: Environmental Health
Thursday, Nov 17
th
Review of Chapter 13 & 15.
Quiz 10 – Substance Use and Misuse/ Environmental Health
Tuesday, Nov 22
nd
Stress Management Activity – Silent, mindful walk-through campus (dress
appropriately).
Thursday, Nov 24
th
NO CLASS – Thanksgiving Break
Tuesday, Nov 29
th
Independent Workday – Class meeting optional
Thursday, Dec 1
st
Last Day of Class – STRESS MANAGEMENT HALLMARK ASSESSMENT DUE
These descriptions and timelines are subject to change at the discretion of the instructor.
Prepared by: Alexeia Casillas
Date Prepared: 08/2022
14