CEC Teachers

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C E C Middle College
2650 Eliot St.
Denver CO 80211
Ph: 720 - 423 - 6600
Fax: 720 - 423 - 6604
TTY: 720 - 423 - 6643

Fitness Syllabus

I. General Information

Students in my course may earn a combination of high school credits in science, physical education and elective. Students may also earn credits in Post Secondary Options through Community College of Denver.

Course Title: Fitness Trainer/Human Performance

Course Code: 8572, 8574, 8576

Department: Career Technology

Grade Levels: 9, 10, 11, 12

Credits per Semester: DPS: 15, Science – 5, PE – 5, Elective – 5 CCD: CPR/First Aid – 2, Medical Terminology - 2, Fitness Technology - 2

Duration: Semester

Maximum Semesters: 3

Special Grading: None

Prerequisites: None

Fees/Materials: Workout gear is required

Notes: None

Textbooks: A.C.E. Personal Trainer Manual, AHA and Red Cross CPR manuals, Medical Terminology 4th Edition

II. Course Description: The Fitness Trainer/Human Performance Program is for the individual who enjoys physical activity and is interested in learning the science and psychology involved adopting an active and healthy lifestyle and working in the industry. Students acquire skills in strength training, cardiovascular training, fitness assessment, diet evaluation, and body-mechanics. Students study human anatomy and physiology, exercise modalities, nutrition, and CPR. Students use this knowledge and apply these skills during job shadowing in fitness and research facilities, working with students from other programs, and in the classroom.

III. Program or CTE, District Standards/Learning Objectives, Workplace Standards

A. Career/Program Standards Addressed Note: American Council on Exercise (A.C.E.) sets the Career Standards.

1. The student can give examples of and perform cardiovascular, muscle strength, core, muscle endurance, and flexibility exercises using correct form through a variety of exercise modalities. 2. The student determines and uses accepted CPR and first aid procedures and integrates personal safety prevention techniques during workouts. 3. The student locates and names muscles in relationship to exercise applications. 4. The student designs an effective group workout and leads his/her classmates through it at an appropriate level. 5. The student interprets posture deviations and develops exercises and stretches to improve them. 6. The student can prescribe and design strength, cardiovascular and flexibility workouts based on the client’s goals and current fitness status. 7. The student differentiates planes of motions and joint actions to combines exercises for overall improvement. 8. The student relates the anatomical name and functional name of muscles or groups of muscles. 9. The student recognizes characteristics of an eating disorder and predicts outcome of this behavior. 10. The student recalls and relates information from the Food Guide Pyramid to personal eating.

B. District Standards Addressed/Objectives

Science Standard 1 – Students understand the processes of scientific investigations and design, conduct, communicate about, and evaluate such investigations. • The student can examine, translate, and judge measurements during fitness assessments for baseline and prescribe exercises the will improve the level of each. • The student can effectively obtain health and lifestyle information to optimize program design and implementation

Science Standard 2 – Students know and understand common properties, forms and changes in matter and energy. • Measures and assesses body composition using skin-fold calipers. • Measures and records fitness assessment results for muscle strength, flexibility and cardiovascular endurance.

Science Standard 3 – Students know and understand the characteristics and structure of living things, the process of life and how living things interact with their environment. • The student analyzes eating habits and food intake to determine optimal nutrition. • The student identifies nutrient content of food consumed using the Food Guide Pyramid. • The student recognizes symptoms of dehydration. • The student names and locates muscles, bones and connective tissues of the body in relationship to exercise application.

Science Standard 6 – Students understand that science involves a particular way of knowing and understand common connections among science disciplines. • The student relates the anatomical name and the functional name of the muscle or groups. • The student compares the projected target heart rate zone using Karvonen and short formulas. • The student identifies eating disorder characteristics and their outcomes.

Science Standard 7 – Students use appropriate technologies to facilitate understanding of scientific concepts, communicate scientific information and conduct scientific inquiry. • Students use fitness assessment technologies to calculate and measure skin-fold levels, strength maximums, endurance maximums and flexibility. • Students use the Internet and scientific journals for research projects and paper.

PE Standard 1- Students demonstrate competent skills in a variety of physical activities and sports. • Practices executing muscular strength and muscular endurance exerciser with correct posture and alignment. • Determines alternative positions and exercise options for strength, cardiovascular and flexibility exercise. • Plans and practices an exercise workout for the class using a variety of modalities. • Determines music speed and selection for the designed workout.

PE Standard 2 – Students demonstrate competency in physical fitness. • Prevents muscular and joint injury by incorporating correct alignment and posture in all exercises. • Analyzes exercises by breaking them down by muscle, muscle fiber innervations and types of contractions. • Categorizes sports and exercise activities according to cardiovascular standards set by the American College of Sports Medicine (ACSM). • Manipulates exercises, resistance, sets and repetitions toward stated goals avoiding plateauing.

PE Standard 3 – Students demonstrate the knowledge of the factors important to and the benefits gained from participation in physical activity. • Identifies health crisis symptoms and situations and practices correct life-saving protocol for cardiopulmonary resuscitation for the adult and child. • Demonstrates and charts exercises and sports options for intensity, duration and types according to ACSM standards.

PE Standard 4 – Students understand the importance of physical activity and its contributions to a healthy lifestyle. • Prescribes sports and exercise options based on the ACSM standards for cardiac improvement. • Discriminates between objectives of body-building and power-lifting programming. • Develops long and short-term exercise programs for strength using micro phases, meso phases, recovery phases and macro phases. • Integrates periodization programs for strength and hypertrophy segments for themselves and another student. • Plans and practices an exercise workout for the class using a variety of modalities.

C. CTE Consumer and Family Studies Standards Addressed

CTE Standard 10 – The student will analyze factors that impact human growth and development. • Recognize and integrate non-verbal communication techniques when participating in team scenarios. • Practice verbal and non-verbal communication in consultations and team training sessions. • Determine and assess motivational incentives toward client adherence to an exercise prescription.

CTE Standard 12 – The student will demonstrate nutrition and wellness practices that enhance individual and family well-being. • Predicts response for using appetite suppressants, bronchiodilators, steroids, and cold medications before and during exercise. • The student recalls and relates information from the Food Guide Pyramid to personal eating.

D. Workplace Standards Addressed

Communication Skills - Demonstrates the ability to receive and relay information clearly and effectively • Listening – receives, attends to, understands and responds to verbal and non-verbal messages • Speaking – clearly organizes and effectively presents ideas orally • Reading – locates, understands and interprets written information in prose and documents to perform tasks • Writing – organizes and effectively presents ideas and information in writing • Interpreting – delineates and analyzes oral and written information and synthesizes information into a conclusion • Negotiating – works toward agreement while maintaining position • Persuading – communicates ideas to justify position, overcome resistance and convince others

Organizational Skills - Demonstrates the ability to work effectively and efficiently • Planning – devises and outlines a process to achieve a goal and timeline • Time Management – applies appropriate time to task and manages multiple priorities • Using Resources – identifies, organizes, plans and allocates resources • Evaluating – collects, evaluates and uses data to monitor and improve performance

Thinking Skills - Demonstrates the ability to use reasoning • Problem Solving – identifies and recognizes a problem, considers alternatives, devises and implements a logical plan of action • Decision Making – uses a process to identify goals and constraints, evaluates alternatives and reaches a conclusion • Creative Thinking – generates new and innovative ideas • Learning – uses efficient techniques to acquire and apply new knowledge and skills • Analyzing – identifies bias of information sources, evaluates contradictory information and effectively manages information • Mathematics – performs basic computations and solves practical problems by applying appropriate mathematical techniques

Worker Qualities - Demonstrates the characteristics of an effective worker • Self-Management – demonstrates punctuality, readiness to work, initiative and the capacity for lifelong learning and personal growth • Team Member – contributes to group effort through cooperation and consensus • Responsibility - follows through consistently with honesty and integrity • Flexibility – shows versatility and the ability to change • Leaders – creates a direction/vision for others to follow, aligns management methods with vision and implements a system of accountability • Works with Diversity – accepts differences and works well with individuals from a variety of backgrounds and/or with divergent philosophies or ideas

Technology Skills- Demonstrates the ability to work with a variety of technologies and equipment • Demonstrates Computer Literacy – uses keyboarding skills, computer programs and understand the basic computer operations

IV. Course Outline

I. Physical Fitness (Career Standard – 1, 3, 4, 5; PE Standard 1, 2, 3, 4) A. Fitness Assessment 1. Strength 2. Flexibility 3. Muscular endurance 4. Body composition B. Muscular strength and endurance C. Aerobic Fitness D. Flexibility E. Warm-up and cool-down F. Progression plan II. Anatomy (Career Standard – 9, 10; SC – 1, 2, 3, 6, 7; CTE – 10, 12) A. Skeletal 1. Bones and types of 2. Joints 3. Connective tissues 4. Names and locations B. Muscular 1. Superficial (Movers) 2. Deep (Stabilizers) 3. Names and locations 4. Functions III. Nutrition (Career Standard – 9, 10; PE - 3, 4; SC – 1, 2, 3, 6, 7, Workplace Standards) A. Influences B. Essential nutrients C. Food choices and food guide pyramid 1. Food labeling 2. Food classifications D. Related diseases 1. Mineral deficiencies 2. High cholesterol 3. Obesity E. Ergogentic aids 1. Sports drinks 2. Caffeine 3. Steroids IV. Kinesiology (PE – 1, 2, 3, 4; SC – 1, 3, 6, 7; CTE – 10, Workplace Stand) A. Biomechanics 1. Lever systems 2. Force 3. Motion B. Physical laws that affect human motion 1. Law of Inertia 2. Law of Acceleration and Momentum 3. Law of Impact and Reaction C. Balance and alignment 1. Dynamic 2. Static 3. Ballistic 4. Basic neutral alignment D. Posture 1. Spinal deviations 2. Evaluation and recommendations E. Exercise analysis 1. Weakness 2. Tight, short muscles 3. Evaluation and recommendations V. Legal and ethical issues (all Workplace Standards) A. Employee B. Independent contractor C. Contracts D. Business structure E. Scope of practice F. Legal responsibility G. Liability insurance