KIN 1400 Syllabus

KIN-1400 Online Syllabus
Health and Fitness Assessment
Concordia University Chicago

University Mission:
As a distinctive, comprehensive university of the Lutheran Church—Missouri Synod, centered
in the Gospel of Jesus Christ and based in the liberal arts, Concordia University Chicago (CUC)
equips men and women to serve and lead with integrity, creativity, competence, and compassion
in a diverse, interconnected, and increasingly urbanized church and world.
Ethics, Honesty, and Concordia University Chicago Honor Code

By virtue of your enrollment in this course, you are committing yourself to Concordia
University Chicago’s Honor code. It reads:
“As a student of CUC and a member of the larger society, I pledge to uphold an academic
honor code that supports serving and leading with strong personal integrity. Specifically
this includes not cheating or using inappropriate or dishonest means to complete anything I
do for a grade, program or graduation requirement. This also includes not giving
unauthorized assistance to, or participating in inappropriate collaboration with, others. I
understand that this is a privilege and it is my responsibility to uphold actively this honor
system. Furthermore, this pledge signifies that I will treat others with utmost respect in my
academic pursuits, within and beyond the confines of a classroom, as I expect others to treat
me.” (http:/www.cuchicago.edu/academics/honor-code)
In accordance with the Honor Code, turning in any piece of work constitutes your pledge that
your documents are original and that you have not given or received any unauthorized
assistance in completing your assignments. Plagiarism, the use of intellectual material produced
by another person without acknowledging its source, is therefore not permissible.
For example:
 Widespread copying of passages from works of others into an assignment, paper,
discussion board posting, thesis or dissertation without acknowledgement.
 Using the views, opinions, or insights of another without acknowledgement.
 Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literacy device without acknowledgement.
As a result of your commitment to the University’s Honor Code, violations of the code will
have serious repercussions. Academic consequences resulting from violations could range from
a zero on the assignment or examination (which will count in your overall point total for this
course) to failure of the course. Multiple violations will be reviewed by the Honor Code
Council and could result in a failing course grade, suspension or expulsion from the University.
Americans with Disability Act (ADA)

Concordia University Chicago is committed to ensuring the full participation of all students in
Rev. Pg. 1
its programs, as required under the Americans with Disabilities Act (ADA). Any student who,
because of a disability, requires accommodations to participate in a course should speak with
the instructor and contact the Center for Accessibility and Resource for Excellence (CARE).
Disabilities covered by ADA may include chronic health conditions as well as learning,
psychiatric, or physical disabilities. CARE is part of the Academic Center for Excellence
(ACE).
Please contact: ACE/CARE Office – Klinck Memorial Library, Room 025, 708-209-3462
Additional information may be found here:
https://www.cuchicago.edu/academics/success/disability-services/
Diversity:
Students are expected to respect diversity of thought, opinion and background in all aspects of
interaction and communication. The course incorporates and supports aspects of a diverse
learning society.
Guidelines
Class Attendance and Participation Policy:

Research clearly indicates that class attendance is an integral factor in student learning. The
importance of attendance is even more amplified in the Concordia eight-week term. Any
student who is absent 25% or more of the designated instructional time may receive a grade of
“F” for the course. Your online course room attendance is required and it is highly suggested
that you maintain a minimum online course room presence of 5 days a week, with no more than
2 consecutive days without being present in the university’s course room environment. If you
encounter an unexpected circumstance that results in an extended absence, you are required to
communicate with your instructor and your academic advisor to request an official leave of
absence. Emergency situations will be considered on a student-by-student basis.
Students are responsible for participating in this course through the following academic
activities:
 completing assigned readings from both texts and supplemental articles,
 responding to module discussion questions by posting to discussion boards on time,
 participating in the discussions with classmates and instructor, and
 submitting assignments for each learning module on the due date.
This course is organized by weekly learning modules. All assigned readings for the module are
to be completed before completing assignments. After completing the assigned readings and
any ancillary materials posted by the instructor, e.g. power points, etc. students will respond to
discussion question (s) in the discussion are designated for that module in Blackboard.
Instructions for responding to the Discussion Questions are provided.
Posting and Responding to Discussion Questions:
Rev. Pg. 2
Discussions require a response to specific questions that results in collaborative conversations

and construction of knowledge that builds and expands learning within the course. You must
support your Discussion postings and responses with references, unless you are asked to
provide personal opinion or personal reflection for a specific question. Unless noted
otherwise, your initial discussion postings should be approximately 250 words in length,
substantive and scholarly in nature. You are required to respond to each Discussion posting,
each week, within each module and provide a minimum of two responses to colleagues in the
following ways:
 Suggest why you might see things differently.
 Ask a probing or clarifying question.
 Share an insight from having read the colleague's posting.
 Offer and support an opinion.
 Validate an idea with your own experience.
 Make a suggestion.
 Expand on the colleague's posting.
 Ask for evidence that supports the posting.
 Always be respectful and collegial.
Technology Expectations:
A. Students will complete assignments using the Internet and library-technology based
database, such as the university’s research database when conducting literature searches
and course assignments and discussions.
B. Students will interact with their instructor and other classmates through the Blackboard
virtual classroom, including: retrieving their syllabus, participating in structured
discussions, submitting assignments, and communicating with their professor.
C. Students are expected to use their Concordia email for all correspondence. Students
should log into Concordia Connect to check their email on a regular basis.
D. Check your browser. Clicking on the previous link will take you to the Blackboard
Browser check and will provide information on the compatibility of your browser with
Blackboard.
Course Description
KIN-1400 Health and Fitness Assessment

Introduction to health and fitness assessments methodology. Topics covered include:
risk factor assessment, pre-participation screening, and health and fitness assessments.
Course Objectives: (Outcomes)

Upon successful completion of this course, students will:
1. Explain the importance of a pre-participation screening.
2. Assess client risk factors.
Rev. Pg. 3
3. Demonstrate how to conduct field assessments in Exercise Science.

4. Explain the importance of field assessments in exercise science.
Required Texts:
Texts:
Heyward, V. & Gibson, A. (2014). Advanced fitness assessment and exercise prescription (7th
Edition). Champaign, IL: Human Kinetics. 978149251294
Course Grading:
Activity Type: Title Due in Module Point value
Reading Quiz Day 5 15
Discussion Day 4/7 20
Assignment Day 5 or 7 20
Final Project Day 7 50
Introduction Quiz Day 3 10
Grading Scale
100-93% A 4.00 82-80% B- 2.67 69-67% D+ 1.33
92-90% A- 3.67 79-77% C+ 2.33 66-63% D 1.00
89-87% B+ 3.33 76-73% C 2.00 62-60% D- .67
86-83% B 3.00 72-70% C- 1.67 59% & F
.00
below
Request for an Incomplete:

The grade of "incomplete" is awarded by an instructor who has determined that, because of
circumstances beyond the control of the student (e.g., illness, or death in the family); the student
needs more time to complete the course and/or to succeed optimally. Any request for a grade of
incomplete must be initiated by the student. The instructor determines approval of the
incomplete. Incomplete grades range from IA to IF. The "I" indicates an incomplete grade; the
second letter (A - F) indicates the default grade if a grade is not submitted at the end of the six -
week completion period. An "Incomplete" grade must be resolved within six (6) weeks of the
end of the term in which the grade was received. At that time, the instructor will assign a grade.
Permission for additional time beyond the 6 - week deadline may be granted only with the
approval of the instructor and the Registrar. Whether or not the student is enrolled during the
following term has no effect upon this completion date. If no grade is issued after the 6 - week
period, the default grade will be issued and stand as a final grade on the student's record.
Rev. Pg. 4
Late Work Policy

Student work is considered late when it is submitted past the stated due date. However, students
are encouraged to turn in work after the submission deadline. For each day the assignment is
submitted past the due date the student will face increasingly severe point deductions. The
student has a three day window to submit work past the due date. One day late garners a 10%
point deduction, two days late garners a 30% deduction, and three days late garners a 50%
deduction. If the work is not submitted within three days of the due date the student will
automatically receive a zero on the assignment.
Course Calendar
Module 1
Pre-participation
Learning module description/summary:

In this module, you will investigate priority tasks that must be completed before any
assessments may take place. Within this module you will explore pre-participation screening,
interviewing, and risk factors.
Module Outcomes/Objectives:
1. Identify and discuss physical activity rates among adults in the United States.
2. Identify diseases that are associated with sedentary lifestyle.
3. Explain the major risk factors for diseases associated with sedentary lifestyle.
4. Explain how physical activity can aid in disease prevention and improve health.
5. Identify physical activity guidelines for increasing or maintaining optimal health.
6. Identify the major components of the health evaluation and explain how information is
used to screen clients.
7. Identify and explain risk factor stratifications.
8. Classify clients’ disease risk status.
9. Identify when to prescribe graded exercise tests.
Required Readings/Resources:
Required
1. Read Chapters 1 & 2
2. Chapter PowerPoints
3. Lecture
4. Pdf Document
5. Support Videos
a. Allbutt, H. (2014, May 18). Krotkoff Sounds Annotated Video. Retrieved from
https://youtu.be/VJrLHePNDQ4
Rev. Pg. 5
b. WCTCEMS. (2012, August 11). EMS Skills – Blood Pressure Measurement.

Retrieved from https://youtu.be/5TahRMklod8
c. RegisteredNurseRN. (2015, July 10). How to Take Blood Pressure Manually.
Retrieved from https://youtu.be/lKtfwiwHjLI
d. Mayer, R. (2012, June 11). CNA Essential Skills – Count and Record Radial
Pulse. Retrieved from https://youtu.be/m8tzO_nreb0
Recommended
1. Torres, J. O., Oliveira, C. P., Matos, D. G., Gomides, P. G., Oliveira, R. R., Aidar, F. J.,
& ... Moreira, O. C. (2016). Prevalence of coronary heart disease risk factors in college
students. Journal Of Exercise Physiology Online, 19(5), 147-158.
2. Vincenzo, B., Mingozzi, N., & Passalia, A. (2016). Lifetime sedentary is a major cause
of chronic disease. Ovidius University Annals, Series Physical Education &
Sport/Science, Movement & Health, 16301-305.
3. Owen, N., Healy, G. N., Howard, B., & Dunstan, D. W. (2012). Too much sitting: health
risks of sedentary behavior and opportunities for change. President's Council On
Physical Fitness & Sports Research Digest, 13(3), 1-11.
Assessments:
Introduction Quiz: By Day 3, complete the Introduction Quiz.
Reading Quiz: By Day 5, complete the Module 1 Reading Quiz.
Discussions:
Introduction Discussion: By Day 3, post your introduction. By Day 5, respond to two peers.
Please complete the following:
1. LinkedIn Activity – Join three professional groups on LinkedIn
2. Share your most recent exercise testing experience.
3. Respond and connect with two peers.
4. Connect with professor.
Module 1 Discussion: Chronic Disease Infographic

1. By Day 4 (Thursday) create and post your infographic. By Day 7 (Sunday) respond to
two peers. Use at least one scholarly source other than your textbook.
2. Use https://infogr.am/ to complete the assignment (free account is all you need). The
target demographic of this infographic is undergraduate students.
3. The CDC has great examples of infographics
athttps://www.cdc.gov/socialmedia/tools/infographics.html. **Please note: You will
not be able to create an infographic that is at the same level as those produced by the
CDC as they have professional software and designers**
4. Create an infographic that presents a chronic disease to the general public.
a. Disease and classifications
b. How it affects the body – short and long term
c. Risk Factors
d. Prevention suggestions
e. Use 1 scholarly source outside of the text (scholarly source and library tutorial)
Rev. Pg. 6
5. By Day 7, respond to two peers.

a. Do not critique your peers’ submissions. Instead expand the discussion by
relating personal experiences, asking probing questions (framed and with
hypothesis, or introducing outside research.
Infogram Help - https://infogram.com/tutorials
Assignments:
Module 1 Assignment: Health Evaluation. Due Day 7.
a. Complete a Preliminary Health Evaluation on yourself and submit the following
information. Please complete and submit the following:
i. PAR-Q
ii. Medical history questionnaire
iii. Signs and symptoms of disease medical clearance
iv. Coronary risk factor analysis
v. Lifestyle evaluation
vi. Resting BP and HR
vii. Summarize how collected information is used to screen clients and why it
is important to collect.
Module 2
Body Composition

In this module, you will explore strategies to assess body composition. Within this module you
will investigate both clinical and field assessments used to measure body composition.
1. Explain why it is important to measure body composition and how body composition
measurements are used.
2. Identify standards for classifying body fat levels.
3. Identify and discuss guidelines and limitations of body composition assessments.
Required
1. Read Chapter 8
2. Chapter 8 PowerPoint
3. Lecture
4. Support Videos
a. Erickson, T. (2014, September 16). How to perform a 7-site body fat
measurement. Retrieved from https://youtu.be/hQWoq8D9xnE
b. Branson, Scott. (2014, May 16). Introduction to Reliability and Validity.
Rev. Pg. 7
Retrieved from https://youtu.be/Yr817Iy5pfo

Recommended
1. SIVAPATHY, S., CHANG, C. Y., CHAI, W. J., ANG, Y. K., & YIM, H. S. (2013).
Assessment of hydration status and body composition of athlete and non-athlete subjects
using Bioelectrical Impedance Analysis. Journal Of Physical Education & Sport, 13(2),
157-162.
2. MAZIĆ, S., LAZOVIĆ, B., ĐELIĆ, M., SUZIĆ LAZIĆ, J., AĆIMOVIĆ, T., & BRKIĆ,
P. (2014). Body composition assessment in athletes: A systematic review. Medicinski
Pregled / Medical Review, 67(7/8), 255-260. doi:10.2298/MPNS1408255M
Assessments:
Discussions:
Module 2 Discussion: Body Awareness
1. Fat shaming and body pride are two issues society is dealing with today. As an exercise
scientist professional how would you work with a client that is obese, but doesn’t think
he or she needs to change? Respond by Day 4.
a. Support your response with 1 scholarly resource not including the textbook.
2. Respond to two peers by Day 7. Please keep your responses civil and professional.
Assignments:
Module 2 Assignment: Gold Standard. Due Day 7.
1. Gold standard identification. Please respond to the prompt:
a. What is the gold standard assessment in body composition? Why is it considered
the gold standard? Use two scholarly sources to support your selection.
b. Please keep your responses under two pages not counting your cover and
reference page.
c. Use APA citation in text and in your reference page.
Module 3
Cardiorespiratory Fitness

In this module, you will investigate cardiorespiratory fitness assessments. Within this module
you will explore clinical and field cardiorespiratory fitness assessments.
1. Identify and explain how cardiorespiratory fitness is assessed.
2. Explain how VO2 max is estimated from graded exercise test and field test data.
3. Identify the strength and weakness of field and clinical tests.
4. Identify standardized testing protocols.
Rev. Pg. 8
5. Demonstrate and explain field test protocols.
Required
1. Read Chapter 4
3. Lecture
4. Support videos
a. Review BP and HR Videos from Module 1
b. Jpverdisco. (2010, October 4). Exercise Physiologist Demonstrating VO2 Max
Testing. Retrieved from https://youtu.be/A2z0l9B6aGE.
c. YSUMediaAcademicComp. (2010, July 21). Bruce Protocol Stress Test.
Retrieved from https://youtu.be/y3Zq4n3WSyc.
Recommended
1. ALEXANDER, R. P., & MIER, C. M. (2011). Intermittent vs continuous graded
exercise test for VO2max in college soccer athletes. International Journal Of Exercise
Science, 4(3), 185-191.
2. Zagatto, A. M., Miyagi, W. E., Sakugawa, R. L., Kaminagakura, E. I., & Papoti, M.
(2012). Aerobic endurance measurement by respiratory exchange ratio during a cycle
ergometer graded exercise test. Journal Of Exercise Physiology Online, 15(5), 49-56.
Assessments:
Discussions:
Discussion 3: Field Tests
1. In this discussion, you will create a video presentation that demonstrates how to
complete a cardiorespiratory field test of your choice. Your original post is due Day 4.
Be sure to include the following:
a. Directions to complete the test
b. Necessary materials to complete the test
c. Strength and Weakness of the test
2. Respond to two peers by Day 7
a. Guided response
i. Any questions based on peer’s presentation.
ii. Find a support article for your peer’s field test – Briefly summarize the
article. Be sure to include a brief overview of the methods, results, and
discussion.
Assignments:
Module 3 Assignment: Field Test Guide. Due Day 7
1. Formal Presentation of the field test covered in your discussion. Guide for peers and
future use. (This activity builds on the work you completed in the discussion board)
a. How to guide that covers:
Rev. Pg. 9
i.Methods
ii.Materials
iii.Measurements and Calculations (with an example)
iv. Strength and Weaknesses
1. Reliability and Validity of your test
2. Including alternatives test suggestions
v. Link to your video guide (from discussion)
vi. Use of one scholarly resource outside the textbook
Module 4
Muscular Fitness

In this module, you will explore muscular fitness assessments. You will investigate how
muscular strength and endurance is assessed, how muscle type affects force production, and
testing protocols.
1. Explain how muscular strength and endurance are assessed.
2. Explain how type of muscle contraction affects force production.
4. Identify the strengths and weaknesses of assessments.
Required
1. Read Chapter 6
3. Lecture
4. Support Videos
a. Fitlink. (2012, September 22). Fitness Test – 1RM Test. Retrieved from
https://youtu.be/D-WEr2Tktps
Recommended
1. Eather, N., Morgan, P. J., & Lubans, D. R. (2016). Improving health-related fitness in
adolescents: the CrossFit Teens™ randomised controlled trial. Journal Of Sports
Sciences, 34(3), 209-223.
2. CALESTINE, J., BOPP, M., BOPP, C. M., & PAPALIA, Z. (2017). College student
work habits are related to physical activity and fitness. International Journal Of
Exercise Science, 10(7), 1009-1017.
Assessments:
Rev. Pg. 10
Discussions:
Discussion 4: Field Tests
complete a muscular fitness field test of your choice. Your original post is due Day 4.
Be sure to include the following:
a. Directions
b. Necessary materials
c. Strength and Weakness
2. Respond to two peers
a. Guided response
article.
Assignments:
Module 4 Assignment: Field Test Guide. Due Day 7.
i. Methods
ii. Materials
iii. Measurements and Calculations (with an example)
Module 5
Balance and Flexibility Assessments

In this module, you will explore balance and flexibility assessments. You will investigate the
difference between static and dynamic flexibility, testing protocols, and factors that affect
flexibility and balance.
1. Explain the difference between static and dynamic flexibility and balance.
2. Explain the factors that affect flexibility and balance.
4. Identify the strengths and weaknesses of assessments.
Rev. Pg. 11
Required
1. Read Chapters 10 & 12
2. Review Chapter PowerPoints
3. Lecture
4. Support videos
a. Huddleston, W. (2012, September 3). Sitting Balance Assessment. Retrieved
from https://youtu.be/IPAieflKC7Y
b. Huddleston, W. (2012, September 3). Standing Balance Screen. Retrieved from
https://youtu.be/B3tCgUJ_eIQ
c. Brookbush, B. (2013, October 13). Ober’s Test. Retrieved from
https://youtu.be/bDAHkXO1YWk
Recommended
1. Sgrò, F., Licari, D., Coppola, R., & Lipoma, M. (2015). Assessment of balance abilities
in elderly people by means of a clinical test and a low-cost force
plate. Kinesiology, 47(1), 33-43.
2. Connor, S. O., McCaffrey, N., Whyte, E., & Moran, K. (2015). Reliability of a Modified
Active Knee Extension Test for Assessment of Hamstring Flexibility. International
Journal Of Athletic Therapy & Training, 20(4), 32-36.
Assessments:
Discussions:
Module 5 Discussion: Field Tests
complete a flexibility or balance field test of your choice. Your original post is due Day
4. Be sure to include the following:
a. Directions
b. Necessary materials
c. Strength and Weakness
2. Respond to two peers
a. Guided response
article.
Assignments:
Module 5 Assignment: Field Test Guide. Due Day 5.
Rev. Pg. 12
i.Methods
ii.Materials
iii.Measurements and Calculations (with an example)
Final Project: Assessment Book. Due Day 7.

Create an assessment protocol that you will use on most future clients.
This will include:
1. Pre-participation screening and assessments
2. Body composition assessments
3. Cardiorespiratory assessments
4. Muscular fitness assessments
5. Flexibility and balance assessments
At minimum, you must have two assessments for each category.
For each assessment you must include:

1. Methods Instructions (how to for future users)
2. Strengths and weaknesses of assessment
3. Why you selected this specific assessment
4. Viable alternatives
Minimum of five scholarly sources. APA citation.
Rev. Pg. 13

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KIN-1400 Online Syllabus

Health and Fitness Assessment

Concordia University Chicago

Ethics, Honesty, and Concordia University Chicago Honor Code

Americans with Disability Act (ADA)

Class Attendance and Participation Policy:

Posting and Responding to Discussion Questions:

Discussions require a response to specific questions that results in collaborative conversations

KIN-1400 Health and Fitness Assessment

Course Objectives: (Outcomes)

3. Demonstrate how to conduct field assessments in Exercise Science.

Reading Quiz Day 5 15

Discussion Day 4/7 20

Final Project Day 7 50

Introduction Quiz Day 3 10

Request for an Incomplete:

Late Work Policy

Learning module description/summary:

b. WCTCEMS. (2012, August 11). EMS Skills – Blood Pressure Measurement.

Module 1 Discussion: Chronic Disease Infographic

5. By Day 7, respond to two peers.

Infogram Help - https://infogram.com/tutorials

Learning module description/summary:

Retrieved from https://youtu.be/Yr817Iy5pfo

Learning module description/summary:

5. Demonstrate and explain field test protocols.

Learning module description/summary:

Reading Quiz: By Day 5, complete the Module 4 Reading Quiz.

Learning module description/summary:

Final Project: Assessment Book. Due Day 7.

For each assessment you must include:

Minimum of five scholarly sources. APA citation.

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