Physical Ed, Health & Rec (HPER)

This is an archived copy of the 2021-22 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Courses

HPER 100   Basketball (Beginning) (1 Hour)

Students will have an opportunity to learn fundamental basketball skills through demonstration and discussion of strategies for team play. Emphasis is on individual participation. 2 hrs./wk.

HPER 101   Basketball (Intermediate)* (1 Hour)

Prerequisites : HPER 100.

Students will have an opportunity to learn intermediate basketball skills through demonstration and discussion of strategies for team play. This course will advance the skills of the student who successfully completed the beginning basketball course. Emphasis is on individual participation and competition team play.

HPER 104   Yoga (1 Hour)

This class will utilize techniques from yoga which aim to provide mind/body benefits including better posture and increased body awareness. Muscular strength and flexibility will be developed through poses and positions. This class will be geared toward all students, both beginners as well as those who have previous training. 2 hrs./wk.

HPER 106   Lifetime Sport: (1 Hour)

This course provides a basic knowledge of a lifetime sport which can be enjoyed throughout life and can enhance one’s chances of well being and add to one’s total fitness program. Students will learn fundamental skills for the lifetime sport as well as history, benefits, equipment, rules, etiquette, safety, scoring and strategy. This is a repeatable course and may be taken more than once for credit.

HPER 115   Soccer (1 Hour)

The fundamentals of soccer will be introduced as well as strategies necessary for team play. 2 hrs./wk.

HPER 117   Power Volleyball (Beginning) (1 Hour)

The basic skills of volleyball taught in this class include the forearm pass, overhead set, serve, block and spike (attacking). Elementary offense and defense along with volleyball rules, scoring and officiating will be covered. 2 hrs./wk.

HPER 118   Power Volleyball (Intermediate)* (1 Hour)

Prerequisites : HPER 117.

Students will have the opportunity to build upon the basic fundamentals of the Power Volleyball (Beginning) class. Intermediate skills, strategies, offensive and defensive systems and rules will be covered for six-player, four-player, three-player, and two-player volleyball.

HPER 124   Tai Chi I (1 Hour)

The class will introduce students to the practice of tai chi. Students will learn the basic structure, footwork and breathing involved in the execution of routines consisting of a variety of postures. 2 hrs./wk.

HPER 130   Running Awareness and Exercise (1 Hour)

The course will introduce the student to aerobic fitness through the activity of running. The training principles for running and competitive racing will be covered, and the individual will complete a personal running and/or racing training program. 2 hrs./wk.

HPER 134   Weight Training (Beginning) (1 Hour)

In this class, muscular strength and endurance will be developed through weight training activity. A workout program will be implemented for each student. The muscular system, basic terminology of weight training and weight training theory will be discussed. 2 hrs./wk.

HPER 135   Weight Training (Intermediate)* (1 Hour)

Prerequisites : HPER 134.

In this class, muscular strength and endurance will be developed. A self-designed and directed resistance workout program will be implemented. The proper use of a training log and personal fitness evaluation techniques will be discussed.

HPER 137   Tennis (Beginning) (1 Hour)

Students will get individualized instruction in this course on the rules, terminology and history of tennis. The student will receive instruction on the basic strokes of tennis, as well as the strategies of singles and doubles play. 2 hrs./wk.

HPER 138   Tennis (Intermediate)* (1 Hour)

Prerequisites : HPER 137.

Students will review the rules, terminology and history of tennis. The student will receive instruction on the strokes of tennis, as well as the strategies of singles and doubles play in a competitive format. Emphasis will be on the mental and physical conditioning of the game.

HPER 139   Pickleball (1 Hour)

Students will review the rules, terminology and history of pickleball. The student will receive instruction on the strokes of pickleball, as well as the strategies of singles and doubles play in a competitive format. Emphasis will be on the mental and physical conditioning of the game.

HPER 140   Modern Dance (Beginning) (1 Hour)

This course emphasizes the movement between positions rather than the picture-perfect poses of ballet and other dance styles. Moving through space off of and onto the floor, breathing and improvisational movement will be explored. 2 hrs./wk.

HPER 150   Aerobics (Beginning) (1 Hour)

Motor skills, jogging and dance steps are combined in this exercise program to improve muscle tone and cardiovascular fitness. 2 hrs./wk.

HPER 155   Ballet (Beginning) (1 Hour)

This progressive ballet system is designed to produce muscular strength and flexibility and a working knowledge of anatomy, plus the aesthetic satisfaction of expressing yourself through a classical art form. Offered to students of all ages and experience, both beginners as well as those who have had some training. 2 hrs./wk.

HPER 158   Jazz Dance (Beginning) (1 Hour)

An introduction to the concepts and motor skills involved with jazz dance. Basic body position will be introduced as well as basic terminology, jazz history, various jazz styles and the basic techniques involved, isolations, combinations, choreography and rhythmic influences. 2 hrs./wk.

HPER 172   Track and Field (Beginning) (1 Hour)

This course will introduce the student to the sport of track and field. Through activity and discussion the student will improve his or her motor ability to perform track and field events. 2 hrs./wk.

HPER 174   Coaching and Officiating of Track and Field (2 Hours)

Students will have the opportunity to learn the fundamentals of coaching and officiating track and field events. Upon successful completion of the course, students will be prepared for USATF Level 1 certification. 2 hrs. lecture/wk.

HPER 175   Fencing (1 Hour)

Beginning foil fencing will provide the student with the fundamental rules and techniques of foil fencing. The student will utilize these skills in a fencing bout. The student will also be instructed in the rules and procedures of officiating foil fencing. 2 hrs./wk.

HPER 176   Self Defense I (1 Hour)

The class will present students with a variety of techniques for escaping a physical attack. Students will receive an introduction to the four ranges of self-defense: ground, grappling, striking and weapons. Students will learn the principles that apply in any self-defense situation and the basic positions and structure of each range. The class is appropriate for beginners as well as those with previous self-defense or martial arts training. 2 hrs./wk.

HPER 178   Performance Fitness I (1 Hour)

This course is an introductory course designed to provide basic introductory training concepts in individual skill and performance-based fitness. Physical activity tracking will be utilized in this course.

HPER 179   Performance Fitness II* (1 Hour)

Prerequisites : HPER 178.

Students will have the opportunity to learn the fundamentals of general performance fitness. Introductory aspects of performance, nutrition, and psychological development are incorporated into this class. Power and advanced power, speed, muscular strength, hypertrophy and endurance, cardiorespiratory, motor skills, and agility drills are taught and practiced. The class will include general performance-based fitness. The students will learn about the principle of year-round conditioning, including conditioning appropriate to the off-season, preparatory period, pre-competition period and competition period.

HPER 185   Archery (1 Hour)

Students will receive individualized instruction in the basic skills of archery as a recreational sport lending itself as a lifetime leisure interest. Safety, fundamental care and usage of archery tackle, and beginning archery skills will be taught, along with a survey of the history of archery. 2 hrs./wk.

HPER 186   Fitness Assessment (2 Hours)

This course emphasizes the value of evidence-based fitness assessments to interpret overall personal and professional fitness. Assessments will be administered and evaluated to determine chronic risk factors and personal fitness levels. Goal setting, fitness tracking, and fitness programming will be introduced to help students discover and implement a healthy, sustainable lifestyle.

HPER 187   CPAT (Candidate Physical Ability Test) Fitness Preparation (1 Hour)

The job of a fire fighter is one of the most physically demanding jobs in North America. It requires high levels of cardiopulmonary endurance, muscular strength and muscular endurance. The Candidate Physical Ability Test (CPAT) consists of eight critical physical tasks that simulate actual job duties on the fireground. The CPAT test is physically demanding and requires that you be physically fit to be successful. This course is designed to assist you with physically preparing yourself for the CPAT test. Areas of focus will be on flexibility, cardiopulmonary endurance, muscular strength, and muscular endurance specific to the duties of a firefighter. Upon completion, the student will be prepared to complete the tasks needed for the CPAT exam. This course is repeatable for credit.

HPER 192   Wellness for Life (1 Hour)

This course introduces students to the theory and principles upon which the concepts of lifetime fitness and wellness are based. Students will examine the relationship that exists between wellness and lifestyle behaviors. Individual self-assessments will be used to establish current health and fitness levels. 1 hr. lecture/wk.

HPER 195   Introduction to Sports Medicine (3 Hours)

The purpose of this class is to introduce the basic concepts of sports medicine, specifically Athletic Training. It will address the fundamentals of the human musculoskeletal system, sports-related injuries, injury treatment and other sports medicine-related topics. This class is designed for beginning athletic training students and other students interested in the subject. 3 hrs. lecture/wk.

HPER 200   First Aid and CPR (2 Hours)

After completing this course, students should be able to perform the basic skills of first aid. The course will cover cause, prevention and first aid care of common emergencies. Certification may be earned in first aid, cardiopulmonary resuscitation and automated external defibrillators (AED). 2 hrs. lecture/wk.

HPER 202   Personal Community Health (3 Hours)

This course is designed to provide the student with the knowledge and understanding to make positive, healthy lifestyle choices. In addition, students will learn about issues within the community that affect their daily health, both directly and indirectly. 3 hrs. lecture/wk.

HPER 204   Care and Prevention of Athletic Injury (3 Hours)

Care and Prevention of Athletic Injuries will focus on recognition, evaluation, treatment and recording of common athletic injuries. Human anatomy will be emphasized through the understanding of athletic movements and physical testing. Additional topics include legal and ethical practices for the athletic trainer and the psychology of today's competitive athlete. Care and Prevention of Athletic Injuries is the basic sports medicine class required by most exercise science and coaching degree programs.

HPER 208   Introduction to Exercise Physiology (3 Hours)

This introduction to exercise physiology will introduce the effects of exercise on the muscular system, the cardiovascular system and the metabolic system. The course will prepare the student in the design of and principles for an individual exercise program. 3 hrs. lecture/wk.

HPER 209   Introduction to Kinesiology* (3 Hours)

Prerequisites or corequisites: BIOL 140 or BIOL 144.

This course is an overview of the skeletal system, muscular system, joints and nerves and how they produce human movement with an emphasis on bony landmarks, muscle origins, insertions, joint actions and innervations as it relates to proper exercise and human movement mechanics.

HPER 211   Foundation of Fitness Training (3 Hours)

Foundations of Fitness Training covers the theory and practice of individualized exercise prescription for personal training. This course introduces the student to the fundamental scientific concepts applicable to exercise and physical fitness. The foundations for personal training include: exercise science review, health risk stratification, fitness assessment, fitness program, and session design, proper execution of exercises, cuing and error correction, lifestyle coaching skills and considerations for special populations. The acute and chronic effects of exercise will be addressed with practical applications to fitness programming and instruction.

HPER 215   Introduction to Exercise Science (3 Hours)

This course will introduce students to the evolution of exercise science, the various sub-disciplines, basic terminology, concepts, and research related to exercise. Students will examine resources, potential careers and certification options in the field of exercise science.

HPER 220   Sports Officiating (3 Hours)

The rules and practical application of officiating will be covered for the following sports: volleyball, football, basketball, baseball and softball. 3 hrs. lecture/wk.

HPER 224   Outdoor Recreation (3 Hours)

This course introduces the student to activities that create interaction between the individual and elements of the outdoor recreational setting. Outdoor Recreation students study the fundamental basics of governmental, private and public control of recreational lands. Outdoor recreation projects include a variety of outdoor activities, such as camping, hiking, nature observation, biking, rock climbing, canoeing, skiing, map and compass, outdoor safety, and how to dress and pack for outdoor adventures. 3 hrs. lecture/wk.

HPER 225   Coaching Principles: Coaching Teams and Individuals for Success (3 Hours)

Being a successful coach is an enormous challenge. In this course the student will acquire basic skills that will prepare a new coach to lead a community youth team. This course will also provide the quality principles to become an assistant high school or college coach. Combined with these basics and further coaching experience one would be qualified to successfully lead a High School or College team.

HPER 240   Lifetime Fitness I (1 Hour)

Lifetime Fitness introduces the student to basic fitness principles, physical activity and the relationship to a healthy lifestyle. This class is designed to provide a variety of physical activity experiences. Students will gain an understanding of the necessary skills needed to develop and implement personal lifestyle improvements related to cardiovascular fitness, muscular strength, muscular endurance, flexibility and body composition. Physical activity tracking will be utilized in this course.

HPER 241   Lifetime Fitness II* (1 Hour)

Prerequisites : HPER 240.

This course is a continuation and expansion of Lifetime Fitness I.

HPER 242   Lifetime Fitness III* (1 Hour)

Prerequisites : HPER 241.

This course is a continuation and expansion of Lifetime Fitness II.

HPER 243   Lifetime Fitness IV* (1 Hour)

Prerequisites : HPER 242.

This course is a continuation and expansion of Lifetime Fitness III.

HPER 245   Elementary Physical Education (3 Hours)

This course is designed to meet the needs of students who wish to teach in the area of elementary physical education and/or elementary education. This course will provide the students with knowledge and background in planning, classroom management techniques, teaching methodology, legal liability, evaluation, wellness, special students, sports, activities and games related to elementary physical education. The course will include observation and teaching. 3 hrs.lecture/wk.

HPER 250   Introduction to Sports Management (3 Hours)

The sport industry has become a dominant influence in American society, and is evolving at a dramatic rate. Students will be introduced to the dynamic nature of sport management and the potential for successful and satisfying career opportunities in the sport industry, as well as sport principles as they apply to management, leadership style, communication, and motivation. This course serves as a foundation for students’ further studies in various subject areas. The primary focus of this course will be to provide an overview of the sport industry and cover basic fundamental knowledge and skill sets of the sports manager, as well as potential job employment and career choices in the field/profession of sport management, such as sport marketing, sport law, sport facility and event management, economics of sport, and sport finance. 3 hrs. lecture/wk.

HPER 251   Sport and Society (3 Hours)

The sociology of sport examines how culture and values influence sports. As a sports manager, it is crucial to understand the relationship between sport and society. Students will be asked to make the connections between sports and the family, education, economy, age, politics, mass media, religion, and cultural identities such as race, gender, or disability. Students will be encouraged to look at the viewpoints of others through the world of sports and gain an understanding of how sports can be viewed as a reflection of society.

HPER 255   Introduction to Physical Education (3 Hours)

This course will introduce the student to the field of physical education and sport. This course will discuss the historical, biomechanical, physiological and psychological foundations of physical education and sport. It will examine the role of physical activity as a means to help individuals acquire the skills, fitness levels and knowledge that contribute to the arena of physical development and organized competition. It will also discuss the role physical education and sports play in our society. Each individual will develop a personal philosophy for physical education and sports. 3 hrs. lecture/wk.

HPER 291   Independent Study* (1-7 Hour)

Prerequisites : 2.0 GPA minimum and department approval.

Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.

HPER 292   Special Topics: (1-3 Hour)

This course periodically offers specialized or advanced discipline-specific content related to health, physical education, wellness or exercise, not usually taught in the curriculum, to interested and qualified students. Students may repeat Special Topics in Health and Wellness for credit but only on different topics.

HPER 100

  • Title: Basketball (Beginning)
  • Number: HPER 100
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Students will have an opportunity to learn fundamental basketball skills through demonstration and discussion of strategies for team play. Emphasis is on individual participation. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Outline the major historical events for the game of basketball.

  2. Recognize how the game of basketball is played.

  3. Demonstrate proper shooting techniques.

  4. Demonstrate and differentiate the types of passes.

  5. Demonstrate the proper ball handling fundamentals.

  6. Demonstrate offensive and defensive rebounding fundamentals.

  7. Demonstrate basic individual defensive fundamentals.

  8. Demonstrate basic individual offensive fundamentals.

Content Outline and Competencies:

I. History of Basketball

A. Explain the major historical events of basketball.

II. How to Play the Game of Basketball

A. Outline the rules of basketball.

B. Explain proper scoring of basketball.

C. Explain fundamental dynamics of beginning, playing and ending a basketball game.

III. Shooting

A. Demonstrate proper balance of stance.

B. Demonstrate correct position of elbow.

C. Describe "eyes on the target."

D. Demonstrate proper follow-through.

E. Demonstrate right and left lay-up.

F. Demonstrate jump shot.

IV. Passing

A. Demonstrate proper grip on the ball.

B. Demonstrate proper footwork in passing.

C. Demonstrate proper technique in receiving a pass.

D. Demonstrate chest pass, bounce pass, overhead pass and baseball pass.

V. Ball Handling

A. Demonstrate controlled dribbling.

B. Demonstrate change of speed.

C. Demonstrate change of direction.

D. Demonstrate pivoting.

VI. Rebounding

A. Demonstrate inside pivot right and left.

B. Demonstrate reverse pivot right and left.

C. Demonstrate securing the rebound.

D. Demonstrate proper outlet passes.

VII. Individual Defense

A. Demonstrate proper hand and foot positions.

B. Demonstrate “ball, you, man” principles.

C. Demonstrate help and recover principles.

VIII. Individual Offense

A. Demonstrate one-on-one fundamentals.

B. Demonstrate playing without the ball.

C. Demonstrate three-on-three fundamentals.

D. Demonstrate five-on-five fundamentals.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous activity

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 101

  • Title: Basketball (Intermediate)*
  • Number: HPER 101
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 100.

Description:

Students will have an opportunity to learn intermediate basketball skills through demonstration and discussion of strategies for team play. This course will advance the skills of the student who successfully completed the beginning basketball course. Emphasis is on individual participation and competition team play.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Outline and explain the major historical events for the game of basketball.
  2. Discuss and demonstrate proper team play for basketball.
  3. Review and demonstrate proper shooting techniques in a game situation.
  4. Review and demonstrate the different types of passes during team play.
  5. Review and demonstrate the proper ball handling fundamentals in a game situation.
  6. Review and demonstrate offensive and defensive rebounding fundamentals in a game situation.
  7. Review and demonstrate basic individual defensive fundamentals during team play.
  8. Review and demonstrate basic individual offensive fundamentals during team play.

Content Outline and Competencies:

I. History of Basketball

A. Explain the major historical events of basketball.

II. How to play the game of basketball.

A. Review and outline the rules of basketball.

B. Review and explain proper scoring for the game of basketball.

C. Review and explain fundamental dynamics of beginning, playing and ending a basketball game.

III. Shooting

A. Review and demonstrate proper balance of stance.

B. Review and demonstrate correct position of elbow.

C. Review and describe "eyes on the target."

D. Review and demonstrate proper follow through.

E. Review and demonstrate right and left lay-up.

F. Discuss the fundamentals and demonstrate the reverse lay-up.

G. Discuss the fundamentals and demonstrate the jump shot.

H. Discuss the fundamentals and demonstrate the bank shot.

I. Discuss the fundamentals and demonstrate three-point shot.

IV. Passing

A. Review and demonstrate proper grip on the ball.

B. Review and demonstrate proper footwork in passing.

C. Review and demonstrate proper technique in receiving a pass.

D. Review and demonstrate chest pass, bounce pass, overhead pass and baseball pass.

E. Discuss the fundamentals and demonstrate the behind the back pass.

V. Ball Handling

A. Review and demonstrate controlled dribbling.

B. Review and demonstrate change of speed.

C. Review and demonstrate change of direction.

D. Review and demonstrate pivoting.

E. Discuss the fundamentals and demonstrate crossover dribble, spin dribble, between the legs dribble and behind the back dribble.

VI. Rebounding

A. Review and demonstrate inside pivot right and left.

B. Review and demonstrate reverse pivot right and left.

C. Review and demonstrate securing the rebound.

D. Review and demonstrate proper outlet passes.

E. Discuss the fundamentals and demonstrate the difference between a rebound near the basket and away from the basket.

VII. Individual Defense

A. Review and demonstrate proper hand and foot positions.

B. Review and demonstrate “ball, you, man” principles.

C. Review and demonstrate help and recover principles.

D. Demonstrate fronting the cutters.

E. Demonstrate “guard in the hole” principles.

F. Differentiate between the “ball side” and “help side.”

VIII. Individual Offense

A. Review and demonstrate one-on-one fundamentals.

B. Review and demonstrate playing without the ball.

C. Review and demonstrate three-on-three fundamentals.

D. Review and demonstrate five-on-five fundamentals.

E. Demonstrate proper techniques of setting a screen.

F. Demonstrate setting defense up to receive a screen.

G. Demonstrate different ways to come off a screen.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 104

  • Title: Yoga
  • Number: HPER 104
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

This class will utilize techniques from yoga which aim to provide mind/body benefits including better posture and increased body awareness. Muscular strength and flexibility will be developed through poses and positions. This class will be geared toward all students, both beginners as well as those who have previous training. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Identify yoga positions and terminology.
  2. Perform various breathing techniques.
  3. Demonstrate proper body alignment while performing poses and positions.
  4. Demonstrate basic core strength through poses and positions.
  5. Discriminate between the various disciplines of yoga, such as Kundalini, Ashtanga, Bikram, Hatha, Iyengar and Sivananda.
  6. Explore other techniques in the mind/body connection.

Content Outline and Competencies:

I. Yoga

A. Demonstrate “sit/easy” position.

B. Demonstrate "dog and cat" position.

C. Demonstrate "mountain" position.

D. Demonstrate "forward bend or extension" position.

E. Demonstrate "the triangle” position.

F. Demonstrate "warrior II" position.

G. Demonstrate "the cobra" position.

H. Demonstrate "downward facing dog” position.

I. Demonstrate "head to knee" position.

J. Demonstrate "half shoulder-stand" position.

K. Demonstrate "the bridge" position.

L. Demonstrate "the corpse" position.

II. Breathing Techniques

A. Exhibit breathing technique of “In through the nose, out through the nose.”

B. Exhibit the breathing technique of “In through the nose, out through the mouth.”

C. Exhibit the breathing technique of “diaphragm breathing.”

III. Basic Body Alignment

A. Demonstrate the proper alignment of shoulders over hips.

B. Demonstrate the proper alignment of hips over ankles.

IV. Core Strength

A. Demonstrate the proper positioning of the core.

B. Demonstrate the proper positioning of the ribcage compressed.

C. Demonstrate the proper positioning of the belly button toward spine.

D. Demonstrate the proper positioning of the shoulders relaxed.

V. Disciplines of Yoga

A. Define the principles/techniques of Yama.

B. Define the principles/techniques of Niyama.

C. Define the principles/techniques of Asana.

D. Define the principles/techniques of Pranayama.

E. Define the principles/techniques of Pratyahara.

F. Define the principles/techniques of Dharana.

G. Define the principles/techniques of Dhyana.

H. Define the principles/techniques of Samadhi.

VI. Mind/Body Connection Techniques

A. Perform various body awareness techniques.

B. Perform various posture techniques.

C. Perform various relaxation techniques.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 106

  • Title: Lifetime Sport:
  • Number: HPER 106
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

This course provides a basic knowledge of a lifetime sport which can be enjoyed throughout life and can enhance one’s chances of well being and add to one’s total fitness program. Students will learn fundamental skills for the lifetime sport as well as history, benefits, equipment, rules, etiquette, safety, scoring and strategy. This is a repeatable course and may be taken more than once for credit.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explain the benefits of the lifetime sport.
  2. Trace the history of the lifetime sport.
  3. Select the proper equipment and terminology for the lifetime sport.
  4. Demonstrate proper use of equipment and terminology for the lifetime sport.
  5. Demonstrate fundamental skills in the lifetime sport.
  6. Use strategy when performing the fundamental skills in the lifetime sport.
  7. Apply rules and etiquette during performance of the lifetime sport.
  8. Apply correct scoring during performance of the lifetime sport.
  9. Perform safely when practicing and competing in the lifetime sport.

Content Outline and Competencies:

I. Benefits

A. Explain how this lifetime sport can enhance one’s chances of well-being.

B. Explain how this lifetime sport can add to one’s total fitness program.

1. Describe activities that can contribute to improved health-related fitness.

2. Describe activities that can contribute to improved agility, balance and coordination.

II. History

A. Recognize the origin of this sport.

B. Explain the development of this sport over the years.

III. Equipment and Terminology

A. Explain what to look for when choosing a facility for this sport.

B. Compare the effect of different court facilities to play.

C. Describe the basic equipment you will need to play.

D. Identify the key terms associated with play.

IV. Fundamental Skills

A. Demonstrate the proper stance.

B. Demonstrate the ready position.

C. Demonstrate the proper motion for each skill.

D. Demonstrate proper footwork for each skill.

V. Strategy

A. Recognize the importance of footwork and speed.

B. Explain how to develop an all-around game.

C. Identify the most favorable position.

D. Describe your opponent's strengths and weaknesses.

E. Identify the key responsibilities of players.

F. Apply these strategies to play.

VI. Rules and Etiquette

A. Describe the proper etiquette for the sport.

B. State the rules of the sport.

C. Explain the rules governing the skills.

VII. Scoring

A. Explain how the score is kept in the sport.

B. Recognize the changes in scoring of this sport.

VIII. Safety

A. Describe the proper procedures for a safe game situation.

B. Explain the guidelines for proper stretching.

IX. The Mental Game

A. Describe how relaxation and arousal can affect play.

B. Explain how you can use mental rehearsal to improve your skills.

C. Develop a routine that improves your performance.

D. Describe how you can avoid getting psyched-out by an opponent.

Method of Evaluation and Competencies:

40-60%    In-class physical demonstration of competencies
10-30%    Knowledge Assessments
10-30%   Skills Assessments
0-20%     Projects

Total: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. Students may be required to travel to several off campus sites to participate in the lifetime sport.
  2. Strenuous and/ or potentially dangerous exercise.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 115

  • Title: Soccer
  • Number: HPER 115
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The fundamentals of soccer will be introduced as well as strategies necessary for team play. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate the fundamental skills of soccer including ball control, passing, juggling and dribbling.
  2. Review and demonstrate various team and individual player positions.
  3. Explain and correctly apply the rules to game situations.
  4. Demonstrate a level of confidence in play to contribute to a team during a game.

Content Outline and Competencies:

I. Fundamental Skills of Soccer

A. Explain and demonstrate ball control.

B. Explain and demonstrate passing.

C. Explain and demonstrate juggling and dribbling.

II. Team and Individual Positions

A. Describe and demonstrate patterns of play by individual position.

B. Describe and demonstrate patterns of team play.

C. Discuss team strategies.

III. Rules of Soccer

A. Review and discuss the rules of soccer.

B. Apply the rules of soccer to game situations.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 117

  • Title: Power Volleyball (Beginning)
  • Number: HPER 117
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The basic skills of volleyball taught in this class include the forearm pass, overhead set, serve, block and spike (attacking). Elementary offense and defense along with volleyball rules, scoring and officiating will be covered. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Trace the history of volleyball.
  2. Properly execute the fundamental skills of volleyball
  3. Apply the rules during performance of volleyball.
  4. Apply correct scoring during performance of volleyball.
  5. Differentiate terminology and various officiating hand signals of volleyball.
  6. Explain and demonstrate the basic offensive and defensive systems used in class.

Content Outline and Competencies:

I. Identify the historical development of volleyball including: the inventor of the game, date invented and significant milestones.

II. Demonstrate the forearm pass.

III. Demonstrate the overhead pass.

IV. Demonstrate the spike.

V. Demonstrate the block.

VI. Demonstrate the serve.

VII. Identify and demonstrate at least one offensive system during performance.

VIII. Identify and demonstrate at least one defensive system during performance.

IX. Apply the rules of volleyball during performance.

X. Apply correct scoring during performance of volleyball.

XI. Differentiate volleyball officiating hand signals during volleyball performance.

XII. Identify common volleyball terminology.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 118

  • Title: Power Volleyball (Intermediate)*
  • Number: HPER 118
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 117.

Description:

Students will have the opportunity to build upon the basic fundamentals of the Power Volleyball (Beginning) class. Intermediate skills, strategies, offensive and defensive systems and rules will be covered for six-player, four-player, three-player, and two-player volleyball.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate intermediate volleyball skills.
  2. Apply specific strategies for volleyball.
  3. Demonstrate intermediate offensive and defensive systems of volleyball.
  4. Apply rules and scoring during performance of volleyball.

Content Outline and Competencies:

I. Intermediate volleyball skills

A. Demonstrate intermediate volleyball skills of passing, setting, serving, spiking and blocking.

II. 6-Player Volleyball

A. Demonstrate the fundamentals of a 6-2 and a 5-1 offensive system.

B. Differentiate the various sets and combination spiking.

C. Demonstrate the middle back defensive system.

D. Demonstrate spiker coverage.

E. Apply strategy when playing 6-player volleyball.

F. Apply rules and scoring during performance of 6-player volleyball.

III. 4-Player Volleyball

A. Apply strategy when playing 4-player volleyball.

B. Apply rules and scoring during performance of 4-player volleyball.

IV. 3-Player Volleyball

A. Apply strategy when playing 3-player volleyball.

B. Apply rules and scoring during performance of 3-player volleyball.

V. 2-Player Volleyball

A. Apply strategy when playing 2-player volleyball.

B. Apply rules and scoring during performance of 2-player volleyball.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 124

  • Title: Tai Chi I
  • Number: HPER 124
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The class will introduce students to the practice of tai chi. Students will learn the basic structure, footwork and breathing involved in the execution of routines consisting of a variety of postures. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate an understanding of the basic structure, footwork and breathing necessary to perform tai chi.
  2. Identify some of the health benefits associated with the practice of tai chi.
  3. Define the concept of chi and its role in Eastern philosophy.
  4. Perform a short routine of tai chi postures.
  5. Describe the relationship between tai chi, chi kung and Chinese medicine.
  6. Apply at least one posture in a self-defense situation.

Content Outline and Competencies:

I. Health

A. Define the concept of chi and its flow throughout the body.

B. Describe how the practice of tai chi leads to the generation of chi.

C. Identify some of the health benefits associated with the practice of tai chi.

II. Philosophy

A. Compare internal and external styles of martial arts.

B. Identify the role of chi in Eastern philosophy.

C. Describe the relationship between tai chi, chi kung and Chinese medicine.

III. Footwork

A. Step before shifting weight, rather than while shifting weight.

B. Bend light leg before driving with heavy leg.

C. Shift weight by driving through soles of feet.

IV. Structure

A. Turn waist and shoulders as one unit.

B. Position head above one leg or other to maintain balance.

C. Move same side hip and elbow together.

V. Breathing

A. Breath from the dan tian.

B. Inhale with contraction, exhale with expansion.

C. Practice chi kung to integrate meditation with movement.

VI. Drills

A. Practice silk reeling to combine weight shift, structure and breathing.

B. Perform push hands with a partner, moving with partner's energy rather than against it.

VII. Postures

A. Move between postures to combine footwork, weight shift, structure, and breathing.

B. Identify postures associated with a particular style.

C. Apply posture in self-defense situation.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

60-70%    Attendance and Active Participation
20-30%    5-10 In-Class Demonstrations
5-10%      1-2 Written Examinations

Total    100 %

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous activity

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 130

  • Title: Running Awareness and Exercise
  • Number: HPER 130
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The course will introduce the student to aerobic fitness through the activity of running. The training principles for running and competitive racing will be covered, and the individual will complete a personal running and/or racing training program. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Explain and differentiate the biomechanics of running and racing.
  2. Outline the physiology of running and racing.
  3. Identify the principles of training.
  4. Identify the principles of running fitness.
  5. Chart the periodization of training for competitive racing.
  6. Research the methods of training for the runner.
  7. Assess heart rate monitoring in developing a running program.
  8. Generate a flexibility program for the runner.
  9. Differentiate between aerobic weight training and strength weight training for runners.
  10. Outline the benefits of plyometric training.
  11. Research and discuss the benefits of cross-training workouts.
  12. Discuss racing strategies.

Content Outline and Competencies:

I. Biomechanics of Running and Rracing

A. Discuss and explain the importance of proper biomechanics of running.

B. Discuss and explain the importance of proper biomechanics of racing.

II. Physiology of Running and Racing

A. Explain energy production for running and racing.

B. Discuss VO2 Max

C. Appraise an individual's lactate threshold

III. Principles of Training

A. Discuss the theory of overload training.

B. Discuss the theory of progression training.

C. Discuss the theory of specificity training.

D. Assess and discuss recovery from exercise.

IV. Principles of Running Fitness

A. Interpret the theory of lactate threshold training.

B. Outline the principles of speed development.

C. Demonstrate proper running mechanics.

V. “Periodization” of Training for Competitive Racing

A. Explore the factors in the successful periodization of competitive running.

B. Program a “periodization” training plan.

VI. Methods of Training for the Runner

A. Discuss the following theories of training: steady-state, tempo, repetition, race-pace intervals, training rest intervals, surge running, speed training and hill training.

VII. Heart Rate Monitoring

A. Discuss heart rate measures for training.

B. Associate heart rate training with lactate threshold measurements.

C. Calculate lactate threshold HR with the estimated VO2 maximum.

D. Discuss Threshold HR, VO2 Max and their implications in training.

VIII. Flexibility for the Runner

A. Research sample flexibility programs.

B. Correlate warm-up and warm-down with proper flexibility programs.

C. Demonstrate proper flexibility exercises.

IX. Strength and Endurance Weight Training for Running Fitness

A. Explain weight training for aerobic endurance.

B. Explain weight training for muscle strength.

X. Plyometric Training

A. Outline the methods for plyometric training for runners.

B. Differentiate between types of plyometric training.

XI. Cross-Training Workouts

A. Research alternate cross-training methods for a running program.

XII. Racing Strategies

A. Develop race strategies for the following race distances: 1500m, 5k, 8k, 10k and marathon.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 134

  • Title: Weight Training (Beginning)
  • Number: HPER 134
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

In this class, muscular strength and endurance will be developed through weight training activity. A workout program will be implemented for each student. The muscular system, basic terminology of weight training and weight training theory will be discussed. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Plan and demonstrate an individual program of resistance training and physical conditioning.
  2. Put into practice a thorough working knowledge of terminology of resistance training.
  3. Demonstrate increases in physical and muscular flexibility.
  4. Discriminate between the various disciplines of weight training, such as Olympic weight lifting, power lifting, fitness weight training, weight training for improving athletic performance, and so forth.

Content Outline and Competencies:

I. Resistance Training Review

A. Review the course outline and methods of instruction.

B. Define the term “weight training.”

C. Define the term “weight lifting.”

D. Distinguish between Olympic weight lifting, power lifting, fitness weight training, weight training for improving athletic performance.

E. Identify and implement resistance training safety rules.

F. Identify and define specific terminology associated with the practice of resistance training.

G. Identify and define the basic physiology concepts of resistance training.

II. Introduction to Basic Resistance Training Exercises

A. Explain and demonstrate the proper biomechanical principles and body postures necessary to properly and safely perform sports conditioning exercises.

B. Implement and demonstrate foundational lifts.

III. Introduction to a Variety of Resistance Training Exercise

A. Identify and demonstrate lower body resistance exercises

B. Identify and demonstrate upper body resistance exercises

C. Identify and demonstrate abdominal/midsection/ “core” resistance exercises.

D. Identify and demonstrate muscle flexibility exercises.

IV. Introduction to Resistance Training Program Design.

A. Identify and explain personal physiological factors

B. Identify personal goals for a resistance training program

C. Identify, choose and utilize exercise commensurate with identified personal fitness goals.

D. Devise, organize and utilize a daily training log

E. Analyze the contents of the training log.

F. Identify aspects of training routine which should be adjusted according to personal fitness goals.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 135

  • Title: Weight Training (Intermediate)*
  • Number: HPER 135
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 134.

Description:

In this class, muscular strength and endurance will be developed. A self-designed and directed resistance workout program will be implemented. The proper use of a training log and personal fitness evaluation techniques will be discussed.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Plan and demonstrate an individual program of resistance training and physical conditioning.
  2. Put into practice a thorough working knowledge of terminology of resistance training.
  3. Demonstrate increases in physical and muscular flexibility.
  4. Accurately assess personal muscular fitness goals.
  5. Record daily workouts according to a personally designed resistance workout plan based upon personal fitness goals.
  6. Analyze and adjust components of a personally designed resistance workout plan.

Content Outline and Competencies:

I. Resistance Training Review

A. Review the course outline and methods of instruction.

B. Review and implement resistance training safety rules.

C. Review specific terminology associated with the practice of resistance training.

II. The Design and Implementation of a Personal Resistance Training Plan

A. Review and implement the use of a training log.

B. Discuss and implement systematic tracking techniques for use with personal training log.

C. Identify and analyze personal physiological factors as applied to a personally designed resistance training plan.

D. Identify and implement personal goals for a personal resistance training program.

E. Identify aspects of a resistance training routine which should be adjusted according to personal fitness goals.

III. Application of Resistance Training Exercises

A. Explain and demonstrate the proper biomechanical principles and body postures necessary to properly and safely perform sports conditioning exercises.

B. Review and implement lower body resistance exercises within the context of a personally designed workout plan.

C. Review and implement upper body resistance exercises within the context of a personally designed workout plan.

D. Review and implement abdominal/midsection/”core” resistance exercises within the context of a personally designed workout plan.

E. Review and implement muscle flexibility exercises within the context of a personally designed workout plan.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 137

  • Title: Tennis (Beginning)
  • Number: HPER 137
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Students will get individualized instruction in this course on the rules, terminology and history of tennis. The student will receive instruction on the basic strokes of tennis, as well as the strategies of singles and doubles play. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Describe the differences in tennis facilities and tennis equipment.
  2. Describe and explain the rules and terminology of tennis.
  3. Describe and demonstrate the proper racquet grip and preparation in hitting the ball.
  4. Demonstrate proper ground strokes, volley technique, serving, return of serve and hitting the lob.
  5. Demonstrate the approach and drop shots.
  6. Explain the strategies for playing singles.
  7. Explain the strategies for playing doubles.

Content Outline and Competencies:

I. Facilities and Equipment

A. Explain what to look for when choosing a tennis court

B. Compare the effect of the court surfaces to tennis play.

C. Describe the basic equipment you will need to play tennis.

II. Rules and Terminology

A. Explain how the lines on a tennis court are used in defining the game.

B. State the basic rules of tennis.

C. Explain how the score is kept in conventional scoring, no-ad scoring and tiebreakers.

III. Racquet Grip and Preparation

A. Demonstrate the proper grip for each stroke.

B. Demonstrate the ready position

IV. Ground Strokes, Volleys, Serving, Hitting the Lob

A. Demonstrate the proper swing path for ground strokes

B. Explain the effects of spin on the ball.

C. Demonstrate proper footwork for the forehand and backhand strokes.

D. Demonstrate proper footwork for the forehand and backhand volleys.

E. Demonstrate the proper motion for hitting volleys.

F. Explain the rules governing the serve.

G. Demonstrate the server’s grip, ball toss and full serve.

H. Demonstrate the proper footwork for returning the serve.

I. Demonstrate the proper ground strokes while returning the serve.

J. Demonstrate the proper racquet position and swing path for a lob.

K. Demonstrate the proper motion for hitting the overhead.

V. Drop Shots and Approach Shots

A. Explain the proper timing in the decision to come to the net behind the approach shot.

B. Identify where to hit the approach shot for best results.

C. Demonstrate the appropriate footwork and swings for forehand and backhand approach shots.

D. Demonstrate the forehand and backhand drop shot.

VI. Strategies for Playing Singles

A. Explain why hitting ground strokes crosscourt is a high-percentage strategy.

B. Explain and differentiate between the “serve and volley” and the “baseline” game.

VII. Strategies for Playing Doubles

A. Describe the proper court positions for the serving and receiving teams while receiving serve.

B. Explain and differentiate between a team at the net versus at the baseline.

C. Explain the role of the server, the server’s partner, the receiver and the receiver’s partner in doubles play.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%   Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 138

  • Title: Tennis (Intermediate)*
  • Number: HPER 138
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 137.

Description:

Students will review the rules, terminology and history of tennis. The student will receive instruction on the strokes of tennis, as well as the strategies of singles and doubles play in a competitive format. Emphasis will be on the mental and physical conditioning of the game.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Describe the differences in tennis facilities and tennis equipment.
  2. Describe and explain the rules and terminology of tennis.
  3. Describe and demonstrate the proper racquet grip and preparation in hitting the ball.
  4. Demonstrate proper ground strokes, volley technique, serving, return of serve and hitting the lob.
  5. Demonstrate the approach and drop shots.
  6. Explain the strategies for playing singles in a competitive format.
  7. Explain the strategies for playing doubles in a competitive format.
  8. Describe the proper conditioning for tennis.
  9. Discuss and explore the mental preparation for tennis.

Content Outline and Competencies:

I. Facilities and Equipment

A. Explain what to look for when choosing a tennis court

B. Compare the effect of the court surfaces to tennis play.

C. Describe the basic equipment you will need to play tennis.

II. Rules and Terminology

A. Explain how the lines on a tennis court are used in defining the game.

B. State the rules of tennis.

C. Explain how the score is kept in conventional scoring, no-ad scoring and tiebreakers.

III. Racquet Grip and Preparation

A. Demonstrate the proper grip for each stroke.

B. Demonstrate the ready position.

IV. Ground Strokes, Volleys, Serving, Hitting the Lob.

A. Demonstrate the proper swing path for ground strokes.

B. Explain the effects of spin on the ball.

C. Demonstrate proper footwork for the forehand and backhand strokes.

D. Demonstrate proper footwork for the forehand and backhand volleys.

E. Demonstrate the proper motion for hitting volleys

F. Explain the rules governing the serve.

G. Demonstrate the server’s grip, ball toss and full serve.

H. Demonstrate the proper footwork for returning the serve.

I. Demonstrate the proper ground strokes while returning the serve.

J. Demonstrate the proper racquet position and swing path for a lob.

K. Demonstrate the proper motion for hitting the overhead.

V. Drop Shots and Approach Shots

A. Explain the proper timing in the decision to come to the net behind the approach shot.

B. Identify where to hit the approach shot for best results.

C. Demonstrate the appropriate footwork and swings for forehand and backhand approach shots.

D. Demonstrate the forehand and backhand drop shot.

VI. Strategies for Playing Singles

A. Explain why hitting ground strokes crosscourt is a high-percentage strategy.

B. Explain and differentiate between the “serve and volley” and the “baseline” game.

C. Recognize the importance and footwork and speed in singles play.

D. Explain how to develop an all-around game.

E. Identify the most favorable court position on the baseline and at the net.

F. Describe your opponent's strengths and weaknesses

G. Apply these strategies to on-court play.

VII. Strategies for Playing Doubles

A. Describe the proper court positions for the serving and receiving teams while receiving serve.

B. Explain and differentiate between a team at the net versus at the baseline.

C. Explain the role of the server, the server’s partner, the receiver and the receiver’s partner in doubles play.

D. Identify the key terms associated with doubles play.

E. Identify the key responsibilities of all doubles players.

F. Apply the tennis strategies to on-court play.

VIII. Get in Shape to play Competitive Tennis

A. Explain the guidelines for tennis fitness.

B. Describe activities that can contribute to improved agility, balance and coordination.

IX. The “Mental Game”

A. Describe how relaxation and arousal can affect tennis play.

B. Explain how you can use mental rehearsal to improve your tennis skills.

C. Develop a routine that improves your tennis performance.

D. Describe how you can avoid getting “psyched-out” by an opponent.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 139

  • Title: Pickleball
  • Number: HPER 139
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Students will review the rules, terminology and history of pickleball. The student will receive instruction on the strokes of pickleball, as well as the strategies of singles and doubles play in a competitive format. Emphasis will be on the mental and physical conditioning of the game.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course the student should be able to:

  1. Describe the differences in pickleball facilities and pickleball equipment.
  2. Describe and explain the rules and terminology of pickleball.
  3. Describe and demonstrate the proper racquet grip and preparation in hitting the ball.
  4. Demonstrate proper ground strokes, volley technique, serving, return of serve and hitting the lob.
  5. Demonstrate the approach and drop shots.
  6. Explain the strategies for playing singles in a competitive format.
  7. Explain the strategies for playing doubles in a competitive format.

Content Outline and Competencies:

I. Facilities and Equipment

A. Explain what to look for when choosing a pickleball court.

B. Compare the effect of the court surfaces to pickleball play.

C. Describe the basic equipment you will need to play pickleball.

II. Rules and Terminology

A. Explain how the lines on a pickleball court are used in defining the game.

B. State the rules of pickleball.

C. Explain how the score is kept in conventional scoring.

III. Racquet Grip and Preparation

A. Demonstrate the proper grip for each stroke.

B. Demonstrate the ready position.

IV. Ground Strokes, Volleys, Serving

A. Demonstrate the proper swing path for ground strokes.

B. Demonstrate proper footwork for the forehand and backhand strokes.

C. Demonstrate proper footwork for the forehand and backhand volleys.

D. Demonstrate the proper motion for hitting volleys.

E. Explain the rules governing the serve.

F. Demonstrate the proper footwork for returning the serve.

G. Demonstrate the proper ground strokes while returning the serve.

V. Approach Shots

A. Explain the proper timing in the decision to come to the net behind the approach shot.

B. Identify where to hit the approach shot for best results.

C. Demonstrate the appropriate footwork and swings for forehand and backhand approach shots.

VI. Strategies for Playing Singles

A. Explain why hitting ground strokes crosscourt is a high-percentage strategy.

B. Explain and differentiate between the serve and volley and the baseline game.

C. Recognize the importance of footwork and speed in singles play.

D. Explain how to develop an all-around game.

E. Identify the most favorable court position on the baseline and at the net.

F. Describe your opponent's strengths and weaknesses.

G. Apply these strategies to on-court play.

VII. Strategies for Playing Doubles

A. Describe the proper court positions for the serving and receiving teams while receiving serve.

B. Explain and differentiate between a team at the net versus at the baseline.

C. Identify the key terms associated with doubles play.

D. Identify the key responsibilities of all doubles players.

E. Apply the pickleball strategies to on-court play.

VIII. Improve Physical Conditioning to Play Competitive Pickleball

A. Explain the guidelines for stretching for pickleball.

B. Describe activities that can contribute to improved agility, balance and coordination.

IX. The Mental Game

A. Describe how relaxation and arousal can affect pickleball play.

B. Explain how you can use mental rehearsal to improve your pickleball skills.

C. Develop a routine that improves your pickleball performance.

D. Describe how you can avoid getting psyched-out by an opponent.

Method of Evaluation and Competencies:

40-60%    In-class physical demonstration of competencies

10-30%    Written Examination

10-30%    Skills Development Examinations

10-20%    Written Paper

100%       Total

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 140

  • Title: Modern Dance (Beginning)
  • Number: HPER 140
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

This course emphasizes the movement between positions rather than the picture-perfect poses of ballet and other dance styles. Moving through space off of and onto the floor, breathing and improvisational movement will be explored. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate the use of belly breathing while: a) horizontal, b) vertical, c) motionless, d) moving slowly and e) moving quickly.
  2. Identify her/his leading center as well as that of others.
  3. Demonstrate proper body alignment while lying, sitting, standing and moving.
  4. Demonstrate the movement concepts of modern dance.
  5. List and describe the key terminology for modern dance.

Content Outline and Competencies:

I. Breathing methods

A. Locate the individual's belly.

B. Demonstrate vertical breathing.

C. Demonstrate the slowing of breathing and increasing lung capacity technique.

D. Demonstrate breathing while motionless.

E. Demonstrate breathing while in the horizontal position.

F. Demonstrate breathing while moving slowly.

G. Demonstrate breathing while moving quickly.

H. Demonstrate breathing as the individual initiates movement.

I. Demonstrate breathing during difficult movements.

J. Describe the breathing technique for “When in Doubt.”

II. The body’s leading center

A. Discuss and explain the individual's “leading center” and the relationship with the head.

B. Discuss and explain the individual's “leading center” and the relationship with the heart.

C. Discuss and explain the individual's “leading center” and the relationship with the belly.

III. Basic body alignment

A. Realign the head over heart.

B. Realign the heart over the belly.

C. Demonstrate the basic fundamentals of the “turnout.”

IV. Movement concepts

A. Differentiate and describe the opposition of the following: leg/hip, arm/shoulder, down/up.

B. Describe “resistance” in relationship to movement concepts.

C. Describe “internal/external” movement in relationship to movement concepts.

D. Describe the “standing leg/working leg” movement technique.

E. Describe the “standing side/working leg” movement.

V. Basic vocabulary

A. List and explain the terminology for the activity of modern dance.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 150

  • Title: Aerobics (Beginning)
  • Number: HPER 150
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Motor skills, jogging and dance steps are combined in this exercise program to improve muscle tone and cardiovascular fitness. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Explain the theory of aerobic fitness.
  2. Explain the theory of anaerobic fitness.
  3. Define the concepts of muscular fitness.
  4. Monitor and document cardiovascular training.
  5. Document improvement in cardiovascular fitness.

Content Outline and Competencies:

I. Explain the Theory of Aerobic Fitness

A. Define the concept of progression in relationship to cardiovascular fitness.

B. Explain the intensity, frequency and duration of cardiovascular fitness.

C. Show and compute the “Karvonen” target heart rate.

II. Explain the Theory of Anaerobic Fitness

A. Explain intensity, frequency, duration and their effect on anaerobic exercise.

III. Define the Concepts of Muscular Fitness

A. Define muscular strength, endurance and flexibility

B. Define the concepts of overload training.

C. Differentiate between “overweight” and “overfat.”

IV. Monitor and Document Cardiovascular Training

A. Record the frequency, duration and intensity of each cardiovascular workout.

B. Compute and record the recovery rate of each cardiovascular workout.

V. Document Improvement in Cardiovascular Fitness

A. Review and summarize the “12 minute run,” 1.5 mile run and step test in relationship to your fitness level.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%       Projects

Total    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 155

  • Title: Ballet (Beginning)
  • Number: HPER 155
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

This progressive ballet system is designed to produce muscular strength and flexibility and a working knowledge of anatomy, plus the aesthetic satisfaction of expressing yourself through a classical art form. Offered to students of all ages and experience, both beginners as well as those who have had some training. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate proper body alignment while standing and moving.
  2. Demonstrate the proper alignment for the ballet movements.
  3. Demonstrate and maintain turn out while moving (in plie, releve, straight-legged).
  4. Demonstrate, explain and discuss basic ballet terminology.

Content Outline and Competencies:

I. Basic Body Alignment

A. Demonstrate the proper alignment of shoulders over the hips.

B. Demonstrate the proper alignment of hips over the toes.

C. Demonstrate the proper positioning of the “ribs together and down” technique.

D. Demonstrate the proper positioning of the “stomach back and the buttocks forward” technique.

E. Demonstrate the “turnout” manuever.

II. Basic Ballet Positions

A. Demonstrate the parallel leg position.

B. Demonstrate the first, second and third leg positions.

C. Demonstrate the rest arm postion.

D. Demonstrate the preparatory arm position.

E. Demonstrate the first, second arm position.

F. Demonstrate the corresponding allonge positions.

G. Demonstrate the proper position of the head in relationship to the arm and leg positions.

H. Demonstrate the “Port de Bras” positions.

I. Discuss and demonstrate the elements of spatial awareness.

III. Basic Ballet Movements

A. Demonstrate the “Barrework” movements of ballet.

B. Demonstrate the “Center Work” movements, exercises and jumps of ballet.

C. Demonstrate the “Diagonal Work” of centers, alignments and positions of ballet.

D. Demonstrate the proper floorwork to maintain and increase flexibility for ballet.

IV. Basic Ballet terminology.

A. Discuss and explain the basic terminology for ballet.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 158

  • Title: Jazz Dance (Beginning)
  • Number: HPER 158
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

An introduction to the concepts and motor skills involved with jazz dance. Basic body position will be introduced as well as basic terminology, jazz history, various jazz styles and the basic techniques involved, isolations, combinations, choreography and rhythmic influences. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate correct execution of basic jazz dance elements and techniques.
  2. Acquire a vocabulary of jazz movement and demonstrate knowledge of the factors which influence that movement.
  3. Discuss history of jazz dance.
  4. Demonstrate an understanding of the fundamentals of music as they relate to jazz dance.
  5. Demonstrate improvement of kinesthetic sense and esthetic values such as grace and poise.
  6. Demonstrate a perception of rhythm.
  7. Perform movements skillfully and effectively through dance.
  8. Demonstrate improved motor skills in the areas of agility, balance, explosive power, flexibility, coordination, muscular endurance and strength.
  9. Perform movements needed for jazz dance isolating specific anatomical movements.
  10. Improve mental health by learning to relax and by building a better self-image.

Content Outline and Competencies:

I. Introduction

A. Define goals of course.

B. Examine individual dance backgrounds and goals.

II. History

A. Trace the history of jazz dance.

III. Jazz Terminology

A. Differentiate terms relative to jazz dance.

B. Select the proper term when describing jazz movements.

IV. Basic Jazz Techniques

A. Perform a proper warmup.

1. Perform barre and center floor movements

2. Perform stretching, conditioning, toning, flexibility and injury-prevention movements

3. Perform isolations of specific anatomical movements needed for jazz technique including: head, neck, shoulder, arms, rib cage, pelvis, hips, legs

B. Demonstrate tension release through relaxation, contraction, release, extension, flexion.

C. Execute Jazz movements and elements including: foot position, foot movements, arm patterns, hand patterns, jazz walks, jazz runs, jazz hops, jazz jumps, jazz turns, leg swings, jazz passe’, heel press, attitudes-f-b-s, jazz square, jazz leaps, opposition, swinging, floor movements, lunge, plie’, pique, arabesque, penche’, sous-sus, forward tendu, folded stretch positions, flat or table back.

D. Perform special movements including: counter movements and twisting, jazz falls, traveling progression, traveling combinations, cohesive flowing dance combinations.

E. Differentiate between the following styles of jazz dance: West Coast, East Coast, Broadway, stage productions and funk.

V. Choreography

A. Identify the structure of a composition.

B. Develop movements in jazz compositions.

C. Explore rhythmic differentiation.

D. Recognize composition and space

E. Explore dance energy, emotion and dynamics

VI. Music Awareness

A. Explore beat and rhythm awareness

B. Differentiate changes in tempos, accents, rhythms and timing

C. Explore interpretation

D. Explore syncopation

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 172

  • Title: Track and Field (Beginning)
  • Number: HPER 172
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

This course will introduce the student to the sport of track and field. Through activity and discussion the student will improve his or her motor ability to perform track and field events. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Analyze linear motion.
  2. Examine air resistance.
  3. Assess the concept of center of mass.
  4. Study the concept of curves of flight.
  5. Analyze inertia and momentum.
  6. Analyze the concept of rotary motion.
  7. Discuss the concept of in-flight rotation.
  8. Study centripetal and centrifugal forces.
  9. Examine the biomechanics of running.
  10. Analyze the biomechanics of track and field jumping events.
  11. Analyze the biomechanics of track and field throwing events.

Content Outline and Competencies:

I. Linear Motion

A. Explain and compare the concepts of speed and velocity.

B. Explain and compare the concepts of acceleration and deceleration.

II. Air Resistance

A. Examine air resistance in the running events.

B. Examine air resistance in the jumping events.

C. Examine air resistance in the throwing events.

III. Center of Mass

A. Recognize and differentiate the concepts of stability and balance.

B. Explain the concept of balance in motion.

IV. Curves in flight

A. Explain the parabolic curve.

B. Characterize the dynamics of aerodynamic flight.

C. Discuss the optimum angles of release for all throwing events.

D. Discuss the optimum angle of takeoff for horizontal jumping events.

V. Inertia and Momentum

A. Explain and discuss inertia.

B. Explain and discuss momentum.

C. Differentiate between inertia and momentum.

VI. Rotary Motion

A. Explain and discuss rotary motion.

B. Explain the primary and secondary axes.

VII. Flight Rotation

A. Describe rotation originating on the ground.

B. Describe rotation originating in the air.

VIII. Centripetal and Centrifugal Forces

A. Explain and differentiate between centripetal and centrifugal forces.

IX. Biomechanics of Running

A. Explain the running stride.

B. Describe stride length and stride frequency.

C. Describe and explain the techniques of hurdling.

D. Describe and explain the techniques of sprinting.

X. Biomechanics of Track and Field Jumping Events

A. Explain ground reaction for the High Jump, Pole Vault, Long Jump, and Triple Jump.

B. Diagram takeoff angles for the High Jump, Pole Vault, Long Jump and Triple Jump.

C. Diagram flight curves for the High Jump, Pole Vault, Long Jump and Triple Jump.

XI. Biomechanics of Track and Field Throwing Events

A. Explain release velocity for the shot put, discus, hammer and javelin.

B. Diagram the angle of release for the shot put, discus, hammer and javelin.

C. Explain the angle of attack for the shot put, discus, hammer and javelin.

D. Diagram the flight curves for the shot put, discus, hammer and javelin.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 174

  • Title: Coaching and Officiating of Track and Field
  • Number: HPER 174
  • Effective Term: 2021-22
  • Credit Hours: 2
  • Contact Hours: 2
  • Lecture Hours: 2

Description:

Students will have the opportunity to learn the fundamentals of coaching and officiating track and field events. Upon successful completion of the course, students will be prepared for USATF Level 1 certification. 2 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate coaching pedagogy for track and field.
  2. Select the correct teaching progression for each track and field event.
  3. Write a day-to-day practice schedule for one week for each track and field event.
  4. Develop a 12 week training plan for a track and field event.
  5. Write a yearly training outline of each track and field event.
  6. Set up a yearly strength and conditioning program for a track and field team.
  7. Define and demonstrate the proper officiating duties for each track and field event.

Content Outline and Competencies:

I. Track and Field Pedagogy

A. Outline and organize the duties of the track and field coach.

II. Teaching Progressions

A. Select the correct teaching progression for the following:

1. Sprints

2. Hurdles

3. Middle Distance Races

4. Distance Races

5. Relays

6. Long Jump

7. Triple Jump

8. Pole Vault

9. High Jump

10. Discus

11. Shot Put

12. Javelin

13. Hammer

III. Weekly Practice Plans

A. Complete a day-to-day practice schedule for one week for the following track and field events or event areas.

1. Sprints

2. Hurdles

3. Relays

4. Middle Distance

5. Distance

6. Vertical Jumps

7. Horizontal Jumps

8. Rotational Throws

9. Javelin

IV. Seasonal Training Programs

A. Complete an outline for a 12-13 week training plan for the following track and field events or event areas.

1. Sprints

2. Hurdles

3. Relays

4. Middle Distance

5. Distance

6. Vertical Jumps

7. Horizontal Jumps

8. Rotational Throws

9. Javelin

V. The yearly training cycle

A. Write a yearly training outline for the following track and field events or event areas.

1. Sprints

2. Hurdles

3. Relays

4. Middle Distance

5. Distance

6. Vertical Jumps

7. Horizontal Jumps

8. Rotational Throws

9. Javelin

VI. Strength and Conditioning for the Track and Field Athlete

A. Discuss and assimilate a yearly strength and conditioning regimen for a track and field team.

VII. Officiating Track and Field Events

A. List, in outline form, all of the officials required to run off a National Indoor or Outdoor Track Championship

B. Demonstrate the correct officiating technique for each event in track and field.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and potentially dangerous activity

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 175

  • Title: Fencing
  • Number: HPER 175
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Beginning foil fencing will provide the student with the fundamental rules and techniques of foil fencing. The student will utilize these skills in a fencing bout. The student will also be instructed in the rules and procedures of officiating foil fencing. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Explain basic foil concepts, skills, rules and officiating.
  2. Demonstrate the basics of foil under supervision of the instructor.
  3. Demonstrate intermediate foil maneuvers under supervision of the instructor.
  4. Demonstrate and explain officiating skills under supervision by the lead instructor.
  5. Discuss foil competitions and demonstrate the modern sport of competitive fencing during a foil bout.

Content Outline and Competencies:

I. Basic Foil concepts

A. Demonstrate the preparatory exercises.

B. Diagram the equipment used in foil.

C. Discuss and demonstrate safety issues.

D. Explain and demonstrate proper fencing attire, the weapons and equipment.

E. Demonstrate the proper grip and salute.

F. Demonstrate the “thrust to touch” maneuver.

G. Demonstrate the “thrust, advance to touch” maneuver.

II. Safety and Bladework

A. Review and demonstrate safety issues to foil activity.

B. Demonstrate the “En Garde” maneuver.

C. Demonstrate proper footwork.

D. Demonstrate the “thrust - touch” maneuver.

III. Intermediate Foot and Bladework

A. Review and demonstrate safety issues to foil activity.

B. Demonstrate the “thrust-parry-thrust” exercises.

C. Demonstrate the “parry-riposte standing” exercise.

D. Demonstrate the “parry-riposte, with lunge” exercise.

E. Demonstrate the “straight line lunge” exercise.

F. Demonstrate the “parry-riposte and straight thrust” exercise.

G. Demonstrate the “counterriposte” exercise.

H. Demonstrate and explain the “disengage” drill.

IV. Judging and Officiating

A. Discuss and explain the role of the director.

B. Discuss and explain the role of the judges.

C. Discuss and explain the rules.

D. Demonstrate officiating techniques.

V. Bouting

A. Demonstrate the core routine.

B. Demonstrate bouting.

C. Demonstrate bouting against the instructor.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 176

  • Title: Self Defense I
  • Number: HPER 176
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The class will present students with a variety of techniques for escaping a physical attack. Students will receive an introduction to the four ranges of self-defense: ground, grappling, striking and weapons. Students will learn the principles that apply in any self-defense situation and the basic positions and structure of each range. The class is appropriate for beginners as well as those with previous self-defense or martial arts training. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Escape basic grabs.
  2. Fall and roll safely.
  3. Reverse basic ground positions.
  4. Throw and defend against basic strikes and kicks.
  5. Demonstrate basic attacks and defenses with weapons.

Content Outline and Competencies:

I. Single or Double Arm Grabs

A. Wrist Grabs.

1. Escape opposite side wrist grab

2. Escape same side wrist grab

B. Body Grabs.

1. Escape bear hug

2. Escape head lock

II. Falls and Rolls

A. Falls.

1. Perform a side break fall

2. Perform a rear break fall

3. Perform a front break fall

B. Rolls.

1. Perform a kneeling forward roll

2. Perform a standing forward roll

III. Basic Ground Positions

A. Mount.

1. Secure the position from on top

2. Reverse the position from below

B. Guard.

1. Secure an opponent in the position

a. Arm bar

b. Triangle choke

2. Escape from within the position

C. Cross Mount.

1. Secure the position from on top

a. Sit Out

b. Transition to Head Control

2. Reverse the position from below

D. Flow from Mount to Ride.

IV. Basic Strikes and Kicks

A. Punches.

1. Jab

a. Throw a jab

b. Defend against a jab

2. Cross.

a. Throw a cross

b. Defend against a cross

3. Hook.

a. Throw a hook

b. Defend against a hook

B. Elbows.

1. Throw an elbow

2. Defend against an elbow

C. Kicks.

1. Throw a kick

2. Defend against a kick

D. Knees.

1. Throw a knee

2. Defend against a knee

V. Weapons

A. Basic Angles.

1. Perform five attacks

2. Perform five defenses

B. Disarm an attacker.

Method of Evaluation and Competencies:

60-70%    Attendance and Active Participation
20-30%    5-10 In Class Demonstrations
5-10%      1-2 Written Examinations

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. The practice of self-defense skills requires varying degrees and kinds of physical contact with other students. Even though the practice will be controlled and supervised, the possibility of injury still exists. Anyone enrolling in the class should do so fully aware of the risk of injury.
  2. Strenuous activity: students will be expected to fall repeatedly from kneeling and standing positions.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 178

  • Title: Performance Fitness I
  • Number: HPER 178
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours:
  • Other Hours: 2

Description:

This course is an introductory course designed to provide basic introductory training concepts in individual skill and performance-based fitness. Physical activity tracking will be utilized in this course.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Determine fundamental performance fitness programming safety and basic fitness skills.
  2. Recognize the value and benefits of a holistic exercise science-based approach to performance fitness.
  3. Identify personal performance fitness goals.
  4. Examine sport-specific performance-based assessments, workouts, and basic nutrition.
  5. Participate in performance fitness training. 

Content Outline and Competencies:

I. Performance-based and physical fitness assessments

A. Perform overall pre- and post-fitness assessment.

B. Identify fitness guidelines and risk factors.

II. Fundamental Performance Fitness Programming

A. Define weight lifting basics.

B. Describe gym etiquette.

C. Recognize basic healthy overall nutrition guidelines.

III. Performance Fitness Activity

A. Participate in sport-specific exercise.

B. Participate in cardiorespiratory fitness.

C. Participate in muscular strength, endurance and hypertrophy fitness.

D. Participate in flexibility fitness.

E. Participate in power, agility and speed fitness.

IV. Overall Performance Fitness

A. Examine performance fitness resources.

B. Identify performance-based fitness vision and goals.

C. Describe the value and benefits of a holistic-based exercise science approach to performance training.

Method of Evaluation and Competencies:

20-30%    Discussions
10-20%    Quizzes
10-20%    Projects
0-20%      Assignments
40-60%    Activity Participation

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 179

  • Title: Performance Fitness II*
  • Number: HPER 179
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 178.

Description:

Students will have the opportunity to learn the fundamentals of general performance fitness. Introductory aspects of performance, nutrition, and psychological development are incorporated into this class. Power and advanced power, speed, muscular strength, hypertrophy and endurance, cardiorespiratory, motor skills, and agility drills are taught and practiced. The class will include general performance-based fitness. The students will learn about the principle of year-round conditioning, including conditioning appropriate to the off-season, preparatory period, pre-competition period and competition period.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Demonstrate drills and exercises at a level commensurate with base level of training.
  2. Demonstrate phases of exercise used to develop body regions.
  3. Recognize the various muscles used while performing specific drills.
  4. Examine the psychological qualities necessary for successful performance fitness.
  5. Describe basic sport performance ergogenic aids and nutrition.
  6. Participate in personalized, performance-based assessments, workouts and nutrition.

Content Outline and Competencies:

I. Introduction to Performance Fitness

A. Define performance fitness.

B. Define and differentiate performance fitness terminology.

C. Explain the concept of periodization for performance fitness.

D. Explain the need for and use of proper equipment, clothing and footwear in performance fitness.

II. Introduction to Performance-Based Resistance Training

A. Define the difference between types of resistance training.

B. Demonstrate exercises designed to improve the performance of the upper body, lower body and core.

C. Demonstrate appropriate phases of exercise for the upper body, lower body and core.

D. Collect performance-based resistance training assessment data.

III. Introduction to Speed and Agility Training

A. Define the term “plyometrics.”

B. Demonstrate exercises designed to increase the speed and agility of the upper body, lower body and core.

C. Demonstrate appropriate phases of exercise for the upper body, lower body and core.

D. Collect performance-based speed and agility assessment data.

IV. Introduction to Performance Flexibility Training Concepts

A. Define evidence-based benefits of flexibility to enhance performance fitness.

B. Demonstrate exercises designed to develop flexibility and mobility of the upper limbs, upper back and chest.

C. Demonstrate appropriate flexibility stretches for the upper body, lower body and core.

D. Collect performance-based flexibility assessment data.

V. Introduction to Performance Metabolic Energy Systems Training

A. Define the basic differences between the energy training systems.

B. Demonstrate exercises designed to develop the cardiorespiratory system for performance fitness.

C. Demonstrate appropriate cardiorespiratory fitness for each stage of performance fitness.

D. Collect performance-based cardiorespiratory fitness assessment data.

VII. Introduction to the Psychology of Performance Fitness.

A. Identify factors associated with the psychological aspect of performance fitness.

B. Identify personal motivational style.

C. Identify factors that improve personal motivation.

D. Identify factors that hamper personal motivation.

E. Examine techniques which may be utilized in the improvement of personal preparation for an ongoing regimen of intensive performance fitness.

VIII. Introduction to Performance Nutrition

A. Describe basic pre and post-performance nutritional needs.

B. Examine the basic nutrition concepts used in the development of performance fitness.

C. Identify food tracking resources.

D. Select a nutrition plan to enhance performance.

Method of Evaluation and Competencies:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 185

  • Title: Archery
  • Number: HPER 185
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

Students will receive individualized instruction in the basic skills of archery as a recreational sport lending itself as a lifetime leisure interest. Safety, fundamental care and usage of archery tackle, and beginning archery skills will be taught, along with a survey of the history of archery. 2 hrs./wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. List and describe basic knowledge of archery terminology and equipment.
  2. Demonstrate the strength to shoot a minimum of eight “ends” of archery during class.
  3. Demonstrate the safety procedures for shooting while on the archery range.
  4. Execute accurate shots at various angles and distances from a target by scoring a minimum of 70% on a shooting skills test.

Content Outline and Competencies:

I. Archery Terminology and Equipment

A. List and describe the assigned terms used in archery.

B. Describe the equipment used in archery.

II. Shooting

A. Demonstrate “bracing the bow” technique.

B. Demonstrate the “stance” technique.

C. Demonstrate “nocking the arrow” technique.

D. Demonstrate the “grip and draw” technique.

E. Explain the purpose of and demonstrate the finding of the “anchor point.”

F. Explain and demonstrate “aiming.”

G. Demonstrate the “release and follow-through.”

III. Safety in Shooting

A. Explain the unsafe practices of “dry-firing.”

B. Discuss the safety issues inherent to proper selection of equipment.

C. Discuss the safety issues inherent to target selection and the surrounding area(s).

IV. Skills Test

A. Demonstrate a 70% accuracy in shooting from various angles.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    In-class physical demonstration of competencies
20-30%    Written Exams
20-30%    Skill Development Tests
0-10%      Projects

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and potentially dangerous activity

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 186

  • Title: Fitness Assessment
  • Number: HPER 186
  • Effective Term: 2021-22
  • Credit Hours: 2
  • Contact Hours: 2
  • Lecture Hours: 2

Description:

This course emphasizes the value of evidence-based fitness assessments to interpret overall personal and professional fitness. Assessments will be administered and evaluated to determine chronic risk factors and personal fitness levels. Goal setting, fitness tracking, and fitness programming will be introduced to help students discover and implement a healthy, sustainable lifestyle.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explain the components of and rationale for an integrated fitness assessment.
  2. Interpret fitness assessment data.
  3. Assess the importance of posture and proper joint action.
  4. Perform comprehensive health-related fitness assessments.
  5. Recognize the scientific rationale for the use of an integrated training system.
  6. Design a personalized training program.

Content Outline and Competencies:

I. Physical Activity Considerations

A. Compare and contrast socio-behavioral Influences.

B. Assess physical activity behaviors.

C. Identify potential environment wellness obstacles.

D. Examine the validity and reliability of physical activity measuring methods.

E. Identify methods to monitor evidence-based physical activity.

II. Body Composition

A. Examine different body composition measurement methods.

B. Monitor energy input and output.

C. Assess body composition.

D. Interpret body composition data.

E. Design a nutrition and exercise plan.

III. Balance, Strength and Power

A. Examine different measurement methods.

B. Identify current assessment standards.

C. Assess balance, strength and power.

D. Interpret balance, strength and power assessment data.

E. Design a personalized fitness plan based on phases of exercise.

IV. Cardiorespiratory Assessment

A. Examine different measurement methods.

B. Identify current cardiorespiratory fitness national recommendations.

C. Assess cardiorespiratory fitness.

D. Interpret cardiorespiratory fitness assessment data.

E. Design a cardiorespiratory fitness program.

V. Biomechanics

A. Examine different biomechanical measurement methods.

B. Identify postural assessments.

C. Assess biomechanics of human movement.

D. Interpret human movement data.

E. Design a corrective exercise program.

VI. Program Planning

A. Distinguish between motor learning, motor control and motor development.

B. Design an individualized fitness plan.

C. Identify phases of training.

D. Articulate short-, mid- and long-range fitness goals.

Method of Evaluation and Competencies:

40-60%    Projects
20-30%    Quizzes
20-40%    Labs
0-20%      Homework/Exercises

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 187

  • Title: CPAT (Candidate Physical Ability Test) Fitness Preparation
  • Number: HPER 187
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Description:

The job of a fire fighter is one of the most physically demanding jobs in North America. It requires high levels of cardiopulmonary endurance, muscular strength and muscular endurance. The Candidate Physical Ability Test (CPAT) consists of eight critical physical tasks that simulate actual job duties on the fireground. The CPAT test is physically demanding and requires that you be physically fit to be successful. This course is designed to assist you with physically preparing yourself for the CPAT test. Areas of focus will be on flexibility, cardiopulmonary endurance, muscular strength, and muscular endurance specific to the duties of a firefighter. Upon completion, the student will be prepared to complete the tasks needed for the CPAT exam. This course is repeatable for credit.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explore the history and proper training principles related to firefighting.
  2. Engage in the proper warm-up strategies related to fitness for firefighters.
  3. Participate and be accessed in fitness activities specific to the job of a firefighter including flexibility, cardiopulmonary endurance, muscular strength, and muscular endurance and power.
  4. Complete the CPAT© practice test in order to gauge progress and fitness levels.

Content Outline and Competencies:

I. History and Orientation of the Candidate Physical Ability Test (CPAT)©

A. Clarify the sequence of CPAT© testing events.

B. Identify the various physical demands of a firefighter.

C. Review the basic components of CPAT© testing.

II. Personal Fitness Readiness

A. Perform overall pee-assessment of the candidate.

B. Identify fitness guidelines and health risk factors.

C. Develop personalized fitness S.M.A.R.T. goals.

D. Identify healthy sustainable lifestyle factors.

III. Certification Specific Areas of Fitness

A. Practice and participate in cardio respiratory fitness.

B. Practice and participate in strength.

C. Practice and participate flexibility and range of motion.

D. Practice and participate in core and balance training.

IV. CPAT© Test Preparation Modalities

A. Understand stress reactivity preparation.

B. Engage in a logistical and environmental review.

V. Testing and Evaluation

A. Review and perform a skill test for 8 areas of CPAT© testing.

B. Participate in an overall evaluation of fitness skills related to CPAT© test.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60%    Projects
20-30%    Quizzes
20-40%    Labs
0-20%      Homework/Exercises

Total: 100%

 

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Strenuous physical activity will be required for this course. It should be noted that all activity is related the the firefighter occupation and the CPAT Test.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 192

  • Title: Wellness for Life
  • Number: HPER 192
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

This course introduces students to the theory and principles upon which the concepts of lifetime fitness and wellness are based. Students will examine the relationship that exists between wellness and lifestyle behaviors. Individual self-assessments will be used to establish current health and fitness levels. 1 hr. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Identify and compare the components of fitness and wellness to lifestyle management.
  2. Analyze the basic principles of physical fitness.
  3. Investigate and explain cardiorespiratory endurance and cardiovascular health.
  4. Investigate and explain muscular strength and muscular endurance.
  5. Outline the wellness benefits of flexibility.
  6. Summarize the process of determining body composition.
  7. Develop a complete fitness program.
  8. Research and explain the basics of nutrition.
  9. Discuss weight management.
  10. Identify and discuss stress.

Content Outline and Competencies:

I. Fitness, Wellness and Your Lifestyle Management.

A. List the components of wellness.

B. Assess the individual's lifestyle in relationship to fitness and wellness.

II. Basic Principles of Physical Fitness

A. List the components of physical fitness.

B. Describe the concept of “specificity” in physical training.

C. Describe the concept of “progressive overload” in physical training.

D. Describe the concept of “reversibility” in physical training.

E. Design an exercise program.

F. Compare fitness benefits to health benefits.

G. Calculate the individual's activity index.

III. Cardiorespiratory Endurance

A. List and explain the benefits of cardiorespiratory fitness.

B. Assess and interpret an individuals cardiorespiratory fitness.

C. Develop a Cardiorespiratory endurance program.

IV. Muscular Strength and Muscular Endurance

A. Describe the benefits of muscular strength.

B. Explain the benefits of muscular endurance.

C. Differentiate between muscular strength and muscular endurance.

D. Assess and interpret an individuals muscular strength and muscular endurance.

E. Discuss the fundamentals of endurance weight training.

F. Discuss the fundamentals of strength weight training.

G. Develop a weight training program.

V. Flexibility

A. List the benefits of flexibility exercises.

B. Characterize the determining factors of flexibility.

C. Assess and interpret an individuals flexibility.

D. Create an individual flexibility program.

VI. The fitness program

A. Investigate popular fitness programs.

B. Review and redefine the individual's personal fitness program.

VII. Nutrition

A. Define the components of a healthy diet.

B. Discuss the varying presentations of nutritional guidelines.

C. Apply nutritional principles to the individuals personal fitness program.

VIII. Weight Management

A. Outline health implications of an individual that is overweight or obese.

B. List factors that contribute to a weight problem.

C. Dissect the problems with the search of the “perfect body.”

D. Outline strategies for losing weight.

E. Create an individual weight-management plan.

IX. Stress

A. Determine what stress encompasses.

B. Estimate the effect stress contributes to disease.

C. Format a stress-management program.

Method of Evaluation and Competencies:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Students will be asked to perform self-assessments on wellness components. These will be necessary in order to complete assignments and participate in class activities

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 195

  • Title: Introduction to Sports Medicine
  • Number: HPER 195
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

The purpose of this class is to introduce the basic concepts of sports medicine, specifically Athletic Training. It will address the fundamentals of the human musculoskeletal system, sports-related injuries, injury treatment and other sports medicine-related topics. This class is designed for beginning athletic training students and other students interested in the subject. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate familiarity with sports medicine terminology.
  2. Describe the qualifications and responsibilities of each member of the sports medicine team.
  3. Discuss the basic tenets of sports injury law.
  4. Identify and describe basic human joint articulations, ligaments and cartilages.
  5. Describe methods of recognizing sport injury to the human musculoskeletal system.
  6. Explain and demonstrate basic sports injury first aid and injury treatment.
  7. Explain and demonstrate the use of universal precautions regarding bloodborne pathogens.
  8. Demonstrate basic athletic taping procedures used on athletic injuries.
  9. Describe basic general health-related issues and conditions as they apply to athletes.

Content Outline and Competencies:

I. Sports Medicine Terminology

A. Identify the major bony landmarks.

B. Describe terms of direction and function.

C. Recognize and describe joint classifications.

D. Recognize and describe injury classifications.

E. Recognize and describe illness classifications.

F. Identify and describe the superficial muscles.

II. The Sports Medicine Team

A. Describe and list the qualifications and responsibilities of the medical practitioners involved in the sports medicine team.

1. Describe and list the qualifications and responsibilities of the M.D. in regards to the sports medicine team.

2. Describe and list the qualifications and responsibilities of the D.O. in regards to the sports medicine team.

3. Describe and list the qualifications and responsibilities of the D.C. in regards to the sports medicine team.

4. Describe and list the qualifications and responsibilities of the O.D. in regards to the sports medicine team.

5. Describe and list the qualifications and responsibilities of the D.D.S. in regards to the sports medicine team.

6. Describe and list the qualifications and responsibilities of the D.M.M. in regards to the sports medicine team.

7. Describe and list the qualifications and responsibilities of specialists in regards to the sports medicine team.

B. Describe and list the qualifications and responsibilities of the medical professionals involved in the sports medicine team.

1. Describe and list the qualifications and responsibilities of the ATC/LAT in regards to the sports medicine team.

2. Describe and list the qualifications and responsibilities of the PT/LPT in regards to the sports medicine team.

3. Describe and list the qualifications and responsibilities of the RN/LNP in regards to the sports medicine team.

4. Describe and list the qualifications and responsibilities of the PA in regards to the sports medicine team.

5. Describe and list the qualifications and responsibilities of the LMT in regards to the sports medicine team.

C. Describe and list the roles of the support persons involved in the sports medicine team.

1. Describe and list the roles of the coaches in regards to the sports medicine team.

2. Describe and list the roles of the teammates in regards to the sports medicine team.

3. Describe and list the roles of the parents in regards to the sports medicine team.

4. Describe and list the roles of the siblings in regards to the sports medicine team.

5. Describe and list the roles of others in regards to the sports medicine team.

III. Tort Law and Record Keeping

A. Define basic tort law terminology.

B. Discuss and apply basic record-keeping methods.

IV. Injury Assessment

A. Describe inflammation.

B. Differentiate between the levels of pain.

C. Identify deformity.

D. Identify dysfunction.

E. Describe signs and symptoms.

V. Sports First Aid and Basic Injury Care

A. Explain and demonstrate the correct application of RICE.

B. Describe and demonstrate wound care techniques.

C. Discuss and describe bleeding control.

D. Demonstrate basic injury stabilization methods.

E. List and describe therapeutic modalities used in sports medicine.

VI. Athletic Taping and Wrapping

A. Demonstrate efficient handling of athletic tape.

B. Describe and demonstrate pre-taping preparation.

C. Demonstrate specific tapings and wraps.

VII. General Health Concerns of Athletes

A. Identify and discuss playing environment issues.

1. Identify and discuss heat-related issues.

2. Identify and discuss cold-related issues.

3. Identify and discuss lightning safety.

B. Explain proper hydration practices for athletes.

C. Discuss facility safety.

D. List and describe common illnesses and non-injury conditions suffered by athletes.

E. Identify common skin conditions of athletes.

F. Discuss the effect on athletes of chronic illnesses and conditions.

G. Discuss emergency planning.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

4 tests worth 100 points each
Assignments-given weekly, 15 points each
Quizzes-generally 10 points each
1 project-50 points

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 200

  • Title: First Aid and CPR
  • Number: HPER 200
  • Effective Term: 2021-22
  • Credit Hours: 2
  • Contact Hours: 2
  • Lecture Hours: 2

Description:

After completing this course, students should be able to perform the basic skills of first aid. The course will cover cause, prevention and first aid care of common emergencies. Certification may be earned in first aid, cardiopulmonary resuscitation and automated external defibrillators (AED). 2 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Recognize an emergency, assess the scene and develop an appropriate plan of action.
  2. Demonstrate the knowledge and skills necessary to provide emergency assistance in cases such as choking, rescue breathing, CPR and use of AED for adults, children and infants.
  3. Demonstrate and explain how to provide care for life-threatening emergencies including breathing, shock, head and spinal injuries, sudden illness, stroke, soft tissues and musculoskeletal injuries.
  4. Identify and describe how to respond effectively to a variety of environmental, man-made and/or national security emergencies.

Content Outline and Competencies:

I. Introduction to First Aid in Emergency Care

A. Identify the role of the first aid provider.

B. Identify the legal considerations involved in emergency care by nonmedical providers.

C. List and describe actions required at an emergency.

D. Define precautions involved with bloodborne and airborne diseases, including hepatitis B and C, HIV and TB.

II. Victim Assessment

A. Differentiate the different body systems and how they function, including respiratory, circulatory, nervous, skeletal, muscular and skin.

B. Explain and demonstrate the steps of the primary survey.

C. List and describe the general procedures for assessing a conscious victim, including physical exam and victim history.

III. Life-Threatening Emergencies for Adults, Children and Infants

A. Explain and demonstrate cardiopulmonary resuscitation.

B. Explain and demonstrate the first aid care required for respiratory emergencies.

C. Explain and demonstrate how to provide first aid care for airway obstruction.

D. List and describe the care and prevention of shock.

E. Explain and demonstrate the management of bleeding.

F. Explain and demonstrate appropriate techniques in automated external defibrillators.

IV. Injuries

A. List and describe the various wounds and their first aid care: abrasions, lacerations, incisions, punctures, avulsions and amputations.

B. Identify the signs, symptoms and care of infection.

C. Explain and demonstrate the procedures of applying a dressing.

D. Explain and demonstrate the various bandaging techniques.

E. Differentiate the classifications and first aid care for first-, second- and third-degree burns.

F. Differentiate the first aid care for chemical, electrical, thermal and radiation burns.

G. Define and describe head and spinal injuries and how to provide first aid care.

H. Differentiate chest, abdominal and pelvis injuries and their first aid care.

I. List and describe the first aid necessary for victims with injuries sustained to the bones, joints and muscles, including fractures, strains, sprains and dislocations.

J. Define RICE care for injuries to the extremities.

K. Identify the different types of splints.

L. Explain and demonstrate the procedures of applying a splint to a victim.

V. Medical Emergencies

A. Differentiate various sudden illnesses and emergencies, including heart attack, stroke, asthma, seizures and diabetic emergencies.

B. Describe first aid care for sudden illnesses and emergencies, including heart attack, stroke, asthma, seizures and diabetic emergencies.

C. Identify ingested, inhaled, injected and absorbed poisons and toxic reactions.

D. Describe first aid care for ingested, inhaled, injected and absorbed poisons and toxic reactions.

E. Differentiate cold-related illnesses and emergencies.

F. Describe first aid care for cold-related illnesses and emergencies.

G. Differentiate heat-related illnesses and emergencies.

H. Describe first aid care for heat-related illnesses and emergencies.

VI. Emergency Care Skills and Disaster Preparedness

A. Demonstrate rescue and transfer maneuvers.

B. Describe environmental and man-made emergencies and the safety procedures to take if you encounter one of these emergencies.

C. Describe the safety procedures to take if you encounter a national security emergency including a terrorism attack involving chemical, biological, nuclear or radiological weapons or an active shooter.

Method of Evaluation and Competencies:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Physical activity is required for in-class physical demonstrations.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 202

  • Title: Personal Community Health
  • Number: HPER 202
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course is designed to provide the student with the knowledge and understanding to make positive, healthy lifestyle choices. In addition, students will learn about issues within the community that affect their daily health, both directly and indirectly. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Gather, analyze and use information to make decisions that promote personal and community health and wellness.
  2. Differentiate between the different dimensions of wellness as it applies to overall health.
  3. Describe and apply the skills needed to assume personal responsibility in health choices and quality of life.
  4. Recognize the importance of demographic diversity as it applies to health and wellness issues.

Content Outline and Competencies:

I. Health Assessment

A. Describe the dimensions of wellness and their relationship to healthy living.

B. Identify the major health problems in the United States today.

C. Discuss the influence of racial, economic and cultural factors on health disparities.

D. Identify modifiable and non-modifiable personal and social factors that influence your health.

E. Explain the importance of personal decision making and behavior change in achieving wellness.

F. Analyze available sources of health information.

G. Describe strategies for making behavior change and creating a behavior change plan.

II. Stress Management

A. Describe stress and examine its potential impact on physical, intellectual and psychological health throughout life.

B. Describe the body’s physiological reaction to stress and the relationship between chronic stress and disease.

C. Discuss common sources of stress.

D. Explain strategies for preventing, reducing and managing stress.

E. Formulate a plan for successfully managing stress in your life.

F. Discuss the effects of spiritual health and its relationship to lowering stress.

III. Psychological Health Promotion and Preservation

A. Describe what it means to be psychologically healthy, and basic traits shared by psychologically healthy people.

B. Explain how to develop and maintain a positive self-concept and healthy self-esteem.

C. Discuss how personal and societal factors affect psychological health.

D. Explain the need for sleep and how lack of sleep affects physical, emotional and social health.

E. Differentiate common psychological disorders and their causes.

F. Discuss the risk factors and possible warning signs of suicide.

G. Describe the different types of treatment and services available for those experiencing mental health problems.

IV. Personal Safety

A. Differentiate between intentional and unintentional injuries.

B. Compare the most common types of unintentional injuries and strategies for preventing them.

C. Describe societal and personal factors that contribute to violence and intentional injuries.

D. Discuss the prevalence, types and common causes of violence.

E. Identify personal and community strategies for preventing violence.

F. Recognize strategies for assisting others in an emergency situation.

V. Personal Relationships and Communication

A. Explain the qualities that aid in developing intimate relationships.

B. Describe the impact of social networks on health status.

C. Compare different types of committed relationships and lifestyle choices.

D. Identify common challenges of forming and maintaining intimate relationships.

E. Explain elements of healthy and productive communication.

F. Discuss how to cope when relationships end.

G. Identify characteristics of successful families and potential problems families face.

VI. Sexuality, Pregnancy and Childbirth

A. Describe the structure and function of the female and male sex organs.

B. Explain the changes in sexual functioning that occur over the course of a person’s life.

C. Describe the various ways human sexuality can be expressed.

D. Describe guidelines for safe, responsible sexual behavior.

E. Explain the process of conception.

F. Describe the physical and emotional changes that occur during pregnancy.

G. Explain the stages of fetal development and complications that can arise during pregnancy, labor and delivery.

H. Discuss issues to consider when planning pregnancy and the importance of prenatal care.

I. Describe the process of labor and delivery.

J. Review primary causes of and possible solutions for infertility.

K. Summarize the political issues surrounding abortion and various types of abortion procedures.

VII. Reproductive Choices

A. Discuss the effectiveness, risks and benefits of the various contraceptive methods.

B. Identify the advantages and disadvantages of the various contraceptive methods.

C. Analyze methods of contraception based on the needs of the user.

D. Describe emergency contraception and how it is used.

VIII. Addiction and Drug Abuse

A. Define and discuss the concepts of addictive behavior, substance abuse and substance dependence.

B. Explain factors contributing to drug abuse and addiction.

C. Identify the major categories of psychoactive drugs and describe their effects, methods of use and potential for abuse and addiction.

D. Discuss social issues related to drug abuse and its prevention and treatment.

E. Evaluate the role of drugs and other addictive behaviors and identify risk factors for abuse or addiction.

IX. Alcohol and Tobacco

A. Explain how alcohol is absorbed and metabolized by the body.

B. Describe the immediate and long-term effects of drinking alcohol.

C. Describe the different forms of alcohol abuse and their consequences.

D. Identify the reasons people start using tobacco and why they continue to use it.

E. Explain the short- and long-term health risks associated with tobacco use.

F. Describe strategies for using alcohol responsibly and review plans for tobacco cessation.

X. Nutrition

A. Identify the essential nutrients and describe the functions they perform in the body.

B. Discuss healthy dietary guidelines.

C. Discuss nutritional guidelines for vegetarians and for special population groups.

D. Explain how to use food labels and other consumer tools to make informed choices about foods.

E. Examine personal nutrition choices.

XI. Weight Management

A. Discuss different methods for assessing body weight and body composition.

B. Explain the health risks associated with overweight and obesity.

C. Explain how genetic, physiological, lifestyle and psychosocial factors affect weight.

D. Describe lifestyle factors that contribute to weight gain and loss, including the roles of diet, exercise and emotions.

E. Identify and describe the symptoms of eating disorders and their associated health risks.

F. Describe how to successfully managing body weight.

XII. Fitness and Exercise

A. Define physical fitness and list the health-related components of fitness.

B. Explain the wellness benefits of physical activity and exercise.

C. Describe how to develop each of the health-related components of fitness.

D. Analyze exercise equipment options.

E. Describe food and fluid consumption recommended for exercise and recovery.

F. Explain how to prevent and manage common exercise injuries.

G. Examine personal exercise options.

XIII. Cardiovascular Disease, Cancer and Diabetes

A. Explain the incidence, prevalence, outcomes and impacts of cardiovascular disease in the United States.

B. Describe the anatomy and physiology of the heart and circulatory system and the importance of healthy heart function.

C. Describe the modifiable and unmodifiable risk factors for cardiovascular disease and methods of prevention.

D. Discuss the major forms of cardiovascular disease and their symptoms.

E. Examine current strategies for diagnosis and treatment of cardiovascular disease.

F. Describe the impact of cancer on people in the United States in terms of morbidity/mortality, costs and overall effectiveness of prevention and control.

G. Explain what cancer is and how it spreads.

H. Explain the suspected causes of cancer and describe your own risks, based on genetics and lifestyle.

I. Describe the risk factors, signs and symptoms, and prevention strategies for the most common forms of cancer.

J. Discuss cancer diagnosis and current treatment options.

K. Differentiate among types of diabetes and identify common risk factors and prevention strategies.

L. Identify the diagnosis of, symptoms, complications and treatment options associated with diabetes.

M. Explain what can be done to lower your personal risk of developing cardiovascular disease, cancer and diabetes.

XIV. Infectious Diseases, Immunity and Chronic Diseases and Conditions

A. Identify the body’s barriers to infection and how the immune system responds to an invading microorganism.

B. Explain factors that diminish the effectiveness of the immune system and what can be done to boost its effectiveness.

C. Describe the process of infection and the risk factors for infectious diseases.

D. Identify the major types of pathogens and describe the common diseases they cause.

E. Discuss individual and community based strategies to reduce the threat of infectious diseases.

F. Discuss the transmission, diagnosis and treatment for human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS).

G. Discuss the symptoms, risks and treatments for the other major sexually transmitted infections (STI’s).

H. Discuss steps you can take to prevent infections, including STIs.

I. Identify the prevalence and risk factors associated with various common chronic diseases or conditions.

XV. Environmental Health

A. Explain the global impact of population growth and its effect on the earth’s environment, climate change and ecological footprint.

B. Discuss the causes and effects of air and water pollution and describe strategies that can be taken to protect these resources.

C. Discuss the issue of solid waste disposal and the impact it has on the environment and human health.

D. Identify key sources of chemical and radiation pollution and discuss methods for preventing such pollution.

E. Explain how energy use affects the environment and describe steps everyone can take to use energy more efficiently.

F. Describe the physiological consequences of noise pollution and how to prevent or reduce it’s effect.

XVI. Aging, Death and Dying

A. Discuss how growing populations of older adults affect society, including economic considerations, healthcare, living arrangements and ethical and moral issues.

B. Describe practical considerations for older adults and caregivers, including housing, finances, healthcare, communication and transportation.

C. Describe the physical and mental changes associated with aging and the common health challenges older adults face.

D. Identify strategies for healthy aging.

E. Define death and discuss personal considerations in preparing for death.

F. Describe typical grief symptoms and the grieving process.

G. Explain ethical concerns arising from the concepts of the right to die and rational suicide.

XVII. Healthcare Consumerism

A. Explain the self-care decision-making process and discuss options for self-treatment.

B. Describe the basic premises, practices and providers of conventional medicine.

C. Describe the U.S. healthcare system in terms of types and availability of insurance.

D. Discuss issues of cost, quality and access to services related to our healthcare system.

E. Describe the basic premises, practices and providers of complementary and alternative medicine.

F. Explain how to communicate effectively with healthcare providers and use their input when evaluating different types of treatment.

Method of Evaluation and Competencies:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total:  100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 204

  • Title: Care and Prevention of Athletic Injury
  • Number: HPER 204
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

Care and Prevention of Athletic Injuries will focus on recognition, evaluation, treatment and recording of common athletic injuries. Human anatomy will be emphasized through the understanding of athletic movements and physical testing. Additional topics include legal and ethical practices for the athletic trainer and the psychology of today's competitive athlete. Care and Prevention of Athletic Injuries is the basic sports medicine class required by most exercise science and coaching degree programs.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Describe and demonstrate policies and procedures in the athletic training room.
  2. Describe and demonstrate basic biomechanical evaluation skills.
  3. Describe and demonstrate injury treatment modalities.
  4. Discuss theory regarding sports injury rehabilitation.
  5. Describe and demonstrate basic sports injury rehabilitation exercises.
  6. Demonstrate taping, wrapping and bracing for athletic injuries.
  7. Discuss the concept of mechanism of injury.
  8. Explain physical restrictions associated with athletic injuries.
  9. Demonstrate knowledge of advanced human orthopedic anatomy.
  10. Discuss the psychological aspects of sports injury.
  11. Explain and demonstrate athletic injury documentation.
  12. Explain and discuss ethical and legal practice for sports medicine professionals.

Content Outline and Competencies:

I. Human Orthopedic Anatomy

A. Identify and describe the joints of the body.

B. Describe the structures and functions of the ligaments.

C. Identify and describe capsular structures.

D. Identify and describe articular cartilages.

E. Identify bony landmarks.

II. Injury Assessment Methods

A. Explain and discuss and history gathering.

B. Identify and discuss injury mechanisms.

C. Describe assessment of the athlete’s level of disability.

III. Specific Injuries to Common to Athletes

A. Describe injuries to the axial region.

B. Describe injuries to the upper extremity.

C. Describe injuries to the lower extremity.

D. Describe illnesses and conditions common to athletes.

E. Discuss issues related to the environments in which athletes train and play.

F. Demonstrate taping and bracing techniques.

IV. Legal Issues and Professional Ethics Surrounding Athletic Training/Sports Medicine

A. Discuss tort law.

B. Discuss privacy issues.

C. Discuss the process of ethical decision-making as it is related to the injuries and illnesses of athletes.

D. Describe and discuss the principles that govern professional behavior.

V. The Psychology of Injury to an Athlete

A. Discuss the psychological effects of injury on the athlete.

B. Discuss psychological theories as they apply to an athlete’s responses to injury.

VI. Healing, Therapeutic Modalities and Therapeutic Exercise

A. Describe the healing processes in various tissues.

B. Discuss and apply the basic theories and applications of therapeutic modalities.

C. Discuss and apply the basic theories and applications of therapeutic exercise.

VII. Athletic Injury Documentation, and Policies and Procedures

A. Describe and apply the form and logic of record keeping.

B. Discuss various sports medicine policies and procedures.

C. Discuss and implement emergency preparedness.

Method of Evaluation and Competencies:

50-75%    2-4 Examinations
25-50%    1-4 Projects/Assignments

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 208

  • Title: Introduction to Exercise Physiology
  • Number: HPER 208
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This introduction to exercise physiology will introduce the effects of exercise on the muscular system, the cardiovascular system and the metabolic system. The course will prepare the student in the design of and principles for an individual exercise program. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Recognize the vital part science plays in the successful conduct of physical education and athletic performance.
  2. Describe the basic components of the skeletal muscle system.
  3. Analyze muscular contraction in relationship to human movement.
  4. Ascertain the effects of exercise on muscular principles.
  5. Analyze neuromuscular aspects of movement.
  6. Describe respiration.
  7. Characterize the exercise response in respiration.
  8. Contrast training adaptations of respiration to the non-trained individual.
  9. Describe the cardiovascular system.
  10. Critique cardiovascular responses to exercise.
  11. Evaluate cardiorespiratory training principles and adaptations to the cardiorespiratory system.
  12. Explain thermoregulation.
  13. Describe energy production of the human body.
  14. Explain anaerobic metabolism during exercise.
  15. Explain aerobic metabolism during exercise.
  16. Ascertain the effects of exercise on metabolic training principles.
  17. Evaluate nutrition for exercise and fitness.
  18. Measure body composition and modify weight control.

Content Outline and Competencies:

I. Introduction to Exercise Physiology

A. Describe exercise physiology and why we study the subject.

B. Differentiate between exercise responses and training adaptations.

C. Compare levels of training adaptation.

D. List and explain training principles.

E. Define and explain periodization.

F. Identify symptoms of overtraining.

II. The Skeletal System

A. Differentiate between cortical and trabecular bone.

B. Define bone remodeling.

C. Describe the hormonal control of bone remodeling and growth.

D. Identify age-related changes in bone density.

E. Identify sex-related differences in bone density.

F. Discuss the factors involved in the attainment of peak bone density.

G. Apply training principles to the development of an exercise program that would enhance bone growth.

H. Describe the skeletal adaptations that occur as a result of an exercise training program.

I. Identify the risk to bone health associated with athletic amenorrhea.

III. Skeletal Muscle

A. Describe the functions of skeletal muscle tissue.

B. Identify the characteristics of muscle tissue that make movement possible.

C. Discuss the sliding-filament theory of muscle contraction.

D. Explain the changes that occur in the sarcomere during contraction.

E. Identify and discuss the function of the sarcoplasmic reticulum, T-Tubules and myofibrils.

F. Describe the sequence of events involved in the stimulation of muscle contraction.

G. Differentiate muscle fiber types on the basis of contractile and metabolic properties.

H. Compare and discuss the relationships between “fiber type” and athletic participation..

IV. Muscular Contraction and Human Movement

A. Differentiate between force and load.

B. Compare and contrast concentric and eccentric dynamic contractions.

C. Describe neural and mechanical factors that affect force development.

D. Identify possible causes of muscle fatigue.

E. Discuss the two models of delayed-onset muscle soreness.

F. Identify the different laboratory methods for assessing muscular function.

G. Describe the basic pattern of strength development.

H. Describe the factors that affect age-related loss of muscular strength.

V. Muscular Training Principles

A. Develop a resistance training program to include each training principle.

B. Describe the muscular adaptations to dynamic resistance training.

C. Describe the muscular adaptations to dynamic aerobic endurance training programs.

D. Discuss the relationship between muscle function and lower-back pain.

E. List the effects of anabolic steroid use.

F. Compare the position of the class and the American College of Sports Medicine in the use of anabolic steroids and other chemically enhanced body supplements..

VI. Neuromuscular Aspects of Movement

A. Describe the nerve supply to muscle.

B. Describe the sequence of events at the neuromuscular junction.

C. Describe the structure of the muscle spindle.

D. Describe the structure of Golgi tendon organ.

E. Explain how the muscle spindle and Golgi tendon function with the myotatic reflex.

F. Differentiate between dynamic and static flexibility.

G. Describe how to assess flexibility.

H. Discuss the relationship between flexibility and low-back pain.

I. Compare different types of flexibility training.

J. Develop a flexibility program.

VII. Respiration

A. Explain pulmonary ventilation, external respiration, and internal respiration.

B. Explain the mechanics of breathing.

C. Differentiate between pulmonary and bronchial circulation.

D. Describe static and dynamic lung volumes.

E. Explain how respiration is regulated at rest and during exercise.

F. Explain how oxygen and carbon dioxide are transported in the circulatory system.

G. Explain how oxygen is released to the tissues.

VIII. Respiratory Exercise Response and Training Adaptations

A. Graph and explain the response of respiratory changes during moderate aerobic exercise.

B. Graph and explain the response of respiratory changes during heavy aerobic exercise.

C. Graph and explain the response of respiratory changes during incremental to maximum exercise.

D. Graph and explain the response of respiratory changes during static exercise.

E. List the adaptations that occur in the respiratory system as a result of exercise training.

F. Discuss the variations of respiratory dynamics with varying age groups.

G. Discuss the variations of respiratory dynamics between males and females.

H. Research the value in altitude training.

I. Research the affects of training in polluted conditions.

IX. Cardiovascular System

A. Explain the functions of the cardiovascular system.

B. Identify the components of the cardiovascular system.

C. Explain how electrical excitation is spread through the conduction system of the heart.

D. Explain how the cardiovascular system is regulated.

E. Discuss measurements for oxygen consumption, cardiac output, SV, HR and blood pressure.

X. Cardiovascular Responses to Exercise

A. Graph and explain the cardiovascular responses during moderate aerobic exercise.

B. Graph and explain the cardiovascular responses during heavy aerobic exercise.

C. Graph and explain the cardiovascular responses during incremental to maximum exercise.

D. Graph and explain the cardiovascular responses during resistance exercise.

E. Graph and explain the cardiovascular responses during static exercise.

F. Discuss the similarities and differences between the sexes in cardiovascular response to exercise.

G. Discuss the similarities and differences between age groups in cardiovascular response to exercise.

XI. Cardiorespiratory Training Principles and Adaptations

A. Discuss the development of a cardiorespiratory training program.

B. Differentiate among the methods used to classify exercise intensity.

C. Calculate training intensity ranges using maximal heart rate.

D. Discuss the merits of specificity training in relationship to cardiovascular adaptations.

XII. Thermoregulation

A. Identify environmental factors that affect human thermoregulation.

B. Describe thermal balance.

C. Discuss factors that contribute to heat gain and heat loss.

D. List the mechanisms by which heat is lost from the body.

XIII. Energy Production

A. Describe the role of ATP.

B. Summarize cellular respiration in the production of ATP from carbohydrate fuels.

C. Summarize cellular respiration in the production of ATP from fat fuels.

D. Summarize cellular respiration in the production of ATP from protein fuels.

E. Calculate the production of ATP from glucose and/or glycogen.

F. Calculate the production of ATP from fatty acids.

G. Calculate the production of ATP from amino acids.

H. Compare the use of carbohydrate, fat and protein substrates during exercise.

I. Compare the differences of exercise intensity and the use carbohydrate, fat and protein substrates.

XIV. Anaerobic Metabolism During Exercise

A. Describe the energy continuum of maximal exercise.

B. Discuss sports that use the anaerobic metabolism pathways.

C. Explain the physiological reasons why lactate may accumulate in the blood.

D. Distinguish between the ATP-PC, lactic, and oxygen systems.

E. Explain oxygen deficit.

F. Explain the fate of lactate during exercise and recovery.

XV. Aerobic Metabolism During Exercise

A. Explain the aerobic response to exercise.

B. Compare oxygen consumption during short term, light aerobic exercise.

C. Compare oxygen consumption during moderate intensity exercise.

D. Compare oxygen consumption during prolonged heavy exercise.

E. Compare oxygen consumption during incremental maximum exercise.

F. Describe how the oxygen cost of breathing changes during exercise.

G. Calculate the metabolic cost of activity in varying exercises.

H. List the ways in which an exercising individual can increase his/her efficiency.

I. Explain why efficiency and economy are important to exercise performance.

XVI. Metabolic Training Principles and Adaptations

A. Name the metabolic training principles.

B. Describe the metabolic adaptations that occur due to a well-designed training program.

XVII. Nutrition for Fitness and Athletics

A. List the differences between nutrition goals for training and competition.

B. Discuss a balanced diet for sedentary individuals.

C. Discuss a balanced diet for active individuals.

D. Discuss the positive and negative aspects of a high carbohydrate diet.

E. Discuss situations in which a higher RDA of protein may or may not be advisable.

F. Explain carbohydrate loading.

G. Research the value of commercially available sport drinks.

H. Identify and discuss eating disorders.

XVIII. Body Composition and Weight Control

A. Describe body composition.

B. Calculate percent body fat.

C. Contrast the percent body fat between average adult males and females.

D. Differentiate between overweight and obesity.

E. List and discuss the health risks of being overweight or obese.

F. Compare the effects of diet alone, exercise alone, and exercise and diet combined to percent body fat.

G. Apply the training principles to percent body fat control.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 209

  • Title: Introduction to Kinesiology*
  • Number: HPER 209
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours:
  • Other Hours: 3

Requirements:

Prerequisites or corequisites: BIOL 140 or BIOL 144.

Description:

This course is an overview of the skeletal system, muscular system, joints and nerves and how they produce human movement with an emphasis on bony landmarks, muscle origins, insertions, joint actions and innervations as it relates to proper exercise and human movement mechanics.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the bones, muscles, and joints of the human body.
  2. Identify proper alignment of joint action and muscle activation in human movement.
  3. Demonstrate the appropriate strength and flexibility exercises for each joint action.
  4. Examine specific exercises and their effects on the human body. 
  5. Integrate kinesiology, anatomy, and biomechanics in the selection and use of proper lifting mechanics.

Content Outline and Competencies:

I. Structural Kinesiology

A. Identify the anatomy of the skeletal system.

B. Describe the various types of bones and joints in the human body.

C. Describe and demonstrate the joint movements.

E. Recognize basic anatomical terminology as it relates to the human body.

II. Neuromuscular Fundamentals

A. Examine the basic anatomy and function of the muscular and nervous systems.

B. Identify the major muscles of the human body.

C. Define the neural control mechanisms of movement.

D. Examine the different types of muscle contractions.

III. Basic Biomechanics

A. Examine methods to improve human movement.

B. Demonstrate how the musculoskeletal system functions as a series of simple machines.

C. Identify the basic effects of mechanical loading on body tissues.

IV. Shoulder Girdle Joint

A. Identify components of the shoulder girdle joint.

B. Demonstrate all movements of the shoulder girdle joint.

C. Examine the shoulder girdle mechanics.

D. Analyze the shoulder girdle during selected skills and exercises.

V. Shoulder Joint

A. Identify components of the shoulder joint.

B. Demonstrate all movements of the shoulder joint.

C. Examine the shoulder joint mechanics.

D. Analyze the shoulder joint during selected skills and exercises.

VI. Elbow and Radioulnar Joint

A. Identify components of the elbow and radioulnar joint.

B. Demonstrate all movements of the elbow and radioulnar joint.

C. Examine the elbow and radioulnar joint mechanics.

D. Analyze the elbow and radioulnar joint during selected skills and exercises.

VII. Hand and Wrist

A. Identify for the hand and wrist.

B. Demonstrate all movements of the hand and wrist.

C. Examine the hand and wrist joint mechanics.

D. Analyze the hand and wrist during selected skills and exercises.

VIII. Muscular Analysis of the Upper Extremities

A.Distinguish between open and closed kinetic chain exercises.

B. Evaluate functions of the upper extremities during muscular contraction.

C. Analyze phases of sports skills during movement.

D. Prescribe exercises to strengthen major muscle groups.

IX. Hip Joint

A. Identify the components of the hip joint.

B. Demonstrate all movements of the hip joint.

C. Examine the hip joint mechanics.

D. Analyze the hip joint during selected skills and exercises.

X. Knee Joint

A.Identify the components of the knee joint.

B. Demonstrate all movements of the knee joint.

C. Examine the knee joint mechanics.

D. Analyze the knee joint during selected skills and exercises.

XI. Ankle Joint

A. Identify the components of the ankle joint.

B. Demonstrate all movements of the ankle joint.

C. Examine the ankle joint.

D. Analyze the ankle joint during selected skills and exercises.

XII.Trunk and Spinal Column

A. Identify the components of the trunk and spinal column.

B.Demonstrate all movements of the trunk and spinal column.

C.Examine the trunk and spinal column mechanics.

D. Analyze the trunk and spinal column during selected skills and exercises.

XIII. Muscular Analysis of the Lower Extremities

A. Distinguish between open and closed kinetic chain exercises.

B. Evaluate functions of the lower extremities joints during muscular contraction.

C. Analyze phases of sports skills during movement. 

D.Prescribe exercises to strengthen major muscle groups.

Method of Evaluation and Competencies:

0-20%      Quizzes
10-20%    Homework
20-30%    Lab
40-60%    Tests
10-20%    Projects

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

 This class will contain lectures, fitness assessments and exercise.   

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 211

  • Title: Foundation of Fitness Training
  • Number: HPER 211
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

Foundations of Fitness Training covers the theory and practice of individualized exercise prescription for personal training. This course introduces the student to the fundamental scientific concepts applicable to exercise and physical fitness. The foundations for personal training include: exercise science review, health risk stratification, fitness assessment, fitness program, and session design, proper execution of exercises, cuing and error correction, lifestyle coaching skills and considerations for special populations. The acute and chronic effects of exercise will be addressed with practical applications to fitness programming and instruction.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explain the basic structure and function of the nervous system, skeletal system, muscular system, endocrine system as it relates to response and adaptation of exercise.
  2. Define the various stages of fitness training.
  3. Evaluate the importance and health benefits of exercise.
  4. Describe the acute training variables associated with each phase of fitness training.
  5. Design programs for each phase of fitness training

Content Outline and Competencies:

I. Program Design Overview

A. Differentiate the components of Fitness Programming.

B. Administer fitness programming assessments.

C. Interpret fitness data into program design.

D. Practice healthy lifestyle coaching skills.

E. Integrate Meso/Macro Program Planning.

F. Compare and contrast different forms of goal setting.

II.  Cardiorespiratory Training

A. Define and describe the components associated with cardiorespiratory training.

B. Describe how various physiologic systems respond and adapt to cardiorespiratory training.

C. Describe the health-related benefits associated with cardiorespiratory fitness. 

D. Design a cardiorespiratory fitness program for various fitness levels.

E.  Perform and instruct various cardiorespiratory exercises.

III.  Strength/Resistance Training

A. Describe the stages of the general adaptation system.

B. Define and describe the principle of adaptation and specificity.

C. Define the various stages of each system.

D. Design a resistance training program for various fitness levels.

E. Perform and instruct various strength training exercises.

IV.  Flexibility Training

A. Explain the effects of muscle imbalances on the human movement systems.

B. Provide a scientific rationale for the use of an integrated flexibility training program.

C. Differentiate between the various types of flexibility techniques.

D. Design a flexibility program for various fitness levels.

E. Perform and instruct various flexibility exercises.

V.  Plyometrics Training

A. Define plyometrics training and describe its use.

B. Discuss the importance of plyometric training.

C. Design a plyometric training program for clients at various levels of fitness.

D. Perform and instruct various plyometric training exercises.

VI.  Balance

A. Define balance and describe the role in performance and injury risk.

B. Discuss the importance of balance training.

C. Design a progressive balance training program at any level of training.

D. Integrate the principles of selected research outcomes when designing a balance training program.

E. Perform and instruct various balance training exercises. 

VII.  Core Training

A. Discuss the importance of core musculature.

B. Differentiate between stabilization and movement systems.

C. Discuss the importance of core training.

D. Design a core training program at any level of training.

E.  Perform and instruct various core training exercises.

Method of Evaluation and Competencies:

40-60%    Exams
20-30%    Labs
10-20%    Projects
10-20%    Exercises
0-20%      Quizzes

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 215

  • Title: Introduction to Exercise Science
  • Number: HPER 215
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course will introduce students to the evolution of exercise science, the various sub-disciplines, basic terminology, concepts, and research related to exercise. Students will examine resources, potential careers and certification options in the field of exercise science.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the evolution of the field of Exercise Science.
  2. Explain and identify the basic body systems and their functions.
  3. Explain the body system’s role in physical activity and exercise.
  4. Distinguish between the sub-disciplines of Exercise Science.
  5. Identify certifications, professional and career opportunities in the field of Exercise Science.
  6. Identify resources, research and basic testing methods commonly utilized by exercise science professionals.

Content Outline and Competencies:

I. Evolution of Exercise Science

A. Describe key historical highlights in the development of exercise science.

B. Define exercise science.

C. Discuss the broad scope of exercise science disciplines.

D. Describe various areas of exercise science research and resources.

II. Skeletal System

A. Define the function of the skeletal system.

B. Discuss the skeletal system’s role in physical activity and exercise.

III. Muscular System

A. Define the primary components and function of the muscular system.

B. Identify the different types of muscle fibers.

C. Explain the specific contractile and metabolic characteristics of skeletal muscle fibers.

D. Analyze the muscular system’s role in physical activity and exercise.

IV. Nervous System

A. Define the primary function and organizational structure of the nervous system.

B. Analyze the nervous system’s role in physical activity and exercise.

V. Endocrine System

A. Define the primary function of the endocrine system.

B. Identify the various endocrine glands of the body and the primary hormone each secrete.

C. Discuss the endocrine system’s role in physical activity and exercise.

VI. Energy System

A. Define energy systems.

B. Define the role of ATP.

C. Analyze the three energy pathways and their role in physical activity and exercise.

VII. Cardiovascular System

A. Define the function of cardiovascular system.

B. Identify the anatomical structures of the cardiovascular system.

C. Explain the basic interactions of the cardiovascular system and other body systems.

D. Analyze the relationship between the cardiovascular system and exercise.

VIII. Pulmonary System

A. Define the primary components and function of the pulmonary system

B. Describe how the pulmonary system can influence physical activity and exercise.

IX. Immune System

A. Define the primary components and function of the immune system.

B. Identify innate and acquired immunity.

C. Discuss the relationship between immune system and exercise.

X. Digestive System

A. Define the primary components and function of the digestive system.

B. Discuss how the digestive system can influence physical activity and exercise.

XI. Urinary System

A. Define the primary components and function of the urinary system.

B. Discuss how the urinary system can influence physical activity and exercise.

XII.  Exercise Physiology Sub-discipline

A. Define exercise physiology.

B. Describe the various areas of study and career opportunities in exercise physiology.

C. Identify certification and professional organizations in exercise physiology.

D. Discuss common resources, research and basic testing utilized in exercise physiology.

XIII.  Motor Behavior Sub-discipline

A. Define motor behavior.

B. Describe the various motor learning theories.

C. Describe the various areas of study and career opportunities in motor behavior.

D. Identify certification and professional organizations in motor behavior.

E. Discuss common resources, research and basic testing utilized in motor behavior.

XIV.  Biomechanics Sub-discipline

A. Define biomechanics.

B. Describe the various areas of study and career opportunities in biomechanics.

C. Identify certification and professional organizations in biomechanics.

D. Discuss common resources, research and basic testing utilized in biomechanics.

XV.  Sports Medicine Sub-discipline

A. Define sports medicine and athletic training.

B. Describe the various areas of study and career opportunities in sports medicine.

C. Identify certification and professional organizations in sports medicine.

D. Discuss common resources, research and basic testing utilized in sports medicine.

XVI.  Sport Psychology Sub-discipline

A. Define sport psychology.

B. Describe the various areas of study and career opportunities in sport psychology.

C. Identify certification and professional organizations in sport psychology.

D. Discuss common resources, research and basic testing utilized in sport psychology.

XVII.  Sport Nutrition Sub-discipline

A. Define the importance of proper nutrition to physical activity and exercise.

B. Describe the various areas of study and career opportunities in sport nutrition.

C. Identify certification and professional organizations in sport nutrition.

D. Discuss common resources, research and basic testing utilized in sport nutrition.

Method of Evaluation and Competencies:

0-20%      Quizzes
10-20%    Homework
20-30%    Lab
40-60%    Tests
10-20%    Projects

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 220

  • Title: Sports Officiating
  • Number: HPER 220
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

The rules and practical application of officiating will be covered for the following sports: volleyball, football, basketball, baseball and softball. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. List and describe the rules of volleyball, football, basketball and baseball/softball.
  2. Demonstrate knowledge of the rules through officiating in class activities, intramurals and observation of certified officials in game situations.
  3. Demonstrate proper officiating mechanics.
  4. Apply knowledge to become a more informed and intelligent spectator when watching sporting events.

Content Outline and Competencies:

I. Duties of an Official

A. List the general duties of the official.

B. Explain how the official can establish a subtle influence in game situations.

C. List the preliminary preparations for the official.

II. Volleyball

A. Explain the rules specific to volleyball

B. List and explain the official's uniform and equipment

C. List the responsibilities of the referee.

D. List the responsibilities of the umpire

E. List the responsibilities of the line judges.

F. List the responsibilities of the scorer and timer.

G. List and explain the basic penalties

H. Discuss problem calls that can occur during a game situation.

I. Demonstrate proper officiating mechanics specific to volleyball

III. Football

A. Explain the rules specific to football

B. List and explain the official's uniform and equipment.

C. List the responsibilities of the referee.

D. List the responsibilities of the linesman.

E. List the responsibilities of the umpire.

F. List the responsibilities of the line judge.

G. List and explain the basic penalties

H. Discuss problem calls that can occur during a game situation.

I. Demonstrate proper officiating mechanics specific to football

VI. Basketball

A. Explain the rules specific to basketball.

B. List and explain the official's uniform and equipment.

C. Explain the responsibilities of the floor officials.

D. Explain the responsibilities of the table officials.

E. List and explain the basic penalties.

F. Discuss problem calls that can occur during a game situation.

G. Demonstrate proper officiating mechanics specific to basketball

VII. Baseball/Softball

A. Explain the rules specific to baseball/softball

B. List and explain the official's uniform and equipment.

C. List and explain the basic penalties.

D. Discuss problem calls that can occur during a game situation.

E. List the “four cornerstone” rulings.

F. Demonstrate proper officiating mechanics specific to baseball/softball.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 224

  • Title: Outdoor Recreation
  • Number: HPER 224
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course introduces the student to activities that create interaction between the individual and elements of the outdoor recreational setting. Outdoor Recreation students study the fundamental basics of governmental, private and public control of recreational lands. Outdoor recreation projects include a variety of outdoor activities, such as camping, hiking, nature observation, biking, rock climbing, canoeing, skiing, map and compass, outdoor safety, and how to dress and pack for outdoor adventures. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Define outdoor recreation.
  2. Analyze the fundamentals of outdoor recreation.
  3. Review outdoor recreational activities.
  4. Review basic outdoor recreation first aid.
  5. Characterize the pioneers of outdoor recreation.
  6. Estimate the economic impact of outdoor pursuits.
  7. Identify the federal resources available for outdoor pursuits.
  8. Identify the state resources available for outdoor pursuits.
  9. Identify the local resources available for outdoor pursuits.
  10. Investigate new resources that may be utilized for outdoor pursuits.
  11. Investigate outdoor recreation resources in other countries.
  12. Organize management policies in outdoor recreation.
  13. Organize management procedures in outdoor recreation.
  14. Define outdoor education.
  15. Summarize the elements of the natural environment.
  16. Evaluate methods of caring for our natural environment.
  17. Identify a variety of animal wildlife.
  18. Identify a variety of plant life.
  19. Organize and demonstrate a personal outdoor recreation activity.

Content Outline and Competencies:

I. Foundations of Outdoor Recreation

A. Describe humans at play.

B. Compare leisure to recreation.

C. Examine the emergence of outdoor recreation.

II. Outdoor Recreational Activities

A. Review current outdoor recreation activities

B. Research the web and media for current trends in outdoor recreation activities.

III. Basic Outdoor Recreation First Aid

A. Review basic outdoor recreation first aid.

IV. Pioneers of Outdoor Recreation

A. Outline fundamentals of the “Transcendentalists” in outdoor recreation.

B. Outline fundamentals of the “Naturalists” in outdoor recreation.

C. Outline fundamentals of the “Practitioners” in outdoor recreation.

V. Economics of Outdoor Recreation

A. Explain the nature of economics in outdoor pursuits.

B. Evaluate the national economic impact of outdoor recreation.

C. Evaluate the economics of tourism.

D. Evaluate the regional and local economic impact of outdoor recreation.

E. Recognize the economic potential for commercial and private outdoor recreation.

F. Outline the possible careers in outdoor recreation.

VI. Federal Resources and Recreation

A. Analyze the National Forest System.

B. Analyze the National Park System.

C. Appraise the wilderness lands of the 50 states.

D. Explore the U.S. Fish and Wildlife service.

E. Summarize federal agencies governing outdoor recreation.

VII. State Resources and Recreation

A. Analyze the State Parks.

B. Analyze the State Forest.

C. Appraise Nature Preserves.

D. Appraise Fish and Wildlife Areas.

VIII. Local Resources and Recreation

A. Explain the local governmental structure of outdoor recreation.

B. Evaluate the local financing of outdoor recreation.

IX. Non-Traditional Outdoor Recreation Resources

A. List and describe personal outdoor recreation resources.

B. List and describe private outdoor recreation resources.

C. List and describe semipublic outdoor recreation resources.

D. List and describe industrial and business resources for outdoor recreation.

X. Outdoor Recreation Around the World

A. Research and use websites to identify outdoor recreation resources in Canada.

B. Research and use websites to identify outdoor recreation resources in Great Britain.

C. Research and use websites  to identify outdoor recreation resources in France.

D. Research and use websites to identify outdoor recreation resources in Australia.

E. Research and use websites to identify outdoor recreation resources in the CIS (Russia and former Soviet republics).

F. Research and use websites  to identify outdoor recreation resources in Africa.

XI. Management Policies in Outdoor Recreation

A. Document the preservation policies for general use outdoor recreation.

B. Document the multiple-use policies for outdoor recreation.

C. Classify policies for outdoor recreation resources.

D. Discuss current national outdoor recreation trends in regards to future planning.

E. Discuss current state and local outdoor recreation trends in regards to future planning.

XII. Practical Procedures in Outdoor Recreation Management

A. Calculate carrying capacity for outdoor recreation resources.

B. Calculate use rates for outdoor recreation resources.

C. List financing needs for outdoor recreation resources.

D. Describe the fee structure for outdoor recreation needs.

E. Summarize visitor management.

F. Review current law that would apply to outdoor recreation.

XIII. Education and the Outdoors

A. Define terminology for outdoor education.

B. Trace the history of outdoor education.

XIV. The Environment as it Relates to Recreation.

A. Describe the nature of ecosystems.

B. Describe the aquatic ecosystems.

C. Describe the estuarine ecosystem.

D. Describe the marine ecosystem.

E. Describe the grassland ecosystem.

F. Describe the desert ecosystem.

XV. Caring for our Natural Environment

A. Examine the effects of air pollution on our outdoor resources

B. Examine the effects of water pollution on our outdoor resources.

C. Discover solutions and programs to cultivate and protect our natural resources.

XVI. Animal Wildlife and Plant Life

A. Identify between 50 - 100 common animals in the various ecosystems.

B. Identify between 50 - 100 common forms of plant life in the various ecosystems.

XVII. The Personal Outdoor Adventure

A. Demonstrate the successful setup and takedown of a low-impact camping environment.

B. Organize and implement a personal outdoor recreation experience.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

The students will join teams for various outdoor projects.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 225

  • Title: Coaching Principles: Coaching Teams and Individuals for Success
  • Number: HPER 225
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

Being a successful coach is an enormous challenge. In this course the student will acquire basic skills that will prepare a new coach to lead a community youth team. This course will also provide the quality principles to become an assistant high school or college coach. Combined with these basics and further coaching experience one would be qualified to successfully lead a High School or College team.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the principles of coaching.
  2. Summarize the principles of team management.
  3. Interpret the various systems in physically training athletes.
  4. Create a plan for teaching athletic skills.
  5. Compare and contrast forms of motivation and goal setting.

Content Outline and Competencies:

I. Principles of Coaching

A. Explain the value of a quality coaching philosophy.

B. Identify the major objectives of coaching.

C. Identify the major coaching styles and explain how these styles affect the athlete.

D. Describe your coaching philosophy and coaching style.

E. Explain character and sportsmanship.

F. Summarize how your coaching can help the athlete develop good character.

G. Recognize the maturational differences of young people.

H. Outline how to manage the many cultural differences you will encounter as a coach.

I. Explain how you will deal with diversities in physical and intellectual capabilities in various athletes.

II. Principles of Team Management

A. Compare the following forms of team management:

1. Policy

2. Information

3. Personnel

4. Instructional

5. Event and contest

6. Logistical

7. Financial

B. Develop a financial plan for a competitive youth team.

C. Explain how to work effectively with other coaches, administrators, medical personnel, officials, parents and the media.

D. Explain the legal duties as a coach.

E. Compare risk management, negligence and immunity laws.

III. Training Your Athletes

A. Identify components of how the body works.

B. Recognize the basics regarding energy and muscular fitness.

1. Explain how to develop and conduct physical training programs

2. Recognize the principles of physical training

3. Identify the basic physiology of the body’s energy system

4. Interpret the energy demands of a chosen sport

C. Explain how to assess and monitor energy fitness.

D. Identify muscular fitness.

1. Assess the muscular demands of a sport

2. Outline the points of a muscular fitness training program

E. Compare how carbohydrates, fat, and protein nourish the body.

1. Identify the role of nutritional supplements in the athlete’s diet

F. Explain how to keep your athletes hydrated and avoid heat illnesses.

G. Explain the relationship of the athletes’ diet in maintaining, losing and gaining weight.

H. Compare pre, during and post nutritional needs of the athlete.

I. Recognize eating disorders.

J. Outline a drug-free participation policy.

K. Interpret signs of substance abuse among athletes.

L. Summarize how to obtain professional counsel for drug-related problems.

IV. Teaching Athletic Skills

A. Explain the difference between technical and tactical skills.

B. Compare and contrast traditional and games approach of teaching skills.

C. Summarize how motor skills or motor programing develop technical skills.

D. Develop principles for conducting quality practices.

E. Compare the difference between tactics and tactical skills.

1. Recognize the tactics involved in game situations

2. Identify the knowledge required to make tactical decisions

F. Develop an instructional plan outline for a team.

V. Motivation and Goal Setting

A. Summarize major communication issues common to the coaching profession.

B. List ways to help athletes feel worthy and enhance their motivation through goal setting.

C. Outline how to reduce an athletes’ fear of failure and reduce unwanted anxiety.

D. Recognize positive discipline.

1. Outline the building blocks of preventive discipline

2. Outline the guidelines for corrective discipline

Method of Evaluation and Competencies:

0-5%        Practice Quizzes
40-50%    Tests (minimum of four)
20-30%    Written summaries of various and related topics (minimum of five)
5-10%      Practice Visitation Summary (minimum of one)
20-40%    Semester Written Project

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 240

  • Title: Lifetime Fitness I
  • Number: HPER 240
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours:
  • Other Hours: 1

Description:

Lifetime Fitness introduces the student to basic fitness principles, physical activity and the relationship to a healthy lifestyle. This class is designed to provide a variety of physical activity experiences. Students will gain an understanding of the necessary skills needed to develop and implement personal lifestyle improvements related to cardiovascular fitness, muscular strength, muscular endurance, flexibility and body composition. Physical activity tracking will be utilized in this course.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Understand the benefits of increased physical activity.
  2. Demonstrate an understanding of the various components of fitness.
  3. Utilize current strategies for maintaining an active lifestyle.
  4. Evaluate individual risks and safety factors that may affect participation in physical activity and fitness throughout a lifetime.
  5. Measure personal status performance in one or more of the components of fitness.
  6. Apply principles of exercise training for improving components of fitness.
  7. Utilize a personal physical activity log to record workouts.

Content Outline and Competencies:

I. Physical Activity and Components of Fitness

A. Understand the benefits of exercise.

B. Understand cardiovascular fitness.

1. Participate in appropriate cardiovascular exercises.

2. Safely and effectively challenge the respiratory system in order to increase efficiency of the heart and lungs.

C. Understand muscular strength and muscular endurance.

1.Participate in appropriate resistance exercises.

2.Use proper technique to improve muscular strength and endurance.

D. Understand flexibility.

1. Participate in appropriate flexibility exercises.

2. Understand the various stretching techniques in order to improve joint range of motion.

E. Understand body composition.

F. Practice suitable exercise frequency.

G. Apply personal strategies for modifying individual exercises and/or overall intensity to appropriate levels.

II. Physical Activity Assessment

A. Assess cardiovascular fitness.

1. Demonstrate the ability to assess heart rate at rest.

2. Assess heart rate during activity.

3. Demonstrate the ability to calculate target heart rate zone.

B. Assess muscular strength and/or endurance.

C. Assess joint range of motion and flexibility.

D. Assess body composition.

E. Examine various methods of evaluating current fitness level and set appropriate goals.

III. Safety and Risk

A. Apply principles necessary for safe and successful performance of physical activity.

B. Practice appropriate fitness facility usage.

Method of Evaluation and Competencies:

10-30%    Test/Assessment
70-90%    Attendance/Participation/Physical Activity

Total:    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 241

  • Title: Lifetime Fitness II*
  • Number: HPER 241
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 240.

Description:

This course is a continuation and expansion of Lifetime Fitness I.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, student should be able to:

  1. Explore, discuss and attain positive attitudes toward a continuing exercise program.
  2. Examine the possibilities of increasing the duration and/or frequency of an exercise program in an effort to benefit the following: a) improved psychological functioning; b) increased efficiency of the heart and lungs; c) increased muscle strength and endurance; d) evaluate the individual’s ability to reduce to stress through exercise; e) evaluate and record body weight, while emphasizing proper muscle tone and a lowered percent body fat; f) improved appearance.
  3. Perform prescribed fitness circuit exercise, at the level appropriate to the individual’s ability level.

Content Outline and Competencies:

I. Physical Fitness Assessment:

A. The student will read and sign consent/release form.

B. The student will complete the physical assessment test.

C. The student will review and discuss the fitness center policies and procedures.

D. The student will review and explain the proper use of equipment.

II. Exercise Program

A. The student will review and discuss the need for appropriate workout apparel.

B. The student will demonstrate the proper check-in procedures.

C. Demonstrate the proper warm-up routines for the following: ride bike, jump rope, jog or walk on treadmill.

D. Demonstrate the proper stretching techniques.

E. Demonstrate item II.C until a time that the student has reached his/her exercise heart-rate zone.

F. Demonstrate the use of the fitness circuit for a period of more than 20 minutes, while maintaining his/her exercise heart-rate zone.

G. Review and demonstrate the proper cool-down procedures.

H. Review and demonstrate the proper check-out procedures.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60% In-class physical demonstration of competencies
20-30% Written Exams
20-30% Skill Development Tests
0-10% Projects

Total 100%

In-class physical demonstration of the course competencies is evaluated for each lifetime fitness course (I, II, III, and IV) use time and appropriate exercise heart-rate zone factors.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 242

  • Title: Lifetime Fitness III*
  • Number: HPER 242
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 241.

Description:

This course is a continuation and expansion of Lifetime Fitness II.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Explore, discuss and attain positive attitudes toward a continuing exercise program.
  2. Examine the possibilities of increasing the duration and/or frequency of an exercise program in an effort to benefit the following: a) improved psychological functioning; b) increased efficiency of the heart and lungs; c) increased muscle strength and endurance; d) evaluate the individual’s ability to reduce to stress through exercise; e) evaluate and record body weight, while emphasizing proper muscle tone and a lowered percent body fat; f) improved appearance
  3. Perform prescribed fitness circuit exercise, at the level appropriate to the individual’s ability level.

Content Outline and Competencies:

I. Physical Fitness Assessment

A. The student will read and sign consent/release form.

B. The student will complete the physical assessment test.

C. The student will review and discuss the fitness center policies and procedures.

D. The student will review and explain the proper use of equipment.

II. Exercise Program

A. The student will review and discuss the need for appropriate workout apparel.

B. The student will demonstrate the proper check-in procedures.

C. Demonstrate the proper warm-up routines for the following: ride bike, jump rope, jog or walk on treadmill.

D. Demonstrate the proper stretching techniques.

E. Demonstrate item II.C until a time that the student has reached his/her exercise heart-rate zone.

F. Demonstrate the use of the fitness circuit for a period of more than 20 minutes, while maintaining his/her exercise heart-rate zone.

G. Review and demonstrate the proper cool-down procedures.

H. Review and demonstrate the proper check-out procedures.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60% In-class physical demonstration of competencies
20-30% Written Exams
20-30% Skill Development Tests
0-10% Projects

Total 100%

In-class physical demonstration of the course competencies is evaluated for each lifetime fitness course (I, II, III, and IV) use time and appropriate exercise heart-rate zone factors.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 243

  • Title: Lifetime Fitness IV*
  • Number: HPER 243
  • Effective Term: 2021-22
  • Credit Hours: 1
  • Contact Hours: 2
  • Lecture Hours:
  • Other Hours: 2

Requirements:

Prerequisites: HPER 242.

Description:

This course is a continuation and expansion of Lifetime Fitness III.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Explore, discuss and attain positive attitudes toward a continuing exercise program.
  2. Examine the possibilities of increasing the duration and/or frequency of an exercise program in an effort to benefit the following: a) improved psychological functioning; b) increased efficiency of the heart and lungs; c) increased muscle strength and endurance; d) evaluate the individual’s ability to reduce to stress through exercise; e) evaluate and record body weight, while emphasizing proper muscle tone and a lowered percent body fat; f) improved appearance.
  3. Perform prescribed fitness circuit exercise, at the level appropriate to the individual’s ability level.

Content Outline and Competencies:

I. Physical Fitness Assessment:

A. The student will read and sign consent/release form.

B. The student will complete the physical assessment test.

C. The student will review and discuss the fitness center policies and procedures.

D. The student will review and explain the proper use of equipment.

II. Exercise Program:

A. The student will review and discuss the need for appropriate workout apparel.

B. The student will demonstrate the proper check-in procedures.

C. Demonstrate the proper warm-up routines for the following: ride bike, jump rope, jog or walk on treadmill.

D. Demonstrate the proper stretching techniques.

E. Demonstrate item II.C until a time that the student has reached his/her exercise heart-rate zone.

F. Demonstrate the use of the fitness circuit for a period of more than 20 minutes, while maintaining his/her exercise heart-rate zone.

G. Review and demonstrate the proper cool-down procedures.

H. Review and demonstrate the proper check-out procedures.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

40-60% In-class physical demonstration of competencies
20-30% Written Exams
20-30% Skill Development Tests
0-10% Projects

Total 100%

In-class physical demonstration of the course competencies is evaluated for each lifetime fitness course (I, II, III, and IV) use time and appropriate exercise heart-rate zone factors.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Strenuous and/or potentially dangerous exercise

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 245

  • Title: Elementary Physical Education
  • Number: HPER 245
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course is designed to meet the needs of students who wish to teach in the area of elementary physical education and/or elementary education. This course will provide the students with knowledge and background in planning, classroom management techniques, teaching methodology, legal liability, evaluation, wellness, special students, sports, activities and games related to elementary physical education. The course will include observation and teaching. 3 hrs.lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Describe the evolution of elementary school physical education.
  2. Identify the need for physical activity.
  3. Describe the factors involved in the instructional process of elementary physical education.
  4. List the guidelines and describe the needs for fitness and wellness in children.
  5. Identify the basic mechanics of the various fundamental motor skills.
  6. Explain and demonstrate the specialized motor skills.
  7. List and describe the specific skills and instructional procedures for the various sport activities.

Content Outline and Competencies:

I. Introduction of Physical Education in the Elementary School Curriculum

A. Describe an educationally sound rationale for physical education.

B. Identify outside influences and historical events affecting physical education.

C. Identify current trends in physical education.

D. Define federal mandates that have affected physical education.

E. Identify the need for physical activity for children.

F. Define growth patterns for the developing youngster.

G. Provide an overview of somatotyping various children’s body types.

H. Differentiate the relationship between activity and skeletal growth and muscular development.

I. Differentiate the relationship between maturity levels and development of motor skills.

J. Identify aerobic capacity and capabilities of the developing child.

K. Define the effect of obesity on performing motor skills.

L. Identify guidelines for exercising children safely.

II. The Instructional Process

A. Identify guidelines for measurable student objectives.

B. Develop practice and teaching keys for learning motor skills more effectively.

C. Define the various teaching styles.

D. Outline the four activity phases and procedures for developing physical education lesson plans.

E. Identify the components of instructional effectiveness in the elementary physical education classroom.

F. Differentiate the proper techniques for providing feedback.

G. Identify guidelines for effective class management.

H. Describe the various evaluation methods for elementary physical education children.

I. Identify the criteria for mainstreaming disabled children into the regular physical education program.

J. Differentiate and describe modifications for specific types of disabilities.

III. Program Implementation

A. Identify guidelines for construction of physical education curriculum.

B. Define curricula concerns for the various levels of physical education.

1. Level 1 (K - 2)

2. Level 2 (3 - 4)

3. Level 3 (3 - 6)

C. Differentiate legal liability, supervision and safety requirements.

D. Develop guidelines for facilities and equipment.

IV. Fitness and Wellness

A. Identify and differentiate the health-related and skill-related components of fitness.

B. Identify the various fitness testing procedures.

C. List and describe fitness training guidelines.

D. Identify basic body systems and mechanical principles which affect motor skill performance.

E. Describe nutritional categories and the food guide pyramid.

F. Define the origin and effects of obesity on children.

G. Identify the effects and concerns of various drugs on children.

H. Define strategies for teaching wellness and lifestyle decisions.

V. Fundamental Motor Skills and Specialized Motor Skills

A. List and describe the classifications of movement themes.

B. List and describe the components of locomotor, nonlocomotor, and manipulative skills.

C. List and describe body management skills.

D. Identify the use of various apparatus in the physical education classroom.

E. Explain and demonstrate manipulative, rhythmic movement, gymnastic, personal challenge and game skills.

VI. Sports Skills

A. Describe the instructional procedures for the following sports:

1. basketball

2. football

3. hockey

4. soccer

5. softball

6. track and field and cross country

7. volleyball

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 250

  • Title: Introduction to Sports Management
  • Number: HPER 250
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

The sport industry has become a dominant influence in American society, and is evolving at a dramatic rate. Students will be introduced to the dynamic nature of sport management and the potential for successful and satisfying career opportunities in the sport industry, as well as sport principles as they apply to management, leadership style, communication, and motivation. This course serves as a foundation for students’ further studies in various subject areas. The primary focus of this course will be to provide an overview of the sport industry and cover basic fundamental knowledge and skill sets of the sports manager, as well as potential job employment and career choices in the field/profession of sport management, such as sport marketing, sport law, sport facility and event management, economics of sport, and sport finance. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Provide an overview of basic knowledge areas for the successful sport manager.
  2. Identify the historical, sociological, cultural and psychological foundations of sport management.
  3. Discuss the connection between the various components of sports management principles, policies and practices.
  4. Differentiate between the various functional and support segments of sport management, both in the U.S. and internationally.
  5. Discuss various management, marketing, financial, sociological and legal theories and functions in the sport management field.
  6. Discuss the current status and various challenges of sport at the recreational, youth, interscholastic, intercollegiate and professional levels.
  7. Demonstrate an understanding of professional preparation in sport management.
  8. Identify current trends and issues in sport management.
  9. Develop critical thinking and decision-making skills through hands-on, real-world projects.
  10. Demonstrate an understanding of professional preparation in sport management.

Content Outline and Competencies:

I. History of Sport Management

A. Identify the various club systems and what affect they have had on contemporary sport.

B. Understand the development of sport leagues and how they operate.

C. Distinguish the various professional tournament sports.

D. Describe the role that women played in the history of sport management.

E. Identify the need for sports management as an academic field.

II. Management Principles

A. Identify the basic management principles utilized for successful sports management.

B. Assess the role that people play in the success of sports management.

C. Differentiate between the four functional areas of management.

D. Describe the various management trends in the sport industry.

E. Analyze the role that social responsibility plays in management of sport.

III. Marketing Principles

A. Describe the key skills needed to be successful in sports marketing.

B. Understand the role of a positive image in a marketing plan.

C. Assess the historical development of sports marketing.

D. Identify the value of sports marketing research.

IV. Financial and Economic Principles

A. Assess the need for financial training in the sports management field.

B. Identify and define basic financial terms.

C. Assess the challenges that sports organizations will face with regards to future revenue growth.

D. Define competitive balance with regards to sports leagues and teams.

E. Discuss how changes in the economy may have an impact on sport.

V. Legal and Ethical Principles

A. Identify basic legal principles with regards to sport.

B. Discuss the role of ethics and morals in sport and the workplace.

C. Apply the ethical decision-making model to sport.

D. Recognize the importance of morality and ethics on a sports organization.

E. Discuss Title IX and the effect it had on the shaping of sports in America.

F. Define risk management within the sport organization.

G. Recognize the impact of law on sports organizations.

VI. Amateur Sports – Youth and High School

A. Evaluate the importance of high school and youth sport in society.

B. Describe the historical development of youth sport programs.

C. Examine the legal issues with regards to athlete eligibility in youth sports.

VII. Amateur Sports - Collegiate Sport

A. Assess the social and economic impact of intercollegiate sport.

B. Describe the historical development of intercollegiate sport.

C. Evaluate the role of the various governing bodies of intercollegiate athletics.

D. Analyze the importance of the conference structure to intercollegiate athletics.

E. Discuss the current issues in intercollegiate sport.

VIII. Amateur Sports - International Sport

A. Differentiate between the school-based system and the club-based system internationally.

B. Discuss the mission of the Olympic and Para-Olympic movement.

C. Evaluate the various career opportunities in international sport management.

D. Analyze the importance of technology in international sport marketing.

IX. Sport Industry – Professional Sports

A. Compare and contrast the structure of the professional leagues in North America including philosophies, labor relations, salary caps, racial diversity and administration.

B. Identify the revenue stream for the professional sport organizations.

C. Discuss the management functions of the owners, commissioners and general managers of each of the professional sports organizations.

D. Evaluate the various career opportunities available in professional sports.

X. Sport Industry - Sports Agency

A. Identify the reasons for growth of the sports agency industry in recent years.

B. Compare the differences in representing the various segments of sports.

C. Analyze the various roles of a sports agent.

D. Describe the regulatory methods used by organizations with regards to sports agents.

XI. Facility and Event Management

A. Describe the history of sports facilities and event management.

B. Analyze event management functions.

C. Identify the various types of public venues and events.

D. Distinguish between public and private financing of sports facilities.

E. Identify the various roles of sports management/marketing agencies.

F. Discuss the importance of the ownership and management staff.

G. Evaluate current issues in the field of sports event management.

H. Identify the career opportunities in the sports facility/events management segment.

XII. Sports Sales, Licensure and Sponsorships

A. Evaluate the key concepts that make a good sales manager.

B. Apply the different techniques in the personal selling process.

C. Analyze the effect of technology and social media on the sales process.

D. Identify the many items in a sport’s organizations selling repertoire.

E. Recognize the various benefits that sports sponsors can accrue and the platforms available in sport.

F. Differentiate between licensed and branded products in sport.

G. Discuss how the three product segments of the sporting goods industry have evolved.

H. Analyze the role of product endorsements on customer purchases.

I. Explore the current issues in the sport sales/licensure and sponsorship industry.

J. Identify the various career opportunities in sports sales/licensure and sponsorship industry.

XIII. Sports Communications/Broadcasting

A. Identify the various roles that communication plays in the success of a sports organization.

B. Identify the key figures in sports broadcasting.

C. Recognize the effects of ratings, advertising, revenue sharing and technology has shaped sport.

D. Differentiate between the various methods of sport broadcast distribution.

E. Analyze the historical development of sport communication including technology and social media.

F. Appraise the career opportunities available in sports communication and broadcasting.

XIV. Administration of Lifestyle Sports

A. Recognize the economic impact of golf courses, country clubs and recreational sport facilities on the community.

B. Describe the basic organizational structures of golf courses, clubs and recreational sports facilities.

C. Differentiate between participation and spectator activities.

D. Appraise the history of lifestyle sports.

E. Identify the various segments of the recreation industry.

F. Assess the career opportunities available in the lifestyle sports industry.

XV. Career Preparation

A. Discuss the employment opportunities in the sport industry.

B. Evaluate the value of an e Portfolio in the career networking process.

C. Discuss the value of interviewing and networking in the overall career development process.

D. Identify the factors needed to prepare or market yourself for the job market.

E. Recognize the value and necessity of internships in gaining experience in the sports industry.

Method of Evaluation and Competencies:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total:   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 251

  • Title: Sport and Society
  • Number: HPER 251
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

The sociology of sport examines how culture and values influence sports. As a sports manager, it is crucial to understand the relationship between sport and society. Students will be asked to make the connections between sports and the family, education, economy, age, politics, mass media, religion, and cultural identities such as race, gender, or disability. Students will be encouraged to look at the viewpoints of others through the world of sports and gain an understanding of how sports can be viewed as a reflection of society.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Demonstrate an understanding of the importance of sports sociology to the sports manager with regards to history, culture, and societal beliefs.
  2. Identify how sports and society intersect in a diverse world.
  3. Discuss how the various ideologies in sports sociology can be applied for groups of different experiences and cultures.
  4. Describe the business and major issues of youth, college, professional, and commercial sports from a sociological perspective.
  5. Define and identify deviance in sports and the many challenges that administrators face.
  6. Examine violence in sports and strategies to control behavior.
  7. Identify issues related to gender and effective strategies to promote equity in sports and sports organizations.
  8. Identify how factors in race, ethnicity, minority groups, class, age and ability are influencing sports today.
  9. Analyze the connection between sports and the media.
  10. Discuss the role of government, politics, and religion on sports in society.
  11. Describe the future of sports in society and examine solutions for change in contemporary sport.

Content Outline and Competencies:

I. History of Sports Sociology

A. Identify the need of sports managers to learn about sports sociology.

B. Understand the differing organizational issues in defining sports, including history, culture, and societal beliefs.

C. Explain why many cultures see sociology of sport as both necessary and controversial.

D. Discuss the “Great Sports Myth” and how it affects sports sociology.

E. Examine how sports sociology is an integral part of everyday life.

II. Sports and Society

A. Define socialization and why it is important in sports.

B. Differentiate between pleasure sports and power sports and why they are viewed differently.

C. Identify key factors for becoming and staying involved in sports.

D. Identify the process of transitioning out of sports participation.

E. Discuss the consequences for becoming involved in sports.

F. Describe how sports are more than simply reflections of society.

III. The Culture of Youth Sports in Society

A. Explain how social changes in the family have influenced youth sports.

B. Define the three models of youth sports in society.

C. Identify the key components of a successful youth sports program.

D. Discuss how economic status affects youth sports participation.

E. Examine sports specialization in youth sports.

IV. High School and College Sports in Society

A. Examine the arguments for and against interscholastic sports.

B. Identify the influence of sports on the social context of high school students.

C. Identify the positive social factors of athletes who participate in both high school and college.

D. Identify the differences between different divisions of college athletics.

E. Discuss the issue of race related to high school and college sports programs.

V. Professional and Commercial Sports in Society

A. Identify the factors allowing for growth of the commercialization of sports in society.

B. Discuss the various reasons that sports have gained popularity in today’s society.

C. Discuss corporate branding and funding and what influences society has on both.

D. Identify the differences and the legal implications for both amateur and professional athletes.

E. Examine what effect the commercialization of sports has on rules, culture, and organization.

VI. Deviance in Sports in Society

A. Define deviance in sports and the challenges facing sports managers.

B. Identify the various types and forms of deviance in sports.

C. Discuss sports ethics with regards to deviance in sport.

D. Identify strategies a sports manager may use to control deviance in sports.

VII. Sports and Violence

A. Define violence as it relates to sports.

B. Examine the historical timeline of violence in sports.

C. Discuss the historical trends of both participant and spectator violence.

D. Identify the relationship of on and off the field violence.

E. Identify the strategies a sports manager can use to control spectator violence.

F. Examine how terrorism affects sporting events in our society.

G. Discuss how politics affects violence at sporting events.

VIII. Gender and Sports

A. Identify the classification system of sports and how it affects participation.

B. Discuss orthodox gender ideology as related to sports.

C. Identify participation trends of girls and women in sport over time.

D. Examine gender inequities in sports and the barriers in overcoming these inequities.

E. Discuss the sports and sports organizations male-dominated culture.

F. Identify effective strategies for obtaining sports equity.

IX. Race and Ethnicity in Sports

A. Understand the differences between race, ethnicity, and minorities.

B. Discuss how racial classification systems have been seen is sports.

C. Discuss sports participation patterns among ethnic minorities in the United States.

D. Identify differences in racial and ethnic challenges in sports worldwide.

E. Discuss how sports can unify races and cultures by promoting understanding, tolerance, and cooperation.

X. Social Class in Sports

A. Define social class and class ideology.

B. Identify power in sports and how that affects social interests.

C. Explain how class, gender, race, and ethnic relations influence participation in sport.

D. Discuss how social class impacts sport spectators.

E. Identify the influence of sport participation on occupational success and status.

F. Discuss how athletes on scholarship and occupational success may be related.

XI. Age and Ability in Sports

A. Define ability as it relates to sports.

B. Discuss the relationship between age and sports participation.

C. Distinguish between an impairment and a disability with regards to medical and social theories.

D. Identify the barriers of participants with disabilities involved in sports.

E. Discuss the challenges of disability sports in society.

XII. The Media and Sports

A. Identify the major forms of media.

B. Discuss how social media and electronic media has changed sports experiences for spectators.

C. Identify how sports and the media are dependent on each other.

D. Identify the factors that have influenced the relationships between media and athletes in recent years.

E. Discuss how emerging, non-traditional sports will shape the future of participants.

XIII. Politics and Religion in Sports

A. Identify the reasons that government entities are involved in sports.

B. Identify why government involvement protects the rights and safety of athletes.

C. Discuss why the Olympic games are a valuable event to society.

D. Discuss the political issues associated with the globalization of sports.

E. Examine the historical events relating to politics in sports.

XIV. The Future of Sports and Society

A. Discuss how the models of sport may influence the future of sport.

B. Identify trends in society that will influence sports in the future.

C. Examine the current factors that are influencing trends in sport.

D. Discuss the process for making changes in sports and the challenges of each.

Method of Evaluation and Competencies:

50-65%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total:   100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 255

  • Title: Introduction to Physical Education
  • Number: HPER 255
  • Effective Term: 2021-22
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course will introduce the student to the field of physical education and sport. This course will discuss the historical, biomechanical, physiological and psychological foundations of physical education and sport. It will examine the role of physical activity as a means to help individuals acquire the skills, fitness levels and knowledge that contribute to the arena of physical development and organized competition. It will also discuss the role physical education and sports play in our society. Each individual will develop a personal philosophy for physical education and sports. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Articulate the meaning and philosophy of physical education and sport.
  2. Discuss the role of physical education and sport in our society.
  3. Justify the importance of movement as the keystone of physical education and sport.
  4. Organize the historical foundations of physical education and sport.
  5. Interpret the biomechanical foundations of physical education and sport.
  6. Explain the importance of exercise physiology in physical education and sport.
  7. Explain the importance of fitness in physical education and sport.
  8. Review the sociological foundations of physical education and sport.
  9. Review the psychological foundations of physical education and sport.
  10. Appraise teaching and coaching careers in physical education and sport.
  11. Appraise fitness and health related careers in physical education and sport.
  12. Appraise sport management careers in physical education and sport.
  13. Appraise media careers in physical education and sport.
  14. Summarize professional development in physical education and sport.
  15. Discuss the future of physical education and sport.

Content Outline and Competencies:

I. Philosophy of Physical Education and Sport

A. Discuss the nature of contemporary physical education and sport.

B. Define the following: sport history, sport sociology, sport psychology, motor development, motor learning, biomechanics, exercise physiology, sports medicine, sport pedagogy, adapted physical activity and sport management.

C. Describe the goals of education in our society.

D. Identify the characteristics of a physically educated person.

E. Articulate the contributions of physical education and sport to the field of general education.

F. Discuss the importance of assessment in physical education and sport.

G. Develop a personal philosophy of physical education and sport.

II. The Role of Physical Education and Sport in our Society

A. Interpret to one's peers the role physical education and sport play in health and wellness.

B. Discuss the fitness movement.

C. Compare the current educational reform movement to physical education programs.

III. The Movement Revolution and Physical Education

A. Explain why movement is the keystone of physical education and sport.

B. Define locomotor skills.

C. Show the relationship between movement concepts, fundamental movement skills, sport skills, dance and fitness activities.

D. Analyze techniques to demonstrate in teaching fundamental movement skills.

IV. Historical Foundations of Physical Education and Sport

A. Trace the history of physical education and sport.

B. Explain the contributions of the Athenian Greeks to physical education and sport.

C. Identify historical philosophies that were deterrents to physical education and sport.

D. Identify historical events that served as catalysts for physical education and sport.

E. Identify leaders and the contributions of each to the field of physical education and sport.

V. Biomechanical Foundations of Physical Education and Sport

A. Define the term biomechanics and indicate its relationship to kinesiology.

B. Identify the value of biomechanics for the physical education an sport profession.

C. Define and illustrate an example of the following: stability, motion, leverage, force.

D. Describe several techniques used to analyze motion.

VI. Exercise Physiology

A. Define exercise physiology.

B. Explain the importance of exercise physiology in organizing training parameters.

C. Discuss training programs that utilize exercise physiology.

VII. Fitness

A. Identify concepts of health and motor-performance fitness.

B. Explain the principles and guidelines for designing fitness programs.

C. Identify and discuss contributors and deterrents to fitness.

VIII. Sociological Foundations of Physical Education and Sport

A. Distinguish how sport is a socializing force in the American culture.

B. Discuss the state of “physical education” in our society today.

C. Discuss the state of “sport” in our society today.

D. Formulate a philosophy of physical education.

E. Formulate a philosophy of sport.

IX. Psychological Foundations of Physical Education and sport

A. Identify and give examples of the following: cognitive learning, affective learning and psychomotor learning.

B. Discuss motor learning in relationship to the following: readiness, motor development, motivation, reinforcement and individual differences.

C. Define and discuss sport psychology.

D. Describe the psychological benefits of participation in sport and physical activities.

E. Discuss the roles of anxiety, arousal and attention in performing motor skills.

X. Teaching and Coaching Careers in Physical Education and Sport

A. Describe the qualities of an effective teacher.

B. Describe the similarities and differences between teaching and coaching.

C. Discuss strategies to maximize opportunities for employment in a teaching or coaching position.

XI. Fitness and Health-Related Careers in Physical Education and Sport

A. Research the responsibilities of a fitness and/or exercise specialist.

B. Research websites for the various employment opportunities for a fitness or an exercise specialist.

C. Distinguish the differences between the fitness/exercise specialist and an athletic trainer.

D. Discuss the responsibilities of an athletic trainer.

XII. Sport Management Careers

A. Identify opportunities for professionals in sport management.

B. Research websites for entry-level positions in sport management.

XIII. Sport Media Careers

A. Describe career opportunities in sports media.

B. Explain how preparation in physical education and sport can assist individuals seeking media career opportunities.

XIV. Professional Develop in Physical Education and Sport

A. Self-assess strengths, interests, goals and career preferences.

B. Discuss the role of practical experience in increasing professional opportunities.

C. Identify leadership skills for physical education and sport professionals.

D. List professional organizations in physical education and sport.

XV. Issues and Challenges of Physical Education

A. Discuss the role of physical educators in promoting the development of fitness values.

B. Discuss the role of sport professionals in promoting fitness and sportsmanship.

C. Interpret the role of physical educators and sport professionals from the perspective of today’s youth.

D. Distinguish the role fitness plays in reducing the health care crisis in America.

E. Describe specific strategies that promote lifespan involvement in physical activity and sport.

Method of Evaluation and Competencies:

Methods of Evaluation of Competencies: Evaluation of student mastery of course competencies will be accomplished using the following methods:

50-70%    Tests and Final Exam
20-50%    Projects
15-25%    Quizzes/Lab Assignment/Homework

Total   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HPER 291

No information found.

HPER 292

  • Title: Special Topics:
  • Number: HPER 292
  • Effective Term: 2021-22
  • Credit Hours: 1 - 3
  • Contact Hours: 1 - 3
  • Lecture Hours: 1 - 3

Description:

This course periodically offers specialized or advanced discipline-specific content related to health, physical education, wellness or exercise, not usually taught in the curriculum, to interested and qualified students. Students may repeat Special Topics in Health and Wellness for credit but only on different topics.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the history, safety, equipment and background of this special topic.
  2. Define key terms and both explain and apply concepts within the scope of the topic.
  3. Demonstrate knowledge and skills relevant to the special topic.
  4. Develop a personal point of view about the special topic.

Content Outline and Competencies:

Because of the nature of a Special Topics course, the course Content Outline and Competencies will vary, depending on the Special Topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course Content Outline and Competencies must be written in outcome-based language. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the Health and Wellness faculty prior to its being offered. The  Healthcare Public Safety and Wellness Division Curriculum Committee and the Division Dean will review each Special Topics course to be offered and approve the course content. The HCPSW Division will also determine when and if the course may be taught based on the instructional needs of both the department and the division. Individual faculty members are responsible for the creation of Special Topics courses and for seeking approval to teach them. Any specific Special Topics topic may not be repeated within a four-semester sequence.

Method of Evaluation and Competencies:

Methods of Evaluation will vary depending on the special topic being offered. Standard methods of evaluation may be employed, such as: readings, discussions, written assignments (short response through research papers), library or web-based research, individual or group projects, formal and informal presentations, and service learning. Other methods may be utilized to assess student mastery of competencies based upon the needs of the special topic and the instructor.

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

  1. Course may involve strenuous exercise.

  2. Course may require special equipment.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).