KIN 210 CGEIP

KIN 210 Healthy Lifestyles: Preventive Approaches

Department of Kinesiology

 Class Status

A.  Briefly describe how the class contributes to the goals of General Education.

The primary focus of this general education course is to introduce the significant impact of lifestyle choices on the current and future health of the individual.  Each student will have the opportunity to gather information and data relevant to their current fitness status, to critically evaluate that status and the choices they have made, to use new knowledge to make intelligent value decisions concerning future health, physical fitness, and recreational pursuits, and to apply and synthesize preventive wellness concepts to address global economic and fiscal issues. This is a combination lecture and laboratory class that represents an ideal blend for the kinesthetic, visual, and reading learner who enjoys experiencing, applying, reading and reflecting on sound wellness practices.

KIN210 is a General Education course sanctioned by the Committee on General Education and Intercollegiate Programs (CGEIP). Within the MSU General Education structure, KIN210 is a Breadth of Knowledge –Public Affairs course with a focus on public issues.  It is designed to:  (1) develop the intellectual and practical skills of critical inquiry, analysis, and problem solving as articulated in General Education Goal 1 (GG1): Students will be able to develop the disposition and skills to gather, organize, refine, analyze, and evaluate critically information and ideas; (2) to offer a myriad of opportunities and learning experiences to sharpen creative thinking and expression as included in General Education Goal 2 (GG2): Students will be able to develop new ideas, products, or solutions and explore novel perspectives and approaches; and (3) to focus class content and interactive class and laboratory activities on an understanding of the personal and societal values and decisions that impactethical leadership as described in General Education Goal 14 (GG14): Students will be able to articulate their value systems, understand the ethical implications of their actions based on those values, and develop skills consistent with having a positive impact on individuals, groups, or communities. 

 KIN 210 Healthy Lifestyles: Preventive Approaches course content, learning experiences and assessments contribute to CGEIP General Education goals and specific learning outcomes as follows:

 Critical Inquiry, Analysis and Problem Solving

 General Goal (1): Students will be able to develop the disposition and skills to gather, organize, refine, analyze and evaluate critically information and ideas

SLO1.1 - Identify and follow through on personally and socially relevant problems and reasonable solutions to those problems. 

  • Students identify their fitness-wellness status via testing and assessment, accumulate basic information relative to strengths and weaknesses in these areas and create with the assistance of their lab instructors a personalized wellness program to address their weaknesses.  Many individuals in the US are at-risk for health impairment, e.g., overweight, maladaptation to stress and stressors, poor nutritional habits, lack of exercise.  Many opportunities exist in this course to determine the nature of these problems and how to utilize alternative approaches to combat them. The tool used to assess this specific learning outcome is an assessment rubric, offered at mid-term and at the end of the semester, which is designed to evaluate the effectiveness of each student’s individualized personal fitness- wellness program.

 SLO1.2 - Identify relevant information sources, make reasoned choices among those sources, and open-mindedly follow where those sources lead. 

  • Students use lecture, laboratory, webpage (web-index) textbook, imbedded links in power point presentations and/or other references to critically evaluate and refine their approaches to wellness improvements. This is evidenced by the modifications made to the student’s personal wellness program. The tool used to assess this specific learning outcome is an assessment rubric, offered at mid-term and at the end of the semester, designed to evaluate the effectiveness of each student’s individualized personal fitness- wellness program.  In addition, analysis of the results of in-class quizzes and exams based on case study questions in conjunction with peer teaching approaches will evaluate the effectiveness of the infused critical thinking model – http://www.criticalthinking.org/ctmodel/logic-model1.htm  -as a support tool reflecting mastery of the decision-making processes necessary to achieve this learning objective. Additional opportunities for the reinforcement of problem-solving skills are afforded via case-related on-line quizzes.

 SLO1.3 - Justify conclusions reached in the analysis of information. 

  • Monitor fitness wellness progress via testing mechanisms, formal and informal, e.g.  calculating-recalculating (1) resting heart or blood pressure measurements for cardiorespiratory health, (2) body composition measurements for weight loss or exercise effectiveness, (3) caloric intake for nutritional improvement. Reflective journal writing affords students opportunities to articulate and verbally review program progress, determine methods of modifying approaches to change and thoughtfully determine effective versus ineffective approaches to lifestyle change.
  • Assessment tools include reflective journal writings generated from the analysis of laboratory data, including a summative end of semester report on the processes, procedures and justifications followed in the development, implementation and modification(s) (if necessary)  of each student’s fitness-wellness program.

SLO1.4 - Analyze evidence, statements, alternative viewpoints, graphics, and other forms of information.

  • Compare and contrast beginning and end of semester summative evaluations for both physical tests and content knowledge, attitude and behavior inventories. Students will identify alternative points of views and perspectives on information relative to health and wellness in collaborative group settings and use information logic in the problem solving process. Students will have the opportunity to integrate alternative viewpoints and critical thinking approaches into their overall problem solving and decision-making skills. Assessment tools include the analysis of the results of in-class quizzes and examinations based on case study questions in conjunction with peer teaching approaches that will evaluate the effectiveness of the infused critical thinking model – http://www.criticalthinking.org/ctmodel/logic-model1.htm-as a support tool reflecting mastery of the decision-making processes necessary to achieve this learning objective. Additional opportunities for the reinforcement of problem solving skills are afforded via case-related on-line quizzes.

Ethical Leadership

 General Goal (14): Students will be able to articulate their value systems, understand the ethical implications of their actions based on those values, and develop skills consistent with having a positive impact on individuals, groups or communities.

 SLO14.1 - Engage in self-evaluation of their personal values and the degree to which their ethical values and behaviors are congruent. 

  • Students will learn the importance of fitness-wellness as a lifestyle choice for efficient and effective functioning in a complex, mechanized society.  Reflective journal writing affords students opportunities to articulate and verbally review program progress, determine methods of modifying approaches to change and thoughtfully determine effective versus ineffective approaches to lifestyle change. Tools used to assess this SLO include analysis of fitness data collected in the laboratory and weekly log reflections.

 SLO14.2 - Understand the foundations for ethical thought and action. 

  • Students will learn the direct relationship between government fiscal policy and health care costs and their contingencies on preventive medicine, e.g., alcohol and tobacco abuse, inactivity, poor nutrition, overweight and obesity, unabated stress.  Students will utilize the critical thinking procedures learned in this course to consider personal decision-making situations and actions. Assessment tools are unit exams and quizzes.

  SLO14.3 - Identify areas of difficulty in responding to situations demanding ethical inquiry. 

  • Students will learn how to implement preventive health measures for themselves, families and friends and understand the effects of similar approaches on global economic, political and sociological policies. Tools used to assess this SLO are exams and wellness intervention log.

 SLO14.4 - Analyze complex ethical dilemmas facing the world. 

  • Students will comprehend how the advent of fast food restaurants helped facilitate the creation of the overweight-obese culture in the United States and will realize the seriousness of the short and long term effects of obesity and diabetes on individuals, families and society, in general. Tools used to assess this SLO are weekly log reflections and case studies.   

 SLO14.5 - Understand and evaluate the causes of societal problems and potential solutions.

  • Students will recognize how technology and its advances contributed to the overweight-obese culture in the United States, especially in terms of excessive television and video game exposure. Students will recognize the need for employee workplace prevention programs in regard to local, state and national medical cost abatement. Tools used to assess this SLO are weekly log reflections and case studies.

 SLO14.6 - Understand the importance of actions related to personal health, well-being, and self awareness to the effective leadership of others. 

  • The KIN 210 learning experience addresses the role physical fitness plays in disease prevention and care, and the relationship of lack of fitness and risky behaviors to rising medical costs and insurance premiums from both individual and community perspectives. Assessment tools for this SLO are exams and weekly log reflections.