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«GEORGE MASON UNIVERSITY School of Recreation, Health, and Tourism KINE 330-003: Seminar in Kinesiology (3) Fall 2014 DAY/TIME: W 4:30 – 7:10 p.m. ...»

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GEORGE MASON UNIVERSITY

School of Recreation, Health, and Tourism

KINE 330-003: Seminar in Kinesiology (3)

Fall 2014

DAY/TIME: W 4:30 – 7:10 p.m. LOCATION: FFX – Innovation Hall 211

PROFESSOR: Dr. Margaret Jones EMAIL ADDRESS: mjones15@gmu.edu

OFFICE LOCATION: 208A Bull Run Hall PHONE NUMBER: 703-993-3247

OFFICE HOURS: Wednesday 12-2 pm

PREREQUISITES

Junior standing (60 credit hours) KINE 100, KINE 200, ATEP 300, KINE 310, KINE 370.

COURSE CATALOG DESCRIPTION

Prepares students for the fieldwork experience in KINE 341: Kinesiology Internship I. Topics covered include:

professionalism, review of evidence-based position papers, and discussion of contemporary issues in kinesiology.

COURSE OBJECTIVES

Upon successful completion of this course students should be able to:

1. Create a professional resume.

2. Write a professional cover letter.

3. Give a professional presentation regarding various health issues.

4. Understand proper etiquette during a job interview.

5. Analyze factual information in order to clarify health issues.

6. Relate current health issues/problems to health education in the workplace, school or community setting.

7. Demonstrate sensitivity in dealing with opposing viewpoints.

8. Synthesize knowledge obtained through the literature, presentations, group leadership and membership, and scholarly writing.

9. Make educated decisions regarding different career paths following completion of undergraduate work.

COURSE OVERVIEW

The purpose of this experiential course is to prepare students for future careers and issues that may arise in a workplace environment. Information regarding different career paths, professional skills and professional certifications will be presented. Outside speakers will discuss the steps they had to go to in order to reach their current position. Additionally, students will be given information to increase their understanding of evidencebased principles and guideline development that ensure professional practices are safe, effective, and efficient.

Evidence based principles and guideline development is the foundation of many practices including: medicine, physical therapy, athletic training, exercise science research, and the development of public health guidelines.

ACCREDITATION STANDARDS

This course meets the Commission on Accreditation of Allied Health Education Programs (CAAHEP)

requirements and covers the following American College of Sports Medicine’s Knowledge-Skills-Abilities (KSA's):

KSA Description Lecture, Lab,

–  –  –

NATURE OF COURSE DELIVERY

The course is primarily a lecture course. However, other approaches may be used to facilitate learning. These include: class discussions, videos, demonstrations, and in-class activities.

CORRESPONDANCE

The preferred method of communication outside of class is email. Emails should originate from a George Mason email account and be in a professional format (i.e. emails should not look like a text message!). Emails with no text in the body will not be acknowledged.

RECOMMENDED READINGS

• Hoffman, S.J. (2011). Careers in Sport, Fitness, and Exercise. Champaign, IL: Human Kinetics.

ISBN-13: 978-0736095662

• American College of Sports Medicine (ACSM), ACSM's Resource Manual for Guidelines for Exercise Testing and Prescription, 7th Ed., Lippincott Williams & Wilkins, 2013.

ISBN-13: 978-1609139568

EVALUATION

This course will be graded on a point system, with a total of 1000 possible points.

–  –  –

1) Email (Course objective 9) Send an email to someone who is accomplished in a field/career you think you want to enter after you graduate.

In the email you should ask them for career advice. You should state that you are a student in the kinesiology program at George Mason. Please bcc Dr. Jones on the email. Please forward the response from the person to Dr. Jones. The responses will be shared and discussed in class. A more detailed description of the assignment will be handed out in class.

2) New Exercise Experience & Report (Course objective 6) Try a new form of exercise (preferably do a class) then report to the class about your experience.

Report needs to include: an overview of the form of exercise, detailed account of the experience – outline of what occurred during the class, how it felt, difficulty of the exercise(s), where they did it, what equipment was used, typical cost, certifications needed to instruct and any other relevant information needed to describe the experience.

3) Instructional Video (Course objective 3) Make a short (4-8 minute) YouTube video explaining a concept or demonstrating proper exercise technique for a movement/lift of your choice. These educational/instructional videos are commonly used to educated clients by a variety of professionals.





4) Book Review and Personal Reflection (Course objective 9)

Read one of the books listed below then do the following:

1. Write a 400 - 600 word summary of the book.

2. Discuss in 200 words, one thing you learned from the book or something about it that you really liked

3. Make a detailed plan for the next 10 years of your life by working backwards – Decided what you want to be doing 10 years from now then work back to the present. List all the steps you will need to take to get there.

4. In 200 - 300 words discuss how one of the major concepts/ideas from the book will help you to get where you want to be in 10 years.

• “Outliers” by Malcolm Gladwell • “Talent is Overrated: What Really Separates World-Class Performers from Everybody Else” by Geoff Colvin • “Mastery: The Keys to Success and Long-Term Fulfillment” by George Leonard • “The Power of Negative Thinking” by Bob Knight • “The 7 Habits of Highly Effective People” by Stephen R. Covey

5) Resume and Cover Letter (Course objective 1 & 2) Create a resume and cover letter. If you already have a resume use this assignment as an opportunity to update and improve it. Reviewing the Resume Contents sections that describe and give examples of an Objective, Education, Experience, etc. will help you create the rough draft of your resume. Students MUST at least have written the

following sections:

Identifying information: name, address, email, phone number Objective: make up a dream job or internship you would like to apply for Education: Do not include high school Experience: Can include paid work, internship, related class projects, volunteer experience Co-Curricular Activities: examples include intercollegiate athletics, fraternity/sorority officer Skills: list applicable skills

Employers like to know other facts, so create an “other” section if you’ve done these:

Community service, volunteer work, campus clubs, activities, certifications (see list on p.28) You may try using the Resume Builder in Career Services PatriotJobWeb (PJW) database. Once you receive your PJW password, open PJW and click on Documents at the top of the page. Select Resume Builder to create a resume draft by following the instructions/prompts. Contact University Career Services with questions: 703-993or careerhp@gmu.edu

The following are resources for those who need to update their resumes or create them from scratch:

http://careers.gmu.edu/student/resumes/

6) ACSM HFS / CSCS Exam (Course objective 5) Students will be given a practice ACSM HFS / CSCS exam to take home and complete on your own. This is a take home exam and thus open book (including internet). We will grade the first attempt of the exams in class on the day the first attempt is due. This grade will not count as your grade for the ACSM HFS / CSCS assignment but will count towards your attendance and participation grade. You will then be given another copy of the exam to take home and retake. You will hand in this second attempt at the start of the next class. The exam will be graded by the instructor and this will count as your grade for the ACSM HFS / CSCS assignment. The purpose of this exam is to: 1) review knowledge you have learned in the past and 2) give you an idea of how much you need to study before taking the actual ACSM HFS / CSCS exams.

7) Topic Presentation/Discussion Facilitation (Course objectives 3, 6, 7 & 8) Students will present his/her topic during one class period (quality trumps quantity here). Following the presentation, the students (not the instructor) will address questions (class will have completed required reading on topic prior to class). The presenters are encouraged to facilitate class discussion/involvement during the presentation. Instructor will be making note of those who actively participate. Students should create Power Point presentations, incorporating any necessary and creative tools, displays, and/or props to keep audience interested and involved. Professionalism (attire, posture, body language, pace, voice projection/inflection, eye contact, etc.) is a key part of the presentation. DO NOT READ TO THE CLASS!

Talk and explain in your words. References should be from peer-reviewed scholarly journal sources. For our purposes, do not use sources dated older than 2007. Use a minimum of 6 references and use APA guidelines for citation (same requirement for writing your paper).

Presentation Topic & Reading Assignment As soon as possible prior to your presentation date, select and submit your specific health/exercise topic via email. (This is the topic on which you will write a paper, as well as present and facilitate discussion during one class period). One week prior to your presentation date, you must email your instructor and class members 1 of your research sources—links work best so that students can simply click, open, and read. It is critical for you to keep your GMU email account cleared to receive reading assignments. If you do not receive readings, it is your responsibility to contact the instructor. Use APA format for referencing. The reading assignments should be from peer-reviewed scholarly journal sources—full articles—not reviews. For our purposes, do not use sources dated older than 2007.

8) Position Stance Paper (Course objectives 5, 6, 7 & 8) This is the written portion of your topic presentation. Students will submit a position paper, 8-12 pages in length Resource guidelines are listed above. Papers are to be typed, double-spaced, with one-inch margin, and 12-point font. Plagiarism will result in a 0 for your paper grade.

The keys to a good position paper Pick an issue that you are interested in. Research the studies and data. Based on the evidence, take a stance on the issue. Clearly state your position. Construct your paper with your thesis in the introduction. Back up your position with the evidence. Present the main counter-arguments. What is the evidence to support your stance? Draw everything together to support your introductory thesis (your position on the issue). What implications do the results have on you, your community, etc.?

Can you apply this in your profession? What are some future directions related to this topic that should be researched?

What is the point and purpose of the position presentation and paper assignments?

To provide students experience in Exercise/Health research that requires them to evaluate and analyze the vast body of data on a given subject. This experience should require them to scrutinize and critique test designs and investigative processes. Most importantly, these assignments are to teach students to make a decision on an issue based on evidence. In general, if the evidence does not support a practice—don’t do it. Students will experience how to interpret evidence on an issue, and then take a stance (position). The presentation assignment provides an avenue to sharpen communication skills that will last a lifetime.

9) Professionalism (Course objectives 1, 2, 3, 4, 5, 6, 7, 8 & 9) Students are expected to behave in a professional manner. Depending on the setting professionalism may look slightly different but generally consists of similar components. For undergraduate Kinesiology

students in a classroom setting professionalism generally consists of the following components:

Attendance – Show up on time to class and pay attention. If you cannot attend a class for a legitimate reason please notify the instructor ahead of time. If you have to unexpectedly miss a class due to something out of your control contact the instructor within 24 hours to notify them what happened and see if there is anything you need to do to make up your absence.

Communication – When communicating with the instructor and classmates, either face-to-face or via email, students should address the other person appropriately, use appropriate language and maintain a pleasant demeanor.

Participation – Participate in class discussions and activities. Demonstrate that you have an interest in the subject matter.

Responsibility/Accountability – Professionals take responsibility for their actions and are accountable. This can occur at multiple levels but generally consists of completing assignments on time, submitting work that is of the appropriate quality, honoring commitments and owning up to mistakes.

Honesty/Integrity – Students are expected to be honest with the instructor, classmates and themselves.

Professionals keep their word when committing to something and act in an ethical manner.

Self-Improvement/Self-awareness – One should be aware of their strengths/weaknesses and constantly seek to improve. Professionals regularly seek out opportunities to increase their knowledge and improve their current skill set.

TENTATIVE COURSE SCHEDULE

–  –  –

Note: Faculty reserves the right to alter the schedule as necessary.

Student Expectations



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