Introduction to Exercise Science

This Grants Collection for Introduction to Exercise Science was created under a Round Five ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/health-collections/1004/thumbnail.jp

Creating a culturally responsive online personal health course

Many Americans face critical barriers to living a healthy lifestyle because of their status as members of marginalized social groups (Gill, 2007; Harrison & Clark, 2016; Robert Wood Johnson Foundation, 2018). Factors such as race/ethnicity and income affect educational attainment, which can negatively influence health outcomes for people from underserved groups, and ultimately contribute to health inequities (Egerter, Braveman, Sadegh-Nobari, Grossman-Kahn, & Dekker, 2011). Blacks and Latinos between the ages of 18 and 24 are less likely than Whites to go to college (Musu-Gillette et al., 2016) and are more likely than Whites to first enroll in community colleges rather than 4-year colleges (Ma & Baum, 2016). Over twice as many students with yearly family incomes less than $20,000 attend community colleges compared with students with family incomes over$50,000 (Radwin, Wine, Siegal, & Bryan, 2013). People from marginalized groups and those living in poverty are less likely to enroll in and complete higher education, and the degrees they do attain tend to be lower, which negatively affects many health outcomes. Culturally responsive pedagogy (CRP) is a theoretical framework for teaching based on the recognition that if students from marginalized groups are to have better lives, they must (a) learn academic content (academic success), (b) understand and appreciate their own cultural beliefs and values (cultural competence), and (c) be able to see and evaluate how social conditions affect their positions in society (sociopolitical consciousness; Ladson-Billings, 2006). The purpose of this study was to design and evaluate an online personal health course that incorporates CRP to provide students with health information that was personally applicable and engaging. Using principles from the CRP literature, an online personal health course was designed to meet the health and learning needs of diverse community college students at a community college in the United States. The course was evaluated using open-ended faculty interviews, Likert-type open-ended questions of students, and narrative reviews of the course provided by experts in online teaching and learning and CRP. Quantitative data were analyzed using frequencies. Qualitative data were analyzed using an iterative process of quotation identification, sorting quotes into related topics, and interpreting the meaning of topics related to the study objectives. Students, faculty, and experts generally agreed that the course was designed to be personally meaningful and engaging for diverse students and promoted academic success. Opportunities for cultural competence exist in the course but need to be more clearly articulated. In line with the literature, sociopolitical consciousness was the aspect of CRP that needs the most development in the future. Suggestions are included for improving the design and cultural responsiveness of the course, thereby increasing its value for student learning

Online kinesiology: using the community of inquiry framework to enhance students’ learning experiences

The purpose of this study was to examine the effects of the Community of Inquiry (CoI) framework on students’ perspectives of an online Kinesiology course. A Health-Related Fitness and Wellness course, an introductory Kinesiology class in the California State University, was converted to an online format using the CoI framework. Results showed that students reported high perception at times 1, 2, and 3 for cognitive presence (M = 4.39 ± .52; M = 4.24 ± .78; M = 4.14 ± .79), teaching presence (M = 4.65 ± .40; M=4.40 ± .69; M = 4.42 ± .65), and social presence (M = 4.28 ± .66; M = 4.20 ± .70; M = 3.94 ± .89). Canonical correlation analysis revealed that social presence (.62) was strongly and positively associated with sense of community (.54) and student satisfaction (.47), and the redundancy index indicated that 53.95% of the variance in both sense of community and student satisfaction could be accounted for by social presence. The results also indicted that the students had a high, positive perception of the CoI framework, and that perception of the framework did not change over time. The results also indicated that social presence was correlated with student satisfaction and sense of community. The findings of this study seem to imply that with continuous implementation of the CoI framework, students had a high perception of the three presences, with social presence having the most contribution to students’ sense of community and satisfaction with the course

Student Perceptions of Engagement in a Mandatory Programatic Service Learning

In the hospitality industry, service-learning opportunities are particularly important for students seeking work in the meeting and event planning industry. Faculty of a hospitality program at a regional university in East Texas decided to investigate the benefits in embedding service learning activities to their hospitality courses. The study investigated student perceptions of their participation in compulsory service learning assignments were created and implemented. Service learning assignment benefited the respondents personally; it benefited the sponsoring organization; it benefited the respondents’ career goals and their own individual awareness of community issues

A Handbook for Lightboard Technology in the Kinesiology Classroom

Presenting pedagogical content on a digital platform is commonplace in the 21st century classroom. Now, presentations are given virtually to students who are learning both synchronously and asynchronously. With students learning from a distance, faculty must find means to elevate their delivery to foster engagement on an easily disconnected platform, thus winning the competition for their attention. Use of Lightboard technology meets the need to deliver innovative teaching and learning, but it is also simple for the faculty to use. This manuscript outlines the process of setting up, managing, and producing media from a Lightboard studio. We provide the framework needed to propose funding for this resource, building plans, as well as capture and editing tutorials to lessen the burden on faculty wishing to bring this technology to their campus. This fully online medium supports any classroom instruction (face-to-face, hybrid, and online), and with proper planning, can save the faculty’s time on reviewing concepts in and out of class periods. Lightboard studios are often shared across the campus community, potentially leading to long wait times for recording and impaired flexibility for rapid content production. In this resource, we document how smaller units (colleges, departments, and programs) can justify investing in this innovative technology

2018 Transformations Program

Originally established as Scholars\u27 Day in 1997, Transformations is a day-long conference devoted to showcasing the wide array of scholarship, research and creative activities occurring on campus. In 2012, a new emphasis on student research lead to a name change to Transformations: A Student Research and Creativity Conference. This event focuses on student research, which is defined as an original investigation or creative activity through the primary efforts of a student or group of students. The work should show problem-solving skills and demonstrate new conceptual outcomes.https://digitalcommons.cortland.edu/transformationsprograms/1028/thumbnail.jp

Assessing the perceived impact of Computer-Assisted Instruction on physical therapy education

Computer Assisted Instruction (CAI) is becoming more common in allied health education. Research on CAI has provided mixed results. The purpose of this study was to compare uses of CAI in entry-level physical therapist (PT) and physical therapist assistant (PTA) programs. Secondary purposes included determining faculty attitudes toward CAI, determining how faculty select and evaluate CAI, and describing faculty perceptions of CAI and the computer-based licensing exam. Results indicate no significant differences in the amount of CAI in PT and PTA programs. Positive aspects reported include improved knowledge of technology and improved independence with information gathering. Negative aspects reported include cost and lack of time for integration. Respondents indicate that CAI can develop higher-level thinking skills when designed and integrated appropriately, however respondents agree that psychomotor skills should not be taught via CAI. Respondents were unsure whether high or low aptitude students benefit more from CAI, and they were unsure whether one type of learning style (auditory, visual, or kinesthetic) benefits more. Results indicate that programs do not have formal selection criteria, and evaluation procedures reported included student outcomes and course evaluations. Finally, 64% of PT and 56% of PTA respondents indicated CAI adequately prepares students for the licensing exam, and 34% of PT and 40% of PTA respondents indicated the computer-based licensing exam influenced their decision to integrate CAI. Six concepts describing participant\u27s perceptions of CAI in physical therapy education emerged from qualitative data. They were: (1) CAI develops computer skills, (2) CAI is an instructional tool, (3) CAI improves communication, (4) CAI can provide factual learning, but the instructor must use the CAI so that higher-level skills are attained, (5) Instructors must consider the context before integrating CAI, and (6) CAI has limitations

Development of An Online Rater Training Program, and Its Impact on Accuracy of Scoring TGMD-3 Performance of Children with Developmental Disabilities

Based on the importance of fundamental movement skills (FMS) and common performance traits of persons with developmental disabilities (DD) that impact the performance of FMS, a rater training is necessary to evaluate FMS accurately among this population. The first purpose of this study was to develop a rater training protocol on the Test of Gross Motor Development-3 (TGMD-3) for novice raters. The second purpose was to validate this rater training protocol using a modified Delphi method. The third purpose was to examine novice raters’ accuracy in scoring the motor skills of children with DD after completing an online rater training protocol. A total of eight experts completed two rounds of a modified Delphi method with intraclass coefficient statistic (ICC) of .75 or above providing evidence of consensus on content and presentation of training material. A total of 41 novice raters completed three rounds of training and scoring separated by 5 days each. Data analysis compared the change of rating accuracy of novice raters with that of experts on the run and two-hand strike skills on the TGMD-3 across three different occasions. There was a significant impact on scoring accuracy of novice raters to score the run (F(1, 39)= 56.431, p \u3c .001), two-hand strike skills (F(1, 39)= 35.549, p \u3c .001), and the total skill score (F(1, 39)= 64.323, p \u3c .001). The TGMD-3 online rater training program for novices in the present study provides a model training program to improve the accuracy of scoring FMS among children with DD