Welcome to: Physical Activity and Aging A Green Course

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Welcome toPhysical Activity and AgingA
Green Course

• KIN 88.3208 Spring Term 2007
• Dr. David Fitzpatrick
• Dr. Fred Gutoski

MTWRF 1030 AM-1220 PM - May 30 to June
26Office Hours Immediately following class or
by appointment
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Course Outline Overview

• Physical Activity and Aging
• (Kin-88.3208/3-001)
• Dr. David Fitzpatrick - 3C18 - 786.9943
• d.fitzpatrick_at_uwinnipeg.ca
• Dr. Fred Gutoski - 1D47 - 786-9262
• f.gutoski_at_uwinnipeg.ca

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Physical Activity and AgingCourse Schedule

• Monday to Friday May 30 to June 26
• 1030 AM start
• 10 -15 minute break between 1120 and 1130 AM
• First part of class is lecture and discussion
• Second part of class is activity oriented
• Labs
• Discussions
• Presentations
• Video

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Physical Activity and Aging

• Optional Text
• Spirduso, W.W. (1995). Physical dimensions of
  aging. Champaign, IL Human Kinetics

Course Notes in library on Hardcopy reserve and
online via E-Reserve Lectures posted on line
following class
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Physical Activity and Aging Course Description

• The course introduces theories, concepts, topics
  and issues associated with the effects of
  physical activity on adult development and aging.
• The developmental, physical, motor, biomechanical
  and physiological changes associated with
  physical activity and aging are reviewed.
• Information on various perspectives, problems,
  processes, and programs that directly relate to
  physical activity and aging are introduced.
• Empirical research and knowledge applied to best
  practices for facilitating physical activity
  programs for older adults are included.

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Physical Activity and Aging Selected Outcomes

• To understand aging in the context of the
  influence of physical activity.
• To know research and writing related to physical
  activity and aging.
• To understand the structural and functional age
  changes and the impact of physical activity.
• To understand the main aging theories, with
  implications for physical activity.
• To understand how individual differences in the
  aging adult and their environment affect skill
  acquisition and motor performance.
• To assist students to develop a philosophy of
  aging and the impact of exercise.

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Discussion Task

• Why did you take this course?
• Of what value is a course on Physical Activity
  and Aging to you?

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Physical Activity and AgingCourse Framework

• The Nature of Aging
• The Impact of Aging on Humans
• The Impact of Exercise on Aging
• The Impact of Exercise on Disease
• Peak Performance
• Program Design and delivery

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Course Topics as Time Permits

• The Nature of Aging and Physical Activity
• Aging Demographics and Activity Participation
• Myths of Aging and Physical Activity
• Theories/Causes of Aging - Impact of Exercise
• Physiology of Aging
• Impact of Physical Activity on Health Problems
• Physical Activity and Quality of Life
• Physical Activity Assessment of Older Adults
• Measuring Individual Performance Differences
• Exercise, Health, and Emotional Functioning
• Exercise, Health and Physical Well-Being
• Physical Activity and Exercise Counseling

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Course Topics as Time Permits

• Research on Aging and Physical Activity
• Sport Participation and the Older Adult
• Physically Elite Older Athletes (Geezer Jocks)
• Systems Changes and Aging
• Older Adult Motor Performance
• Ability Changes and Aging
• Body Control, Mobility, Object Control Change
• Changing Body Dimensions
• Aging, Disability and Physical Activity
• Best Practices for Program Development
• Others identified in class and as time permits

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Physical Activity Aging Topics (1)

• Physical Activity and Aging Introduction - p. 1
• Terms Related to Physical Activity Aging - p. 4
  
• Concepts of Aging p. 8
• Demographics of Aging Activity p. 11
• Theories of Aging p.16
• Research Methods of Studying Aging p. 22
• Changes and Individual Differences p. 30
• Impact of Aging on the Body p. 35
• Postural Changes with Age p. 44
• Sensory Changes with Aging p. 45

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Physical Activity Aging Topics (2)

• Exercise, Cognition and Aging p. 46
• Biomechanical Changes and Aging - p. 48
• Motor Performance and Aging p. 49
• Aging Skill and Coordination p. 50
• Aging and Behavioural Speed p. 56
• Balance and Falling in Aging Adults p. 63
• Impact of Physical Impairment p. 67
• Impact of Physical Activity p. 69
• Exercise and Aging Positive Outcomes p. 78
• Physical Activity Health in Aging Adults p. 80

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Physical Activity Aging Topics (3)

• Exercise, Health, Well-Being p. 87
• Anxiety Outcomes p. 94
• Physical Demand of Employment p. 96
• Aging Elite Peak Performance p. 98
• Physical Tests for Aging Adults p. 102
• Program Development p. 104
• Exercise Adherence in the Elderly p. 109
• Contraindicated Activities p. 114
• Active Living Alliance (Older Adults)- p 118
• References p. 119

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Attendance and Participation

• Practical participatory course
• Learning results from students reading and
  integrating the course material, developing
  assignments, participating in class discussions,
  making presentations, asking questions and
  answering questions.
• At the conclusion of each class students will
  write and submit a short account that deals with
  some aspect of the topic(s) discussed.

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Grade Distribution

• Generally, grades will be assigned as follows
•   A - 95gtA - 85  - 95 rangeA -  80 85
  rangeB - 75 79 rangeB -   70 74 rangeC -
  65 69 rangeC -   60 64 rangeD -   50 59
  rangeF -   lt 50
• Grades may vary from the general grade
  distribution guidelines noted above.

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Other Points in Course Outline

• Attendance and Participation
• Course/Class Etiquette
• Office Times
• Academic misconduct and appeals
• Note on Plagiarism
• Disabilities Resource Services
• Deferred Exams and Assignments
• Safety
• Course withdrawal date June 14

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Physical Activity and AgingStudent Assessment

• Reading Assignment Critique Reports - 2 _at_ 10
• Due June 8 June 11
• Daily Class Reports - 20
• Due daily in class at conclusion of each class
• Teaching Unit Activity Plan and Presentation -
  20
• Due June 13
• Older Adult Activity Program Observation Report
  and Class Presentation- 20
• Due June 22
• Take Home/Open Book Exam - 20
• Due June 27 (noon) in the Kinesiology Office
•  
• Student Initiated Projects are possible. Arrange
  to meet early with the Professors to discuss your
  ideas.

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Critique Reports (2 at 10 each)

• Topic related to the course
• Journals accessible via library
• Journal of Aging and Physical Activity
• Articles in Kinesiology other journals
• Online Article
• Online search
• Be selective
• Maximum four (4) double-spaced (10 - 12 font)

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Critique Reports (2 at 10 each)

• Report format
• brief summary of the article
• critical review of the content
• relevance to the course
• links to course concepts and literature
• discussion of opinion of the article

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Critique Reports (Assessment)

• Nature and relevance of the article
• Readability, understandability of report
• Discussion and critical Insight
• Detail and analysis
• References to course concepts
• Go beyond simply describing and summarizing the
  article.
• Refer to other relevant articles either
  supporting or questioning the target article
• Attach copy of the article
• Students may be asked to present and lead a
  discussion of their reports in class.

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Article CritiqueLevels of Quality

• D, C range articulate summary
• B range Links to course concepts
• A range discusses and refers to other articles
  Include your own original opinion.

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Daily Class Reports (20)

• At conclusion of each class
• Submit response expressing thoughts on a class
  concept or topic
• Each report is worth 3 marks as follows
• 1 point -.report submitted
• 2 points - report submitted, well-written,
  expands on concept or topic
• 3 points - report submitted well-written, and
  expresses creative thought, concern, or makes
  suggestions with links to course concepts.

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Teaching Unit Activity Planand Presentation (20)

• Students in groups form teaching units
• Each group will develop an activity plan and
  teach a 20 minute activity or sport suitable for
  an older adult group.
• Instructors will present each group with
  different participant conditions or context
• Each teaching unit will submit written activity
  plan before beginning the activity.

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Teaching Unit Activity PlanGuidelines

• Context
• General and specific outcomes
• Activities
• Time lines
• Inclusion details (all participate)
• Safety considerations
• Facility and equipment required
• Links to course concepts
• Assignment details will be reviewed in class
• Activity plan - 10
• Activity presentation - 5
• Peer evaluation - 5

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Program Observation Report and Class Presentation
(20)

• Students will arrange a visit, observe and
  provide a written report on an Older Adult
  Exercise or Activity Program
• Identification of programs will be discussed in
  class.
• Students will present observed activity in class
  with links to course concepts.

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Program ObservationReport Topics

• Comment on
• Facility
• Equipment
• Program schedule
• History
• Outcomes
• Safety, medical and emergency considerations
• Funding or fees
• Transportation
• Staffing
• Participants
• Comments on discussions with participants

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Program ObservationReport Guidelines

• Report should not be evaluative or critical
• Include documented suggestions for change
• Provide evidence of comments
• Appendix includes information on program
• Posters, power point presentations, pictures,
  handouts, and demonstrations may be used
• Written report - 15
• Class presentation - 5

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Take Home/Open Book Exam (20)

• Take Home/Open Book exam to be completed and
  submitted no later than Friday, June 29, 2007.  
• The take home exam will cover any material
  covered in class.
• Exam will be posted on Course Notice Page

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Student Profile

• NAME
• STUDENT
• YEAR OF STUDY
• MAJORS(S)
• MINOR(S)
• PHONE
• What is your career ambition?
• List related courses taken here or elsewhere.
• Why are you taking this course?

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Teaching UnitActivity Plan (Scenarios)

• For seniors with chronic physical conditions
• For seniors with limited mobility
• For seniors recovering from chronic inactivity
• For seniors with access to exercise facility
• For seniors in a leader led specific program
• For seniors exercising at home (indoor)
• For seniors who are peak performers

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Reading Critique Strengths

• Good integration of course content
• Good conclusion and summary statement
• Good expression of personal opinions
• Good expansion of opinions
• Good course content application
• Good arguments and continuity
• Substantiated criticisms
• Solid brief introduction
• Good depth of discussion

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Reading Critique Feedback

• Sentence structure
• Paragraph structure
• Tables, lists in appendix
• Referring to other articles
• Avoid indirect references
• Enclose other articles
• Use primary sources
• Note APA citing format
• Edit, reread, ask others

• 1st - Relevant Article
• Cover or Title Page
• Include page s
• Clean copy off article
• Headings Recommended
• Less description
• More depth of discussion
• Focus on all criteria
• Spelling syntax are VIP

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Reading Critique Feedback

• Three Parts of the Review
• Description of selected article
• Discussion of article expressing reviewers
  opinions
• Discussion of article in the context of course
  concepts and other research and writing
• For Reading Critique 4 (final one)
• Be brief in the description of the article
  (precis in abstract form in 2 or 3 paragraphs)
• Discuss the ideas of the article and relative to
  yours
• Link the article content to course concepts and
  or other relevant literature
• Include a discussion of the concepts and other
  literature in context of the target article.
• Include a comprehensive conclusion which
  emphasizes the main points of your critical
  review.