Structuring an Undergraduate Introductory Exercise Physiology Course: Learning-Practice-Evaluation

Authors

M. Landram, University of ScrantonFollow

Manuscript Format

Teaching and Learning Resource

Time required for implementation of resource

< 50 minutes

Subdiscipline of Kinesiology

Exercise Physiology

Abstract

The purpose of this paper is to outline an introductory exercise physiology course structure for instructors. This is intended for classes with 15-25 students who possess an introductory biology, chemistry, and nutrition background; however, students taking those courses concurrently may also find success with this format. The course structure follows a learning-practice-evaluation content arc that repeats over content areas throughout the term. The main components of this arc are instructor lecture, student presentation, lab activities, and high and low stakes examinations. Individual components of the course are familiar within teaching practice but are scaffolded in a way to build skills and confidence of the students and create an overarching narrative across the term. This progression and specifics of each component are inspired by Kolb’s experiential learning cycle. Kolb’s learning cycle proposes that learning arises from a combination of two grasping and two transformative experiences. These experiences are concrete experience, abstract conceptualization, reflective observation, and active experimentation, respectively. It is critical for each of the experiences to be included in the overall learning structure and for students to be involved in each of those experiences. This course is intended to be performed in-person, utilizing in-class instruction, online databases, in-class presentations, lab activities, and laboratory resources such as metabolic carts. The benefits of this structure are that students will become familiarized with information and skills within the major through active experimentation, engaging in concrete experiences, thinking through abstract conceptualization, reflection that links experiences to outcomes, and traditional testing to meet learning objectives.

Corresponding Author

MICHAEL J. LANDRAM¹

¹Department of Health and Human Performance, The University of Scranton, Scranton, PA, United States of America

Recommended Citation

Landram, M. (2024) "Structuring an Undergraduate Introductory Exercise Physiology Course: Learning-Practice-Evaluation," Educational Practices in Kinesiology: Vol. 4: Iss. 1, Article 1.
Available at: https://digitalcommons.wku.edu/epik/vol4/iss1/1