Fls Mjpe 205 Physiology of Exercise and Physical Activity

CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND
COMMUNICATIONS, INC.
General Luna Street, Maharlika Hi-way, Poblacion 3 Arellano Subdivision, Sariaya, Quezon
Registrar’s Office: (042) 329-0850 / (042) 719-2818
Atimonan Contact Number: (042) 717-1420
CSTC IT Center: (042) 719-2805
SCHOOL OF TEACHER EDUCATION
FLEXIBLE LEARNING SYLLABUS
MJPE 205 – PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY
Effective Date: Prepared by: Reviewed: Approved:

Jewelson M. Santos,LPT,EdD,DHum,FCCT John Marc R. Mendoza,LPT,RL,MLIS,MAEd Jess Jay M. Sajise, DBA
January 2022
Instructor/Professor Program Head, STE VPAA
CSTC VISION, MISSION, & INSTITUTIONAL LEARNING OUTCOMES
I. CSTC Vision
CSTC College of Sciences, Technology and Communications, Inc. envisions to become a top transformational learning community and center of
excellence for academic proficiency, learning, technical competency and professional expertise.
II. CSTC Mission

CSTC College of Sciences, Technology and Communications Inc. seeks to deliver the BEST FORMS to the students through its able and dedicated
faculty of instruction and training and with the goal-oriented support of the administration.
III. Institutional Learning Outcomes

Sequen
Outcomes Upon graduation, the students can…
ce
1 Behavioral Example Foster a high standard of professionalism.
2 Educational Enrichment Offer opportunities for professional and career growth.
3 Service Excellence Respond to the call and challenge of global competitiveness.
Motivate teachers and students towards excellence, and Sustain an environment for innovation
4 Technological Expertise
and creativity.
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MERGEFOR
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CSTC STE VISION, MISSION, & PROGRAM OUTCOMES
I. Vision of the School of Teacher Education
The CSTC College of Sciences, Technology and Communications, Inc. School of Teacher Education envisions to become a sustainable top transformational learning
community and center of excellence for undergraduate teacher education curriculum programs.
II. The Mission of the School of Teacher Education

The CSTC College of Sciences, Technology and Communications, Inc. School of Teacher Education seeks to deliver its BEST FORMS by equipping its primary
stakeholders with adequate and relevant competencies to teach with high regard for learning imbued with proper work attitude and values, produce outstanding research,
and excel meaningfully in the practice of their specialization at any level.
III. BSED Program Outcomes
A. Common to all programs in all types of school

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Common to the discipline (Teacher Education)

1. Articulate the rootedness of education in a philosophical, socio-cultural, historical, psychological, and political context.
2. Demonstrate mastery of the subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Specific to a sub-discipline and major

1. Apply scientific and evidence based practices critical to the educational and learning processes
2. Demonstrate skillful performance in a variety of physical activities PAGE \*
3. Adapt performance to variety of physical activity settings. MERGEFOR
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4. Critically examine the curriculum and programs; and enhance them necessarily.
5. Plan and implement safe and effective physical activity programs to address the needs of individual and groups n school and/or non-school settings.
6. Monitor and evaluate physical activity programs in school and/or non-school settings
7. Use appropriate assessment in, as for student or client learning.
8. Use information, media and technology in pedagogy and for lifelong learning.
9. Communicate effectively with PE practitioners, other professionals and stakeholders.
10. Use oral, written, and technology formats deftly.
SCOPE AND SEQUENCE

Course Code Course Title Units Pre-requisite
MJPE 205 PHYSHIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY 3
This course will review the physiological principles of exercise and physical activity including bioenergetics, energy expenditure, functions
Course Description of the cardiovascular, pulmonary, neuromuscular and neuroendocrine systems, and the impact of training, environmental factors, ergogenic
aids, nutrition, and body composition on exercise
 Identify the physiological principles of exercise including bioenergetics, energy systems, and functions of the cardiovascular, pulmonary,
neuromuscular and endocrine systems.
 Explain the impact of training on cardiovascular, pulmonary, neuromuscular and endocrine systems & the energy requirements of diverse
physical activity.
Learning Outcomes  Compare between the adaptations to Anaerobic and Aerobic Training.
 Discuss the impact of environmental factors, ergogenic aids, nutrition, and body composition on exercise.
 Apply practical basic knowledge of exercise physiology to various health scenarios using research topics and/or clinical inspirations and
test them through practice.
REFERENCES
McArdle, William, Katch, Frank, and Katch, Victor. (2009). Exercise Physiology, 7th ed. Baltimore: Lippincott Williams and Wilkins.
Plowman, Sharon A. and Smith, Denise L. (2010). Exercise Physiology for Health, Fitness, and Performance, 3rd ed. Baltimore: Lippincott Williams and Wilkins.
Powers, Scott K. and Howley, Edward T. (2009). Exercise Physiology, 7th ed. Dubuque, IA: McGraw-Hill.
Wilmore, Jack and Costill, David. (2008). Physiology of Sport and Exercise, 4th ed. Champaign, IL. Human Kinetics Publisher.
McArdle, William, Katch, Frank, and Katch, Victor. (2011). Essentials of Exercise Physiology, 4th ed. Baltimore: Lippincott Williams and Wilkins. ISBN: 978-1-60831-267-2
PAGE \*
Smith, Molly M. (2013). Exercise Physiology Laboratory Manual, 6th ed. Ogden, UT MERGEFOR
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Smith, Molly M. (2011). Exercise Physiology Course Outline. FedEx Office Ogden, UT.
COURSE CONTENT
.
PAGE \*
Time Table Topics Outcomes Mode of Delivery Activities and Resources Assessment
MERGEFOR
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Week 1 Orientation
1. Course Description
2. Rules and Regulations while a. Familiarize the course description, Synchronous Learning Interactive Discussion Discussion Question
Attending Virtual Classes course requirements, rules for virtual  Laptop/netbook/cellphone
classes and grading system;  Internet Connection
3. Final Requirement (Concept
b. Acquire comprehension on how to  PowerPoint Presentation
Paper)
4. Grading System create a concept paper for future
research
Week 2 - 3 Nutrition Concepts  Introduce macronutrients and Synchronous and Interactive Discussion Discussion Question
 Macronutrients and micronutrients. Asynchronous Learning  Laptop/netbook/cellphone
Micronutrients  Explain the functions and  Internet Connection Short Quiz
sources of carbohydrate,  PowerPoint Presentation
protein and fat Essay/Poem
 Explain the functions and  Importance of nutrients
sources of different vitamins
and minerals.
Week 3 - 4 Nutrition Concepts  Analyze the influence of Synchronous and Interactive Discussion Discussion Question
 Food Energy and Optimum family, peers, culture, media, Asynchronous Learning  Laptop/netbook/cellphone
Nutrition for Exercise technology, and other factors  Internet Connection Short Quiz
 Body Composition on health behaviors  PowerPoint Presentation
 Demonstrate the ability to Film Showing
access valid information and  Athletics: Energy and
products and services to Performance
enhance health.
 Demonstrate the ability to use
interpersonal communication
skills to enhance health and
avoid or reduce health risks.
 Demonstrate the ability to use
decision-making skills to
enhance health.
 Demonstrate the ability to
practice health-enhancing
behaviors and avoid or reduce
risks. PAGE \*
Week 5 Nutrition Concepts  Describe the current Synchronous and Interactive Discussion Discussion Question
MERGEFOR
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 Obesity and Weight Control prevalence of overweight and Asynchronous Learning  Laptop/netbook/cellphone
obesity  Internet Connection Short Quiz
 Identify risk factors and  PowerPoint Presentation
diseases associated with Situation Analysis and
overweight/obesity. Recommendation Formulation
 Identify genetic, biologic, and
environmental contributors to
weight status.
 Define body mass index and
waist circumference, and
identify indications for use.
 Define and distinguish among
healthy weight, overweight,
and obesity.
 Distinguish among key
methods used to measure
body composition.
Week 6 PRELIM EXAMINATION
Week 7 - 8 Metabolic System Concepts  Describe the process of Synchronous and Interactive Discussion Discussion Question
 Fundamentals of Human Energy cellular respiration as a Asynchronous Learning  Laptop/netbook/cellphone
Transfer chemical process continually  Internet Connection Short Quiz
 Anaerobic and Aerobic Exercise supplying ATP (a store of  PowerPoint Presentation
 Oxidative Phosphorylation energy) to living cells, Design a workout or activity to train
 Describe cellular respiration as each system in each of the sports
an exothermic reaction that
releases energy in the form of
heat,
 Explain that organisms require
energy for essential processes
like movement, keeping warm,
and digestion
Week 9 - 10 Metabolic System Concepts  Explain the use of ATP in Synchronous and Interactive Discussion Discussion Question
 Energy Release from Food energy production Asynchronous Learning  Laptop/netbook/cellphone
 Maximal and Submaximal  Explain the aerobic and  Internet Connection Short Quiz
PAGE \*
Aerobic Test
anaerobic body usage  PowerPoint Presentation
MERGEFOR
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 Human Energy Transfer During Worksheet
Exercise  Read each activity under
“Triathlon Component” in the
chart.
 Decide what energy system or
systems would dominate in
 Describe the maximal and each activity and record it in the
submaximal aerobic second column.
measurement  Discuss methods of training this
activity and record ideas in the
third column. Use the
information you have learned on
energy systems related to
frequency of training, length of
efforts, and rest periods
Week 11 Metabolic System Concepts  Demonstrate understanding of Synchronous and Interactive Discussion Discussion Question
 Measuring and Evaluating the relationship between the Asynchronous Learning  Laptop/netbook/cellphone
Human Energy Expenditure energy spent in physical activity  Internet Connection Short Quiz
 Energy Expenditure at Rest and and healthy weight.  PowerPoint Presentation
During Physical Activity  Demonstrate the ability to Calculation
estimate daily energy  Resting Metabolic Rate (RMR)
expenditure by analyzing Calculator
personal physical activity
participation.
Week 12 MIDTERM EXAMINATION
Week 13-14 Cardiorespiratory Systems Concepts  Analyze basic structures and Synchronous and Interactive Discussion Discussion Question
 Pulmonary Structure and functions of human body Asynchronous Learning  Laptop/netbook/cellphone
Function systems  Internet Connection Short Quiz
 Pulmonary Function Testing –  Compare the processes of  PowerPoint Presentation
Spirometry inspiration and expiration, Video Clipp presentation
 Gas Exchange and Transport including the muscle action (https://youtu.be/gHlhk2uVS34)
 Regulation of Pulmonary that occurs during each
Ventilation and Ventilation process.
during Exercise  Differentiate between external
and internal respiration. PAGE \*
Week 15-16 Cardiorespiratory Systems Concepts  Elaborate the different Synchronous and Interactive Discussion Discussion Question
MERGEFOR
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 Heart and Vascular System dynamic, regulation and Asynchronous Learning  Laptop/netbook/cellphone
 Cardiovascular Dynamics integration  Internet Connection Short Quiz
 Cardiovascular Regulation and  Describe the heart and  PowerPoint Presentation
Integration vascular system .
 Cardiovascular Dynamics during  Identify the exercises and
Exercise physical activity that
enhances the system
Week 17 Cardiorespiratory Systems Concepts  Analyzes and applies Synchronous and Interactive Discussion Discussion Question
 Cardiorespiratory Training technology and social media Asynchronous Learning  Laptop/netbook/cellphone
 Thermoregulation as tools for supporting a  Internet Connection Short Quiz
healthy, active lifestyle.  PowerPoint Presentation
 Chooses an appropriate level 
of challenge to experience
success and desire to
participate in a self-selected
physical activity
 Develops and maintains a
fitness portfolio (e.g.,
assessment scores, goals for
improvement, plan of activities
for improvement, log of
activities being done to reach
goals, timeline for
improvement).
Week 18 FINAL EXAMINATION
Note: Regular submission of module tasks is expected. It is the responsibility of the student to initiate arrangements for all missed activities. Excessive works not made up shall
adversely affect the grade for the course. An exam will be given upon completion of each term unless otherwise stated. It is expected that each student shall do his/her own
work.
Course Policies 1. Students are allowed a maximum of 7 absences regardless of excuse.

2. Students exceeding the 15-minute grace period will be marked absent.
3. It shall be the instructor’s prerogative to allow any student to make-up for a missed requirement upon presentation of proof of
excuse. PAGE \*
Suggested Learning Resources (e.g. MERGEFOR
MAT 9
Textbooks and References)
METHOD OF ASSESSMENT
Criteria for Evaluating Student Performance/Assessing the Students PAGE \*

General Professional Major Courses MERGEFOR
MAT 9
Education Education
Courses Courses
● Written Works 30% 30% 20%
● Performance Task 40% 40% 60%
● Major Exam 30% 30% 20%
TOTAL RATING 100% 100% 100%
GRADING SYSTEM
Number Number
Percent Letter Equivalent Percent Letter Equivalent
Equivalent Equivalent
98-100 1.00 A+ 83-85 2.25 B-
95-97 1.25 A 80-82 2.50 C+
92-94 1.50 A- 78-79 2.75 C
89-91 1.75 B+ 75-77 3.00 C-
86-88 2.00 B Below 75 5.00 D
PAGE \*
MERGEFOR
MAT 9

Fls Mjpe 205 Physiology of Exercise and Physical Activity

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CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND

SCHOOL OF TEACHER EDUCATION

FLEXIBLE LEARNING SYLLABUS

MJPE 205 – PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY

Effective Date: Prepared by: Reviewed: Approved:

II. CSTC Mission

III. Institutional Learning Outcomes

1 Behavioral Example Foster a high standard of professionalism.

2 Educational Enrichment Offer opportunities for professional and career growth.

3 Service Excellence Respond to the call and challenge of global competitiveness.

II. The Mission of the School of Teacher Education

III. BSED Program Outcomes

A. Common to all programs in all types of school

B. Common to the discipline (Teacher Education)

C. Specific to a sub-discipline and major

SCOPE AND SEQUENCE

MJPE 205 PHYSHIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY 3

Course Policies 1. Students are allowed a maximum of 7 absences regardless of excuse.

Criteria for Evaluating Student Performance/Assessing the Students PAGE \*

TOTAL RATING 100% 100% 100%

95-97 1.25 A 80-82 2.50 C+

92-94 1.50 A- 78-79 2.75 C

89-91 1.75 B+ 75-77 3.00 C-

86-88 2.00 B Below 75 5.00 D

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