WE 104 - Touch Football

2. Describe and implement football rules into play situations.

3. Choose the proper touch football skill variations for personal skill level.

4. Apply the six dimensions of wellness to one’s life. The Six Dimensions of Wellness are: Emotional, Mental/Intellectual, Spiritual, Physical, Social, and Environmental.

5. Develop a plan to incorporate lifelong healthy habits into one’s life.

6. Set personal goals for a healthy diet and safe/effective sport related training.

7. Demonstrate the ability to be physically active through touch football.

8. Make informed decisions about personal wellness (see institutional definition of wellness). 

9. Work well in teams and with others.
Course Outline:
I.  Wellness Dimensions and Wellness for Life

A.  6 Wellness Dimensions

1.  Physical

2.  Emotional

3.  Intellectual

4.  Occupational

5.  Spiritual

6.  Social

B.  Wellness and Lifestyle Challenge and Change/Completion of Departmental Assessment

C.  Self Help Plan

1.  Precontemplation

2.  Contemplation

3.  Preparation

4.  Action

5.  Maintenance

6.  SMART Goal Setting Assessment

II.  Healthy Habits

A.  Cardiovascular Health

B.  Tobacco Use

C.  Blood Pressure

D.  Cholesterol

E.  Physical Activity and Components of Fitness

F.  Over-weight and Obesity/Body Composition/BMI/Waist and Hip Circumference

G.  Diabetes

H.  Heart Healthy Habits and What is Heart Disease/Stroke

I.  Sleep/Completion of Sleep Assessment/How Sleep affects our health

J.  Stress/Completion of Stress Assessment/How stress affects our health and how to lower stress

K.  Pulse/Target Heart Rate

L.  Departmental Lifestyle Healthy Habits Assessment

III.  Nutrition

A.  Components of proper nutrition

1.  Proteins

2.  Carbohydrates

3.  Fats

4.  Vitamins

5.  Minerals

6.  Water

7.  Choose My Plate/USDA

8.  Assessing Your Diet

9.  Nutrition Log/Nutritional Game Plan

10.  Nutrition Resources

11.  Departmental Nutrition Assessment

B.  Calories

C.  Food labels

IV.  Exercise and Physical Activity

A.  Components of Fitness

1.  Cardiovascular Endurance

a.  Types of aerobic activities

b.  How much is needed

2.  Muscular Strength

a.  Types of muscular strength skills/activities

b.  How much is needed

3.  Muscular Endurance

a.  Types of muscular endurance skills/activities

b.  How much is needed

4.  Flexibility

a.  Types of flexibility skills

b.  How much is needed

B.  ACSM guidelines

C.  Benefits of Exercise and Physical Activity

D.  Designing your Exercise Program

E.  Principals of Physical Training

1.  Frequency, Intensity, Time, Type (FITT)

F.  Injury Prevention

1.  Form

2.  Range of Motion

G.  Fitness and Wellness Testing/Evaluations

1.  Body Composition/BMI/Waist Circumference

2.  Cardiovascular Endurance

3.  Muscular Strength and Endurance

4.  Flexibility

5.  Personal Goals

H.  Progression

I.  Over load Training

J.  Warm-ups and Cool-downs

K.  Equipment

L.  Review and explain the theory of aerobic fitness

1.  Differentiate and explain intensity, frequency and duration of cardiovascular fitness

2.  Define the concept of the progression of duration in relationship to cardiovascular fitness

3.  Define the concept of increased intensity in relationship to cardiovascular fitness

4. Show and compute target heart rate and heart rate in general

V.  Mandatory Department Physical Fitness Assessment

1.  Cardiovascular Endurance:  1 mile walk test or 1.5 mile walk/run

2.  Muscular Strength/Endurance:  push ups, partial curl ups/ab crunches

3.  BMI/Body Composition/Waist and Hip Circumference

4.  Flexibility:  Sit and Reach

I.  The Rules of Touch and Flag Football

A.  Describe and implement into a play situations the following rules:

1. Length of Game

2. Mercy Rule

3. Free Kick

4. Punting

5. Line of Scrimmage

6. Backward passes and fumbles

7. Forward Passes and interception

8. Pass Interference

9. Scoring

10. Safety

11. Personal Fouls

12. Screen Blocking

13. Stiff Arms

14. Obstructing the runner

15. The flag belt

16. Guarding the belt

II.  Exchanging the ball

A.  Demonstrate the ball exchange between the center and the quarterback in non-competitive and competitive situation

B.  Demonstrate the ball exchange between the quarterback and runner in non-competitive and competitive situation

III.  Passing and Receiving the ball on offense

A.  Demonstrate the forward pass in non-competitive and competitive situation

B.  Demonstrate receiving a forward pass in non-competitive and competitive situation

IV.  The Passing Game

A.  Format a variety of plays that include various pass pattern combination

B.  Demonstrate the execution of various pass patterns in non-competitive and competitive situation

V.  The Running Game

A.  Format a variety of plays that include various running combination

B.  Demonstrate the execution of various running plays in non-competitive and competitive situation

VI.  Defense

A.  Format a variety of basic run defense combination

B.  Format a variety of basic pass defense combination

C.  Format a variety of blitz defense combinations

Movement and Performance: 75-100%
Mandatory Course Components:
1. Wellness Dimensions Assessment

2. Physical Activity/Fitness Assessment

*Body Composition

*Waist and Hip Circumference

*Muscular Strength/Endurance Tests (Push Ups and Partial Curl Ups)

*Heart Rate/Target Heart Rate

*Body Mass Index

*Cardiovascular Endurance Test (1 mile walk test or 1.5 Mile walk/run)

*Flexibility Tests (Sit and Reach)

3. Nutrition Assessment

4. Design and Present Proper Play Selection

5. Assessments: Smart Goal Setting, Sleep, Stress, Health Habits, Cardiovascular Health, Wellness Dimensions, Physical Activity Log and Assessment, Nutrition Log and Assessment

6. Students will complete personal exercise program
Equivalent Courses:
None

Smart Goal Setting, Sleep, Stress, Health Habits, Cardiovascular Health, Wellness Dimensions, Physical Activity Log and Assessment, Nutrition Log and Assessment

1. Essential judgment skills to include: The mission of the Exercise Science Department is to educate and positively impact the health of students and the community by offering academic course work, outreach, and practical learning opportunities that promote individual wellness skills and prepare future health, exercise science and wellness professionals for their future. That being said, the periphery goal of the department is to enable those who are/have been enrolled in a Wellness/PE course to identify behaviors and activities that promote their personal health, and thereby general education, and allow them to aid those surrounding them as needed.

2. Essential physical/neurological functions to include: Exercise Science related jobs are intellectually, physically, and psychologically demanding professions. Although this is the case, it is important to note that exercise and general wellness are not limited to any specific demographic. The importance of wellness, physical education and exercise science is vital to the success of all students, regardless of physical and neurological function. Behaviors that demonstrate essential neurological and physical functions relative to the Exercise Science Department and its courses include, but are not limited to:

• Varying types of physical activity
• Observation
• Listening
• Understanding relationships
• Writing and psychomotor abilities consistent with course and program expectations

3. Essential communication skills to include: Ability to communicate effectively with fellow students, faculty, patients, and all members of the Exercise Science Department. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Students should be able to demonstrate excellent interpersonal skills in the areas of leadership, motivation, management, and communication.
 

4. Essential emotional coping skills: Exercise Science courses may aid in the ability of students to develop emotional coping skills, but students enrolling in an Exercise Science courses should have the ability to demonstrate the mental health necessary to safely engage in the practice of Exercise Science as determined by professional standards of practice.

5. Essential intellectual/conceptual skills to include: Ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of Exercise Science. Specifically, this includes the ability to understand, synthesize, and apply nationally recognized standards for fitness and health and be able to communicate the benefits and precautions associated with exercise. Students will be able to understand, analyze and apply behavior modification strategies to enhance exercise and health behavior change

6. Other essential behavioral attributes: Ability to engage in activities consistent with safe Exercise Science practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Exercise Science Department and as a developing professional in the Wellness/PE/Exercise Science fields consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the Exercise Science Department.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the Exercise Science Department and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the Wellness Department office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.