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Louisiana Association for Health, Physical Education, Recreation, and Dance
www.lahperd.org
This Issue’s Highlights
AWARDS
RESEARCH ABSTRACTS
PAPERS
“Heart Rate and Metabolic Responses to
Continuous Hula Hooping”
“Enhancing the Sports Administration
Program at Grambling State University”
“Coaching Ethics”
LAHPERD Journal SPRING 2014 VOLUME 77 | NUMBER 2
years
2014 BOARD OF DIRECTORS Voting Officers
President: Wanda Hargroder [email protected]
President-Elect: Emily Beasley [email protected]
Past President: Venessa Livingston-Cormier [email protected]
Vice President, Dance Division: Kerri Lee [email protected]
Vice President, General Division: David Bellar [email protected]
Vice President, Health Division: Breezy Rourk [email protected]
Vice President, Physical Education Division: Kristi Long [email protected]
Vice President, Sport and Leisure Division: Joann Allen [email protected]
Non-Voting Officers
Executive Director: Bill Dickens [email protected]
Secretary: Sr. Jean Marie Craig [email protected]
Treasurer: Bill Dickens [email protected]
Parliamentarian: Cheryl Northam [email protected]
Vice President-Elect, Dance: Josephine Charles [email protected]
Vice President-Elect, General: Christina Courtney [email protected]
Vice President-Elect, Health: Wynn Gillan [email protected]
Vice President-Elect, Physical Education: Karen Simpson [email protected]
Vice President-Elect, Sport and Leisure: Tiffany Deville [email protected]
Section Chairpersons
Dance
Dance Education: Pam Burzynski [email protected]
Performance Dance: Vacant
General
Ethnic Minority: Vacant
Exercise Science: Josh Dominguez [email protected]
Future Professionals: Ricky Richard [email protected]
Higher Education: Lisa Johnson [email protected]
Research: Joan Landry [email protected]
Health
Health Education: Nanette Cook [email protected]
Health Promotion & Wellness: Rachel Gibson [email protected]
Physical Education
Adapted: Julie Sanders [email protected]
Elementary: Jean Chen [email protected]
Middle/Secondary: Debbie Perkins [email protected]
Sport and Leisure
Athletic Training: Amy Cother [email protected]
Coaching Education: Louis Dugas [email protected]
Community and Outdoor Recreation: Vickie Braud [email protected]
Fitness/Leisure/Aquatics: Vacant
Sport Management: Ashley Bowers [email protected]
Specialty Appointment Members
Newsletter Editor: Dustin Hebert [email protected]
Journal Editors: Dan Denson [email protected] and Dustin Hebert [email protected]
Jump Rope for Heart/Hoops for Heart Coordinator: Joanna Faerber [email protected]
Convention Manager: Susan Gremillion [email protected]
LAHPERD JOURNAL EDITORIAL BOARD Wynn Gillan, Southeastern Louisiana University; Bob Kelly, Southern University; Lisa Dardeau, McNeese State University; Ron
Byrd, Louisiana State University at Shreveport; Susan Lyman, University of Louisiana at Lafayette; Connie LaBorde, Louisiana Tech
University (Retired); Hans Leis, Louisiana College
LAHPERD JOURNAL CONTRIBUTING EDITORS Kathy Hill, Tour de Fitness; Rudy Macklin, Governor‘s Council on Physical Fitness; Roy Hill, Coaching Education; Joan Landry,
Picard Center for Child Development and Lifelong Learning; David Bellar, Research
LAHPERD Journal SPRING 2014
VOLUME 77 | NUMBER 2
IN MEMORIAM Dr. Violet Davion Shaver ..................................................................................................................................1
AWARDS Dance Education Teacher of the Year ...............................................................................................................1
Elementary School Physical Education Teacher of the Year ............................................................................2
Ellen Gillentine Adapted Physical Education Teacher of the Year ...................................................................2
Health Educator of the Year – College/University ............................................................................................3
Health Educator of the Year – Public Health .....................................................................................................3
Mini-Grant .........................................................................................................................................................4
Presidential Award .............................................................................................................................................5
Service Award ....................................................................................................................................................6
RESEARCH ABSTRACTS Barriers and Challenges: Enhancing the International Students‘ Learning Experience ....................................6
Michael Moulton, Northwestern State University
Tracking Quality Assurance in Distance Education ..........................................................................................7
Susan Lyman and Lisa LeBlanc, University of Louisiana at Lafayette
Using Project-Based Learning among High School and College Students to Promote Technology
Integration in Physical Education Settings ........................................................................................................7
YuChun Chen, Tammy Schilling, and Tiffany Bowers, Louisiana Tech University
REFEREED PAPER Heart Rate and Metabolic Responses to Continuous Hula Hooping .................................................................8
Cay Evans, Jesse DeMello, Ronald Byrd, Laurel Richie, Constance Ramsburg, and Aaron Cunanan,
Louisiana State University at Shreveport
INVITED EDITORIAL Coaching Ethics ...............................................................................................................................................11
Roy Hill, Louisiana State University
PROGRAM DEVELOPMENT Enhancing the Sports Administration Program at Grambling State University ..............................................12
Brian Harris, Christina Gipson, Willie Daniel, and Obadiah Simmons, Jr., Grambling State University
LET’S MOVE! ACTIVE SCHOOLS Why Should I Join, Let‘s Move! Active Schools? ..........................................................................................14
JiJi Jonas
ANNOUNCEMENTS Calcasieu Recognized for CrossFit Commitment ............................................................................................14
AAHPERD is Now SHAPE America ..............................................................................................................15
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LAHPERD JOURNAL | SPRING 2014 | 1
IN MEMORIAM
DR. VIOLET DAVION SHAVER
Dr. Violet Davion Shaver passed away on
November 9, 2013, in Lake Charles, Louisiana, at
the age of 94. A member of a pioneer family of
Oakdale in Allen Parish, Dr. Shaver taught health
and physical education in public schools and served
as professor at Northwestern State University in
Natchitoches. She had been a resident of Lake
Charles since 1986.
Dr. Shaver held offices at the state, southern
district, and national levels in professional
organizations related to the fields of both health
education and physical education. She served
throughout the state as a speaker and director of
workshops and seminars and had contributed
extensively to the Louisiana Department of
Education in areas of curriculum construction and
program development. Dr. Shaver was a recipient of
the Honor Award from LAHPERD in recognition of
meritorious service. An honorary life membership
was bestowed upon Dr. Shaver by Presbyterian
Women of First Presbyterian Church, Lake Charles,
LA.
Recently, Dr. Shaver received awards from the
National Association of Sport and Physical
Education and from the Southern District of the
American Association of Health, Physical
Education, Recreation, and Dance. Her biography
appeared in two professional publications of
outstanding educators. Her membership in other
professional organizations and leadership positions
include:
Kappa Delta Pi (the national professional
education honor society)
American Lung Association of Louisiana
Mental Health Association
Calcasieu Parish Forum
Lake Charles Enterprise Club
Louisiana Retired Teachers' Association
The National Retired Teachers Division of
AARP
Northwestern State University of Louisiana
Alumni Association
University of Arkansas Alumni Association
Dr. Shaver was an elder at First Presbyterian
Church, in Lake Charles and had a lifetime
background of participation and leadership in
church related activities.
Survivors are a niece, Frances B. Hoffpauir of
Splendora, TX, a nephew, James E. Babin of Lake
Charles, and three great nephews, Christopher,
Kurt, and Kevin Hoffpauir, four great, great
nephews, and two great, great nieces.
AWARDS
DANCE EDUCATION TEACHER OF THE YEAR
Bonnie Richardson
Bonnie Baker Richardson has her bachelor,
master and + 30 credentials in kinesiology from
Louisiana State University. While there, Bonnie
was a Golden Girl and participated in the Dance
Theater and student musicals. Bonnie had her own
dance studio, was the choreographer for the
Crowley High School Dance Team, and was a
member of Dance Masters of America.
Bonnie has been teaching for 30 years.
She taught dance at McKinley Middle School,
Broadmoor Middle School, and Episcopal High
School of Baton Rouge.
Bonnie includes dance movement in all of her
classes. She creates different dances to keep the
students interested. She teaches the different aspects
of dance such as movement exploration, creative
movement, and folk dances from different
countries. Since her school is a foreign language
academic immersion school with concentrations in
French and Spanish, she finds as many dances as
possible from those regions that will spark interest
in the students. Bonnie assists the teachers at BR
FLAIM with student dances for the school‘s
International Festival. She has helped to
choreograph dances for other school occasions such
as the Christmas program and the Brotherhood
/Sisterhood program.
Bonnie was the Teacher of the Year in 2003 at
Buchannan Elementary and LAHPERD Elementary
Teacher of the Year in 2003. Bonnie was a
LAHPERD JOURNAL | SPRING 2014 | 2
LAHPERD Service Award winner in 2005 and
received her National Board Certification in 2005.
Bonnie has served on the American Heart
Association Advocacy BOD. She has been the
LAHPERD vice president of the Dance Division
(2000, 2013), LAHPERD vice president of the
Recreation Division and has served on the Visibility
Committee. She has been a SAGE PE
Specialist, been involved with Legislative Fitness
Day and has been a presenter at LAHPERD
conventions. She has served as Southern District
AAHPERD Physical Education Secondary Chair
and on the Southern District AAHPERD Legislative
Action Committee. She was involved with the
planning and helped with registration and
information at the 2004 AAHPERD convention in
New Orleans.
ELEMENTARY SCHOOL PHYSICAL
EDUCATION TEACHER OF THE YEAR
Carrie Chandler
Carrie Chandler is in her eighth year at the
Louisiana State University Laboratory School. After
receiving her B.A. from Michigan State University,
Carrie earned an M.A. from The University of
Illinois, and an alternative teacher education
certificate in kinesiology from Louisiana State
University.
Carrie began her teaching career at Sacred Heart
of Jesus in Baton Rouge as a physical education
instructor, teaching students from pre-kindergarten
through eighth grade. She currently is a health and
physical education instructor for kindergarten
through fifth grade.
Carrie has helped the University Laboratory
School raise over $200,000 for the American Heart
Association through Jump Rope For Heart and has
been actively involved with Juvenile
Diabetes Research Foundation. Carrie has been an
active member of the Louisiana Association for
Health, Physical Education, Recreation, and Dance
since she first began teaching in 1997.
Carrie is currently a volunteer coach for Girls
On The Run, a program designed to teach girls
lifetime skills through dynamic, conversations-
based lessons and running games.
ELLEN GILLENTINE ADAPTED PHYSICAL
EDUCATION TEACHER OF THE YEAR
Debra Toney
Debra Toney has been a dedicated educator for
over 38 years. She received a Bachelor of Science
degree in 1972 from Northwestern State University.
In 1978, she earned a M.Ed. from Southeastern
Louisiana University. Debra continued her
education earning a +30 and obtaining her
certification in adapted physical education.
Debra started her teaching career in the East
Baton Rouge Parish school system teaching
physical education at the middle school level for 10
years. During these years, she coached girls‘ sports,
was a cheerleader and pep squad sponsor and was
elected to serve as the middle school representative
for the East Baton Rouge Parish Association of
Health, Physical Education, Recreation, and Dance.
In 1984, Debra began teaching adapted physical
education and coaching Special Olympic athletes.
Four years later she became the adapted physical
education instructional support specialist and
remained in this position until she retired with 33
years in the field of education. After three years of
retirement, Debra returned to what she loved best—
teaching. From this time and to the present, she
teaches adapted physical education and coaches
Special Olympians in the Zachary community
school district.
Throughout her career in adapted physical
education, Debra served as a team member to revise
the Competency Test for Adapted Physical
Education (CTAPE); conducted in-service and
workshops on the local, parish and state levels;
presented at the LAHPERD convention; developed
a variety of instruments used for accountability and
evaluations; introduced the use of technology as a
means of documentation and was awarded a three-
year grant from the Louisiana State Department of
Education.
Debra‘s name has been used synonymously with
―Special Olympics‘‘ because of her commitment
LAHPERD JOURNAL | SPRING 2014 | 3
and involvement as a coach at the local, state and
international levels. She has held the position of
Parish and Area Director and has served as an event
director for several sport events. In addition, Debra
was nominated for the Special Olympics Volunteer
of the Year Award.
Debra is a member of her professional
associations LAHPERD and AAHPERD. She also
is involved with her community by serving as a
volunteer with Volunteers In Mission, her church‘s
Vacation Bible School program and with Habitat
for Humanity. Debra is dedicated to serving the
needs of her students, mentoring her fellow
teachers, and giving of herself untiringly. She is an
educator who showcases the philosophy that the
passion and joy of working with students is a
―calling‖ and not just a job.
HEALTH EDUCATOR OF THE YEAR—
COLLEGE/UNIVERSITY
Rhonda Boyd
Rhonda Boyd received her B.S. in business
administration from Louisiana Tech
University; she later earned her M.Ed. in health and
exercise science and a post-baccalaureate
certification in gerontology from the University of
Louisiana at Monroe. She is currently an instructor
and adult fitness program director in the
Department of Kinesiology at Louisiana Tech
University.
Prior to becoming adult fitness program director
she was a middle school health educator in Lincoln
and Union parishes for Project Northland. Project
Northland is an underage alcohol prevention
program administered by the through a federal grant
awarded to the Louisiana Department of Health and
Hospitals. She has served as co-principal
investigator for these grants for the last eight years.
Rhonda is a member of LAHPERD and
AAHPERD. She has made numerous presentations
at the state and national levels. She is also actively
sought as a speaker throughout the community from
many civic and church organizations including the
annual Lincoln Parish Sheriff‘s Senior Adult Expo.
She also does many fatal vision goggles
presentations for various groups at Louisiana Tech
including many sections of freshman university
seminar classes.
Rhonda encourages hands-on learning and
service learning for her students. Students can be
seen wearing pregnancy empathy bellies, using fatal
vision goggles or volunteering to set up the annual
lives lost to alcohol display in Lincoln parish in her
personal and community Health classes. Students in
her Health Aspects of Aging class can be seen
doing sensitivity training, volunteering at local
assisted living and nursing facilities, participating in
the adult fitness program or planning and
implementing Winter Games for members of the
program. She believes that much learning takes
place outside the classroom where students are
actively involved in the learning process. She is not
afraid to tackle sensitive topics such as STDs,
contraception, abortion, drugs and alcohol. She
believes that students need to be exposed to as
much correct information as possible so that they
can make informed decisions.
Rhonda has received numerous teaching, service
and advising awards including two of Louisiana
Tech University‘s most prestigious awards, the F.
Jay Taylor Undergraduate Teaching Award in 2010
and the Virgil Orr Junior Faculty Award this year.
HEALTH EDUCATOR OF THE YEAR—
PUBLIC HEALTH
Darrius Hughes
Darrius graduated from Hammond High School
in 1995. She later earned a B.A. in Spanish with a
minor in health promotion and a master‘s degree in
health studies from Southeastern Louisiana
University. She is certified through the National
Commission for Health Education Credentialing,
Inc., as a Certified Health Education Specialist and
obtained a First Aid/C.P.R. instructor certification
through the American Red Cross. She also served as
a HIV/AIDS trainer for the Louisiana Department
of Education.
She wishes to leave an everlasting impact
helping others make wise health choices. Darrius
currently works as a social service counselor at the
LAHPERD JOURNAL | SPRING 2014 | 4
Jetson Center for Youth. Darrius has devoted time
to community service for the American Cancer
Society; providing continuous support to Face-to-
Face Enrichment Center in efforts to support
tobacco free life styles, as well as promote
HIV/AIDS Awareness; and made presentations at
her church and for the community. She has
implemented numerous programs at the Carville Job
Corps, and in October 2011 was named the
Employee of the Month.
She holds multiple annual events such as drug
free socials, Kick Butts Day, Great American
Smoke-out, Red Ribbon Week, and Above the
Influence Day. I utilize all community resources to
attend these events as well. Ms. Hughes has
established partnerships with several local, state and
federal agencies including Troop A of the La State
Trooper Association, Ascension Counseling, Mary
Bird Perkins, Face-to-Face Enrichment Center,
American Cancer Society, Drug Enforcement
Agency (DEA), the Office of the Attorney General,
Cenikor Foundation, American Heart Association,
and Sister‘s Network.
MINI-GRANT
Gail Tyler
“Planning and Implementing a School Health Fair”
The purpose of this project is to inform students
on how to be safe and healthy. They will be able to
demonstrate the ability to access information and
products and services to enhance health. This
project will be put on by the students with the help
of the teacher. This project will be implemented by
first having the students research the teacher-
approved health topics and then by making a five-
minute presentation to the class. The ‗School Health
Fair‘ project will feature a number of different
booths representing students and health care
specialists. This interactive project will inform
students on a number of different health issues
ranging from taking blood pressure, demonstrating
CPR, calculation of BMI, eye care, work-out plans
to the dangers of smoking, drinking and driving,
texting and driving and much more.
The organization and implementation of this
project by the students enrolled in Health classes
will benefit all students and staff at Airline High
School. As a 2013 LAHPERD Mini Grant recipient,
Gail Tyler will present findings from her School
Health Fair project at the 2014 LAHPERD
Convention.
Eliska Joseph
“Fitness Gram Training Boot Camp”
The purpose of this project is to engage students
in the ―Fitness Gram Boot Camp‖ with instruction
that meets the needs of all students. Additionally,
this will help students to incorporate technology to
gain hands-on experiences in learning and applying
healthy eating concepts. Students are expected to
monitor their progress throughout the year,
maximize their Fitness Gram test scores, and
improve overall physical, emotional and social
well-being.
The need for this project is evident; childhood
obesity has both immediate and long-term effects
on health and wellbeing of students. Students are
not being taught about the devastating consequences
of obesity. Health physical education professionals
should serve as advocates for students by teaching
healthy lifestyle habits, i.e., healthy eating and
physical activity.
This project will enable all students enrolled in
health and physical education in grades K-8th to
take part in the Fitness Gram Boot Camp and utilize
the equipment and technology funded through this
grant with age-appropriate lessons and activities. As
a 2013 LAHPERD Mini Grant recipient, Ms.
Joseph will present findings from her Fitness Gram
Boot Camp project at the 2014 LAHPERD
Convention.
See photos from
the awards’ banquet.
LAHPERD JOURNAL | SPRING 2014 | 5
PRESIDENTIAL AWARD
Josephine Charles
Josephine ―Jo‖ Charles is a native of Gloster,
MS. Ms. Charles received her bachelor‘ s degree
from Southern University in Baton Rouge
Louisiana, with a concentration in health, physical
education, recreation and dance. She received he
master‘s degree in occupations counseling and
gerontology. She has been teaching dance for over
40 years at the University of Louisiana at Lafayette
and surrounding areas. She currently instructs dance
and supervises Physical Education Student
Teachers.
Ms. Charles is the recipient of various awards in
dance, fitness and physical education, including:
The Woman of Excellence Award for the City of
Lafayette, LAPHERD‘s Minority Award, and the
Louisiana Dance Instructor of the Year. In 2013 she
was also awarded ―A Tribute To Excellence
award‖, from the National Association Of
University Women.
Ms. Jo has pioneered many different dance and
fitness programs around the Lafayette that have
targeted a diverse population of children, and
adults. These programs include: Tiny Tots School
of Dance, The Diabetic Walking Program, Step
Aerobics, Sittercise, and Zydeco Dance. She has
also trained numerous dance and fitness instructors
in the Acadiana Area.
She is a consultant for many different pageants,
balls, dance teams a teacher in-service workshops.
Ms. Jo is a mother, a grandmother, mentor and role
model to many young women in the Acadiana area.
Ms. Jo believes, ―If you can walk, you can dance, so
move it of lose it!‖
Susan Gremillion
Susan Castle Gremillion received her A.A. from
Hiwassee College in Madisonville, TN, in 1990, her
B.G.S. from Louisiana State University in 1995, her
adapted physical education certification at
Southeastern Louisiana University, and a master‘s
degree in deaf education from the University of
New Orleans.
―Coach G‖ is in her 17th year of teaching and
coaching and shows no sign of slowing down any
time soon. Her coaching experience has been in
volleyball, power-lifting, softball, basketball, and
football. Currently, she is teaching physical
education and adapted physical education at the
Louisiana School for the Deaf to pre-k through 5th
grade, and is an assistant girls‘ basketball coach at
Louisiana State University Laboratory School.
In her spare time, she umpires high school
softball, judges power lifting, and coaches AAU
Girls‘ basketball. She fulfills a desire to contribute
to her community by volunteering at the Cajun
Classic Wheelchair Tennis Tournament and by
helping organize a ―team‖ to participate in the
Susan G. Komen Race for the Cure. However, it is
through the Capitol Area Special Olympics that
Coach G takes great pride in bringing her favorite
athletes annually to compete in bowling and track
and field events in the capital area.
As a teacher, Coach G uses respect, fairness,
and a competitive spirit to bring 100% of herself to
the classroom and practice field. She tries to
challenge her students and athletes to give 100%
back. She is a proponent of giving the best of what
you have to give right now. Also, Susan teaches
acceptance and appreciation of diversity through
each attempt by everyone.
As a LAHPERD member, Susan served as vice
president for the physical education and general
divisions, a member of the Ad Hoc Technology
Committee, Co-Convention Manager, and
Convention Manager. In 2011, Coach G received
the LAHPERD Ellen Gillentine Adapted Physical
Education Teacher of the Year Award.
Susan is married to Darren Gremillion. When
they are not teaching and coaching together, they
enjoy attending Louisiana State University sporting
events, traveling and spending time with family,
friends, and their three four-legged
―children‖ (Ribbi age 13, Pigskin age 12, and
Tippie age 11).
LAHPERD JOURNAL | SPRING 2014 | 6
SERVICE AWARD
Myra Broussard
Myra Broussard has enjoyed her tenure as an
educator for 25 years. She taught secondary
mathematics at St. John School, Plaquemine High
School, St. Amant High School, and the Louisiana
State University Laboratory School. After teaching
secondary mathematics at the Lab School from
2000 through 2006, she took on a leadership
position over the Lab School‘s elementary grade
levels.
In her role as principal/elementary focus she has
supported and endorsed programs which promote
fitness and fund raising activities which promote
health awareness and research such as
Jump Rope for Heart, Girls on the Run, Let Me
Run, Juvenile Diabetes Research Foundation,
Walk to Cure, Director of Physical Activity, Safe
Routes to School, and a school Bike Rodeo.
For elementary faculty, she provides ongoing
opportunities for collaborative efforts between Lab
School physical education teachers and Lab School
faculty and other educators locally, nationally, and
internationally; annual professional development for
physical education teachers, and director of physical
activity certification opportunities.
RESEARCH ABSTRACTS
BARRIERS AND CHALLENGES: ENHANCING
THE INTERNATIONAL STUDENTS’ LEARNING
EXPERIENCE
Michael Moulton
Northwestern State University
Objective
International student enrollment in 2011 has
been reported to be at an all-time high of 720,000
students in the United States. With Northwestern
State University (NSU) taking on a global
perspective, the Department of Health and Human
Performance has experienced an increase of
international student enrollment with 6 percent of
the entering graduate students and a growing
number of undergraduate students coming from
foreign countries. Prior research has demonstrated
that International students experience barriers as
they transition into United States universities.
Therefore, the purpose of this research is the
identify barriers and challenges international
students have while attending NSU.
Methods
A total of ten (10) international students were
interviewed. Three undergraduate students and 7
graduate students were asked about academic and
environmental challenges they face as international
students. Five questions were cued to the subjects to
facilitate a discussion.
Results
The results indicated that the challenges for
undergraduate international students were distinctly
different than the challenges faced by graduate
students. Undergraduate students reported
language/communication, fitting into a group and
writing English as the biggest challenges they faced.
Graduate students believed their challenges were
the lack of direction they received in the process of
obtaining the documents to get into the country,
money, research and loneliness being away from
their families.
Conclusion
Upon completion of interviews the following
general themes appeared to emerge as common
issues for international students at NSU: (1)
Students consistently reported a positive experience
at NSU; (2) Students considered
talking/reporting/reading/discussing in class as a
major challenge; and (3) A general consensus by the
international students was the need to connect with
other students.
LAHPERD JOURNAL | SPRING 2014 | 7
TRACKING QUALITY ASSURANCE IN
DISTANCE EDUCATION
Susan Lyman and Lisa LeBlanc
University of Louisiana at Lafayette
Objective
The present study assesses the implementation
of the Quality Matters (QM) peer-review process.
The purpose of this process is to certify that online
(OL) and hybrid (HY) course designs at the
University of Louisiana at Lafayette meet national
standards of quality and to assure students enrolled
in OL and HY courses receive a quality education.
Methods
To obtain an approval as a QM course, the
course is designed to earn at least 81 of 95 possible
points and meet all 21 essential standards. A review
team is established and includes the Instructor
(course designer), faculty member of the
department, and a faculty member from within the
University. One of the staff members in the
University‘s Office of Distance Learning serves as
the review team chair. The Kinesiology Distance
Learning Coordinator, Health Promotion and
Wellness Coordinator, or Director of the School of
Kinesiology serves as the department head on the
review team. The categories within QM that are
assessed include: course overview and introduction,
learning objectives (competencies), assessment and
measurement, instructional materials, learner
interaction and engagement, course technology,
learner support, and accessibility.
Results
Data indicates that as of summer 2013, forty
four (44) courses are QM certified in the University
of Louisiana at Lafayette. This fall 2013 semester
there are seven (7) courses in the School of
Kinesiology that are going through the QM process.
Conclusion
It is estimated that all the health courses in the
Health Promotion and Wellness (HPW) curriculum,
an online program, will have earned QM
certification. The presenters will additionally
include information on the Model Course Facilitator
process that is used in the program
USING PROJECT-BASED LEARNING AMONG
HIGH SCHOOL AND COLLEGE STUDENTS TO
PROMOTE TECHNOLOGY INTEGRATION IN
PHYSICAL EDUCATION SETTINGS
YuChun Chen, Tammy Schilling,
and Tiffany Bowers
Louisiana Tech University
Objective
This project utilized project-based learning with
high school and college students to develop and test
ideas for technology integration in physical
education (PE) settings. Specific objectives
included to: 1) investigate prior experiences and
perceptions of technology integration in health and
PE; 2) determine the success and challenges
associated with project-based learning as a tool for
developing methods for technology integration; and
3) submit and present effective products or
processes for technology integration at the 2013
LAHPERD conference.
Methods
Nine New Tech high school students chose to
participate in this project and 15 college students
enrolled in a kinesiology majors fitness class
participated as part of a required field experience.
Six integrated teams of four students were formed.
The project was conducted in five phases: 1) project
introduction and generation of ideas; 2) selection of
ideas, team assignments, and action plan
development; 3) project implementation and
reflection; 4) product assessment and revision; and
5) dissemination.
Results
Every college student had used technology in
HPE classes. Some examples included watching
anatomy and exercise videos and utilization of
pedometers and heart rate monitors. The high
school students either had no experience in this area
or limited experience including the use of STEM
and ultrasound in their health classes. Twelve out of
17 team members that responded would be involved
in a similar project although scheduling and
communication were challenging for some teams.
From the faculty members‘ perspectives, it was
evident that the college students struggled more
LAHPERD JOURNAL | SPRING 2014 | 8
with project-based learning due to limited
experience with this curriculum model. Finally, two
teams submitted technology integration proposals
which were accepted for presentation at the 2013
LAHPERD conference.
Conclusion
Project-based learning with integrated teams of
high school and college students has great potential
for developing innovative and effective ideas for
technology integration in secondary schools.
However, more experience and training in project-
based learning is necessary to maximize success.
Having the teams develop and pilot their products
contributed to the learning experience and final
product development.
Research Chair Russell Carson would like to
acknowledge the 2013 Research Poster Review
Board for their thoughtful and timely reviews: Ann
Pulling, Louisiana State University; Dylan
Williams, Louisiana State University; and Melissa
Wolak, Louisiana State University.
REFEREED PAPER
HEART RATE AND METABOLIC RESPONSES TO
CONTINUOUS HULA HOOPING
Cay Evans, Jesse DeMello, Ronald Byrd, Laurel
Richie, Constance Ramsburg, and Aaron Cunanan
Louisiana State University at Shreveport
Abstract
Hula hooping has evolved in the last decade
from a recreational and cultural activity to one that
is touted for its fitness benefits. The purpose of this
study was to look at the validity of some such
claims. Twenty-five female subjects participated in
25 minutes of continuous hula hooping as heart rate
(HR) and metabolic data were collected on a
minute-by-minute basis using Polar HR Monitors
and a Cosmed K4b2 portable metabolic analyzer. It
was found that both HR and oxygen consumption
were slightly lower than reported in a previous
similar study but were within general guidelines for
eliciting a cardiovascular benefit and having the
potential to contribute to weight control. The fact
that heavier subjects were characterized by higher
heart rates and more elevated metabolic rates could
be used as a motivational tool in fitness and weight
control programs.
Introduction
The hula hoop was first produced in 1957 and
became an instant recreational craze, with millions
selling within the first year (History, 2013). Over
the decades the popularity of hula hooping has
waned but in recent years there has been resurgence
in the activity of hula hooping. Hoop classes are
now available at fitness centers; there are hoop
camps and retreats; instructors are becoming
certified in teaching hula hooping, and an
international following has developed.
Recently, vendors and promoters of hooping
have been exuberant in their claims for health and
fitness benefits. Some examples include a claim that
hooping can burn 100 calories per 10 minutes
(Hagen, 2012), that you can trim your waist up to 2
inches a month (Sports-Hoop, 2012), that hooping
burns 400-600 Calories per hour (Hoopnotica,
2012), and that a hooper lost 150 pounds
(Hoopnotica, 2012). Also, claims of increased
flexibility and strength can be found (Hoopnotica,
2012).
Limited research has been conducted on the
activity of hula hooping. In an attempt to look at the
fitness potential of hooping, Moris (1999) found in
fourth graders a mean heart rate (HR) of 97 beats
per minute (bpm) in 29 males and females taking
part in 15-25 minutes of hooping instruction and
practice. This is a low level of activity and not in
any way indicative of the physiological cost of
continuous hooping. There was some skill practice
each day requiring students to learn how to twirl the
hoop around wrists, neck, and waist and then games
ensued, one of which required students to sit
following loss of control while those not erring
continued. Another involved use of hoops as simple
bases for a movement game. In summary, the HR
responses could well be attributed to physical
education activities that involved use of hoops
rather than to hooping.
This was in contrast to Porcari, Holthusen,
Doberstein, and Foster (2011) who reported a mean
HR of 151 bpm in females 16-59 years of age
LAHPERD JOURNAL | SPRING 2014 | 9
during 30 minutes of continuous hooping that
elicited an oxygen cost of 20.6 ± 3.31 ml/kg/min.
This was 84% of estimated HR maximum, certainly
intense enough to constitute a cardiovascular
training effect. Worley, Rogers, and Kraemer
(2011) reported that young women worked at 39%
of their aerobic capacity during participation at the
intermediate level in the Wii FitTM
Hula game, but
did not report HR values.
The purpose of our study was twofold: (1) to
add to the body of knowledge regarding the HR and
energy cost of hooping, and (2) to examine body
weight and body mass index (BMI) on these
responses.
Methods
Subjects were 25 female volunteers ranging in
age from 19 to 63, similar in makeup to subjects in
the study by Porcari et al. (2011) (see Table 1).
They were eclectic in skill and experience with
hooping as well. Each subject signed an informed
consent that had been approved, as was the project,
by the Institutional Review Board of Louisiana
State University in Shreveport.
A standard sized adult beginning basic hoop
was used by all subjects. The diameter of the hoop
was 41 inches. The hoop routine was from the
Hooked on Hooping DVD by Mary Pulak, founder
of Hooked on Hooping. The routine was a basic 25
minute continuous hooping routine. The routine
involved continuous hooping around the waist with
various arm movements that worked the upper
body. Also the routine involved taking short steps
forward, back and side to side while waist hooping.
All subjects were
required to
complete the
hoop routine at
least twice prior
to data collection
in order to
familiarize them
with the task and
to ensure that
they were skilled
enough to
participate. There
was no stopping
or resting during
the 25 minute routine. If a subject‘s hoop fell during
testing, she was told to simply pick up the hoop and
continue with the routine.
The testing was conducted in the physiology
lab. An area had been cleared so to allow ample
room for hula hooping for one person at a time
which is a minimum of 8 feet radius from the
hooper (Hoopnotica Hoopdance DVD Level 1,
2010). The television/DVD player were positioned
in front of the subject during the testing, and
subjects were tested individually. Prior to the
testing, an experienced hooper served as test subject
to determine if the portable gas analyzer would get
in the way of the hooper during testing and no
problems were noted.
With subjects relaxed and in a seated
position resting HR was measured and recorded
each minute until the HR reached a steady-state (10-
16 minutes). During the 25-minute hooping task,
HR was recorded each minute through use of Polar
HR Monitors. Metabolic data were collected every
minute using a Cosmed K4b2 portable metabolic
analyzer. Means for both HR and metabolic data
were calculated from the minute-by-minute
measurements.
Statistical analysis was through use of SAS
software. Besides the descriptive statistics, t-tests
regarding HR and oxygen cost (ml/min) were
calculated for the highest 10 BMI against the lowest
10 BMI values.
Results
Height, weight, and calculated BMI are reported
in Table 1. Heart rates at rest and during the
hooping exercise
are shown in
Table 2. Although
it was attempted
to obtain resting
HR under near
basal conditions,
it is expected that
at least in some
subjects a degree
of anticipation
was operant. The
mean HR values
during exercise
and at peak
Table 1
Subject Biometric Data, Means, and Standard Deviations with
Comparison Group Information
n Age Height Weight BMI
(years) (cm) (kg)
Present study 25 36+15 166+5 67+12 24+5
Worley et al. 8 23+2 170+7 71+11. 24.6 *
Porcari et al. 16 16-59** 68***
_______________________________________________________
* Calculated from means reported for height and weight
**Mean was not reported; range only
***Extrapolated from data presented
LAHPERD JOURNAL | SPRING 2014 | 10
indicate a wide range of relative cardiovascular
stress as would be expected in a heterogeneous
subject pool.
Oxygen consumption values during rest and
exercise can be viewed in Table 3. The patterns are
similar to those seen in the HR results as one would
expect, with a
wide range of
values under
exercise stress.
Discussion
Porcari et al.
(2011) reported a
mean HR of 151
bpm during 30
minutes of
hooping in
subjects with a
range of ages
from 16 to 59.
This study found,
with a
remarkably
similar age range
(19-63), the mean
HR during a 25-
minute bout of hooping to be 134 bpm. Applying
the data to the Karvonen, Kentala, and Mustala
(1957) HR reserve method, this mean HR was
found to be just six bpm below the low end which
would be prescribed for a target HR range. This is
certainly within measurement error, indicating that
the intensity of hooping in the present study, even
though less than that reported by Porcari et al.
(2011), was probably sufficient to confer some
cardiovascular benefit, given appropriate duration
and frequency.
As was true with HR, with respect to oxygen
cost our data are similar to but somewhat lower than
values reported by Porcari et al. (2011). They
reported an energy expenditure of 20.6 ml.kg
-1.min
-1
(7 kcal.min
-1), while the corresponding value in the
present study was 15.2 (5.1 kcal.min
-1). Thus our
value for oxygen consumption relative to body
weight was 74% of that of Porcari et al. (2011) who
noted that hooping was approximately equivalent to
walking at 4-4.5 mph. Also the hooping was found
to be equivalent to 4.4 mph walking at level grade.
In both studies, for the age range of subjects
reported one would expect that hooping could
contribute to weight control and cardiovascular
fitness.
In contrast, the intermediate level of hooping in
the WiiFitTM
Hula game would seem to be
questionable in
terms of such
value. Worley,
Rogers, and
Kraemer (2011)
found that young
women worked at
39% of their
aerobic capacity
during this game,
lower than the
American College
of Sports
Medicine
standard for
threshold training
effect. That is not
to say that this
particular game
has no value.
Their claim of
equivalence of
3.5 mph walking and an expenditure of 4.7
kcal.min-
1 might indeed be lower than
recommendations and findings in the present study
and that of Porcari et al. (2011), but this hooping
game could be an important supplement to an
otherwise active lifestyle.
When the heaviest 10 subjects were compared
to the lightest 10 regarding energy cost of the
hooping, t-test revealed significant differences with
the heaviest requiring more oxygen, as you would
expect (see Table 4). This has important
motivational implications for out-of-shape and
overweight subjects taking part in conditioning
programs. Knowing that whatever physical activity
done, the heavier participants are burning more
calories might constitute a ―silver lining‖ to the
cloud of discomfort.
The same pattern is suggested when examining
the HR data, but group differences were not
significant. HR and oxygen consumption are
linearly related, so one might be surprised at the
Table 2
Means and Standard Deviations for Heart Rate Data
Means Standard Deviations
Resting bpm 81.00 11.68
Exercise bpm 134.33 23.21
Peak bpm 149.08 24.89
_______________________________________________________
_________________
Table 3
Means and Standard Deviations for Oxygen Consumption
Means Standard Deviations
Resting (ml.min
-1) 205.46 35.07
Exercise total (ml.min
-1) 1019.24 374.13
Exercise total (ml.kg
-1.min
-1) 15.21 0.16
_______________________________________________________
_________________
LAHPERD JOURNAL | SPRING 2014 | 11
significance in one and lack thereof in the other.
However, the more well-founded surprise might be
that there was significance in either in light of the
small sample sizes and thus lack of statistical
power.
Practical Significance
It is apparent that hula hooping is an activity
that can require enough HR and oxygen
consumption demand to elicit a cardiovascular
training effect
and to assist in
weight control.
This would be
true given
adequate duration
and frequency of
participation.
Additionally,
heavier subjects
would gain more
benefit from the
activity and this
fact could be
used to motivate
such individuals
who would take part in hula hooping as part of their
lifestyle commitment to healthy living.
References
Buskirk, E. R. (1961). Underwater weighing of
body density: A review of procedures. In J.
Brozek & A. Henschel (Eds.), Techniques for
measuring body composition (pp. 90-106).
Washington D.C.: National Academy of
Sciences.
Hagen, P. (February 10, 2012). How Many Calories
Can I Burn Hula Hooping? Retrieved from
http://www.hooping.org
History of Hula Hooping. Retrieved from
http://www.hulahooping.com/history.html
Hoopnotica. (Advertising website). Retrieved from
http://www.hoopnotica.com/
Hoopnotica Hoopdance DVD, Level 1, 2010.
Karvonen, M. J., Kentala, E., & Mustala, O. (1957).
The effects of training on heart rate: A
longitudinal study. Annales Medicinae
Experimentalis et Biologiae Fenniae, 35, 307-
315.
Life Measurement Inc. (2005). Body composition
tracking system: Training manual. Concord,
CA: Life Measurement Inc.
Moris, W. D. (1999). A comparison of heart rates
among fourth grade students while jumping
rope and hula hooping using heart rate
monitors (Unpublished master‘s thesis).
University of Oregon, Eugene, OR.
Porcari, J. P., Holthusen, J., Doberstein, S., &
Foster, C. (2011). Relative exercise intensity
and caloric
expenditure of
hooping.
Medicine &
Science in Sports
& Exercise,
43(5), 479, 2011.
Sports-Hoop.
(Advertising
website).
Retrieved from
http://www.sports
-hoop.com
Worley, JR,
Rogers, SN, &
Kraemer, RR.
(2011). Metabolic responses to WiiFit™ video
games at different game levels. Journal of
Strength and Conditioning, 25(3), 689-693.
INVITED EDITORIAL
COACHING ETHICS
Roy Hill
Louisiana State University
Any written material (books) dealing with
coaching should have an area dealing with ethics.
Without ethical integrity of the highest level, all
coaching knowledge and the teaching of game
strategies become illicit. You cannot be dishonest
and be a good coach. The more you break the rules,
the more it becomes part of you and when you face a
difficult problem, your first reaction will be to cheat.
We know some coaches are dismissed because of
Table 4
Effect of Weight and %fat on Oxygen Consumption and Heart Rate
Groups Kg wt Oxygen Exercise HR t
(Means, SD) consumption bpm
(Means, SD)
Heaviest 10 78.6+11.7 kg 1219+401 143+29 3.48*
Lightest 10 56.8+2.8 kg 75+143 129+19 1.25**
*t-values for oxygen consumption, both significant at alpha = .05
**t-values for heart rate, neither significant at alpha = .05
LAHPERD JOURNAL | SPRING 2014 | 12
their won-loss record, however, just as many if not
more are fired because of ethical issues. Examples
include Jim Tressel, Bobby Petrino, George O‖leary,
Mike Price, Larry Eustachy, just to name a few.
Webster defines ethics as: 1) Dealing with what
is good and bad; 2) A set of moral principles or
values; 3) Conforming to accepted professional
standards of conduct. This last definition is the most
troubling to coaches because of different
perspectives on ―professional standards of conduct‖.
What is considered professional standards to one
coach might be considered unethical to another.
We know as educators and coaches that we have
the opportunity to teach the values of sports, e.g.,
how to compete, how to win and lose with class,
play by the rules, play as a team, good
sportsmanship, etc. We can look to our professional
organizations for guidance on these issues. The
National Association for Physical Education and
Sport (2014) addresses ethics in one of their eight
domains in the list of coaching standards and
benchmarks:
Standard 1: Develop and Implement an Athlete-
Centered Coaching Philosophy
A well- developed coaching philosophy
provides expectations for behaviors that reflect
priorities and values of the coach. An appropriate
coaching perspective focuses on maximizing the
positive benefits of sport participation for each
athlete.
Benchmarks
Identify and communicate reasons for entering
the coaching profession
Develop an athlete-centered coaching philosophy
that aligns with the organizational mission and
goals
Communicate the athlete-centered coaching
philosophy in verbal and written form to athletes,
parents/guardians, and program staff
Welcome all eligible athletes and implement
strategies that encourage the participation of
disadvantaged and disabled athletes
Manage athlete behavior consistent with an
athlete-centered coaching philosophy
Reference
National Association for Physical Education and
Sport (2014). Coaching Standards and
Benchmarks. Retrieved from
http://www.aahperd.org/naspe/standards/nationa
lstandards/coachingstandard
Other Recommended Sources
International Association of Coaching (2013)
Code of ethics.
http://www.certifiedcoach.org/index.php/about_
iac/iac_code_of_ethics/
International Federation of Coaching (2014)
Ethics and regulation.
http://www.coachfederation.org/about/ethics.asp
x?ItemNumber=850&navItemNumber=621
National Federation of State High School
Associations (2011) Coaches‘ Code of Ethics.
http://www.nfhs.org/content.aspx?id=2825
PROGRAM DEVELOPMENT
ENHANCING THE SPORTS ADMINISTRATION
PROGRAM AT GRAMBLING STATE
UNIVERSITY
Brian Harris, Christina Gipson, Willie Daniel, and
Obadiah Simmons, Jr.
Grambling State University
The Sports Administration (SPA) program in
the Department of Kinesiology, Sport, and Leisure
Studies at Grambling State University (GSU)
continues to enhance students with the knowledge,
experiences, and opportunities to be successful in
the sport industry. Due to the growth of technology,
and the sport industry in general, the GSU program
is challenged with the task of producing competitive
professionals for the industry. GSU is the first
historically black college or university to have a
SPA program at the graduate level (Harris, Shivers,
& Deuster, 2011). According to the North American
Society for Sport Management (2014), Grambling
students are competing with graduates from 207
other graduate level sport business programs in the
United States. Many of these programs have more
LAHPERD JOURNAL | SPRING 2014 | 13
resources and/or are situated in more sport-friendly
locations, i.e. easy access to universities in all three
collegiate sport divisions, professional sports,
recreational sports, and non-profit organizations.
To counter this situation, the SPA program at
Grambling is building on the experiences and
exposures to the industry through available
collaborations, i.e. students working with marketing
and management for the Independence Bowl and
taking tours and meeting with the general manager
of sport and entertainment at Century Link Center
in Bossier City. Between 2012-2014, the SPA
program included:
Two Professional Development Summits:
Featured three members of the Memphis
Grizzlies front office staff (one graduate of the
SPA program), one Washington Nationals front
office staff (graduate of the SPA program),
athletic directors and other collegiate
administers from LA Tech, Paine College,
Texas A & M, and Grambling State University,
an account executive from Octagon (graduate of
the SPA program), a Canadian sport agent,
NASCAR Owner of Xxxtreme Motorsport, the
vice president from The Aspire Group, and the
general manager of Century Link Center Bossier
City, a manager of Shreveport Parks and
Recreational, and a manager of New Orleans
Convention Company, Inc who specifically
works with the Bayou Classic (graduate of the
SPA program).
Invited guest lecturers for the SPA 518 Ethics
classes: Dr. Samaya Farooq Samie from
Birmingham, England who discussed Muslim
Women in Sport; Hall of Fame Coach Wilbert
Ellis who discussed Racism in Sport (from the
past to today); Philitia Charlton from Dayton,
Ohio who is a high school principal at an
alternative high school for students who have
struggled in traditional schools, discussed The
Expectations of Coaches and Athletes When
Academics and Sports Are Not Valued; and NFL
official and former player Chadwick Brown
who discussed Violence in Sport.
Service learning projects in the SPA 517
Marketing Class: In 2012, students wrote
marketing plans for a local Ruston shoe store
called Tri-Running. The marketing plans were
presented to the company and parts of two of
the plans were adopted by Tri-Running owners.
In addition, in 2013, the class developed and
maintained the marketing aspects on Twitter,
Facebook, and Instagram accounts for five local
sport organizations.
Market research for SPA 514 Research Class:
The students collected data on the reasons fans
did and did not attended men‘s and women‘s
basketball games during the 2012-2013 season.
Student presented their findings and suggestions
to the GSU athletic director, and this was well
received and some suggestions were even
implemented.
Academic research opportunities: Ten students
presented research at three academic
conferences: Southern Sport Management
Conference, North American Sport Sociology
Society Conference, and Louisiana Association
for Health, Physical Education, Recreation, and
Dance Convention.
Selected internships with: World Association of
Sport Management‘s Global Sports
Management Summit in Taiwan, Tampa Bay
Buccaneers, Memphis Grizzlies, Kansas City
Chiefs, International Council of Sport Science
and Physical Education in Germany, NCAA
NFL Coaches Academy, YMCA, and Boys and
Girls Club.
The aim of the SPA program is to remain
current with the other academic institutions and
expose the students to various situations, issues, and
people that will prepare them for their professional
careers. Students are given these opportunities, in
addition to their general coursework, to learn about
diverse settings and career roles. The thirty-nine
credit-hour SPA program is intensive and
demanding but can be rewarding if opportunities are
taken and challenges are met head on. The SPA
professors constantly work to give the students the
experiences, resources, and exposures that the other
207 programs are able to provide to their students.
References
Harris, G. L. A., Shivers, A., & Deuster, P. (2011).
Employing human performance optimization
initiatives from historically black colleges and
LAHPERD JOURNAL | SPRING 2014 | 14
universities: The case of the US military.
Journal of Military Studies, 2(1), 5-33.
North American Society for Sport Management
(2014). Sport Management Programs: United
States. Retrieved March 11, 2014, from
http://www.nassm.com/node/224/print
Other Suggested Resources
Hall, C., Jackson, E.N., Varytimidis, A., & Daniel,
W. (2006). African Americans in sport
management and their experiences in doctoral
sport management programs. Paper presented at
14th Congress of the European Association for
Sport Management (EASM). Retrieved March
11, 2014, from
http://easm.net/download/2006/99b9fa0045f169
95b6b6ed92fbc53994.pdf
Rodger, B. (2013). Grambling State hosting sports
leadership summit. Retrieved March 11, 2014,
from
http://www.knoe.com/story/23787514/gramblin
g-state-hosting-sports-leadership-summit
The Sports Administration Program -
Grambling State University. Retrieved March
11, 2014, from
http://www.gram.edu/academics/majors/graduat
e%20studies/docs/SPORT%20ADMINISTRAT
ION%20Brochure.pdf
LET’S MOVE! ACTIVE SCHOOLS
WHY SHOULD I JOIN, LET’S MOVE! ACTIVE
SCHOOLS?
JiJi Jonas
Do you remember when the best thing about
being a kid was recess - running around, playing
ball, chasing your friends?
Unfortunately, our children do not play enough
anymore. Only one in three kids is active every day.
Only 20% of school districts require recess.
Research shows that active kids do better in
school and in life. Physical activity not only helps
kids stay healthy, but it can lead to higher test
scores, improved attendance, and better behavior in
class.
You can make a difference by becoming an
Active School, one that includes physical activity
before, during and after school for at least 60
minutes a day. It is part of Let's Move! Active
Schools, a national collaboration with the First
Lady‘s Let’s Move! initiative.
As part of Southern District AAHPERD, we are
being asked to promote Let’s Move! Active Schools.
We only have 53 schools signed up in Louisiana at
the present time, but our goal is 100% participation.
Mississippi is the only state with fewer participants
than Louisiana.
Member schools receive the resources and tools
needed to improve physical education programs and
increase physical activity across the school. ―Brain
Breaks‖ for example are activities physical activity
can be promoted during non-physical education
class time. A number of grants are also available for
teachers at member schools. The program guides
you every step of the way to help you turn your
school into an Active School.
We may not
always be able to
get out and
exercise, but we can
set up a way for our
kids to play like we
used to play. Your
school is the best
place to start! Sign
up now and get
your students on the road to success.
You can learn more and register your school at
http://www.letsmoveschools.org.
ANNOUNCEMENTS
CALCASIEU RECOGNIZED FOR CROSSFIT
COMMITMENT
Last year, Calcasieu Parish
received a $300,000 ―Dare to
Be Heatlhy‖ grant from Blue
Cross/Blue Shield. Dr. Sabrah
Kingham, Principal at St. John
LAHPERD JOURNAL | SPRING 2014 | 15
Elementary School in Lake Charles, is conducting a
study relating after school CrossFit programs to the
effects in academics. She has agreed to present her
findings at the LAHPERD Convention in Baton
Rouge in November 2015.
The first year, Calcasieu Parish had
approximately 10 teachers and administrators
CrossFit certified in both Level I and CrossFit Kids.
Both St. John and Gillis Elementary School are
serving as the first pilot schools hosting after-school
CrossFit programs. Additional implementation and
training is planned for the future.
Since this grant was designed to target the
health of Calcasieu students, it also provided
funding for every teacher in Calcasieu parish to
right to use HealthTeacher.com. The site gives
teachers access to an excellent health curriculum.
Listed below are two interesting articles
associated with the grant, the implementation, and
studies about the benefits of CrossFit to academics.
Cooper, C. (2014, February). Found money. The
CrossFit Journal, 1-9. Retrieved from
http://library.crossfit.com/free/pdf/CFJ_01_201
4_Connection_Cooper3.pdf
DeAngelis, J. (2014, March 14). Crossfit [sic]
program helping kids make healthy choices.
HealthTeacher, Inc. Retrieved from
https://www.healthteacher.com/news/Article/21
21
AAHPERD IS NOW SHAPE AMERICA
From SHAPE America Web site
The vision of SHAPE America is "Healthy
People – Physically Educated and Physically
Active!" Headquartered in Reston, VA, 25 miles
west of Washington, DC, SHAPE America is the
largest organization of professionals involved in
physical education, physical activity, dance, school
health and sport--all specialties related to achieving
an active, healthy lifestyle. Its mission is to advance
professional practice and promote research related
to health and physical education, physical activity,
dance and sport by providing its members with a
comprehensive and coordinated array of resources,
support and programs to help practitioners improve
their skills to further the health and well-being of
the American public. Learn more about our history.
SHAPE America's mission is to advance
professional practice and promote research related
to health and physical education, physical activity,
dance, and sport.
Resources from SHAPE America
Advocacy
Professional Development
Retiree Network Committee
Student Membership
Visit SHAPE America for more resources.
Stay up-to-date with 2014
Convention details online at http://www.lahperd.org.
Many health and fitness specialists are researching complex issues such as: Childhood Obesity Cardiovascular Disease Adult Onset Diabetes, and more.
Graduates who work in the Kinesiology field find careers in: Personal or Athletic Training Sport, Fitness or Recreation Management Cardiac Rehabilitation Health and Physical Education (P.E. Teaching and Coaching) Physical Therapy (after completing Physical Therapy school)
Make the Move!
ulm.edu/kinesiology (318) 342-1306
M.S. in Exercise Science with concentrations in:
Clinical Exercise Physiology
Students will gain the professional skills to design, implement and supervise exercise programming for those with chronic diseases and/or physical conditions. Learn how to assess the results of outcomes related to exercise services. Professionals work in a variety of settings: hospitals, outpatient clinics, physician offices, university laboratories or hospital-based research facilities. A CAAHEP certified program.
Applied Exercise Science
This concentration has a significant science focus on anatomy, physiology, biochemistry, and biomechanics of human move-ment, and applications to exercise and therapeutic rehabilita-tion. Students learn to specialize in performance research, rehabilitative therapies, and related analytical methods and procedures in applied exercise and therapeutic rehabilitation.
Sport, Fitness, and Recreation Management
(Courses Available Online)
This concentration is designed to appeal to those who wish to work in the business of sport, fitness and recreation, but not as an instructor or coach. The careers available in the field of sport, fitness and recreation management are diverse and growing. Opportunities include program or facility directors, marketing and promotions, corporate sales, sporting goods, community programs, athletic directors and business manag-ers, and sport or recreation management. Combined with the worldwide growth and influence of sports on society, new opportunities continue to be created in a variety of settings.
Physical fitness, sports, and wellness may be a part of your
life, but they can also become your expertise and career.
Attain in-depth training in exercise science, physical edu-
cation, and the business of sport and fitness.
DEGREES IN KINESIOLOGY
UNIVERSITY OF LOUISIANA AT MONROE
CAREERS IN KINESIOLOGY
COLLEGE OF EDUCATION
DEPARTMENT OF KINESIOLOGY, SPORT AND LEISURE STUDIES (KSLS)
Mission. The Department of KSLS embraces the Mission of the College of Education
and Grambling State University. The Department‘s mission entails a commitment to
academic excellence, quality assurance and accreditation of degree programs, as well as
preparation of competent, skilled professionals in kinesiology and leisure studies at the
undergraduate level, and sports administration at the graduate level.
Philosophy. The Department of KSLS provides an environment that encourages,
supports and nurtures student learning in the classroom, external settings and entry to
professional arenas. The faculty are effective facilitators of learning who serve as role
models, advisors and mentors; challenging majors to be the best that they can be.
Undergraduate Programs B.S., Kinesiology degree with Concentrations in:
Pedagogy
Health Promotion
Sport Management
B. S., Leisure Studies degree with Concentrations in:
General Recreation
Therapeutic Recreation
Graduate Program M.S., Sports Administration (SPA)
For More Information Contact:
Dr. Willie Daniel, Department Head, KSLS, P.O. Box 4244; Dr. Obadiah Simmons, Jr. and Dr. Christina Gipson, SPA
100 Facility Drive, FCHAC; Grambling, LA 71245; Office: (318) 274-2294; Fax: (318) 274-6053; Webpage: www.gram.edu
A Constituent Member of the University of Louisiana System, Accredited by the Southern Association of Colleges and Schools An Equal Opportunity Employer and Educator, Facilities Accessible to the Disabled
COLLEGE OF NURSING & HEALTH SCIENCES
Undergraduate Programs
Athletic Training
Exercise Science
Fitness & Human Performance
Health & Physical Education
Health Education & Promotion
Sport Management
Graduate Program
Master of Arts in Health
& Kinesiology
Concentrations:
Exercise Science
Health Studies
Health Promotion &
Exercise Science
Kinesiology
Thesis & non-thesis options
Graduate assistantships are available providing a tuition waiver and stipend.
Contact Information Physical address: 400 Tennessee Ave. Hammond, LA 70402
Mailing address: SLU Box 10845 Hammond, LA 70402 Website: http://www.selu.edu/khs
Email address: [email protected] Phone: (985) 549-2129
Our department has state-of-the-art
facilities including exercise physiology,
motor behavior, and strength &
conditioning labs, a health resource
center, and aquatics center.
We have over 1,000
undergraduate & 40 graduate
students, as well as great
faculty who are active
researchers.
School of Kinesiology Offering degrees in:
Bachelor of Science: Health and Physical Education -Teaching Certification in:
Health and Physical Education
Adapted Physical Education
Bachelor of Science: Kinesiology -Non-teaching Concentrations available:
Exercise Science
Health Promotion & Wellness (online program)
Sports Management
Bachelor of Science: Athletic Training
Master of Science in Kinesiology -Concentrations in:
Exercise and Sport Science
Health Promotion, Recreation and Sport Management
For more information contact:
University of Louisiana at Lafayette
School of Kinesiology
225 Cajundome Blvd.
Lafayette, LA 70506
(337) 482-6615
http://kinesiology.louisiana.edu/
Have Fun…Teach Healthy Habits…Benefit Your CommunityStudents love the excitement of Jump Rope For Heart and Hoops For Heart events, and schools love knowing that students are learning healthy habits and community values. The benefi ts of physical activity, healthy eating, and staying away from tobacco are just a few topics that these educational programs cover, all while raising funds to fi ght heart disease and stroke. Students learn about heart health while learning to jump rope or play basketball, satisfying the National Association for Sport and Physical Education (NASPE) Standards of Physical Education.
Learn how your school can support cardiovascular research and save lives.Call 1-800-AHA-USA1 or visit americanheart.org.
06-3614 06/07
Call 1-800-AHA-USA1 or visit americanheart.org.
06-3614A 7.25x9.75 JRFH_HFH ad.i1 1 8/8/07 1:16:40 PM
GUIDELINES FOR SUBMITTING ARTICLES TO THE LAHPERD JOURNAL Electronic
Submissions Only (Revised Spring 2014)
The LAHPERD Journal is published twice a year, usually the fall and spring, by the Louisiana Association
for Health, Physical Education, Recreation and Dance. Articles should be emailed to the editor, Dr. Dan
Denson [email protected]. Articles should be submitted by January 15 to be considered for the April
issue and by August 15 for the October issue. Current LAHPERD members have priority for publication
space.
1. The Manuscript Manuscripts should follow the form and style of the current edition of Publications
Manual of the American Psychological Association and must be double-spaced, 12-point Times New
Roman font with standard margins. All of the authors‘ names, titles, and institutions should be
listed on the cover sheet. Prepare the manuscript in Microsoft Word format and attach author‘s
statement (see Author‘s Statement below). All correspondence should be addressed to the lead author
unless otherwise specified. Limit manuscripts to eight pages or about 2,500 words.
2. Tables and Illustrations All tables and figures must be titled. Tables may be embedded in the text at
the appropriate place or on separate pages. Use tables for reporting extensive statistical information.
Data in tables should not be duplicated or extensively discussed in the text. Artwork (graphics,
photos, etc.) should be of high resolution to ensure that pixilation or blur is avoided. Please attach
artwork as a separate file.
3. Author’s Statement The author(s) must provide a statement certifying that the article has not been
published or concurrently submitted for publication elsewhere. 4. Refereed Papers Only position papers and research manuscripts that meet submission criteria will be
considered for blind external review. Each paper will be submitted to three members of the LAHPERD Journal
editorial board. Papers are reviewed for content and clarity. Specifically, each paper will be gleaned for 1)
identification of the problem and purpose of the study, 2) description of methodology including statistical
procedures used, 3) reporting of findings, 4) consistency of conclusions and findings, and 5) quality and
appropriateness of references. Lead authors will be notified of the status of the manuscript. Papers may be
accepted as is, accepted with minor revisions, conditionally accepted pending revisions, or rejected. Only
papers that make a contribution to the profession will be accepted for publication.
5. Documentation References should be listed at the end of the article and should be arranged in alphabetical
order. Each reference cited in the article must be listed and only those cited should be included in the reference
page. Follow the form and style for citing and listing references in the current edition of the Publications
Manual of the American Psychological Association
6. Announcements Any announcements and last minute news items must be submitted electronically prior to
layout of the journal. Contributors are advised to use Microsoft Word, 12-point Times New Roman font format
for all attachments. Avoid first person sentence structure. Be sure to title attachment for inclusion in the
LAHPERD Journal.
7. Non-Refereed Papers Program development essays, teaching methods, and related papers are welcome.
Authors are encouraged to submit photographs, diagrams and tables as necessary with these papers. These
papers will be reviewed by the in-house editorial staff, which consists of the managing editor and the copy
editor. Some revisions may be necessary. The editorial staff reserves the right to edit these papers when
necessary to maximize available space.
8. Abstracts All completed abstracts accepted for presentation at the fall LAHPERD conference will be
published in the spring issue of the LAHPERD Journal. Incomplete abstracts will be returned to the
author(s) to be completed. Complete abstracts should contain: 1) problem statement, 2) purpose of
the study, 3) methods, 4) major findings, and 5) conclusions. Limit abstract to 500 words.
9. Advertisements The LAHPERD Journal has free available space for advertising of select university
programs*. All advertisements should be submitted as high resolution files (see #2. Tables and
Illustrations above). Professional product and service vendors are invited to advertise. Rates for
vendors are: $100 per issue for full page; $50 per issue for 1/2 page; and $25 per issue for 1/ 4 page.
*Free ad space is available to departments that are represented by membership in LAHPERD.
