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80 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”

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LAHPERD Journal SPRING 2014 VOLUME 77 | NUMBER 2

Louisiana Association for Health, Physical Education, Recreation, and Dance www.lahperd.org


2014 BOARD OF DIRECTORS Voting Officers President: Wanda Hargroder whargo@lsu.edu President-Elect: Emily Beasley beasley@lsu.edu Past President: Venessa Livingston-Cormier venessa.livingston@epsb.com Vice President, Dance Division: Kerri Lee kerri.lee@zacharyschools.org Vice President, General Division: David Bellar dmb1527@louisiana.edu Vice President, Health Division: Breezy Rourk breezyrourk@ymail.com Vice President, Physical Education Division: Kristi Long kristidou@yahoo.com Vice President, Sport and Leisure Division: Joann Allen joallen@iberia.k12.la.us Non-Voting Officers Executive Director: Bill Dickens dickens@nsula.edu Secretary: Sr. Jean Marie Craig jmcraigsbs@aol.com Treasurer: Bill Dickens dickens@nsula.edu Parliamentarian: Cheryl Northam cnortham@mcneese.edu Vice President-Elect, Dance: Josephine Charles jsc3158@louisiana.edu Vice President-Elect, General: Christina Courtney cvilla3@lsu.edu Vice President-Elect, Health: Wynn Gillan wgillan@selu.edu Vice President-Elect, Physical Education: Karen Simpson karen.simpson@cpsb.org Vice President-Elect, Sport and Leisure: Tiffany Deville tiffanydeville66@yahoo.com Section Chairpersons Dance  Dance Education: Pam Burzynski pwburzynski@cox.net  Performance Dance: Vacant General  Ethnic Minority: Vacant  Exercise Science: Josh Dominguez Joshua.dominguez@tangischools.org  Future Professionals: Ricky Richard rrich57@lsu.edu  Higher Education: Lisa Johnson ljohns@lsu.edu  Research: Joan Landry drlandry@att.net Health  Health Education: Nanette Cook ncook@cathedralcarmel.com  Health Promotion & Wellness: Rachel Gibson rachel@womansfoundation.com Physical Education  Adapted: Julie Sanders julie.sanders@rpsb.us  Elementary: Jean Chen ychen@latech.edu  Middle/Secondary: Debbie Perkins dperkins@stjohn.k12.la.us Sport and Leisure  Athletic Training: Amy Cother acotheratc@aol.com  Coaching Education: Louis Dugas ldugas@selu.edu  Community and Outdoor Recreation: Vickie Braud vbraud1@lsu.edu  Fitness/Leisure/Aquatics: Vacant  Sport Management: Ashley Bowers Ashley.gibson-2@selu.edu Specialty Appointment Members Newsletter Editor: Dustin Hebert dhebert@mcneese.edu Journal Editors: Dan Denson ddenson@mcnees.edu and Dustin Hebert dhebert@mcneese.edu Jump Rope for Heart/Hoops for Heart Coordinator: Joanna Faerber jfaerbe@lsu.edu Convention Manager: Susan Gremillion sgremillion@lalsd.org 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 jointoday or renewyourmembership Click the icon.

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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


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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, conversationsbased 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 threeyear grant from the Louisiana State Department of Education. Debra‘s name has been used synonymously with ―Special Olympics‘‘ because of her commitment


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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


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Jetson Center for Youth. Darrius has devoted time to community service for the American Cancer Society; providing continuous support to Face-toFace 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 teacherapproved health topics and then by making a fiveminute 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.


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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).


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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.


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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


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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.

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.

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 projectbased learning is necessary to maximize success. Having the teams develop and pilot their products contributed to the learning experience and final product development.

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

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


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during 30 minutes of continuous hooping that elicited an oxygen cost of 20.6 Âą 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.

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 (1016 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.

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 Results body. Also the routine involved taking short steps Height, weight, and calculated BMI are reported forward, back and side to side while waist hooping. in Table 1. Heart rates at rest and during the All subjects were hooping exercise Table 1 required to are shown in complete the Table 2. Although Subject Biometric Data, Means, and Standard Deviations with hoop routine at it was attempted Comparison Group Information least twice prior to obtain resting to data collection HR under near n Age Height Weight BMI in order to basal conditions, familiarize them (years) (cm) (kg) it is expected that with the task and at least in some to ensure that subjects a degree Present study 25 36+15 166+5 67+12 24+5 they were skilled of anticipation Worley et al. 8 23+2 170+7 71+11. 24.6 * enough to was operant. The Porcari et al. 16 16-59** 68*** participate. There _______________________________________________________ mean HR values was no stopping during exercise * Calculated from means reported for height and weight or resting during and at peak **Mean was not reported; range only ***Extrapolated from data presented


LAHPERD JOURNAL | SPRING 2014 | 10

indicate a wide range of relative cardiovascular In both studies, for the age range of subjects stress as would be expected in a heterogeneous reported one would expect that hooping could subject pool. contribute to weight control and cardiovascular Oxygen consumption values during rest and fitness. exercise can be viewed in Table 3. The patterns are In contrast, the intermediate level of hooping in similar to those seen in the HR results as one would the WiiFitTM Hula game would seem to be expect, with a questionable in Table 2 wide range of terms of such values under value. Worley, Means and Standard Deviations for Heart Rate Data exercise stress. Rogers, and Kraemer (2011) Means Standard Deviations found that young Discussion Porcari et al. women worked at Resting bpm 81.00 11.68 (2011) reported a 39% of their Exercise bpm 134.33 23.21 mean HR of 151 aerobic capacity Peak bpm 149.08 24.89 bpm during 30 during this game, _______________________________________________________ lower than the minutes of _________________ American College hooping in Table 3 of Sports subjects with a Medicine range of ages Means and Standard Deviations for Oxygen Consumption standard for from 16 to 59. threshold training This study found, Means Standard Deviations effect. That is not with a to say that this remarkably Resting (ml.min-1) 205.46 35.07 particular game similar age range Exercise total (ml.min-1) 1019.24 374.13 has no value. (19-63), the mean Exercise total (ml.kg-1.min-1) 15.21 0.16 Their claim of HR during a 25_______________________________________________________ equivalence of minute bout of hooping to be 134 bpm. Applying _________________ 3.5 mph walking and an expenditure of 4.7 the data to the Karvonen, Kentala, and Mustala . 1 kcal min- might indeed be lower than (1957) HR reserve method, this mean HR was recommendations and findings in the present study found to be just six bpm below the low end which and that of Porcari et al. (2011), but this hooping would be prescribed for a target HR range. This is game could be an important supplement to an certainly within measurement error, indicating that otherwise active lifestyle. the intensity of hooping in the present study, even When the heaviest 10 subjects were compared though less than that reported by Porcari et al. to the lightest 10 regarding energy cost of the (2011), was probably sufficient to confer some hooping, t-test revealed significant differences with cardiovascular benefit, given appropriate duration the heaviest requiring more oxygen, as you would and frequency. expect (see Table 4). This has important As was true with HR, with respect to oxygen motivational implications for out-of-shape and cost our data are similar to but somewhat lower than overweight subjects taking part in conditioning values reported by Porcari et al. (2011). They . -1. -1 programs. Knowing that whatever physical activity reported an energy expenditure of 20.6 ml kg min . -1 done, the heavier participants are burning more (7 kcal min ), while the corresponding value in the . -1 calories might constitute a ―silver lining‖ to the present study was 15.2 (5.1 kcal min ). Thus our cloud of discomfort. value for oxygen consumption relative to body The same pattern is suggested when examining weight was 74% of that of Porcari et al. (2011) who the HR data, but group differences were not noted that hooping was approximately equivalent to significant. HR and oxygen consumption are walking at 4-4.5 mph. Also the hooping was found linearly related, so one might be surprised at the to be equivalent to 4.4 mph walking at level grade.


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.

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). Practical Significance It is apparent that hula hooping is an activity University of Oregon, Eugene, OR. that can require enough HR and oxygen Porcari, J. P., Holthusen, J., Doberstein, S., & consumption demand to elicit a cardiovascular Foster, C. (2011). Relative exercise intensity training effect and caloric and to assist in expenditure of Table 4 weight control. hooping. This would be Medicine & Effect of Weight and %fat on Oxygen Consumption and Heart Rate true given Science in Sports adequate duration Groups & Exercise, Kg wt Oxygen Exercise HR t and frequency of 43(5), 479, 2011. (Means, SD) consumption bpm participation. Sports-Hoop. (Means, SD) Additionally, (Advertising heavier subjects website). Heaviest 10 78.6+11.7 kg 1219+401 143+29 3.48* would gain more Retrieved from Lightest 10 56.8+2.8 kg 75+143 129+19 1.25** benefit from the http://www.sports activity and this -hoop.com *t-values for oxygen consumption, both significant at alpha = .05 fact could be Worley, JR, **t-values for heart rate, neither significant at alpha = .05 used to motivate Rogers, SN, & such individuals Kraemer, RR. who would take part in hula hooping as part of their (2011). Metabolic responses to WiiFit™ video lifestyle commitment to healthy living. games at different game levels. Journal of Strength and Conditioning, 25(3), 689-693. References Buskirk, E. R. (1961). Underwater weighing of body density: A review of procedures. In J. Brozek & A. Henschel (Eds.), Techniques for INVITED EDITORIAL measuring body composition (pp. 90-106). Washington D.C.: National Academy of Sciences. COACHING ETHICS Hagen, P. (February 10, 2012). How Many Calories Can I Burn Hula Hooping? Retrieved from Roy Hill http://www.hooping.org Louisiana State University History of Hula Hooping. Retrieved from http://www.hulahooping.com/history.html Any written material (books) dealing with Hoopnotica. (Advertising website). Retrieved from coaching should have an area dealing with ethics. http://www.hoopnotica.com/ Without ethical integrity of the highest level, all Hoopnotica Hoopdance DVD, Level 1, 2010. coaching knowledge and the teaching of game Karvonen, M. J., Kentala, E., & Mustala, O. (1957). strategies become illicit. You cannot be dishonest The effects of training on heart rate: A and be a good coach. The more you break the rules, longitudinal study. Annales Medicinae the more it becomes part of you and when you face a Experimentalis et Biologiae Fenniae, 35, 307difficult problem, your first reaction will be to cheat. 315. We know some coaches are dismissed because of


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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 AthleteCentered 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


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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

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.

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

Stay up-to-date with 2014 Convention details online at http://www.lahperd.org.


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 education, and the business of sport and fitness.

UNIVERSITY OF LOUISIANA AT MONROE

DEGREES IN KINESIOLOGY

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 movement, and applications to exercise and therapeutic rehabilitation. 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 managers, 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.

CAREERS IN KINESIOLOGY 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) Many health and fitness specialists are researching complex issues such as: Childhood Obesity Cardiovascular Disease Adult Onset Diabetes, and more.

Make the Move! ulm.edu/kinesiology

(318) 342-1306


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 Our department has state-of-the-art

Graduate Program

facilities including exercise physiology, motor behavior, and strength & conditioning labs, a health resource center, and aquatics center.

Master of Arts in Health & Kinesiology Concentrations: Exercise Science Health Studies Health Promotion & Exercise Science We have over 1,000 Kinesiology undergraduate & 40 graduate Thesis & non-thesis options students, as well as great Graduate assistantships are available faculty who are active providing a tuition waiver and stipend. researchers.

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: khs@selu.edu Phone: (985) 549-2129


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 Fun‌Teach Healthy Habits‌ Benefit Your Community Students 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 benefits 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 fight 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 -800-AHA-USA11orr visit isit americanheart.org. mericanheart.org. v oa

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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 ddenson@mcneese.edu. 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.


LAHPERD Journal | Spring 2014