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    AAHS Room #122 
     Introduction to EKG Interpretation, Exercise Physiology III, 
     Health & Fitness 
    @ AAHS/UCTech/APA

    District Coordinator of Extracurricular Activities and Events 

    Student Activities Coordinator @ AAHS
         HIB Specialist @ AAHS    
      
    2019-2020 Schedule
     

    A-DAYPrep/Curriculum Periods

    B-DAY

    Period 1/2 = Prep/Curriculum Periods

    Periods 1/2 = Prep/Curriculum Periods

     

    Period 3/4 = AAHS/UCTech - JUNIORS

    Period 3/4 = AAHS/UCTech - JUNIORS

    Period 5 =

    Semester 1- Senior Lounge

    Semester 2 - AAHS Fitness Center Room #122

    Period 5 =

    Semester 1 - Senior Lounge  Semester 2 - AAHS Fitness Center Room #122

    Period 6 = Lunch

    Period 6 = Lunch

    Period 7/8  AAHS/UCTech - JUNIORS

    Period 7/8 = AAHS/UCTech - JUNIORS

    Period 9/10 = APA - JUNIORS

    Period 9/10 AAHS/UCTech - JUNIORS

     
    All students must come prepared to class on a daily basis,
    appropriately dressed, with a pen/pencil, a folder and your Mile Sheet !!!
     

     

    AAHS, UCTech & APA

     CURRICULUM

     

    PROJECT ADVENTURE CURRICULUM

    Students participating in the Project Adventure curriculum offered at the Academy for Allied Health Sciences will be able to:

    · Demonstrate an understanding of movement concepts and the use of motor skills

    · Demonstrate responsible personal and social behavior

    · Demonstrate the ability to use effective interpersonal skills

    · Demonstrate the ability to use the decision-making skills of appropriate goal setting, risk taking and problem solving

    · Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-enhancing experiences and are found in adventure activities

    · Demonstrate an understanding of and respect for differences

     

     

    There are three important concepts in Project Adventure:

    1. Challenge by Choice = each person can make an individual choice about what level of participation they would like to have in any activity and this choice is to be respected by the group and instructor. Students have the opportunity to choose their own level of challenge.

    2. Full Value Contract = an agreement about appropriate behavior amongst group members, involving providing support, respect and encouragement

    · Be prepared, positive and present

    · Pay attention

    · Speak your truth

    · Be open to outcomes

    · Create a safe environment

    3. Experiential Learning Cycle = doing an activity, followed by reflecting, followed by abstracting the main learning points, followed by planning how to do the next activity

     

     

    **Students will be given approximately 10 minutes before class and 10 minutes after class to report to the locker room, change clothes and arrive to their designated class location on time.

    *A complete change of athletic clothing must be worn in order to participate in physical education class, including a t-shirt/sweatshirt, shorts/sweatpants, socks and sneakers

    *You are responsible for your own combination lock to use in the locker room

    o During class, the lock should be placed on your locker with all your belongings locked inside. Leaving valuables (jewelry, purses, wallets, etc.) lying around is only inviting theft. You are responsible for your personal items.

    o No food, drinks or gum will be permitted in the locker room, the fitness center or the gym

     

    Section 1 = Creating a Positive Community / Full Value

    · Lesson 1: Establishing positive working relationships

    · Lesson 2: Developing a positive community while reinforcing the group’s FVC

    · Lesson 3: Using FULL VALUE CONTRACT behaviors during classes

    Section 2 = Risk Taking and Creativity

    · Lesson 1: Evaluating and experimenting with different types of risk

    · Lesson 2: Keeping each other safe

    · Lesson 3: Anticipating personal needs in a risky setting, trusting others in the group

    · Lesson 4: Practicing thinking “out of the box” to solve a problem

    · Lesson 5: Utilizing others’ creativity when working together as a team

    · Lesson 6: Creating a new structure for an old activity

    Section 3 = Leadership

    · Lesson 1: Reviewing and experimenting with the nine leadership characteristics

    · Lesson 2: Incorporating leadership characteristics during a challenging event

    · Lesson 3: Giving and receiving feedback on leadership and followership with partners

    · Lesson 4: Pulling together risk, support, Full Value before moving to high elements

    Section 4 = Experience Using High Elements

    · Lesson 1: Reviewing knots and belaying

    · Lesson 2: Applying proper rope skills and support techniques while climbing

    · Lesson 3: Assisting and supporting another taking risks, setting appropriate goals

    · Lesson 4: Communicating needs and working as a team when taking a risk

    · Lesson 5: Experiencing taking a risk in a supportive environment

    · Lesson 6: Having fun on a final high element

    · Lesson 7: Focusing on important skills and concepts learned in this unit

     

    INTRODUCTION TO EKG INTERPRETATION & EXERCISE PHYSIOLOGY CURRICULUM 

    · Introduction to Interpretation of Electrocardiograms (EKGs) & Exercise Physiology III

                      (Driving Safety & Organ & Tissue Donation) - to be completed during Semester 2

     

     

     

    COURSE DESCRIPTION:

    The Exercise Physiology III course entitled Introduction to EKG Interpretation, Exercise Prescription and Principles of Cardiac Rehabilitation at the Union County Vocational Technical High School is a multifaceted course giving students an opportunity to achieve their full potential, by not only integrating strong academic and vocational curricula, but by creating an environment that promotes project-based learning experiences as well.  This course provides a structured classroom, as well as laboratory experiences that takes full advantage of current knowledge and trends in cardiac rehabilitation, EKG interpretation and stress testing through assessment and exercise programming.  A review of the knowledge, skills, and objectives as presented in the American College of Sports Medicine’s Guidelines for Exercise Testing and Prescription are covered.  


    This challenging curriculum provides students with an opportunity to interpret the resting, normal and abnormal electrocardiogram (EKG) via electrocardiography, as well as provides them with an overview of the anatomy and physiology of the heart, medical disease processes, medical terminology, medical ethics and basic pharmacology.  Additionally, the Exercise Physiology III education course provides students with practical experience with EKG equipment, including an introduction to the function and proper use of the EKG machine, the normal anatomy of the chest wall for proper lead placement, adequate practice for accurate lead placement and other clinical practices.  Students have the opportunity to read and analyze genuine EKG rhythm strips, measuring various cardiac intervals and complexes and determining normal versus abnormal EKGs.  


    The Exercise Physiology III education course also provides students with a cross curricula educational experience that promotes critical thinking skills, shows the connection among all disciplines and provides authentic clinical and academic experiences, exposing students to related career opportunities in the health care profession.  Through examining the anatomy and physiology of the heart, analyzing the heart’s circulation of blood flow and exploring the electrical conduction system, the students will be prepared to interpret and analyze EKG rhythm tracings both at rest and during exercise, in addition to other physiological measures such as heart rate, blood pressure and RPE.  Furthermore, this course is designed to prepare students to recognize and react to normal and abnormal EKGs, and provide some insight into specific treatments.


    Principles of anatomy and physiology are integrated into the course in order to enhance the students’ understanding of how the human body systems interact and depend on each other. Knowledge of how the human body functions normally will help students identify various electrocardiogram rhythms in order to identify the appropriate care to give in both an emergency situation and a non-emergency situation.


    Finally, the Exercise Physiology III education course focuses on current concepts, models and issues in cardiac rehabilitation, as well as stress testing, exercise prescription and risk factor stratification. An introduction to exercise stress testing for cardiac patients, symptomatic and asymptomatic, is presented along with principles and practices of exercise programming.  The role of exercise in the rehabilitation process from various cardiac disorders is analyzed and evaluated. These issues are explored through a lecture-discussion format that utilizes appropriate current literature as sources for dialogue, as well as hands-on learning experiences in the exercise center laboratory.


    COURSE TOPICS:

    • Rapid Interpretation of EKG’s

    • Graded Exercise Testing and Basic Exercise Prescription

    • Principles of Cardiac Rehabilitation

     

     

    SPORTS CURRICULUM

     

    - JUNIOR SPORTS = Team Handball, Soccer, Minor Sports (Volleyball, Ultimate Frisbee & Ultimate Football)

    **Additional sports in curriculum if time allows (i.e. frisbee, softball, volleyball, dodgeball, basketball, kickball, track and field, team handball, etc...)