Kinesiology I

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Kinesiology I

IMS Code: N1302104

Abbreviation: KINES1

Grade Level(s): 9–10

Award of Credit: 1.0

Approved Innovative Course

• Districts must have local board approval to implement innovative courses.

• In accordance with Texas Administrative Code (TAC) §74.27, school districts must

provide instruction in all essential knowledge and skills identified in this innovative

course.

• Innovative courses may only satisfy elective credit toward graduation requirements.

• Please refer to TAC §74.13

for guidance on endorsements.

Course Description:

This course is designed to introduce students to the basic concepts of kinesiology. Students will

gain an understanding of body mechanics, physiological functions of muscles and movements,

the history of kinesiology, and the psychological impact of sports and athletic performance.

Students will also explore careers within the kinesiology field and be able to explain the societal

demand for kinesiology-related jobs. Students will develop a foundation in Kinesiology I that will

prepare them for upper-level courses that will dive deeper into the anatomical and physiological

functions of the body and provide opportunities for an industry-certified exam such as a certified

personal trainer.

Essential Knowledge and Skills:

(a) General Requirements. This course is recommended for students in grades 9 or 10.

Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with

challenging academic standards and relevant technical knowledge and skills for

students to further their education and succeed in current or emerging professions.

(2) The Health Science Career Cluster focuses on planning, managing, and providing

therapeutic services, diagnostics services, health informatics, support services,

and biotechnology research and development.

(3) This course is designed to introduce students to the basic concepts of Kinesiology.

Students will gain an understanding of body mechanics, physiological functions of

muscles and movements, the history of kinesiology, and the psychological impact

of sports and athletic performance.

(4) To pursue a career in the health science industry, students should learn to reason,

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think critically, make decisions, solve problems, and communicate effectively.

Students should recognize that quality health care depends on the ability to work

well with others.

(5) The health science industry is comprised of diagnostic, therapeutic, health

informatics, support services, and biotechnology research and developm

ent

ystems that function individually and collaboratively to provide comprehensive

health care. Students should identify the employment opportunities, technology

and s

afety requirements of each system. Students are expected to learn t

knowledge and skills necessary to pursue a health science career through further

education and employment.

(6) Professional integrity in the health science industry is dependent on acceptanc

e of

ethical and legal responsibilities. Students are expected to employ their ethical and

egal responsibilities, recognize limitations, and understand the implications of their

actions

(7) Students are encouraged to participate in extended learning experiences such as

career and technical student organizations and other leadership or extracurricular

organizations.

(8) Statements that contain the word "including" reference content that must be

astered, while those containing the phrase "such as" are intended as possibl

llustrative examples.

(1) The student demonstrates professional standards/employability skills as required

by business and industry. The student is expected to:

(A) express ideas in a clear, concise, and effective manner;

(B) exhibit the ability to cooperate, contribute, and collaborate as a member of

a team

; and

management, communication, organizational skills, and productive work

habits.

(2) The student demonstrates communication skills using the terminology applicable

to the health science industry. The student is expected to:

(A) demonstrate appropriate verbal and written strategies such as correct

pronunciation of medical terms and spelling in a variety of health science

scenarios;

(B) employ increasingly precise language to communicate; and

(3) The student uses verbal and nonverbal communication skills. The student is

expected to:

(A) identify components of effective and non-effective communication;

(B) demonstrate effective communication skills for responding to the needs of

individuals in a diverse society;

situations; and

(D) accurately interpret, transcribe, and communicate medical vocabulary

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using appropriate technology.

(4) The student implements the leadership skills necessary to function in a democratic

society. The student is expected to:

(A) identify traits of a leader;

(B) demonstrate leadership skills, characteristics, and responsibilities of

leaders such as goal setting and team building; and

(5) The student discusses various careers in kinesiology-related fields, the diversity of

knowledge that characterizes the field of kinesiology, and how societal changes

have increased the demand for kinesiology graduates. The student is expected to:

(A) compare the educational requirements for associate’s, bachelor’s, and

master’s degrees’;

(B) differentiate between a certification, registration, and licensure;

career, three duties, educational requirements, and employment

opportunities; and

(D) explain what changes in society have increased Kinesiology employment.

(6) The student explains the importance of early exposure to physical activity for

optimal growth, motor development, and physical literacy. The student is expected

to:

(A) define kinesiology and explain its importance of human motion;

(B) define growth, motor development, and physical literacy and outline the

various stages of development;

and physical literacy across the life cycle; and

(D) demonstrate an understanding of individual differences in growth and

motor development and how they affect the design of movement-based

activities.

(7) The student examines the skeletal framework and its movements as the foundation

for all movement. The student is expected to:

(A) classify joints according to structure and explain the relationship between

a joint structure and its capacity for movement;

(B) identify the factors, including joint structure, age and gender, and muscle

size that contribute to joint range of motion (ROM) and stability;

desirable procedures for changing when indicated;

(D) define the orientation positions and planes of the body and the axes of

motion, including sagittal, transverse, frontal; and

(E) demonstrate and name fundamental movement patterns using correct

movement terminology.

(8) The student investigates the

structure and function of the muscular system. The

student is expected to:

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(A) describe the structure and properties of the whole muscle, fast and slow

twitch muscle fibers, and the myofibril;

(B) define the roles a muscle may play such as agonist, antagonis

t, and

synergist and explain the interdependence between them and their roles

in a specified movement;

and static, and name and demonstrate each type of action; and

(D) analyze the force-velocity and length-tension relationships of muscular

contraction and explain the significance of these relationships in static

and dynamic movements.

(9) The student investigates the structure and function of the muscular system and

describe the neuromuscular basis of human motion. The student is expected to:

(A) define and describe the functions of the basic structures of the nervous

system;

(B) explain how graduations in strength of muscle contraction and precision o

ovement occur;

(D) explain how the various receptors function and describe the effect eac

has

on musculoskeletal movement;

(E) describe reflex action and enumerate and differentiate among the reflexes

that affect musculoskeletal action; and

(F) demonstrate a basic understanding of volitional movement by describi

the natur

e of the participation of the anatomical structures a

echanisms involved.

(10) The student investigates the structure and function of the shoulder region.

The

tudent is expected to:

(A) define, locate, and describe the structure and ligamentous reinforcements

of the articulations of the shoulder region;

(B) define and demonstrate the movements possible in the joints of

the

shoulder region;

and nam

e their primary actions as agonists, stabilizers, neutralizers, or

antagonists;

(D) anal

yze the fundamental movements of the arm and trunk with respect to

oint and muscle actions; and

(E) describe the common injuries of the shoulder region.

(11) The student investigates the structure and function of the elbow, forearm, wrist, and

arm. The student is expected to:

(A) define, locate, and describe the structure and ligamentous reinforcements

of the articulations of the elbow, forearm, wrist, and hand;

(B) define and demonstrate the movements possible in the joints of the elbow,

forearm, wrist, and hand regardless of starting position;

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wrist, and hand, and name their primary actions as agonists, stabilizers,

neutralizers, or antagonists;

(D) analyze the fundamental movements of the forearm, hand, and fingers

with respect to joint and muscle actions; and

(E) describe the common athletic injuries of the forearm, elbow, wrist, and

fingers.

(12) The student investigates the structure and function of the hip region. The student is

expected to:

(A) define, locate, and describe the structure and ligamentous reinforcements

of the articulations of the pelvic girdle and hip joint;

(B) define and demonstrate the movements possible in the pelvic girdle and

p joint, regardless of starting position;

and name their primary actions as agonists, stabilizers, neutralizers, or

antagonists;

(D) analyze the fundamental movements of the pelvis and thigh with respec

to joint and muscle actions; and

(E) describe the common athletic injuries of the pelvis, hip, and thigh.

(13) The student investigates the structure and function of the knee, ankle, and foot.

The student is expected to:

(A) define, locate, and describe the structure and ligamentous reinforcements

of the articulations of the knee, ankle, and foot;

(B) define and demonstrate the movements possible in the knee, ankl

e, and

foot, regardless of starting position;

foot, and na

me their primary actions as agonists, stabilizers, neutralizers

or antagonists;

(

D) analyze the fundamental movements of the knee, ankle, and foot wi

espect to joint and muscle actions; and

(E) describe the common athletic injuries of the knee, ankle, and foot.

(14) The student investigates the structure and function of the spinal column and thorax.

The student is expected to:

(A) l

ocate, and describe the structure and ligamentous reinforcements of the

ticulations of the spinal column and thorax;

(B) define and demonstrate the movements possible in the joints of the spinal

column and thorax including the muscles and muscle groups regardless of

tarting position;

respect to joint and muscle actions; and

(D) describe the common injuries of the spinal column and thorax.

(15) The student examines the fundamental principles of biomechanics, take

measurements, and perform calculations. The student is expected to:

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(A) compare the terms mechanics and biomechanics and explain the

fference;

(B) define the terms kinematics, kinetics, statics, and dynamics, and state how

each relates to the structure of biomechanics of study; and

kinesiology.

(16) The student demonstrates knowledge of the skeletomuscular and neuromuscular

mechanisms involved in the standing position. The student is expected to:

(A) identify the physiological functions of the skeletomuscular

and

neur

omuscular systems in regard to standing posture;

(B) discuss the role of genetics and lifestyle choices on the effects of our

skeletomuscular and neuromuscular systems in relation to standing

posture;

position; and

(D) analyze the posture of individuals of different ages and body builds usi

static and dynamic movements such as overhead squat assessment.

(17) The student describes the fundamentals of human motion. The student is expected

to:

(A) identify the kinds of motion experienced by the human body and describ

the fac

tors that cause and modify motions;

(B) create a scenario that uses the terms that describe linear and rotary

motion: position, displacement, distance, speed, velocity, and

acceleration; and

the significance of this relationship to human motion.

(18) The student demonstrates knowledge of a selected motor skill, breaking down into

component phases and identifying starting and ending points. The student is

expected to:

(A) identify the muscle groups active in a variety of motor skills;

(B) analyze the joint actions and planes of motion for a selected motor skill by

observing and recording via video dynamic movement patterns;

plain the skill acquisition process and describe the stages of learning a

skill;

(D) describe the types of feedback and their roles in skill learning; and

(E) design a learning environment using effective practice methods.

Recommended Resources and Materials:

Hamilton, N., Luttgens, K. (2002). Kinesiology: Scientific Basis of Human Motion. (Tenth

Edition). New York, NY. McGraw-Hill.

avora, P. (2016). Scientific Foundations of Kinesiology: Studying Human Movement and

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Health 2nd Edition. Toronto, ON: Kinesiology Books Publisher

lavora, P. (2019). Foundations of Kinesiology: Studying Human Movement and Health 3rd

Edition. Toronto, ON: Kinesiology Books Publisher.

Klavora, P. (2019). Introduction to Kinesiology: A Biophysical Perspective 2nd Edition. Toronto,

ON: Kinesiology Books Publisher

eter Kloavora has online resources available from his three textbooks. Once the instructor or

student logs in they have access to worksheets, power points, and study guides.

amilton, N., Luttgens, K. (2002). Kinesiology: Scientific Basis of Human Motion. (Tenth

Edition). New York, NY. McGraw-Hill.

Recommended Course Activities:

● Skeletal Muscle Model

o Have the students create a model of the skeletal muscle and label each structure

o Students will write a paragraph describing how a skeletal muscle works

● Muscle placement

o Teacher will provide the students with a copy of the human skeleton and a copy

of major muscles, that can be cut out.

o The students will cut out the muscles and place them properly on the skeleton.

o They will label the muscles and provide the origin and insertion for each muscl

ovided.

● Muscle movement

o Students will create a 3D muscle model of the arm with supplies provided by the

teac

her.

o Students will label the humerus, ulna, radius, biceps, and triceps. They will als

abel which muscle is agonist and which one is antagonist.

o They will write a paragraph explaining how the muscles work together to move

the

arm.

● Muscle Fatigue

o Students will pair up and each group will have a stopwatch.

o One student will perform up to 3 exercises such as wall sits, calf raises, and

push ups. Each exercise will be done continuously for 5 minutes. After eac

ercise, the student will record how their muscles felt at each minute.

o They will also answer questions about what muscles were being used for eac

ercise and questions about lactic acid build up.

● C

reate a Plan

o Each student will be given some type of sports injury

o The student will need to identify the muscle/tendons/ligaments injured. They will

then create a rehabilitation exercise plan for the injury.

o Students will need to show different exercises that need to be done as the

athlete gradually gets stronger.

The ac

tivities mentioned above relate to the course because they cover the basic anatomy and

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physiology of the skeletal muscle and body mechanics. They will be able to observe the

movement of muscles, fatigue muscles, and injured muscles.

Suggested methods for evaluating student outcomes:

• Daily Assessments

• An exit question about the lesson that was taught

• Quizzes

• Weekly Assessments

• Chapter Tests

• Projects

Teacher qualifications:

An assignment for Kinesiology I is allowed with one of the following certificates:

• Health Science: Grades 6-12.

• Health Science Technology Education Certification 8-12 with a background in

kinesiology.

• Vocational Health Occupations.

• Vocational Health Science Technology.

Additional information: