KINE 324: Exercise Physiology: Metabolism

Course Description

Exercise provides a robust stimulus to metabolic pathways tasked with supplying energy to meet the new physiological demand. When exercise is performed acutely, the physiological stimulus not only evokes a rapid response in active tissues, but crosstalk among nearly all tissues. Furthermore, when exercise is performed chronically (i.e., training), tissues adapt in ways to become more resilient to future exercise stress. In this course, we will learn the biochemical processes underpinning carbohydrate, lipid, and protein metabolism. Special attention will be devoted to how these metabolic processes respond to different types of acute exercise and adapt when exercise is performed chronically.

Course prerequisites: KINE 323

Degree: Exercise Physiology (BS)

Elective (select KINE 324 or CHEM 350)

Course Modality

During the Fall of 2020 and Spring of 2021, KINE 324 was a synchronous, online course. These interactions in real-time are helpful as they allow for questions to be addressed as they arise.

The structure of this course is predominantly lecture style with supporting group work activities. In lecture, we map out major learning objectives and discuss important concepts. Group work centers around case studies.

I strongly believe we all learn best when course content is explored in unique ways. Lecture is predominantly comprised of course content discussion. In general, PowerPoint slides guide our conversations, occasionally we watch videos, and at times we break into small groups to solve a problem. These different group-work opportunities provide us a chance to collaborate and share our diverse experiences and perspectives.

Course Design

This course is designed with an eye toward simplicity and transparency. Intuitiveness in the online course layout is prioritized to minimize confusion and navigation issues. My goal is for students to be able to have a clear understanding of how to access material and anticipate due dates.

Modules are arranged on Blackboard by week. Selected reading, assignments, and due date reminders are embedded within each weekly folder. In addition, examples of how to complete assignments are also provided for guidance.

Student Engagement

A strong feeling of community is important to our learning! First and foremost, I want students to feel invited and comfortable sharing their experiences and understanding.

We begin each semester by discussing our interests and goals (for both the course and potential career path). This helps shape our understanding of the classroom dynamic. In addition, students are encouraged to form study groups outside of normal class meeting times. Lectures regularly build in conversations about the material. These take the form of polls, breakout groups, and individual reflection

Assessment of Student Learning

Course learning objectives

Demonstrate an understanding of bioenergetics, recognizing different metabolic systems, their interactions, regulation, and how they apply to acute exercise.
Illustrate how metabolic systems adapt when exercise is performed chronically.
Describe the role of carbohydrates, fats, and proteins as fuel for anaerobic and aerobic metabolism.
Describe endocrine regulation of metabolism during rest and exercise.
Recognize the principles of common ergogenic aids on metabolism and performance.
Understand ways exercise rescues metabolic dysregulation in select clinical conditions.

Assessments

We assess learning in several different ways. Exam and quiz content will be primarily based on material covered in lecture.

Quizzes (<10 questions) briefly assess our progress in learning new content

We take quizzes at the beginning of class via Blackboard. Quizzes can be attempted in small groups (~4 students per group). Feel free to work with your group and use lecture materials, notes, or any other resource you find helpful!

Exams (multiple choice, true/false, short essay) broadly examine our understanding of content

Case studies (~1-page essay) assess our comprehension and critical thinking skills

Technology & Tools

Technology utilized in this course is relatively basic in nature by design. We implement few tools but use them wisely!

Everything is conducted over Zoom. Lectures are recorded and uploaded to Blackboard for review. Attendance to class is not required (but strongly encouraged), so these videos are a great resource for those unable to attend.

My office hours are also conducted over Zoom on a drop-in basis. For those unable to attend the planned hours, we are also able to schedule an individual time to meet.

Opportunities for Active Learning

Courses in Kinesiology are often enhanced by a laboratory component. The applied stage of a lab provides a unique avenue to engage with students and encourage an appreciation for the applicability of a newly formed knowledge base. While this course was originally designed with a lab component in mind, implementation never took hold. It is my goal to re-engage students in a laboratory setting to provide application of course content.

Elements of Equity, Diversity & Inclusion

Research in Exercise Physiology, and medicine in general, has been predominantly conducted on white males. Though some work has been done on females and different ethnic populations, text predominantly focuses on white males. This is concerning because the physiology of white males is not reflective of other populations in many ways. Therefore, we make a concerted effort to discuss what is known about minority groups as opportunities present themselves. In addition to these conversations, we also note the need for continuing exploration of the physiological differences among understudied groups.

Training in Course Design

My objective as an educator in Kinesiology is to challenge and inspire students to learn and think about health in new ways with a scientific mindset. Over the course of my career, I have developed strategies to ensure students feel welcomed and valued while navigating course content. I place a high value on my personal continuing education. I see this as an avenue grow as an instructor to better meet my value system. My approach has been to actively participate in several continuing education opportunities and use information discussed to inform my own classroom. Some of these opportunities include :

Go Virtual Summer Institute: The goal of this Go Virtual was to provide attendees a variety of tools to guide instruction, with a heavy emphasis on online learning.
3rd Annual Tipping Point (Spring 2021): The goal of this Tipping Point Summit was to touch on challenges and potential solutions to virtual instruction (e.g., equity and engagement).
21-day Challenge on Diversity (Fall 2020): The goal of this Challenge on Diversity was to instruct on the importance and ways we can strive to be intentional in how we build communities.

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