College: Course Subject: Course Number:
Los Angeles Community College District
COURSE OUTLINE
(Replaces PNCR and Course Outline)
SECTION I: Basic Course Information
This is a: / New Course / Addition of District Course / Update / Reinstatement1. COLLEGE: Los Angeles Mission College
2. SUBJECT (DISCIPLINE) NAME[1] (40 characters, no abbreviations): Physical Education
3. COURSE NUMBER:
4. COURSE TITLE: Pilates Mat
5. UNITS: 1
6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:
Pilates Mat is a course using introductory techniques based on the Pilates concepts; concentration, contol, center, fluidity, precision and breath. This course is designed to improve flexibility while developing muscular strength and muscular endurance in the core muscles- the abdominal area, lower back, hips, and buttocks- thereby providing a strong foundation for any activity.7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:
Pilates Mat is a course using introductory techniques based on the Pilates concepts This course is designed to improve flexibility while developing muscular strength and muscular endurance in the core muscles- the abdominal area, lower back, hips, and buttocks.8. COLLEGE APPROVAL DATE:
9. UPDATES (check all applicable boxes):
Content Last Update:
Objectives Last Update:
College Specific Course Attributes/Data Elements Last Update:
Districtwide Course Attributes/Data Elements Last Update:
Other (describe) Last Update:
N/A10. CLASS HOURS:
Hours per week (based on 18 weeks) / Total Hours per term (hrs per week x 18) / UnitsLecture: / .5 / 9
Lab/activity (w/ homework): / 2.5 / 45 / 1
Lab/activity (w/o homework):
Total: / 3 / 54 / 1
Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.
11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT
Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.
Prerequisites: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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Corequisite: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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Advisories: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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12. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):
SECTION II: Course Content and Objectives
1. COURSE CONTENT AND OBJECTIVES:
COURSE CONTENT AND SCOPE –Lecture:If applicable, outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Overview & Orientation, history and evolution of Joseph Pilates & philosophies behind Pilates conditioning. Discuss breathing/relaxation, posture, and control. Introduce the five components of fitness. / 1 hour / Explain the theory and philosophies behind the Flexible Strength/Pilates Mat methods of body conditioning and discuss why they are important.
Discuss first two key elements to mastering Pilates. Discuss the benefits/risks of having a healthy/unhealthy level of cardiorespiratory fitness. Discuss how it is evaluated and how it can be improved. Assign target heart rate worksheet. / 2 hours / Identify and discuss the following seven key elements to mastering the Pilates may workout.
a. Redefining the body
b. Your powerhouse & "scooping the belly"
c. Tucking under vs. lengthening
d. Integrated isolation
e. Stabilization using the Pilates stance
f. Muscle control without tension
g. Modification for the most common pains and injuries
Discuss next two key elements to mastering Pilates. Discuss the benefits/risks of having a healthy/unhealthy levels of muscular strength and muscular endurance. Discuss how they are evaluated and how they can be improved. Assign muscular strength and muscular endurance essay: / 2 hours / Discuss the difference between muscular strength and endurance, how they are evaluated, how they are improved through activity, and their importance in overall fitness level.
Discuss final three key elements to mastering Pilates. Discuss the benefits/risks of having a healthy/unhealthy degree of flexibilty. Discuss how it is evaluated and how it can be improved. Assign flexibility worksheet: Static, Ballistic, and Dynamic Stretching; Risks Benefits, and Application / 2 hours / Discuss the relationship between stretching and flexibility, how flexibility is evaluated, how it is improved through various types of stretching, and its importance in overall fitness level.
Discuss the benefits/risks of having healthy/unhealthy breakdown of body composition. Discuss how it is evaluated and how it can be improved. Assign body composition worksheet: Methods of Evaluating Body Composition / 2 hours / Discuss the cardio respiratory endurance and body composition, how they are evaluated, how they are related and their importance in overall fitness level.
Total lecture hours* / 9
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Perform pre-test fitness evaluation, completing physical test that are used to determine personal level of fitness. / 3 hours / Demonstrate improvements in flexibility, balance, coordination, and elongation of the spine.
Practice of the seven basic Pilates exercises: hundreds, roll-ups, rollovers, leg circles, rolling like a ball, single leg stretch, double leg stretch; / 10 hours / Demonstrate improvements in muscular strength, tone, and posture, especially through the abdominal area.
Practice of shoulder bridge, spine twist, jackknife, side kicks, hip circles, swimming, leg pull-down & up, kneeling, mermaid;. Continue practice beginning Pilates exercises. / 10 hours / Evaluate levels of strength and/or flexibility to determine appropriate progression through levels of difficulty.
Practice of crisscross, spine stretch, open-rocker, corkscrew, saw, swan dive, single/double leg kicks, scissors, bicycle; Continue practicing of basic Pilates Mat techniques. / 10 hours / Analyze incorrect mat exercise techniques and provide correct solutions to these errors.
Introduce and practice intermediate level variations of the basic Pilates exercises. Continued practice of beginning level pilates exercises. / 10 hours / Identify breathing, stress management, and relaxation techniques
Perform post-test fitness evaluation, completing physical test that are used to determine personal level of fitness. / 2 hours / Evaluate personal level of fitness in each of the five components.
Total lab hours* / 45
*Total lecture and laboratory hours (which includes the final examination) must equal totals on page 1.
Bloom’s Taxonomy
simple skills <------> complex skillsCritical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
2. REQUIRED TEXTS:
Provide a representative list of textbooks and other required reading; include author, title and date of publication:
Siler, Brooke The Pilates Body, 1st ed. New York:Random House, 2000.3. SUPPLEMENTARY READINGS:
Reading assignments may include, but are not limited to the following:
Reading materials, articles, and work sheets will be provided by instructor.4. WRITING ASSIGNMENTS:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:
Daily success journal of activities, Mid-term and/or final self-evaluation essay based on journal entries and improvements, Portfolio of worksheets and research summary of the five components of fitness, Summary/analysis of guest speaker or outside assignment.5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:
Out of class assignments may include, but are not limited to the following:
Assigned reading from text, Assigned written reports, Field obsevation of Pilates class.6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:
Title 5, section 55002(a) requires that a degree applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.
Analyze drawings of improper technique. Draw or describe modifications needed tocorrect , Observe a partner in class. Analyze their technique and evaluate it as either proper or improper. If needed give clarification on modification to improve technique.
7. METHODS OF EVALUATION:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):
Lecture / Lecture/DiscussionLecture/Laboratory / Laboratory
Demonstration / Seminar
OneonOne Conference / Oral Drills
Work Experience / Computer Interactive Assignment
Audio Visual / Guest Speakers
Field Experience / Independent/Directed Studies
Small Group Discussions
Other (specify):
8. METHODS OF INSTRUCTION:
Methods of instruction may include, but are not limited to the following:
Lecture
Discussion
Laboratory
Activity
Field Experience
Independent Study
Other (explain)
9. SUPPLIES:
List of supplies the student must provide.
Towel, Pilates Mat10. COMPUTER COMPETENCY:
If applicable, explain how computer competency is included in the course.
Students will be required to use the internet to research fitness evaluation materials as well nutritional content of food.11. INFORMATION COMPETENCY:
Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy, Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.
Students will be required to research popular exercise and nutrition trends and myths by reading articles and advertisements from various magazines, newspapers, and websites. As part of their research they are required to evaluate to source, author, and motivation of each finding.12. DIVERSITY:
If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.
The course does meet diversity requirements.13. SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):
SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):
RESOURCES
Managing Time: Selecting relevant goal-related activities, ranks them in order of importance, allocating time to activities, and understanding, preparing and following schedules.
Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.
Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.
INTERPERSONAL
Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.
Teaching Others New Skills: Helping others learn needed knowledge and skills.
Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.
Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.
Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.
INFORMATION
Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.
Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.