Exercise & Sport Science
- Mission Statment
The ENS department mission statement found online (https://weber.edu/ens/about.html): The Department of Exercise and Nutrition Sciences (ENS) supports and enhances the mission of the University through learning, access, and community partnerships in exercise and nutrition sciences. We provide effective instruction, exploratory research, and engaged service to prepare exercise, fitness, and nutrition professionals for the workforce and graduate studies and to promote optimal health, human performance, and overall well-being.
The Exercise and Sport Science Program mission statement: The mission of the Exercise and Sport Science Program is to prepare students with the knowledge, skills, and abilities to enhance human lives through physical activity.
The Human Performance Management (HPM) major is a flexible and interdisciplinary program of studies within the Department of Health Promotion and Human Performance in the Jerry and Vickie Moyes College of Education. The program integrates every discipline within the Department in preparing undergraduate students to develop, implement, and manage fitness, nutrition, leisure, and sports programs for diverse populations. We attempt to inspire students to pursue the goals of providing activities that improve health-related quality of life and optimizing the well-being of targeted populations. The changing landscape of health and health care in the 21st century will necessitate a new paradigm requiring Americans to seek knowledgeable professionals to empower them to actively improve their own health. The demand for well trained individuals in the recreation, sport, and wellness industries continues to create employment opportunities for management careers in college and professional organizations, corporate wellness programs, fitness and sport clubs, resort and tourism agencies, a variety of municipal and outdoor service programs, sporting goods industry, and sport information outlets. In addition, human performance managers offer expertise about translating the benefit of physical activity, nutrition, and recreational pursuits into effective policy solutions for both government and private sector. The HPM educational program provides students with knowledge and develops administrative skills in human performance, resource management, measurement and evaluation, as well as specific vocational preparation in fitness, nutrition, leisure, and sports careers.
- Student Learning Outcomes
- Certificate (Not Applicable)
- Associate Degree (Not Applicable)
- Bachelor Degree
Student Learning Outcomes*:
At the end of their study at WSU, students in this program will
- 1. Apply knowledge of exercise science including kinesiology, functional anatomy, exercise physiology, nutrition, program administration, psychology, and injury prevention in the health/fitness setting.
- 2. Perform pre-participation health screenings and fitness assessments.
- 3. Interpret assessment results and develop exercise prescription.
- 4. Incorporate suitable physical activities to improve functional capacity.
- 5. Apply appropriate behavioral change techniques to effectively educate and counsel lifestyle modification.
- 6. Create and disseminate risk management guidelines for a health/fitness facility, department or organization to reduce member, employee and business risk. OR Create an effective injury prevention program and ensure that emergency policies and procedures are in place.
- 7. Perform duties related to fitness management, administration, and program supervision.
*The student learning outcomes were developed in the 2017 – 2018 academic year to align the program’s student learning outcomes with the major areas of professional practice (i.e., domains) and the knowledge, skills, and abilities (KSAs) identified for the fitness and clinical exercise science/physiology certifications offered by the American College of Sports Medicine (ACSM)1
1 American College of Sports Medicine’s Certifications at a Glance. Table D.1. in ACSM’s Guidelines for Exercise Testing and Prescription, 10th ed. 2018.
- Certificate (Not Applicable)
- Curriculum Grid
- Program and Contact Information
The Department of Exercise and Nutrition Sciences (ENS) in the Jerry & Vickie Moyes College of Education offers programs that teach skills and knowledge needed to maintain and enhance human performance and well-being through exercise, fitness, sport and optimal nutrition. We offer undergraduate students exceptional educational experiences in a variety of teaching environments supported by faculty with diverse expertise. Our state-of-the-art facilities — including fully equipped laboratories (biomechanics, human performance, nutritional biochemistry and foods), a networked computer lab, and ample indoor and outdoor fitness and activity arenas — provide outstanding areas for student instruction and research.
With a curriculum designed to develop professional knowledge and skills, our graduates enter the workforce as fitness and nutrition professionals in a variety of educational, health and fitness settings, and are prepared to pursue graduate studies in their respective career fields. Through instruction, scholarship and service, our department offers Bachelor of Science degrees in Exercise and Sport Science (Fitness Professional and Exercise Science tracks) and Nutrition Education (Integrative Nutrition and Sports Nutrition tracks) and a Nutrition Education minor. We also support the efforts of undergraduates seeking Departmental Honors and/or the Bachelor of Integrated Studies degree, offering Exercise Science and Nutrition Education and as emphases for the BIS Program.
Contact Information:
Dr. Saori Hanaki
Assistant Professor of Exercise and Sport Science & Exercise & Sport Science Program Director
Office: SW 302E
Phone: 801-626-6626
saorihanaki@weber.edu - Assessment Plan
Student Learning Outcome 1: Knowledge & Skills : Apply knowledge of exercise science including kinesiology, functional anatomy, exercise physiology, nutrition, program administration, psychology, and injury prevention in the health/fitness setting.How Assessed:
Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:- Measure 1: NSCA2 Certified Strength & Conditioning Specialist (CSCS) Competencies; “Scientific Foundations” section
- 80% of students score higher than 4 out of 5
- Measure 2: ACSM/NPAS3 Physical Activity in Public Health Specialist (PAPHS) Competencies; Area 6 “Exercise Science in Public Health Setting”
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS courses which have a major emphasis in “Foundational Core Knowledge and Skills”
- Measure 3: Structural Kinesiology (ESS 3450)
- 80 % of students receive the total lab score higher than 80%
- Measure 4: Biomechanics (ESS 3500)
- 80% of students successfully scores 80% or better on questions in final exam aligned with this SLO
- Measure 5: Exercise Physiology (ESS 3510)
- 80% of students successfully completes the course (C or better)
Student Learning Outcome 2: Health & Fitness Assessment: Perform preparticipation health screenings and fitness assessments.
How Assessed:
Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:- Measure 1: ACSM1 CEP Competencies; Section I “Heath & Fitness Assessment”
- 80% of students score higher than 4 out of 5
- Measure 2: NSCA2 CSCS Competencies; Practical- IV- Testing & Evaluation” section
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS courses which have a major emphasis in “Preparticipation Health Screenings and Fitness Assessments”
- Health/Fitness Evaluation & Exercise Prescription (ESS 2300)
- Measure 3: 80% of students score 80% or higher on Complete Fitness Assessment (or Personal Fitness Assessment during COVID restrictions) Assignment
- Measure 4: 80% of students core 80% or higher on the 17 question Health Appraisal Quiz
- Measure 5: 80% of students score 80% or higher on the Practical Skills Final Exam (Written exam during COVID restrictions)
- Measurement and Statistics in Exercise Science (ESS 3600)
- Measure 6: 80% of students score 80% or better on Research Replication Study Project.
- Measure 7: 80% of students score C or better in the course
- Clinical Exercise Physiology (ESS 4370)
- Measure 8: 80% of students score 80% or higher on the 10 question Health Screening and Pre-Exercise Evaluation Quiz
- Measure 9: 80% of students score 80% or higher on the Individualized Exercise Program Project
Student Learning Outcome 3: Exercise Prescription: Interpret assessment results and develop exercise prescription.
How Assessed:
Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:
- Measure 1: ACSM1 CEP Competencies; Section II “Exercise Prescription & Implementation”
- 80% of students score higher than 4 out of 5
- Measure 2: NSCA2 CSCS Competencies; Practical- II – “Program Design” section
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS courses which have a major emphasis in “Interpretation of Assessments and Development of Exercise Prescription”- Health/Fitness Evaluation & Exercise Prescription (ESS 2300)
- Measure 3: 80% of students score 80% or higher on the VO2 and Heart Rate Reserve Assignment
- Measure 4: 80% of students score 80% or higher on the Exercise Program and Prescription Project
- Clinical Exercise Physiology (ESS 4370)
- Measure 5: 80% of students score 80% or higher on the 10 question Exercise Prescription Quiz
- Measure 6: 80% of students score 80% of higher on the Individualize Exercise Program Project
Student Learning Outcome 4: Physical Activity for Functional Capacity: Incorporate suitable physical activities to improve functional capacity.
How Assessed:
Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:
- Measure 1: ACSM1 CEP Competencies; Section II “Exercise Prescription & Implementation”
- 80% of students score higher than 4 out of 5
- Measure 2: NSCA2 CSCS Competencies; Practical- II – Program Design” section
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS and allied courses which have a major emphasis in “Incorporation of Physical Activity of for Functional Improvement”
- Clinical Exercise Physiology (ESS 4370)
- Measure 3: 80% of students score 80% or higher on the Individualized Exercise Program Project
- Measure 4: 80% of students score 80% or higher on Oral presentation on Clinical Disease & Exercise
Student Learning Outcome 5: Exercise Counseling & Behavioral Strategies: Apply appropriate behavioral change techniques to effectively educate and counsel lifestyle modification.
How Assessed:
Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:
- Measure 1: ACSM1 CEP Competencies; Section III “Exercise Counseling & Behavior Modification”
- 80% of students score higher than 4 out of 5
- Measure 2: ACSM/NAPS3 PAPHS Competencies; Area 3 – “Planning & Evaluating”
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS and allied courses which have an emphasis in “Behavioral Change and Lifestyle Modification”
- Measure 3: Health/Fitness Evaluation & Exercise Prescription (ESS 2300)
- 80% of students score 80% or higher on the Exercise Prescription and Program Assignment
- Measure 4: Clinical Exercise Physiology (ESS 4370)
- 80% of students score 80% or higher
Student Learning Outcome 6: Risk Management & Injury Prevention: Create and disseminate risk management guidelines for a health/fitness facility, department or organization to reduce member, employee and business risk. OR Create an effective injury prevention program and ensure that emergency policies and procedures are in place.
How Assessed:Method A (Indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:
- Measure 1: ACSM1 CEP Competencies; Section IV “Risk Management and Professional Responsibilities”
- 80% of students score higher than 4 out of 5
- Measure 2: NSCA2 CSCS Competencies; Practical- III – Organization and Administration” section
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS and allied courses which have an emphasis in “Risk Management and Emergency Procedure”
- Measure 3: Emergency Response (AT 2300)
- 80% of students successfully complete the course (C or better)
Student Learning Outcome 7: Fitness Management: Perform duties related to fitness management, administration, and program supervision.
How Assessed:
Method A (indirect): Self-evaluation in senior seminar course (ESS 4990) utilizing:
- Measure 1: ACSM1 CEP Competencies; Section IV “Risk Management and Professional Responsibilities”
- 80% of students score higher than 4 out of 5
- Measure 2: NSCA2 CSCS Competencies; Practical- III – Organization and Administration” section
- 80% of students score higher than 4 out of 5
Method B (Direct): Standardized cognitive and skill assignments and exams related to respective content areas in ESS and allied courses which have an emphasis in “Management, Administration, and Supervision”
- Measure 3: Corporative Work Experience (ESS 4890)
- 80% or more students successfully complete the course with a B- (80%) or better grade
1 ACSM CEP – American College of Sports Medicine Certified Exercise Physiologist
2 NSCA CSCS – National Strength & Conditioning Association, Certified Strength & Conditioning Specialist
3 ACSM/NAPS PAPHS- American College of Sports Medicine (ACSM)/National Physical Activity Society Physical Activity in Public Health Specialist
- Measure 1: NSCA2 Certified Strength & Conditioning Specialist (CSCS) Competencies; “Scientific Foundations” section
- Assessment Report Submissions
- 2021-2022
- 2019-2020
1) First year student success is critical to WSU’s retention and graduation efforts. We are interested in finding out how departments support their first-year students. Do you have mechanisms and processes in place to identify, meet with, and support first-year students? Please provide a brief narrative focusing on your program’s support of new students:
Any first-year students taking courses in your program(s)
The first year students taking ESS courses do:
- meet with the ESS program faculty, particularly through ESS 2200, Exploring Exercise Science Professions (the course instructor as well as the ‘guest lectures’)
- meet with the ENS’ Academic Advisor, Matthew Smith through ESS 2200, and via Department and/or Program wide communications .
- engage in academic planning, career exploration and introduction to scientific inquiry which are strategically integrated in the ESS 2200 course to get the students interested in the Exercise and Sports Science program.
- have opportunities to participate in research projects (as study subjects) that are conducted by the program faculty and/or advanced ESS students
- engage in activities offered by the exercise and nutrition sciences club
Students declared in your program(s), whether or not they are taking courses in your program(s)
Students declared in ESS program (regardless of actually taking ESS courses) do:
- receive communications from the ENS academic advisor, Matthew Smith
- meet with Matthew Smith for academic planning/advising
- receive advising to prepare for professional schools (MD, PA, PT, OT, etc.) admission by Matthew Smith
- engage in activities offered by the exercise and nutrition sciences club
- participate in research projects conducted by the ESS faculty and/or other students
2) A key component of sound assessment practice is the process of ‘closing the loop’ – that is, following up on changes implemented as a response to your assessment findings, to determine the impact of those changes/innovations. It is also an aspect of assessment on which we need to improve, as suggested in our NWCCU mid-cycle report. Please describe the processes your program has in place to ‘close the loop’.
Through this biennial report, the ESS program has identified a number of issues:- a significant misalignment between existing program learning objectives and the operating program goals.
- an excessive reliance on a few courses (ESS 2300 and ESS 4370) in achieving and assessing the learning objectives.
- These occurred largely due to a recent turnover of the program faculty combined with limited instructional resources in the program. Some curricular updates were made at the individual course level to better accommodate the needs of the students and the exercise science industry, but the changes at the program levels did not occur concurrently. The ESS program is scheduled for a major curriculum update to meet the accreditation requirements set by the Council on Accreditation of Strength and Conditioning Education (CASCE) in the summer of 2021, and program goals and the learning objectives will be updated to align with the accreditation standards.
This biennial report has highlighted something important. Despite the fact that our students have been meeting most of the learning objectives and competencies (assessed through direct measures), our seniors felt that they were not as capable in some of the competency and skill areas (assessed through indirect measures in ESS 4990, Senior Seminar).
The gap between students’ actual performance and their perception of their performance needs to be rectified. This can be attained by offering more opportunities for practical, realistic skill performance.
The areas that the program is deficient in, particularly, the areas of management/administration of fitness facilities and program design and implementation, are something that we are planning to address in the upcoming curriculum update.Action plans:
- The ESS Program intends to respond to the feedback offered by the Office of Institutional Effectiveness by making modifications that are feasible in our next assessment report
- Update the program goals and learning objectives that are more appropriate and aligned with the CASCE accreditation standards
- Create new courses and update existing courses to cover competencies, knowledge and skills described in the CASCE accreditation standards by utilizing a new faculty line
- Establish an assessment mechanism, such as standardized exam questions and/or assessment rubrics, to continuously and effectively gather the evidence of students learning (more direct measures)
- Address the gap between the learning objectives achieved by the students and students’ perceptions of their competencies
The full report is available for viewing.
- 2017
The full report is available for viewing.
- 2016
1) Based on your program’s assessment findings, what subsequent action will your program take?
- Human Performance Management became a different major, approved by WSU faculty senate, Board of Trustees, and the Board of Regents in Spring 2016. The Sport and Recreation Services Emphasis of Human Performance Management designed a new stand- alone Outdoor Community and Recreation Major that was approved by the Board of Regents Summer 2016. The Human Performance Management Wellness Emphasis changed the name of the program to Exercise and Sports Science with two different tracks. A new mission statement has been written. New Student Learning Outcomes, Curriculum Grid, and Assessment Plan will be developed this year. The Program is exploring accreditation through the Committee on Accreditation for the Exercise Sciences.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
- No.
The full report is available for viewing.
- 2015
1) Based on your program’s assessment findings, what subsequent action will your program take?
- Continue monitoring according to assessment plan.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
- No.
The full report is available for viewing. - 2014
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- Human Performance Management faculty are confident and attentive to student learning outcomes.
2) With whom did you share the results of the year’s assessment efforts?
- HPHP faculty and staff in Department Box.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- Continue monitoring according to assessment plan.
The full report is available for viewing
- 2013
The Human Performance Management program conducted a 5 year program review with full self-study during the spring of 2014. Those results are presented in place of the Annual Assessment. Please reference those documents for information that includes data for the 2012/13 academic year.
- 2021-2022
- Program Review