Health & Human Sciences

Examination of the principles of wellness and encouraging the lifelong practice of wellness habits. Emphasis on personal assessment, behavioral change, information literacy and lifetime applications.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

Women's Lacrosse is a non-contact field sport which uses sticks to carry and propel the ball. This course, intended for beginners, will introduce students to: 1) basic skills such as cradling, throwing and catching; 2) basic strategy; 3) game rules; and 4) the history, culture and development of the sport. This course is open to both men and women. All necessary playing and safety equipment will be provided. FILA general education: ES activity.

FILA general education: ES activity. B-Rec Card must be purchased from the town of Bridgewater prior to the start of class.

An introduction to hatha yoga, a traditional system of exercise that combines concentration, relaxation, and mind-body integration with endurance, balance and flexibility. FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

Designed to help students learn about and participate in hiking to improve quality of life and promote lifelong physical fitness. This course delivers basic instruction of fundamental skills necessary for safe, low-impact hiking. This includes effective selection of clothing, routes, equipment, and nutrition. FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

FILA general education: ES activity.

This course introduces students to the use of the medieval longsword as taught by the German and Italian fechtmeister (fight or fencing masters) in the 14th and 15th centuries. Instruction will encompass fundamentals (stance, footwork, focus, initiative, etc.), principles of attack and defense and advanced techniques ("windings," close-quarter play, half-sword techniques). The chivalric attitudes of honor and courtesy will be emphasized in partner drills throughout the course. The evolution of swords and armor during that period will also be discussed. FILA general education: ES activity.

This course will introduce students to Ultimate Frisbee, a growing sport that combines many aspects of football, soccer and basketball. Instruction will include rules of the game, development of individual skills (throwing, catching and defensive technique) and team strategy. Students will participate in small-scale drills that develop individual technique and team strategy, as well as team game play. FILA general education: ES activity.

Tai Chi is a centuries-old martial art that today is practiced as a graceful form of exercise. It involves a series of movements (postures) performed in a slow, focused manner and accompanied by deep breathing. The movements are gentle emphasizing mental focus, breathing, and relaxation and Tai Chi can improve balance and stability, reduce stress and anxiety, and improve focus and attention. This class offers an introduction to 18 posture Yang style Tai Chi. FILA general education: ES activity.

Emergency care training for those who are likely to be the first person responding to the scene of an accident, fire or medical emergency. 

Introduction to research process including formulating research questions, research methods, general statistical, evaluation, presentation, and research ethics. 

Examination of the multiple determinants of health and wellness from a personal and community perspective. Through service-based learning experiences, students critically analyze individual, social and environmental factors that influence health. This course requires students to spend time off-campus serving at community agencies in order to successfully fulfill course requirements. FILA general education: experiential learning.

This is a survey course, which examines a variety of personal and community health and wellness topics. Students will gain the content knowledge and understanding of health topics and develop health literacy skills that will prepare them to teach school health aligned with the National Health Education Standards and the Virginia Standards of Learning.

Performance and teaching techniques for gymnastics, rhythms, dance, cooperative activities, and outdoor education, with a focus on pedagogical issues.

Introduction to human structures and physiological systems, which are fundamental to human activity. Systems covered include musculoskeletal, respiratory, cardiovascular and nervous with particular attention to the integration of function across systems. Students needing a laboratory-based course should take BIOL-305: Introduction to Human Anatomy and BIOL-314: Human Physiology as an alternative.

Examination of the function of the human musculoskeletal system. Selected musculoskeletal structures and their functions, as well as analysis of movements as they relate to physical activity, exercise and sport.

Practicum experience consistent with the career objectives of the student. One hundred hours of competency-based work in an environment relevant to the student's chosen career. 

Administration of school health and exercise science programs, including health instruction, environmental services and curriculum content. Methods and materials used in teaching health and exercise science as well as experiences in unit structure and application are covered.

Preparation for future health and physical education teachers to construct and identify various forms of authentic and traditional assessments in the secondary PE setting. Includes the use of technology to gather and record data, enhance learning and enhance personal productivity in the physical activity setting.

A study of the effects of nutrition on the wellbeing of the athlete and the relationship of good nutrition to optimum performance.

Comparison of the similarities and differences between varied World Health Organization ranked global healthcare systems. Emphasis will be placed on exploring delivery, financing, and effectiveness of services within various healthcare systems, with a special focus on sports medicine and related prevention and intervention resources for athletes. The class will travel to Portugal and Czech Republic. FILA general education: world cultures and experiential learning.

Examination of standards and policies in the organization, supervision and administration of health exercise science and athletics on all school levels and in all phases of the program.

FILA general education: ES activity.

Training instructor candidates to teach the American Red Cross (ARC) courses, and to review courses and challenges in: Lifeguard Training, Community Water Safety, CPR for the Professional Rescuer, Lifeguarding Instructor Aide and Longfellow's Whales Tales. Offered alternate years.

Training instructor candidates to teach the American Red Cross (ARC) Swimming and Water Safety course in: Infant and Pre-school Aquatics Program, Levels I-VII of the Learn to Swim Program, Community Water Safety course, Water Safety Instructor Aide course, and Safety Training for Swim Coaches course (additional training required). Offered alternate years.

Introduction to the role psychology plays in physical education and sport settings. Exploration of how psychological factors (e.g., personality, achievement motivation, anxiety) can influence participation in physical activity and motor performance, how the structure of sport and physical education programs influence psychological development, and how teaching mental skills (e.g., arousal regulation, goal setting, visualization) may enhance motor performance in physical education and sport. FILA general education: writing intensive.

Preparation for the physical educator to teach lifetime physical activity at the secondary level. Curriculum development, unit and lesson planning, and effective instructional strategies and techniques will be explored and applied through peer teaching and practical field experience.

The course introduces students to the fundamentals of teaching sport skills, how to organize and run effective practices, and basic strength and conditioning principles to effectively train student-athletes. Organizational methods, technological considerations, and administrative concerns are also included. Students will also learn the techniques and tactics from basic fundamentals to detailed strategies of a sport as well as gain practical experience with a sport coach.

Practicum experience within the field of coaching. Students will complete 100 hours of competency-based work in a coaching environment as well as reflect on their experiences as it relates to the knowledge and skill competencies of the National Standards for Sport Coaches.

Twenty-hour field experience in local schools and preschool program. Reports, reflections and journal entries required. Students will gain experience in observations, assessment, and teaching in the PE setting.

Preparation for future health and physical education teachers to apply principles of class management, assessment, unit and lesson planning and instructional techniques as part of a developmentally appropriate elementary physical education program. Peer teaching provides students with practical experience.

Development of community based intervention strategies to modify health risk behaviors, with emphasis on theoretical foundations, and comprehensive program planning strategies.

A public health approach to addressing individual and community health problems. Students will implement health promotion programs in different settings with groups and individuals. Students will develop leadership skills around health promotion concepts. A variety of intervention strategies will be examined with a focus on achieving health behavior changes in at-risk populations.

Basic physiological concepts of the nervous, muscular and energy systems, including the effect of exercise on such functions as circulation, respiration and temperature regulation.

Preparation in scientifically sound principles of conditioning in professional settings including in-depth study of strength training, speed development, cardiovascular training, flexibility training and exercise program design. Principles and concepts derived from physiology, psychology, anatomy and kinesiology are practically applied. Application of principles of training to all populations including those with special needs and athletes.

The second of two courses required by the Commonwealth of Virginia for endorsement in driver education. Incorporation of current teaching methods and research in the field of driver education. Emphasis on organization and administration, classroom instruction, single car instruction, multiple-car range, simulation and evaluation. Emphasis on actual teaching skills including a minimum of 20 hours of actual behind-the-wheel, supervised teaching experience. Course content is consistent with the Administrative and Curriculum Guide for Driver Education in Virginia.

Capstone experience integrating the core learned in major level courses through readings, class discussions and projects. Additionally, skill application occurs by completing 75 hours of competency-based work in an environment relevant to the discipline and reflecting upon this experience in light of their knowledge and skill development.

This is a practicum course designed for students pursing the strength and conditioning concentration.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. Supervision of an intern is provided by an appropriate faculty member and by a site supervisor of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon approved policies and guidelines. Internships are graded on an S or U basis. Students must complete 120 hours of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation. FILA general education: experiential learning.

An introduction to the history of Family Sciences with consideration of family strengths and weaknesses and internal dynamics of families. Students will engage in critical examination of families and individuals in societal contexts and issues related to families, work, and their interrelationships. Using family science theories, students will consider the contextual factors that influence the family. Emphasis placed upon the reciprocal impacts of relationships within the family and a person's relationships to individuals and society. This course focuses on family as a basic social institution, the various theoretical perspectives on the family, and provides an overview of current social scientific research on the family. The history, structure, and functions of the family will be addressed as will topics such as dating, cohabitation, marriage, parenting, family violence, and divorce. FILA general education: social sciences.

Needs for Individuals and Families from the standpoint of health, safety, environment, finance, ownership, types of dwellings, and minimum standards will be studied. The decision-making processes related to furnishings and equipment will also be examined. Sociological and economic theories of housing consumption and production in housing markets, including basic concepts of housing needs, quality, norms and satisfaction will be explored.

Examines issues related to management process and its significance on the quality of life experienced by families with consideration of values, goals, standards, decision making and allocation of resources. Topics include development and allocation of resources, social environment influences, life cycle and family structure influences and consumer issues and decisions.

A look at the importance of food and nutrition in individual lives, communities and nations with emphasis on non-western and third world countries. It allows students to develop an understanding of food customs and the influence of culture and religion on food habits and health beliefs (ex. Edible/non-edible foods) while focusing on how these health beliefs and cultural influences impact one's actions and nutritional behaviors. Problems in nutrition as malnutrition and obesity along with food shortages/excesses and solutions currently being tried or projected through national, international and voluntary agencies are studied. Questions as to what one's health beliefs and cultural influences are and how these impact ones' actions are discussed. Laboratory experiences emphasize cultural influence on political, ethical, geographic, social and finally food choices. FILA general education: global dynamics.

Investigation of the scientific principles involved in basic cookery with emphasis on quality characteristics and product evaluation. Structure, composition and nutritive value of foods are studied, as well as food selection, storage, preparation, processing and meal management techniques. Food safety and an ecological approach to food selection and preparation is emphasized. Instruction requires three class meetings per week and one three-hour lab.

Examine issues related to geriatrics with emphasis on issues including historical, cultural, biological, physiological, psychological, and social contexts. Opportunities for experiential learning in residential and intermediate facilities with appropriate agencies. FILA general education:  experiential learning.

Students will examine interpersonal and marital relationships from a variety of theoretical and conceptual frameworks to gain an understanding of the changes in society relative to marriage and family. Students will recognize the impact of personality and communication styles as well as recognize the developmental stages of relationships. Students will analyze interpersonal relationships using various theoretical perspectives while learning how to develop and implement relationship enhancement and enrichment strategies, such as effective communication, problem solving, and anger and conflict management strategies.  FILA general education: social sciences.

A survey of interiors from 1900 to the present. Emphasis will be placed on the relationship of architecture and interior furnishings to the economic, political, religious, social and technical climate of the times. Offered on demand.

Emphasis on factors influencing fashion including the sociological, psychological and physiological aspects of clothing and basic construction of clothing.

Examine issues related to physical, cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children.

Developmental changes of individuals in families throughout the adolescent years into emerging adulthood. Emphasis placed on knowledge of physical, emotional, cognitive, and social aspects of development.

Students will develop an understanding of the legal issues, policies, and law influencing the well-being of families. Topics include family and the law relating to marriage, divorce, family support, child custody, child protection and rights, family planning, social services, education, the economy religion, and public policy as it affects the family, including tax, civil rights, social security, economic support laws, and regulations.

Nutritional needs throughout each phase of the life cycle are emphasized. Instructional delivery appropriate to each age group is stressed. Offered on demand.

Examination of the human family historically and comparatively in various cultures with major emphasis placed upon the modern American family. Included are such topics as the diversity of family structures, the social construction of emotions, gender expectations and roles, parenting, the life cycle, and family tensions. FILA general education:  writing intensive.

Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development, as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. FILA general education:  experiential learning

Covers the full spectrum of early childhood education from birth through age six. History, curriculum, assessment, program applications, and current trends and issues are examined. Course content is applicable to infant and toddler programs and preschool programs.

Instructional practice, management and evaluation appropriate for the secondary Family and Consumer Sciences classroom. Laws governing vocational education, its management and guidance and its relationship to state and national programs is considered. Emphasis on organizing and implementing a FCCLA program into classroom instruction. Offered alternate years.

Principles of economic systems in relation to standards in selection of goods and services and sources of reliable consumer information.

Critical examination of principles of the general philosophy and broad principles of family life education in conjunction with the ability to plan, implement, and evaluate such educational and Occupational/ Career and Technical Education programs. An understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues as they relate to professional practice and community concerns and values.

Study of the health and nutritional concerns and needs of a community; the nutritional services available to the community; preventive nutrition practices; and the process involved in identifying, designing and implementing programs for the community. Additionally, Medical Nutrition Therapy and the Nutrition Care Process is learned and practiced for later development during a practicum or internship. This knowledge provides the student with the tools to practice nutrition medical charting in the clinical setting with the understanding of various diet therapies. FILA general education:  experiential learning.

Field experiences in occupations related to Family and Consumer Sciences. Opportunities, qualifications, skills, and professional standards and ethics are studied. Two hours per week in class and a minimum of 100 (3 credits) or 200 (6 credits) hours of field experiences.

This capstone course explores special topics in all family and consumer content areas. Special topics and problems are developed according to the individual's specialization and professional interests. Students synthesize research in a particular area of family and consumer sciences to complete a capstone research project.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. Supervision of an intern is provided by an appropriate faculty member and by a site supervisor of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon approved policies and guidelines. Internships are graded on an S or U basis. Students must complete 120 hours of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements.  A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation. FILA general education: experiential learning.

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for no more than three independent studies or research projects.

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for not more than three independent studies or research projects.

An honors project is one in which a student researches a subject, by examination of relevant literature or by experimentation or both; the student reports the results in an accurately documented and well-written paper or appropriate representation of the work. Whenever the study deals with the subject of an established course, the student is expected to go well beyond the usual work of the course in research and in assimilation of the results as revealed in the report. Juniors and seniors with a cumulative grade point average of 3.40 or above may register for an honors project. One desiring to pursue an honors project must submit a written description of his or her proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. Upon the completion of the honors project, the student must present an oral defense of his or her project. The final grade must include a satisfactory performance on the oral defense, assessed by a three-faculty member team. The project advisor will authorize the make-up of the oral defense team and will assign the final grade on the project. The honors project title will be noted on the student's transcript. It is the student's responsibility to provide a copy of the written paper or appropriate representation of the work to the library in compliance with specifications approved by the Council on Education. The library director arranges for binding and storage.