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Education Sciences
Special Issues
Teaching and Learning in Exercise and Environmental Physiology
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Teaching and Learning in Exercise and Environmental Physiology

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (10 March 2023) | Viewed by 9995

Special Issue Editor

Prof. Shawn R. Simonson

E-Mail Website
Guest Editor
Director of Human Performance Laboratory, Department of Kinesiology, Faculty Associate, Center for Teaching and Learning, Boise State University, Boise, ID, USA
Interests: exercise (novel conditioning programs); environmental physiology; scholarship of teaching and learning

Special Issue Information

Despite historically originating out of medical and physical education, there is little tradition regarding the study of teaching and learning in exercise and environmental physiology programs. This is changing, and this Special Issue wishes to showcase the good work being done toward enhancing student outcomes and improving the learning process. Exercise and environmental physiology present a multitude of unique opportunities for enhanced learning, from the use of experiential learning to timely application problems.

The proposal, i.e., initiative/aim & scope of the Special Issue:

There are three levels of professional teaching knowledge: 1) content knowledge 2) general pedagogical, and 3) content pedagogical. The first represents the instructor’s content-specific preparation, the second are the general teaching tools that are broadly applicable across disciplines, and the third requires an appreciation of students’ prior understanding, core concepts, threshold concepts, and how to help students develop discipline-specific ways of thinking. It is this third level of professional teaching knowledge, content pedagogical, that is the focus of this Special Issue. Studies, articles, and reviews that explore students’ prior understanding, preconceptions, and misconceptions; define the threshold concepts and propose effective ways to teach these; and aid students in developing discipline-specific ways of thinking in exercise and environmental physiology will be included. The unique ways in which applied human physiology uses active and experiential learning and can enhance metacognition will be of particular interest.

Prof. Shawn R. Simonson
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • active learning
  • environmental physiology
  • exercise physiology
  • exercise science
  • experiential learning
  • kinesiology
  • learning
  • teaching

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

11 pages, 9666 KiB  
Article
Long-Term Impact of Living and Learning at High Altitude: An Altitude Physiology Class for Undergraduate Students
by Maurie J. Luetkemeier, John E. Davis and J. Brian Hancock II
Educ. Sci. 2022, 12(2), 112; https://doi.org/10.3390/educsci12020112 - 7 Feb 2022
Cited by 1 | Viewed by 2126
Abstract
Alma College initiated an Altitude Physiology class in 1997 devoted to living and learning at high altitude (3440 m). The class incorporated several key elements of High-Impact Educational Practice including a strong student-research component and collaborative groups assignments. A retrospective survey was administered [...] Read more.
Alma College initiated an Altitude Physiology class in 1997 devoted to living and learning at high altitude (3440 m). The class incorporated several key elements of High-Impact Educational Practice including a strong student-research component and collaborative groups assignments. A retrospective survey was administered to alumni of the class to determine its long-term impact. Student responses ranged from “agree” to “strongly agree” with statements regarding the class’s impact on positive learning outcomes such as critical thinking, knowledge acquisition, synthesis of knowledge, and understanding of research. Students generally favored non-traditional formats such as living at altitude for gaining understanding of environmental physiology. Full article
(This article belongs to the Special Issue Teaching and Learning in Exercise and Environmental Physiology)
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16 pages, 1754 KiB  
Article
Using Environmental Physiology to Teach Physiological Regulation
by Shawn R. Simonson
Educ. Sci. 2022, 12(1), 6; https://doi.org/10.3390/educsci12010006 - 24 Dec 2021
Viewed by 2694
Abstract
Environmental Physiology at Boise State University, Idaho, is a multidisciplinary course that expands students’ understanding of human regulatory physiology through acute and chronic responses to environmental extremes. Students explore the physics (pressure, fluid dynamics, gas laws, sound, and light) of the underwater environment, [...] Read more.
Environmental Physiology at Boise State University, Idaho, is a multidisciplinary course that expands students’ understanding of human regulatory physiology through acute and chronic responses to environmental extremes. Students explore the physics (pressure, fluid dynamics, gas laws, sound, and light) of the underwater environment, marine flora and fauna adaptations to this environment, and the human experience within this environment. Included is completion of the Professional Association of Dive Instructors (PADI) Open Water Scuba Certification. The course culminates in an international dive trip where course concepts are further demonstrated and explored, and conservation activities are undertaken. Full article
(This article belongs to the Special Issue Teaching and Learning in Exercise and Environmental Physiology)
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15 pages, 597 KiB  
Article
Fit for Fire: A 10-Week Low-Cost HIFT Experiential Learning Initiative between Underrepresented Kinesiology Undergraduates and Hypertensive Deconditioned Firefighters Improves Their Health and Fitness
by Melanie Poudevigne, Christina Day, Eon Campbell, Da’Lynn Mills, Reginald Porter, Ximena Zornosa and Thomas Andre
Educ. Sci. 2021, 11(1), 33; https://doi.org/10.3390/educsci11010033 - 18 Jan 2021
Cited by 1 | Viewed by 3727
Abstract
The aims of this study were to investigate the feasibility of an experiential learning initiative led by minority exercise science undergraduates and to observe the adaptations after a 10-week high-intensity functional training (HIFT) program in 34 underrepresented, hypertensive, and overweight/obese professional firefighters (PFF; [...] Read more.
The aims of this study were to investigate the feasibility of an experiential learning initiative led by minority exercise science undergraduates and to observe the adaptations after a 10-week high-intensity functional training (HIFT) program in 34 underrepresented, hypertensive, and overweight/obese professional firefighters (PFF; age: 36.8 ± 11.0 years, body weight: 97.3 ± 21.5 kg, height: 181.7 ± 6.6 cm; BMI: 29.2 ± 4.9 kg/m2). Data were analyzed for muscular strength and endurance, cardiorespiratory endurance, body composition, agility, flexibility, and readiness for change. The PFFs trained two to three times weekly during their work shifts at vigorous intensity for 40 min. Their resting diastolic blood pressure and resting heart rate significantly decreased. Improvements in agility, muscular strength, and readiness for change were observed. This HIFT experiential learning initiative was feasible and beneficial and improved the PFFs’ health and physical fitness with limited resources. Accredited programs in exercise science participating in low-cost initiatives may aid in mitigating public service workers’ compensation and injury rates to better respond to occupational demands. Full article
(This article belongs to the Special Issue Teaching and Learning in Exercise and Environmental Physiology)
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