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| Description | Critical thinking problem in the form of a case study | |||
| Type of Resource | Application, Assessment: tool, Assignment/Activity (Non-Laboratory/Non-Hands on Activity) | |||
| Format | Portable Document Format - PDF | |||
| Author |
Elizabeth Rust, University of Michigan
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| Development Date | August 14, 2007 | |||
| Grade/Age Levels |
Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) Graduate Professional (degree program) |
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| Pedagogies | ||||
| Related Research Papers |
Clin.J.Sport.Med. 15:208-213, 2005 Clin.J.Sport.Med. 16:283-292, 2006 NEJM.352:1550-1556, 2005 |
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| Learning Time | 6-9 hours | |||
| Language | English | |||
| Type of Review | Reviewed by Partner Organization | |||
| Review Date | September 21, 2007 | |||
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| Suggested Use | ||||
This activity is going to very helpful for my courses. I teach A&P classes in Exercise Science program and most of my students are athletes and runners. I am so excited to use this activity next Spring.
—Adrienne Bratcher, University of Louisville
Nice case study about running. I like that it has data the students can analyze to interrelate, respiratory, cardiovascular, renal, and CNS systems. In addition, it is nice that there is a teachers resource, to ensure the points are made.
—Lara Madison, Chadron State College
Very detailed case. Integrates body systems and applies to running, which many students do.
—Jason LaPres, Lone Star College - University Park
This case study helps students integrate how the cardiovascular system responds exercise and changes in blood volume. I used this case study in an upper level undergraduate class. Students broke up into groups and answered the questions. The whole class compared answers after each section.
—Katie Wilkinson, San Jose State University
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This case study is very detailed and uses very realistic scenarios with adequate detail in data. This will provide very good projects for students in my exercise physiology class.
—Kathy Carter, University of Louisville