010-111 syllabus - ACSM certified Personal Trainer Updated: 2024 | ||||||||||||
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Exam Code: 010-111 ACSM certified Personal Trainer syllabus January 2024 by Killexams.com team | ||||||||||||
010-111 ACSM certified Personal Trainer The test content outline is the blueprint for your certification examination. Every question on the test is associated with one of the knowledge or skill statements that are found in the test content outline. obtain the outline that corresponds to the certification of your choice, and you'll also find the percentage of questions within each domain of the exam. A job task analysis study was completed to describe the job functions of an ACSM Certified Personal Trainer® (ACSM-CPT®). The job task analysis serves as the foundation for the ACSM-CPT® test blueprint (also known as an test content outline) which assesses the practice-related knowledge of professionals seeking certification as a requirement of the job as a personal trainer. It is important to note that all ACSM-CPT® examination questions are based on the test content outline. Task Name Cognitive Level I. Initial Client Consultation and Assessment A. Provide documents and clear instructions to the client in preparation Recall for the initial interview. 1) Knowledge of: a) the components of and preparation for the initial client consultation. b) the necessary paperwork to be completed by the client prior to the initial client interview. 2) Skill in: a) effective communication. b) utilizing multimedia resources (e.g., email, phone, text messaging). B. Interview the client to gather and provide pertinent information prior to Application fitness testing and program design. 1) Knowledge of: a) the components and limitations of a health/medical history, preparticipation screening, informed consent, trainer-client contract, and organizational policies and procedures. b) the use of medical clearance for exercise testing and program participation. c) health behavior modification theories and strategies. d) orientation procedures, including equipment utilization and facility layout. 2) Skill in: a) obtaining a health/medical history, medical clearance, and informed consent. Job Tasks Each performance domain is divided into job tasks. Within each task is a list of statements that describe what a personal trainer should know and/or be able to perform as part of their job. Table 2 should provide candidates with a sense of the breadth and depth of information that will be covered on the ACSM-CPT® exam. Table 2. Job tasks and related knowledge and skill statements C. Review and analyze client data to identify risk, formulate a plan of action, Synthesis and conduct physical assessments. 1) Knowledge of: a) risk factors for cardiovascular disease. b) signs and symptoms of chronic cardiovascular, metabolic, and/or pulmonary disease. c) the process for determining the need for medical clearance prior to participation in fitness testing and exercise programs. d) relative and absolute contraindications to exercise testing. 2) Skill in: a) identifying modifiable risk factors for cardiovascular disease and teaching clients about risk reduction. b) determining appropriate fitness assessments based on the initial client consultation. c) following protocols during fitness assessment administration. D. Evaluate behavioral readiness and develop strategies to optimize Application exercise adherence. 1) Knowledge of: a) behavioral strategies to enhance exercise and health behavior change (e.g., reinforcement, S.M.A.R.T. goal setting, social support). b) health behavior change models (e.g., socioeconomic model, readiness to change model, social cognitive theory, theory of planned behavior) and effective strategies that support and facilitate behavioral change. 2) Skill in: a) setting effective client-oriented S.M.A.R.T. behavioral goals. b) choosing and applying appropriate health behavior modification strategies based on the clients skills, knowledge and level of motivation. E. Assess the components of health- and/or skill-related physical fitness to Synthesis establish baseline values, set goals, and develop individualized programs. 1) Knowledge of: a) the basic structures of bone, skeletal muscle, and connective tissue. b) the basic anatomy of the cardiovascular and respiratory systems. c) the definition of the following terms: anterior, posterior, proximal, distal, inferior, superior, medial, lateral, supination, pronation, flexion, extension, adduction, abduction, hyperextension, rotation, circumduction, agonist, antagonist, and stabilizer. d) the sagittal, frontal (coronal), transverse (horizontal) planes of the body and plane in which each muscle action occurs. e) the interrelationships among center of gravity, base of support, balance, stability, and proper spinal alignment. f) the following curvatures of the spine: lordosis, scoliosis, and kyphosis. g) the differences between the aerobic and anaerobic energy systems and the effects of acute and chronic exercise on each. h) acute responses to cardiorespiratory exercise and resistance training. i) chronic physiological adaptations associated with cardiovascular exercise and resistance training. j) physiological responses related to warm-up and cool-down. k) physiological basis of acute muscle fatigue, delayed onset muscle soreness (DOMS), and musculoskeletal injury/overtraining. l) physiological adaptations that occur at rest and during submaximal and maximal exercise following chronic aerobic and anaerobic exercise training. m) physiological basis for improvements in muscular strength and endurance. n) expected blood pressure responses associated with postural changes, acute physical exercise, and adaptations as a result of long-term exercise training. o) types of muscle contraction, such as isotonic (concentric, eccentric), isometric (static), and isokinetic. p) major muscle groups (e.g., trapezius, pectoralis major, latissimus dorsi, deltoids, biceps, triceps, rectus abdominis, internal and external obliques, erector spinae, gluteus maximus, hip flexors, quadriceps, hamstrings, hip adductors, hip abductors, anterior tibialis, soleus, gastrocnemius). q) major bones (e.g., clavicle, scapula, sternum, humerus, carpals, ulna, radius, femur, fibula, tibia, tarsals). r) joint classifications (e.g., hinge, ball and socket). s) the primary action and joint range of motion specific to each major muscle group. t) the following terms related to muscles: hypertrophy, atrophy, and hyperplasia. u) physiological basis of the components of health-related physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition). v) normal chronic physiologic adaptations associated with cardiovascular, resistance, and flexibility training. w) test termination criteria, and proper procedures to be followed after discontinuing an exercise test. x) anthropometric measurements and body composition techniques (e.g., skinfolds, plethysmography, bioelectrical impedance, infrared, dual-energy x-ray absorptiometry (DEXA), body mass index (BMI), circumference measurements). y) fitness testing protocols, including pre-test preparation and assessments of cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition. z) interpretation of fitness test results. aa) the recommended order of fitness assessments. bb) appropriate documentation of signs or symptoms during an exercise session. cc) various mechanisms for appropriate referral to a physician. 2) Skill in: a) locating/palpating pulse landmarks, accurately measuring heart rate, and obtaining rating of perceived exertion (RPE). b) selecting and administering cardiovascular fitness assessments. c) locating anatomical sites for circumference (girth) and skinfold measurements. d) selecting and administering muscular strength and muscular endurance assessments. e) selecting and administering flexibility assessments for various muscle groups. f) recognizing postural deviations that may affect exercise performance and body alignment. g) delivering test and assessment results in a positive manner. F. Develop a plan and timeline for reassessing physical fitness, goals, and Application related behaviors. 1) Knowledge of: a) developing fitness plans based on the information obtained in the client interview and the results of the physical fitness assessments. b) alternative health behavior modification strategies. c) the purpose and timeline for reassessing each component of physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition). II. Exercise Programming and Implementation A. Review the clients goals, medical history, and assessment results and Recall determine exercise prescription. 1) Knowledge of: a) the risks and benefits associated with guidelines for exercise training and programming for healthy adults, older adults, children, adolescents, and pregnant women. b) the risks and benefits associated with guidelines for exercise training and programming for clients with chronic disease who are medically cleared to exercise. c) Health-related conditions that require consultations with medical personnel prior to initiating physical activity. d) components of health-related physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition). e) program development for specific client needs (e.g., sport-specific training, performance, lifestyle, functional, balance, agility, aerobic and anaerobic). f) special precautions and modifications of exercise programming for participation in various environmental conditions (e.g., altitude, variable ambient temperatures, humidity, environmental pollution). g) documenting exercise sessions and performing periodic re-evaluations to assess changes in fitness status. B. Select exercise modalities to achieve the desired adaptations based on the Application clients goals, medical history, and assessment results. 1) Knowledge of: a) selecting exercises and training modalities based on clients age, functional capacity, and exercise test results. b) the principles of specificity and program progression. c) the advantages, disadvantages, and applications of interval, continuous, and circuit training programs for cardiovascular fitness improvements. d) activities of daily living (ADLs) and their role in the overall health and fitness of the client. e) differences between physical activity recommendations and training principles for general health benefits, weight management, fitness improvements, and athletic performance enhancement. f) advanced resistance training programming (e.g., super sets, Olympic lifting, plyometric exercises, pyramid training). g) the six motor skill-related physical fitness components; agility, balance, coordination, reaction time, speed and power. h) the benefits, risks, and contraindications for a wide variety of resistance training exercises specific to individual muscle groups (e.g., for rectus abdominis, performing crunches, supine leg raises, and plank exercises). i) the benefits, risks, and contraindications for a wide variety of range of motion exercises (e.g., dynamic and passive stretching, Tai Chi, Pilates, yoga, proprioceptive neuromuscular facilitation, partner stretching) j) the benefits, risks, and contraindications for a wide variety of cardiovascular training exercises and applications based on client experience, skill level, current fitness level and goals (e.g., walking, jogging, running). C. Determine initial Frequency, Intensity, Time, Type, Volume and Progression Application (i.e., FITT-VP Principle) of exercise based on the clients goals, medical history, and assessment results. 1) Knowledge of: a) the recommended FITT-VP principle for physical activity for cardiovascular and musculoskeletal fitness in healthy adults, older adults, children, adolescents, and pregnant women. b) the recommended FITT-VP principle for development of cardiovascular and musculoskeletal fitness in clients with stable chronic diseases who are medically cleared for exercise. c) exercise modifications for those with physical and intellectual limitations (e.g., injury rehabilitation, neuromuscular and postural limitations). d) implementation of the components of an exercise training session (e.g., warm-up, conditioning, cool down, stretching). e) application of biomechanics and exercises associated with movements of the major muscle groups (i.e., seated knee extension: quadriceps). f) establishing and monitoring levels of exercise intensity, including heart rate, RPE, pace, maximum oxygen consumption and/or metabolic equivalents (METs). g) determining target/training heart rates using predicted maximum heart rate and the heart rate reserve method (Karvonen formula) with recommended intensity percentages based on client fitness level, medical considerations, and goals. h) periodization for cardiovascular, resistance training, and conditioning program design and progression of exercises. i) repetitions, sets, load, and rest periods necessary for desired goals. j) using results from repetition maximum tests to determine resistance training loads. D. Review the proposed program with the client, demonstrate exercises, and Application teach the client how to perform each exercise. 1) Knowledge of: a) adaptations to strength, functional capacity, and motor skills. b) the physiological effects of the Valsalva Maneuver and the associated risks. c) the biomechanical principles for the performance of common physical activities (e.g., walking, running, swimming, cycling, resistance training, yoga, Pilates, functional training). d) the concept of detraining or reversibility of conditioning and effects on fitness and functional performance. e) signs and symptoms of over-reaching/overtraining. f) modifying exercise form and/or technique to reduce musculoskeletal injury. g) exercise attire for specific activities, environments, and conditions (e.g., footwear, layering for cold, light colors in heat). h) communication techniques for effective teaching with awareness of visual, auditory, and kinesthetic learning styles. 2) Skill in: a) demonstrating exercises designed to enhance cardiovascular endurance, muscular strength and endurance, balance, and range of motion. b) demonstrating exercises for improving range of motion of major joints. c) demonstrating a wide range of resistance training modalities and activities (e.g., variable resistance devices, dynamic constant external resistance devices, kettlebells, static resistance devices). d) demonstrating a wide variety of functional training exercises (e.g., stability balls, balance boards, resistance bands, medicine balls, foam rollers). e) proper spotting positions and techniques for injury prevention and exercise assistance. E. Monitor the clients technique and response to exercise, providing Synthesis modifications as necessary. 1) Knowledge of: a) normal and abnormal responses to exercise and criteria for termination of exercise (e.g., shortness of breath, joint pain, dizziness, abnormal heart rate response). b) proper and improper form and technique while using cardiovascular conditioning equipment (e.g., stair-climbers, stationary cycles, treadmills, elliptical trainers). c) proper and improper form and technique while performing resistance exercises (e.g., resistance machines, stability balls, free weights, resistance bands, calisthenics/body weight). d) proper and improper form and technique while performing flexibility exercises (e.g., static stretching, dynamic stretching, partner stretching). 2) Skill in: a) interpreting client comprehension and body language during exercise. b) effective communication, including active listening, cuing, and providing constructive feedback during and after exercise. F. Recommend exercise progressions to Boost or maintain the clients Synthesis fitness level. 1) Knowledge of: a) exercises and program modifications for healthy adults, older adults, children, adolescents, and pregnant women. b) exercises and program modifications for clients with chronic disease who are medically cleared to exercise (e.g., stable coronary artery disease, other cardiovascular diseases, diabetes mellitus, obesity, metabolic syndrome, hypertension, arthritis, chronic back pain, osteoporosis, chronic pulmonary disease, chronic pain). c) principles of progressive overload, specificity, and program progression. d) progression of exercises for major muscle groups (e.g., standing lunge to walking lunge to walking lunge with resistance). e) modifications to periodized conditioning programs to increase or maintain muscular strength and/or endurance, hypertrophy, power, cardiovascular endurance, balance, and range of motion/flexibility. G. Obtain client feedback to ensure exercise program satisfaction and adherence. Recall 1) Knowledge of: a) effective techniques for program evaluation and client satisfaction (e.g., survey, written follow-up, verbal feedback). b) client goals and appropriate review and modification. III. Exercise Leadership and Client Education A. Optimize participant adherence by using effective communication, motivational Synthesis techniques, and behavioral strategies. 1) Knowledge of: a) verbal and nonverbal behaviors that communicate positive reinforcement and encouragement (e.g., eye contact, targeted praise, empathy). b) learning preferences (auditory, visual, kinesthetic) and how to apply teaching and training techniques to optimize training session. c) applying health behavior change models (e.g., socioecological model, readiness to change model, social cognitive theory, theory of planned behavior) and strategies that support and facilitate adherence. d) barriers to exercise adherence and compliance (e.g., time management, injury, fear, lack of knowledge, weather). e) techniques to facilitate intrinsic and extrinsic motivation (e.g., goal setting, incentive programs, achievement recognition, social support). f) strategies to increase non-structured physical activity (e.g., stair walking, parking farther away, biking to work). g) health coaching principles and lifestyle management techniques related to behavior change. h) leadership techniques and educational methods to increase client engagement. 2) Skill in: a) applying active listening techniques. b) using feedback to optimize a clients training sessions. c) effective and timely uses of a variety of communication modes (e.g., telephone, newsletters, email, social media). B. Educate clients using scientifically sound resources. Application 1) Knowledge of: a) influential lifestyle factors, including nutrition and physical activity habits. b) the value of carbohydrates, fats, and proteins as fuels for exercise and physical activity. c) the following terms: body composition, body mass index, lean body mass, anorexia nervosa, bulimia nervosa, and body fat distribution. d) the relationship between body composition and health. e) the effectiveness of diet, exercise and behavior modification as a method for modifying body composition. f) the importance of maintaining hydration before, during and after exercise. g) Dietary Guidelines for Americans. h) the Female Athlete Triad. i) the myths and consequences associated with various weight loss methods (e.g., fad diets, dietary supplements, over-exercising, starvation diets). j) the number of kilocalories in one gram of carbohydrate, fat, protein and alcohol. k) industry guidelines for caloric intake for individuals desiring to lose or gain weight. l) accessing and disseminating scientifically-based, relevant, fitness- and wellnessrelated resources and information. m) community-based exercise programs that provide social support and structured activities (e.g., walking clubs, intramural sports, golf leagues, cycling clubs). n) stress management and relaxation techniques (e.g., progressive relaxation, guided imagery, massage therapy). IV. Legal and Professional Responsibilities A. Collaborate with health care professionals and organizations to create a Application network of providers who can assist in maximizing the benefits and minimizing the risk of an exercise program. 1) Knowledge of: a) reputable professional resources and referral sources to ensure client safety and program effectiveness. b) the scope of practice for the Certified Personal Trainer and the need to practice within this scope. c) effective and professional communication with allied health and fitness professionals. d) identifying individuals requiring referral to a physician or allied health services (e.g., physical therapy, dietary counseling, stress management, weight management, psychological and social services). B. Develop a comprehensive risk management program (including an Application emergency action plan and injury prevention program) consistent with industry standards of care. 1) Knowledge of: a) resources available to obtain basic life support, automated external defibrillator (AED), and cardiopulmonary resuscitation certification. b) emergency procedures (i.e., telephone procedures, written emergency procedures, personnel responsibilities) in a health and fitness setting. c) precautions taken to ensure participant safety (e.g., equipment placement, facility cleanliness, floor surface). d) the following terms related to musculoskeletal injuries (e.g., shin splints, sprain, strain, bursitis, fractures, tendonitis, patellofemoral pain syndrome, low back pain, plantar fasciitis). e) contraindicated exercises/postures and risks associated with certain exercises (e.g., straight-leg sit-ups, double leg raises, full squats, hurdlers stretch, cervical and lumbar hyperextension, standing bent-over toe touch). f) the responsibilities, limitations, and legal implications for the Certified Personal Trainer of carrying out emergency procedures. g) potential musculoskeletal injuries (e.g., contusions, sprains, strains, fractures), cardiovascular/pulmonary complications (e.g., chest pain, palpitations/ arrhythmias, tachycardia, bradycardia, hypotension/hypertension, hyperventilation), and metabolic abnormalities (e.g., fainting/syncope, hypoglycemia/hyperglycemia, hypothermia/hyperthermia). h) the initial management and basic first-aid procedures for exercise-related injuries (e.g., bleeding, strains/sprains, fractures, shortness of breath, palpitations, hypoglycemia, allergic reactions, fainting/syncope). i) the need for and components of an equipment service plan/agreement. j) the need for and use of safety policies and procedures (e.g., incident/accident reports, emergency procedure training) and legal necessity thereof. k) the need for and components of an emergency action plan. l) effective communication skills and the ability to inform staff and clients of emergency policies and procedures. 2) Skill in: a) demonstrating and carrying out emergency procedures during exercise testing and/or training. b) assisting, spotting, and monitoring clients safely and effectively during exercise testing and/or training. C. Adhere to ACSM Certifications Code of Ethics by practicing in a professional Recall manner within the scope of practice of an ACSM Certified Personal Trainer. 1) Knowledge of: a) the components of both the ACSM Code of Ethics as well as the ACSM Certified Personal Trainer scope of practice. b) appropriate work attire and professional behavior. 2) Skill in: a) conducting all professional activities within the scope of practice of the ACSM Certified Personal Trainer. D. Follow industry-accepted professional, ethical, and business standards. Recall 1) Knowledge of: a) professional liability and potential for negligence in training environments. b) legal issues for licensed and non-licensed healthcare professionals providing services, exercise testing and risk-management strategies. c) equipment maintenance to decrease risk of injury and liability (e.g., maintenance plan, service schedule, safety considerations). E. Respect copyright laws by obtaining permission before using protected Recall materials and any form of applicable intellectual property. 1) Knowledge of: a) national and international copyright laws. 2) Skill in: a) referencing non-original work. F. Safeguard client confidentiality and privacy rights unless formally waived or in Recall emergency situations. 1) Knowledge of: a) practices/systems for maintaining client confidentiality. b) the importance of client privacy (i.e., client personal safety, legal liability, client credit protection, client medical disclosure). c) the Family Educational Rights and Privacy Act (FERPA), and the Health Insurance Portability and Accountability Act (HIPAA) laws. | ||||||||||||
ACSM certified Personal Trainer ACSM certified syllabus | ||||||||||||
Other ACSM exams010-111 ACSM certified Personal Trainer020-222 ACSM Health/Fitness Instructor 040-444 ACSM Registered Clinical Exercise Physiologist | ||||||||||||
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010-111 Dumps 010-111 Braindumps 010-111 Real Questions 010-111 Practice Test 010-111 dumps free ACSM 010-111 ACSM certified Personal Trainer http://killexams.com/pass4sure/exam-detail/010-111 Question #136 Section 3 A client at your fitness center who has just completed a vigorous bout of exercise complains of fatigue, lightheadedness and shakiness. You know from his health history that he has type II diabetes. Which do you administer after you call for medical assistance? A. Insulin B. Orange juice C. Salt tablet D. Nothing Answer: B Question #137 Section 3 Joe consumed half of the adult Recommended Dietary Allowance for carbohydrates as noted on the nutrition facts panel for persons consuming 2500 calories per day. Approximately how many grams of carbohydrates does Joe have remaining today? A. 55 B. 188 C. 375 D. 752 Answer: B Question #138 Section 3 Which is true about energy content of the macronutrients? A. fat = 9 kcal/gram, carbohydrate = 7 kcal/gram, water = 0 kcal/gram B. carbohydrate = 7 kcal/gram, protein = 4 kcal/gram, alcohol = 7 kcal/gram C. water = 0 kcal/gram, protein = 4 kcal/gram, alcohol = 7 kcal/gram D. protein = 9 kcal/gram, fat = 4 kcal/gram, carbohydrate = 4 kcal/gram Answer: C Question #139 Section 3 In order to lose 1.5 pounds per week with diet alone, one would have to reduce his/her daily caloric intake per day by ______ kilocarlories. A. 350 B. 500 C. 750 D. 1000 Answer: C Question #140 Section 3 Which vitamins are classified as fat soluble? A. A, B, C, D B. A, D, E, K C. A, B, D, E D. A, C, D, K Answer: B Question #141 Section 3 Your client is a 59 year old sedentary female with a body mass index of 33 kg/m2. She has no history of heart disease herself, but her mother had a myocardial infarction at the age of 66. She is an ex-smoker who quit 15 years ago, blood pressure is consistently 135/85 mm Hg, total cholesterol is 180 mg/dL (4.6 mmol/L) with an HDL level of 30 mg/dL (0.8 mmol/L), and blood glucose is 100 mg/dL (5.6 mmol/L). She has come to you for advice because she wishes to Boost her overall health and fitness. What initial American College of Sports Medicine risk stratification does this client fall into? A. Low risk B. Moderate risk C. High risk D. Very high risk Answer: B Question #142 Section 3 Your client reports ankle swelling. What is another term for this? A. Analgia B. Atrophy C. Edema D. Erythroma Answer: C Question #143 Section 3 Atherosclerosis is primarily characterized by ______. A. increased elasticity of blood vessels B. reduced blood pressure C. widening of the arteries D. plaque development in the arteries Answer: D Question #144 Section 3 Which blood lipid is influenced more by physical activity than by nutrition modification? A. LDL B. HDL C. VLDL D. Total cholesterol Answer: B Question #145 Section 3 Compared to adults, children are at a higher risk of ______ when exercising in a hot/humid environment. A. elevated blood pressure B. anemia C. hypothermia D. muscular fatigue Answer: D Question #146 Section 3 What changes occur during exercise following cigarette smoking? A. Respiration rate is suppressed. B. Blood pressure response is suppresed. C. Heart rate response is exaggerated. D. Sympathetic activity is inhibited. Answer: C For More exams visit https://killexams.com/vendors-exam-list Kill your test at First Attempt....Guaranteed! | ||||||||||||
BIOL 246 Human Anatomy (4)Introduction to the structural characteristics of the human body and the interrelationships among its systems. Clinical terminology and applications are stressed. Laboratory. Closed to first-semester freshmen.
BIOL 260 Human Physiology (4)Course focuses on cellular mechanisms and body systems and the relationship between them that dictates the physiological functions of the human body. Emphasis is placed on the homeostatic control of the human body. The required laboratory component examines the specific details of each physiological system, and prepares students for independent research. Writing skills and familiarization with digital data acquisition techniques are also emphasized.
EXHS 135 Concepts and Contemporary Issues in Exercise and Health Science and Sport (2)Introduction to the principles underlying human function across the lifespan. The course also investigates the scientific, sociological and philosophical scope of Exercise and Health Science through exemplars including nutrition, and discrimination and the use of ergogenic aids in sport. Building competence in the fundamentals of scientific and technical writing is an integral part of the course.
EXHS 199 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 221 Epidemiology (4)The study of the causes and distribution of health-related events, including disease and injury, with a focus on techniques to identify and control threats to health and well-being. The class will examine historical cases, analytical methodologies and current controversies.
EXHS 230 Community Health: Principles of Applied Nutrition (4)This course will provide students with foundational knowledge about the scientific principles of human nutrition. The following Topics will be discussed: classification of nutrients (carbohydrates, lipids, proteins), metabolism and energy balance, dietary supplements, diet planning, the role of nutrition in health. The course will also examine how cultural values influence choices people make about the foods they consume, the consequences that arise as a result of such choices, and the attitudes towards these consequences. Topics include the impact of global warming on food production in different parts of the world, inequalities in distribution of resources across geographical and economic barriers, the potential for global conflict as a result of scarcity of food resources, food safety and food security, the politics and economics of health care in the United States, and the tremendous social and economic costs associated with the current obesity epidemic. Students will use critical analysis of available data and will then be guided towards formulating appropriate solutions to address problems relating to the choices people make about food, and the consequences of these choices.
EXHS 241 Methods of Teaching Activities and Sports (4)The study of effective teaching and coaching in physical education and sports with an emphasis on analysis of teaching; methodology; maximizing the learning environment; classroom management; and lesson, unit and program planning and implementation. Not open to first-year students.
EXHS 248 Yes I Can: Exercise and Health Science & Special Populations (4)Introduction to the etiology and scope of human functional anomalies (including anatomical, physiological, & neurological manifestations), assessment and (re)habilitation approaches, and legal and pedagogical principles associated with utilizing physical activity to enhance the quality of life of the exceptional individual.
EXHS 251 Sport Leadership and Management (4)The class explores the nature of administration and management in fitness, sport, allied health and physical education settings at school and community level. Leadership styles, public relations skills, organizational and administrative skills along with Topics of conflict resolution, legal aspects of negligence and liability, fiscal management/budgeting practices, and risk management are developed.
EXHS 256W Research Design and Analysis (4)An examination of the concepts and principles for conducting research and for evaluating the research literature in Exercise and Health Science. The course will cover the nature and purpose of research, research ethics, types of research and experimental designs, and technical writing in science, including library search methods and adherence to APA style. The laboratory component covers the relationship between design and statistical analyses, and includes descriptive statistics and exploratory data analysis, including graphical and computer-based statistical analysis, inferential statistics, including coverage of correlation/regression analysis, ANOVA, effect size and power analysis.
EXHS 279 Aging, Health, and Functional Assessment (4)This course will be a study of age-related physical, psychological, and social changes that occur during the older adult years, their interrelationship with health and physical activity, and their application to assessment of physical function. Additionally, this course will examine and conduct functional tests commonly used with older adults, including those that are novel or in development. The research foundations and effectiveness of such assessments will be examined, and their appropriate use and interpretation will be practiced with older adult volunteers from the surrounding community.
EXHS 310 Preparation for the ACSM Exercise Physiologist Certification (4)This elective course covers all the material necessary for students to sit for the Certified Exercise Physiologists examination offered by the American College of Sports Medicine (ACSM). According to the ACSM, “ACSM Certified Exercise Physiologists (ACSM-EP) are fitness professionals with a minimum of a bachelor’s degree in exercise science. ACSM-EPs take training to the next level by individualizing exercise programs based on a client’s needs and ability. The ACSM-EP has mastery with pre-exercise health risk assessments and conduct physical fitness assessments, among other health tasks. Whether it is taking the first steps toward adopting healthy lifestyle behaviors or competing for a first marathon, an ACSM-EP can support clients at every stage of their journey to become their best selves.” The course is taught in a seminar-style setting and students will learn to lead discussions and contribute to a collective learning effort.
EXHS 330 Biochemistry of Exercise and Nutrition (4)In this course students will participate in group discussions and work collaboratively to understand the components of macronutrient metabolism (carbohydrates, lipids, amino acids) and the regulatory mechanisms that control metabolic pathways. The study of the relationship between metabolism and fuel availability for different types of exercise will lead to learning about training adaptations and the role of nutrition in athletic performance. Finally, students will examine the role supplements and drugs can play in exercise performance by examining the biochemical mechanisms of action.
EXHS 335 Sports Nutrition (4)In this course students will participate in group discussions and contribute to a collective learning effort to understand the role of nutrition in sports performance and the physiological and biochemical pathways involved in the actions of each nutrient. They will also learn to differentiate between fact and fiction regarding best practices in sports nutrition. Students will use the scientific investigation method to gain both a macro- and microscopic view of each subject and will develop recommendations for athletes and coaches rooted in evidence not option.
EXHS 340 Clinical Healthcare: Theory and Application (4)Introduction to the field of clinical assessment of injury and illness. This course will cover evaluation protocols, initial and progressive management, and principles of rehabilitation. The course includes a laboratory for skill acquisition in hands-on musculoskeletal function evaluation focusing on anatomical kinesiology and the use of special tests to augment evaluation.
EXHS 346 Advanced Human Anatomy (4)In this course students will explore the complete process of embryonic development of the human fetus. Looking at the developing fetus, students will better understand congenital diseases and dysfunctions observed in the adult body. Students will perform specialized dissections of brains, hearts, eyes, and other organs in order to identify congenital anomalies and variants identified throughout the semester. Students will also develop a project to explore a medical anomaly of their choosing. Drawing connections between variants found in cadavers, students will identify the cause of the variation in terms of congenital inheritance or acquisition through adaptations. Students will be asked to communicate these arguments orally and in writing appropriate for the scientific community.
EXHS 347 Biomechanics (4)The analysis of structural principles and mechanical application pertaining to human movement. Course will discuss concepts of human movement with investigation of biomechanics and structural kinesiology. Efficiency of movement, neuromuscular integration, proprioception, mechanical concepts related to muscular function, and analysis of human motion/motor skills will be extensive. Laboratory.
EXHS 357 Motor Learning and Control (4)Study of the neural, physical and behavioral aspects of human movement, and the processes involved in acquiring and refining motor skills. The class will examine research that explains why certain behaviors manifest themselves, and provides the basis for assessing performance and designing optimal practice, rehabilitation and training experiences. Not open to first-year students.
EXHS 358 Special Topics in Exercise and Health Science (4)An opportunity for semester-long study of specific advanced Topics within the field of Exercise and Health Science. Topics and themes will vary by instructor. This class may be repeated for credit with different topics.
EXHS 360 Physiology of Exercise (4)This class examines the physiological systems of the human body as they are affected by different mode, intensity, and duration of exercise. Emphasis is placed on the interrelationship between the skeletal, muscular, nervous, respiratory, circulatory, endocrine, and digestive systems. The required laboratory will focus on measuring and analyzing various anthropometric, physiological and metabolic functions and performance parameters, using the data to predict and describe work capacity and training protocols.
EXHS 366 Physical Activity and Disease Prevention (4)This course will investigate the prevalence, etiology, and social impact of several common diseases and disabilities as they relate to aging and physical inactivity. The class will specifically focus on the prevention and treatment of cardiovascular diseases, osteoporosis, sarcopenia, diabetes, cancer, and other related disorders. Students will gain a greater understanding of current medical practice and treatment guidelines through the investigation of both classic and current research publications. Students will additionally gain practical experience with common clinical tests used in the assessment and diagnosis of these disorders.
EXHS 394 Internship (2-4)Refer to the internships section for an explanation of internship requirements.
EXHS 399 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 429 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 445 Advanced Clinical Healthcare: Rehabilitation and Professional Development (4)Building on the knowledge and skills gained in EXHS 340 Clinical Healthcare: Theory and Application, this course introduces students to advanced techniques of evaluation, treatment and rehabilitation. Students will consider the psychosocial aspects of clinical healthcare and gain an understanding of the professional expectations of clinical healthcare providers as well as healthcare as a social service.
EXHS 495W Senior Seminar in Exercise and Health Science, Part 1 (2)This course is the first in a two-part seminar course and capstone experience required of all Exercise and Health Science majors. Students may meet this requirement by completing one of the following four options: a) an original research study, b) a literature review, c) an internship with an associated service project, or d) a community outreach project. Topics are selected in consultation with Exercise and Health Science faculty. Regardless of the option chosen, students must present their work orally in an open meeting format and provide a final paper detailing the work to the department.
EXHS 496W Senior Seminar in Exercise and Health Science, Part 2 (2)A seminar course and capstone experience required of all Exercise and Health Science majors. Students may meet this requirement by completing one of the following four options: a) an original research study, b) a literature review, c) an internship with an associated service project, or d) a community outreach project. Topics are selected in consultation with Exercise and Health Science faculty. Regardless of the option chosen, students must present their work orally in an open meeting format and provide a final paper detailing the work to the department. The Exercise and Health Science program aims at developing those cognitive, affective and psychomotor skills that equip students to perform competently in the program's science based core and selected electives. The interdisciplinary academic structure of the program arises from the belief that critical thinking, effective writing, clear articulation, and strong analytical skills are crucial elements in the mastery of all subject matter. In this, and in its emphasis on developing the well-rounded person, the Exercise and Health Science program pursues goals and objectives that are congruent with those of the College of Arts & Sciences curriculum. The Exercise and Health Science program at Willamette University is designed to meet the needs of our student population, focusing on the development of the total person as it is expressed in the classical Greek emphasis on the interaction of mind, body, and spirit. The department achieves these ends by offering an Exercise and Health Science major and service classes. The major provides students with the essential knowledge and training to pursue a wide variety of career opportunities. In the past decade, the majority of graduates from the program have continued on to graduate studies in fields such as allied health and medicine, teaching, research in Exercise and Health Science, and activity related business. Individual internship programs and field experiences are available to expand students' practical knowledge in their particular areas of interest. The focus of the service activity offerings is the development of leisure and lifetime skills to accommodate the changing lifestyles of our society and increase the potential for personal fulfillment through physical activity. The department is housed on the 4th floor of the Collins Science Center. Departmental teaching and research facilities include two wired classrooms in Sparks Center, a separate Integrated Exercise Science laboratory in Gatke Hall and a cadaver laboratory in Collins Science Center. Requirements for the Exercise and Health Science Major (50 semester hours)34 semester hours in Exercise and Health Science, 16 other semester hours Core CoursesRequired Electives: Twelve semester hours from the following (12)
Required Integrated CoursesEight semester hours from the following (8)
* Prerequisite needed Indicators of AchievementStudent Learning Objectives: In line with the Department’s mission, by the end of the program, students will:
FacultyInstructorsCourse ListingsEXHS 135 Concepts and Contemporary Issues in Exercise and Health Science and Sport (2)Introduction to the principles underlying human function across the lifespan. The course also investigates the scientific, sociological and philosophical scope of Exercise and Health Science through exemplars including nutrition, and discrimination and the use of ergogenic aids in sport. Building competence in the fundamentals of scientific and technical writing is an integral part of the course.
EXHS 199 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 221 Epidemiology (4)The study of the causes and distribution of health-related events, including disease and injury, with a focus on techniques to identify and control threats to health and well-being. The class will examine historical cases, analytical methodologies and current controversies.
EXHS 230 Community Health: Principles of Applied Nutrition (4)This course will provide students with foundational knowledge about the scientific principles of human nutrition. The following Topics will be discussed: classification of nutrients (carbohydrates, lipids, proteins), metabolism and energy balance, dietary supplements, diet planning, the role of nutrition in health. The course will also examine how cultural values influence choices people make about the foods they consume, the consequences that arise as a result of such choices, and the attitudes towards these consequences. Topics include the impact of global warming on food production in different parts of the world, inequalities in distribution of resources across geographical and economic barriers, the potential for global conflict as a result of scarcity of food resources, food safety and food security, the politics and economics of health care in the United States, and the tremendous social and economic costs associated with the current obesity epidemic. Students will use critical analysis of available data and will then be guided towards formulating appropriate solutions to address problems relating to the choices people make about food, and the consequences of these choices.
EXHS 241 Methods of Teaching Activities and Sports (4)The study of effective teaching and coaching in physical education and sports with an emphasis on analysis of teaching; methodology; maximizing the learning environment; classroom management; and lesson, unit and program planning and implementation. Not open to first-year students.
EXHS 248 Yes I Can: Exercise and Health Science & Special Populations (4)Introduction to the etiology and scope of human functional anomalies (including anatomical, physiological, & neurological manifestations), assessment and (re)habilitation approaches, and legal and pedagogical principles associated with utilizing physical activity to enhance the quality of life of the exceptional individual.
EXHS 251 Sport Leadership and Management (4)The class explores the nature of administration and management in fitness, sport, allied health and physical education settings at school and community level. Leadership styles, public relations skills, organizational and administrative skills along with Topics of conflict resolution, legal aspects of negligence and liability, fiscal management/budgeting practices, and risk management are developed.
EXHS 256W Research Design and Analysis (4)An examination of the concepts and principles for conducting research and for evaluating the research literature in Exercise and Health Science. The course will cover the nature and purpose of research, research ethics, types of research and experimental designs, and technical writing in science, including library search methods and adherence to APA style. The laboratory component covers the relationship between design and statistical analyses, and includes descriptive statistics and exploratory data analysis, including graphical and computer-based statistical analysis, inferential statistics, including coverage of correlation/regression analysis, ANOVA, effect size and power analysis.
EXHS 279 Aging, Health, and Functional Assessment (4)This course will be a study of age-related physical, psychological, and social changes that occur during the older adult years, their interrelationship with health and physical activity, and their application to assessment of physical function. Additionally, this course will examine and conduct functional tests commonly used with older adults, including those that are novel or in development. The research foundations and effectiveness of such assessments will be examined, and their appropriate use and interpretation will be practiced with older adult volunteers from the surrounding community.
EXHS 310 Preparation for the ACSM Exercise Physiologist Certification (4)This elective course covers all the material necessary for students to sit for the Certified Exercise Physiologists examination offered by the American College of Sports Medicine (ACSM). According to the ACSM, “ACSM Certified Exercise Physiologists (ACSM-EP) are fitness professionals with a minimum of a bachelor’s degree in exercise science. ACSM-EPs take training to the next level by individualizing exercise programs based on a client’s needs and ability. The ACSM-EP has mastery with pre-exercise health risk assessments and conduct physical fitness assessments, among other health tasks. Whether it is taking the first steps toward adopting healthy lifestyle behaviors or competing for a first marathon, an ACSM-EP can support clients at every stage of their journey to become their best selves.” The course is taught in a seminar-style setting and students will learn to lead discussions and contribute to a collective learning effort.
EXHS 330 Biochemistry of Exercise and Nutrition (4)In this course students will participate in group discussions and work collaboratively to understand the components of macronutrient metabolism (carbohydrates, lipids, amino acids) and the regulatory mechanisms that control metabolic pathways. The study of the relationship between metabolism and fuel availability for different types of exercise will lead to learning about training adaptations and the role of nutrition in athletic performance. Finally, students will examine the role supplements and drugs can play in exercise performance by examining the biochemical mechanisms of action.
EXHS 335 Sports Nutrition (4)In this course students will participate in group discussions and contribute to a collective learning effort to understand the role of nutrition in sports performance and the physiological and biochemical pathways involved in the actions of each nutrient. They will also learn to differentiate between fact and fiction regarding best practices in sports nutrition. Students will use the scientific investigation method to gain both a macro- and microscopic view of each subject and will develop recommendations for athletes and coaches rooted in evidence not option.
EXHS 340 Clinical Healthcare: Theory and Application (4)Introduction to the field of clinical assessment of injury and illness. This course will cover evaluation protocols, initial and progressive management, and principles of rehabilitation. The course includes a laboratory for skill acquisition in hands-on musculoskeletal function evaluation focusing on anatomical kinesiology and the use of special tests to augment evaluation.
EXHS 346 Advanced Human Anatomy (4)In this course students will explore the complete process of embryonic development of the human fetus. Looking at the developing fetus, students will better understand congenital diseases and dysfunctions observed in the adult body. Students will perform specialized dissections of brains, hearts, eyes, and other organs in order to identify congenital anomalies and variants identified throughout the semester. Students will also develop a project to explore a medical anomaly of their choosing. Drawing connections between variants found in cadavers, students will identify the cause of the variation in terms of congenital inheritance or acquisition through adaptations. Students will be asked to communicate these arguments orally and in writing appropriate for the scientific community.
EXHS 347 Biomechanics (4)The analysis of structural principles and mechanical application pertaining to human movement. Course will discuss concepts of human movement with investigation of biomechanics and structural kinesiology. Efficiency of movement, neuromuscular integration, proprioception, mechanical concepts related to muscular function, and analysis of human motion/motor skills will be extensive. Laboratory.
EXHS 357 Motor Learning and Control (4)Study of the neural, physical and behavioral aspects of human movement, and the processes involved in acquiring and refining motor skills. The class will examine research that explains why certain behaviors manifest themselves, and provides the basis for assessing performance and designing optimal practice, rehabilitation and training experiences. Not open to first-year students.
EXHS 358 Special Topics in Exercise and Health Science (4)An opportunity for semester-long study of specific advanced Topics within the field of Exercise and Health Science. Topics and themes will vary by instructor. This class may be repeated for credit with different topics.
EXHS 360 Physiology of Exercise (4)This class examines the physiological systems of the human body as they are affected by different mode, intensity, and duration of exercise. Emphasis is placed on the interrelationship between the skeletal, muscular, nervous, respiratory, circulatory, endocrine, and digestive systems. The required laboratory will focus on measuring and analyzing various anthropometric, physiological and metabolic functions and performance parameters, using the data to predict and describe work capacity and training protocols.
EXHS 366 Physical Activity and Disease Prevention (4)This course will investigate the prevalence, etiology, and social impact of several common diseases and disabilities as they relate to aging and physical inactivity. The class will specifically focus on the prevention and treatment of cardiovascular diseases, osteoporosis, sarcopenia, diabetes, cancer, and other related disorders. Students will gain a greater understanding of current medical practice and treatment guidelines through the investigation of both classic and current research publications. Students will additionally gain practical experience with common clinical tests used in the assessment and diagnosis of these disorders.
EXHS 394 Internship (2-4)Refer to the internships section for an explanation of internship requirements.
EXHS 399 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 429 Topics in Exercise and Health Science (1-4)A semester-long study of Topics in Exercise and Health Science. Topics and emphases will vary according to the instructor. This course may be repeated for credit with different topics. See the New and Topics Courses page on the Registrar’s webpage for descriptions and applicability to majors/minors in other departments.
EXHS 445 Advanced Clinical Healthcare: Rehabilitation and Professional Development (4)Building on the knowledge and skills gained in EXHS 340 Clinical Healthcare: Theory and Application, this course introduces students to advanced techniques of evaluation, treatment and rehabilitation. Students will consider the psychosocial aspects of clinical healthcare and gain an understanding of the professional expectations of clinical healthcare providers as well as healthcare as a social service.
EXHS 495W Senior Seminar in Exercise and Health Science, Part 1 (2)This course is the first in a two-part seminar course and capstone experience required of all Exercise and Health Science majors. Students may meet this requirement by completing one of the following four options: a) an original research study, b) a literature review, c) an internship with an associated service project, or d) a community outreach project. Topics are selected in consultation with Exercise and Health Science faculty. Regardless of the option chosen, students must present their work orally in an open meeting format and provide a final paper detailing the work to the department.
EXHS 496W Senior Seminar in Exercise and Health Science, Part 2 (2)A seminar course and capstone experience required of all Exercise and Health Science majors. Students may meet this requirement by completing one of the following four options: a) an original research study, b) a literature review, c) an internship with an associated service project, or d) a community outreach project. Topics are selected in consultation with Exercise and Health Science faculty. Regardless of the option chosen, students must present their work orally in an open meeting format and provide a final paper detailing the work to the department. This course is a training program designed to provide William & Mary students with the information, instruction, education, and practical experience needed to become personal trainers. The course will prepare students to take the American College of Sports Medicine (ACSM) Certified Personal Trainer Exam. This is course is now offered for academic credit, INTR 110-14. COURSE INSTRUCTOR: Jenny Dunfee, M.S.Ed, ACSM Certified Exercise Physiologist (EP-C). COURSE MATERIALS USED:
Check out the ACSM website for more information about their national certifications and training materials. For more information please contact at [[jvrueh, Jenny Dunfee]] or (757) 221-3313. When was the last time you thought about doing a mobility workout? Just as you train for aerobic endurance, strength, and flexibility, you also need to train for mobility, especially if you want to maintain a vibrant, active life. Mobility refers to the way your joints move inside their socket. “Mobility is the ability to move your joints freely with the surrounding tissues allowing the movement to happen smoothly,” says Denise Cervantes, an ACSM-certified sports performance and fitness specialist based in San Bernardino, California. Think, for instance, the way the shoulder moves when you’re doing an arm windmill or arm circle. It’s related, but not synonymous with, flexibility. Flexibility refers to the ability to lengthen or hold a muscle in a stretch. Mobility refers to the range of motion of your joints. Mobility exercises tend to be more dynamic than exercises to improve flexibility, Cervantes says. Yet working on both can lead to some of the same benefits. “If you don’t have flexibility or mobility, in time it can get harder to do simple things like getting in and out of your car, bending down to put on your shoes, or reaching up to get something out of a cupboard,” Cervantes says. And it could make training and exercise more difficult. RELATED: Here’s How Exercise Boosts Your Health Take, for instance, mobility in your hips and thoracic spine. If you keep these body parts immobile too much, you may develop injuries simply due to repetitive daily behaviors, namely from excessive sitting and device use, according to a study. Without attention, those habits cause kyphosis, an exaggerated rounding of the back, according to the Cleveland Clinic. Immobility can also lead to poor walking mechanics. “Because of so much sitting, the hip flexors become so tight that they’re unable to open so when you walk, you’re only able to use a shortened stride,” she says. You’re then more likely to shuffle your feet as you walk when you age, your body hunched over. The good news is that simple mobility exercises, when practiced regularly, can help prevent these issues now and slow some of the related natural issues that happen with age. Even better? You’re never too young — or old — to start mobility training. “At all points of your life, mobility training should be part of your strength training program,” says Prentiss Rhodes, CSCS, a NASM-certified personal trainer and master instructor based in Scottsdale, Arizona. RELATED: Tips for Getting Back Into a Workout Routine While there’s no specific guideline for how often you should do mobility exercises, the more you do, generally the more you’ll benefit. Cervantes recommends doing mobility exercises daily. “The older you are, or the more sedentary you are, usually the more mobility work you need to do,” she says, adding that she likes to do a short mobility workout with multiple exercises before any workout she does. Or you can do them in small doses throughout the day. Most important is doing them regularly so that you maintain and Boost that mobility, Cervantes says. RELATED: A Complete Guide to At-Home Workouts Here are seven mobility exercises you can try that help with your major and most-used joints: 1. Child’s Pose to Downward-Facing DogKneel on floor and lower hips toward your heels, Cervantes says. Now let torso fall over knees and head fall between arms as you reach arms forward onto floor. This is Child’s pose. Hold for a few deep breaths. Then come into Tabletop position, shifting weight forward until shoulders are over wrists, hips over knees. Flip toes under and pushing feet through floor, extend arms so hips lift, chest pushes through arms, and legs straighten. (Your body will form a triangle with the ground.) Lengthening through torso, take a few deep breaths and slowly release knees to floor, untucking toes and moving back into Child’s pose. Repeat three times total, taking three to four deep breaths per move, Cervantes says. 2. Frog Pose to Deep SquatStand with feet slightly wider than shoulders, toes turned out for this exercise, Rhodes says. Sit back to lower body until thighs are parallel to floor (or as close as you can get to parallel). Hold here a second before shifting weight forward and placing hands on floor in front of you. Spread knees farther apart, as you lower yourself toward the ground, bring chest to the floor if possible. (Support yourself as needed with your arms if stretch in the inner thighs and groin is too intense.) Hold for a second before pushing back to that deep squat with toes turned out. Moving slowly, stand. Repeat 8 to 12 times, Rhodes says. 3. Chest and Shoulder OpenerLie face up on floor with dumbbell or kettlebell in right hand (or use a soup can if you don’t have strength equipment or find the weights too heavy), Rhodes says. Extend right arm straight above chest and left arm overhead resting on the floor by ear. Bend right leg, placing right foot on floor next to left knee. Roll onto left shoulder, letting right knee fall to floor. Now extend right leg onto floor and slowly roll hips forward and then back to the position with your right knee bent and arm still extended overhead. Repeat 8 to 12 times, Rhodes says; then carefully roll onto back, hold weight into chest to give arms a break, and switch sides, repeating on other side. 4. HitchhikerGet on floor on hands and knees in Tabletop position, wrists below shoulders and knees below hips, Rhodes says. Form right hand into fist, thumb pointing up in Hitchhiker position, and lift right arm in front of you to shoulder height. Lower to start and repeat 8 to 12 times. Switch sides and repeat. 5. Hamstring and Hip OpenerKneel on floor with knees about hip-width apart. Step right foot forward so right knee is over right ankle and right thigh is parallel with floor. With arms to sides or hands on hips, shift weight back as you lean from hips over right foot allowing right toes to come up. (If you need some balance, place hands on floor.) Release to start and repeat 8 to 12 times, Rhodes says. Switch sides and repeat. 6. Arm and Shoulder CirclesStand with feet shoulder-width apart, hips and shoulders square to start this exercise from Cervantes. Relax left arm by left side as you circle right arm forward 10 times; extend your arm as long as possible to make large circles without shifting hips. Switch directions for another 10 repetitions. Switch sides and repeat. 7. Hip CirclesLie face up on floor with legs extended on floor, Cervantes says. Bend right knee and bring it toward chest so knee is pointing toward ceiling. Draw circles — make them progressively bigger — with that knee in one direction 20 times; switch directions and repeat. Then switch sides and repeat, Cervantes says. An exercise science degree that scientifically addresses issues of health and fitness by focusing on how people can recover from the unhealthy effects of chronic lifestyle diseases and on training athletes to extend and expand their performance. Program skillsThe exercise science program has set the following student goals and learning outcomes: integrate scientific information and research into practice, develop communication skills and professional behaviors for entry into pre-professional practice, develop and deliver information and clinical customer services, demonstrate foundational knowledge of core sciences, and prepare students for successful completion of National Fitness Certification Exams. Program facilities equipmentStudents have access to the NEEDs Lab and the Fitness Lab. The NEEDs Lab is a space that allows students and faculty to approach nutrition education as a design and engineering problem, identifying/mobilizing expert researchers and practitioners in evaluation, statistical analyses, education, nutritional sciences, and health promotion. The Fitness Lab houses state-of-the-art equipment utilized by exercise science students to gain hands-on experience conducting fitness assessments and testing. Program job titlesPersonal Trainer; Strength and Conditioning Coach; Fitness Specialist; Program significant points
Select program hiring partnersNational Institute of Health; EXOS100% Outcome Rates for Exercise Science BSTotal percentage of graduates who have entered the workforce, enrolled in full-time graduate study, or are pursuing alternative plans (military service, volunteering, etc.). 80% Knowledge Rate Total percentage of graduates for whom RIT has verifiable data, compared to national average knowledge rate of 41% per NACE.
Experiential LearningCooperative Education and InternshipsCooperative education and internships are work experience in your field of study. And they set RIT graduates apart from their competitors. It’s exposure–early and often–to a variety of professional work environments, career paths, and industries. Cooperative education and internships are designed for your success. Cooperative education and internships are optional but strongly encouraged for students in the exercise science major. If you’ve never used a rowing machine before, you may be at a loss for what to do once you sit down. Here are some tips for navigating your first rowing workouts: Learn Proper Rowing TechniqueTo get the most benefits from your workouts and avoid injury, it’s essential to nail proper rowing technique. Let’s break it down, step-by-step. Here are the instructions from Concept2, a company that manufactures rowing machines:
Your first few sessions on the rower may feel awkward as you get used to rowing movements, but don’t worry if your technique isn’t on-point at first. “It’s okay to start without perfect technique, because you can Boost it along the way,” Rafaee says. Just make sure that you’re not yanking the rower handle during the “drive” portion of the stroke. Instead, focus on using power from your lower body to pull the handle just below your ribs and extend your legs. Use Rowing DrillsBrezler recommends using rowing drills to hone your technique. For example, practice using your arms and body only: Keep your legs and back straight while you hinge forward at the hips to extend your arms and hinge back at the hips to pull the handle to your ribs. This drill helps you focus on maintaining good posture and get used to the horizontal movement required at various phases of a stroke. Another great drill involves pausing at different portions of the stroke to check in on your form. For example, pause for two seconds in the “finish” position and do a quick scan to ensure your upper body is leaning back slightly, your legs are extended (with a slight bend in your knees), the handle is held lightly below your ribs, and your shoulders are low with wrists flat and grip relaxed. Pause again as you move into the “recovery” to check that your arms are extending and you’re allowing them to straighten before leaning forward from the hips. Practice pausing at other phases of the stroke, especially portions that still feel awkward. “A lot of times, this fixes 80 percent of someone’s bad technique,” Brezler says. Positioning a mirror to the side so you can watch yourself while you row can also help you catch mistakes. Start ShortIf you’ve never used a rower, start with five minutes and incorporate that time into your workout for the day, recommends Rafaee. Then, build gradually from there, adding time as you feel comfortable. “The more consistently you do a rowing workout, the easier it gets,” Rafaee says. Expect Some Muscle SorenessYour back may feel a little sore at first, but don’t let that scare you away. “Typically those muscles just need time to get stronger,” Brezler says. Giving yourself more recovery days in between workouts in the beginning can help limit this soreness. Start with one rowing workout a week and increase as your body gets stronger and you become accustomed to the workout. Rest assured this soreness should disappear after a couple of weeks, Brezler says. Soreness-related pain typically feels achy. If you notice any sharp pains during or after rowing, you may be injured or at risk for injury. Stop your rowing workouts and contact your doctor. Price: Free, $12.99 per month, or $24 per month Even if you don’t have the famous stationary bike, treadmill, or rower, you can still tap into Peloton’s wildly popular exercise programs, which include free weight strength sessions, yoga flows, and marathon training. Expect the same charismatic, high-energy instructors that teach from the bike, with mood-boosting playlists and fast-paced, non-boring workouts to boot. All the classes are available to stream on your phone, tablet, laptop, and TV apps. You'll also be able to track your activity outside of what your Peloton workouts for a more in-depth analysis of your progress. With the paid version, you can expect unlimited access to workouts, real-time metrics with a cadence monitor, and special classes with themes and special guests. Pros: Cons:
Editor review: "I love it for HIIT and strength workouts when I'm wanting to switch up my workout or have someone guide me and am not sure what the heck to do," says WH associate news editor Currie Engel. "I tried the marathon training program and loved that the Peloton app builds in warm ups, cooldowns, and runner's strength training. I knew I would be getting the best of the best." Taryn Cates
Licensed Professional Counselor, MS, ATR, LPC I offer art therapy that is person-centered and integrative so that our time together is both meaningful and effective. Our life experiences can feel so overwhelming at times, and when you're trapped in the middle of it all, it's hard to know how to move forward. Whether you're working through a life transition, a loss, the overwhelm of constantly taking care of others, or everyday stress, you deserve a space that is just yours to slow down, give space to your emotional experience, and find hope that things truly can feel different. I offer art therapy that is person-centered and integrative so that our time together is both meaningful and effective. Our life experiences can feel so overwhelming at times, and when you're trapped in the middle of it all, it's hard to know how to move forward. Whether you're working through a life transition, a loss, the overwhelm of constantly taking care of others, or everyday stress, you deserve a space that is just yours to slow down, give space to your emotional experience, and find hope that things truly can feel different. Madeleine Stoelinga
Counselor, MA, LPC-IT, ATR Verified Hi, I’m Madeleine! I am credentialed as an LPC-IT, a registered art therapist, and certified in ecotherapy. My approach is holistic, trauma-informed, and client-centered, as I believe that you hold your own healing power within yourself. I am intentional about providing a creative, meaningful, inclusive, comfortable space where it feels safe to express and explore all aspects of yourself. The act of creating art provides healing, grounding, and regulation. Art is a practice of mindfulness, a way to increase self-esteem and connect more deeply to yourself and others, especially when enhanced through curiosity and conversation. Hi, I’m Madeleine! I am credentialed as an LPC-IT, a registered art therapist, and certified in ecotherapy. My approach is holistic, trauma-informed, and client-centered, as I believe that you hold your own healing power within yourself. I am intentional about providing a creative, meaningful, inclusive, comfortable space where it feels safe to express and explore all aspects of yourself. The act of creating art provides healing, grounding, and regulation. Art is a practice of mindfulness, a way to increase self-esteem and connect more deeply to yourself and others, especially when enhanced through curiosity and conversation. Christine Newville Gartler
Licensed Professional Counselor, LPC, MA " I am skilled in the use of art therapy and other expressive modalities. I established my practice in 2007 following a decade of working as a therapist at Jane Addams' Hull House and Chicago area treatment facilities. My office is highly accessible, comfortable, and conducive to effective therapy. I believe that most people can benefit from an objective outside perspective during difficult or challenging times in their lives. My role is to provide additional support and to assist clients during this time of growth, transition or discovery. I help clients identify and navigate issues, crises and areas that are in need of healing. My approach is insight oriented, client centered, and non-judgmental. " I am skilled in the use of art therapy and other expressive modalities. I established my practice in 2007 following a decade of working as a therapist at Jane Addams' Hull House and Chicago area treatment facilities. My office is highly accessible, comfortable, and conducive to effective therapy. I believe that most people can benefit from an objective outside perspective during difficult or challenging times in their lives. My role is to provide additional support and to assist clients during this time of growth, transition or discovery. I help clients identify and navigate issues, crises and areas that are in need of healing. My approach is insight oriented, client centered, and non-judgmental. Adrian Prus
Counselor, LPC-IT Verified I work with children ages 10+, teenagers, and adults. My clinical interests include: anxiety, depression, LGBTQ+, ADHD, and trauma. I offer art therapy to those who are interested. I work with children ages 10+, teenagers, and adults. My clinical interests include: anxiety, depression, LGBTQ+, ADHD, and trauma. I offer art therapy to those who are interested. Amanda Lightner
Art Therapist, ATR-BC, LPC Verified In addition to art therapy & counseling, I provide post-education supervision for master’s level art therapists working towards becoming a Registered Art Therapist. My approach emphasizes the confluence of counseling & art therapy . I am a Board Certified Art Therapist & Licensed Professional Counselor with professional experience working with people of all ages in community mental health agencies, psychiatric hospitals & rehabilitation settings. In addition to art therapy & counseling, I provide post-education supervision for master’s level art therapists working towards becoming a Registered Art Therapist. My approach emphasizes the confluence of counseling & art therapy . I am a Board Certified Art Therapist & Licensed Professional Counselor with professional experience working with people of all ages in community mental health agencies, psychiatric hospitals & rehabilitation settings. Christen R Brockner
Licensed Professional Counselor, LPC Verified I am also an Art Therapist. The narratives of life can leave us feeling rough and jagged. Sometimes we need someone to come alongside us as we navigate the rapids, and discover the beauty and new form waiting in still waters. I consider being a part of this process to be a privilege and an honor. I serve children birth-adolescence, families, and adults. I am able to address a variety of needs, with a specialization in serving those who have experienced trauma. I provide an encouraging, supportive, attuned, relationship-focused environment, that is mindful of culture, and, if desired, incorporates faith into the work. I am also an Art Therapist. The narratives of life can leave us feeling rough and jagged. Sometimes we need someone to come alongside us as we navigate the rapids, and discover the beauty and new form waiting in still waters. I consider being a part of this process to be a privilege and an honor. I serve children birth-adolescence, families, and adults. I am able to address a variety of needs, with a specialization in serving those who have experienced trauma. I provide an encouraging, supportive, attuned, relationship-focused environment, that is mindful of culture, and, if desired, incorporates faith into the work. Kaaren V Anderson
Licensed Professional Counselor, LPC, ATR Verified Madison, WI 53701 (Online Only)
I am an LPC, Registered Art Therapist, Brainspotting Certified, and highly-trained in Internal Family Systems (IFS parts work). Are you feeling "stuck" or struggling to reach your next level? Do feelings such as anxiety, depression, unresolved conflict, attachment concerns or trauma prevent you from living your best life and fully engaging in relationships? There is a way forward and you don't have to go through this alone. I love being a therapist. I love providing a safe space and helping people find their inner tools to navigate life transitions, find true relief from mental health challenges, and reach their wellness goals. It is my mission to help those I work with experience inner peace, fulfilling lives, and improved relationships. I am an LPC, Registered Art Therapist, Brainspotting Certified, and highly-trained in Internal Family Systems (IFS parts work). Are you feeling "stuck" or struggling to reach your next level? Do feelings such as anxiety, depression, unresolved conflict, attachment concerns or trauma prevent you from living your best life and fully engaging in relationships? There is a way forward and you don't have to go through this alone. I love being a therapist. I love providing a safe space and helping people find their inner tools to navigate life transitions, find true relief from mental health challenges, and reach their wellness goals. It is my mission to help those I work with experience inner peace, fulfilling lives, and improved relationships. Amanda Metropolus
Licensed Professional Counselor, ATR, LPC Madison, WI 53701 (Online Only)
As an experienced art therapist, I believe that visualising and breaking down what is happening gives us the direction we need to live authentically, without beating ourselves up in the process. You want to appear accomplished & like you have it “all together,” but deep down you are struggling to feel confident in who you are or cope with your endless anxiety. You may be fed up with anxiety that spirals out of control, feeling unable to communicate within your most important relationships, or feeling guilty and doubting yourself. You might not even remember a time things didn’t feel this way. But one thing is for sure: you’re ready for some relief. You’re ready to have clarity. You’re ready to build the confidence you need. Most of all, you’re ready to stop this endless cycle of anxiety. As an experienced art therapist, I believe that visualising and breaking down what is happening gives us the direction we need to live authentically, without beating ourselves up in the process. You want to appear accomplished & like you have it “all together,” but deep down you are struggling to feel confident in who you are or cope with your endless anxiety. You may be fed up with anxiety that spirals out of control, feeling unable to communicate within your most important relationships, or feeling guilty and doubting yourself. You might not even remember a time things didn’t feel this way. But one thing is for sure: you’re ready for some relief. You’re ready to have clarity. You’re ready to build the confidence you need. Most of all, you’re ready to stop this endless cycle of anxiety. Susan LeGrand Levine
Counselor, MS, LPC Verified Because your life is worth my time. I provide non-judgemental, client-centered psychotherapy to children, adolescents, and adults. My focus is solution-oriented and goal-driven. My office is conveniently located off of the West Beltline in Madison. You and I can navigate difficult life challenges and changes with confidence and assurance. I have significant experience as a psychotherapist, having been in practice in Madison, Wisconsin for over 25 years. My clients come to me for issues including depression, anxiety, relational issues, and grief. I offer adoption competent therapy. Because your life is worth my time. I provide non-judgemental, client-centered psychotherapy to children, adolescents, and adults. My focus is solution-oriented and goal-driven. My office is conveniently located off of the West Beltline in Madison. You and I can navigate difficult life challenges and changes with confidence and assurance. I have significant experience as a psychotherapist, having been in practice in Madison, Wisconsin for over 25 years. My clients come to me for issues including depression, anxiety, relational issues, and grief. I offer adoption competent therapy. Kimberly Weber
Are you struggling to make sense of your child’s behavior? Are you feeling like a failure when your children are struggling at school or home, or because your child is not the happy, bubbly child you know them to be? Do you need support yourselves from what seems like endless struggle? Are you struggling to form healthy and safe attachments, or heal from the past? Do you feel alone? We know humans are constantly evolving and learning to adjust to numerous changes, so if you would like support through these challenges to feel able to breathe again and embrace moments with yourself or your child, I am here to help! Are you struggling to make sense of your child’s behavior? Are you feeling like a failure when your children are struggling at school or home, or because your child is not the happy, bubbly child you know them to be? Do you need support yourselves from what seems like endless struggle? Are you struggling to form healthy and safe attachments, or heal from the past? Do you feel alone? We know humans are constantly evolving and learning to adjust to numerous changes, so if you would like support through these challenges to feel able to breathe again and embrace moments with yourself or your child, I am here to help! Shannon Juniper Neimeko
Licensed Professional Counselor, MAAT, LPC Verified Licensed in Minnesota & Wisconsin! Queer and Trans folx in distress deserve skilled clinicians who understand their lived experiences and identities. We are queer and trans clinicians who have expertise in supporting those recovering from trauma, management of anxious and depressive symptoms, exploration of ways to make relationships work for you, and finding joy in authenticity. I aspire to support you in building resilience, in crafting and owning your narratives in ways that honor your strengths and knowledge, and in partnering with you in the service of your therapeutic goals. Licensed in Minnesota & Wisconsin! Queer and Trans folx in distress deserve skilled clinicians who understand their lived experiences and identities. We are queer and trans clinicians who have expertise in supporting those recovering from trauma, management of anxious and depressive symptoms, exploration of ways to make relationships work for you, and finding joy in authenticity. I aspire to support you in building resilience, in crafting and owning your narratives in ways that honor your strengths and knowledge, and in partnering with you in the service of your therapeutic goals. Mary Jeanne Murl
Clinical Social Work/Therapist, LCSW, LMFT, MSW, MPH Verified Madison, WI 53704 (Online Only)
Welcome! Thank you for reaching out. My fervent wish is that I can help you find joy and peace no matter what you are coping with. I am experienced in counseling a wide variety of clients with presenting concerns. My experience includes medical and behavioral health social work and psychotherapy with adults, teens, veterans, seniors and groups. I am licensed in WI, IL, IN, MN, MI as a Licensed Clinical Social Worker and a Licensed Marriage and Family Therapist. I am an ACSM certified personal trainer, exercise physiologist. I'm here to help all my clients achieve their goals and Boost the quality of their life. Welcome! Thank you for reaching out. My fervent wish is that I can help you find joy and peace no matter what you are coping with. I am experienced in counseling a wide variety of clients with presenting concerns. My experience includes medical and behavioral health social work and psychotherapy with adults, teens, veterans, seniors and groups. I am licensed in WI, IL, IN, MN, MI as a Licensed Clinical Social Worker and a Licensed Marriage and Family Therapist. I am an ACSM certified personal trainer, exercise physiologist. I'm here to help all my clients achieve their goals and Boost the quality of their life. Stacy L Killinger
Psychologist, PhD Verified I have been working in various capacities with clients for over 25 years. People often come to see me for concerns about depression, anxiety, relationships, career concerns, stress, identity (including gender dysphoria) or grief. I work with adults of all ages. In addition to mood disorders, anxiety, anger, and issues of adjustment, I often work with individuals who have experienced trauma or those who may have difficulty verbalizing their experiences. I have been working in various capacities with clients for over 25 years. People often come to see me for concerns about depression, anxiety, relationships, career concerns, stress, identity (including gender dysphoria) or grief. I work with adults of all ages. In addition to mood disorders, anxiety, anger, and issues of adjustment, I often work with individuals who have experienced trauma or those who may have difficulty verbalizing their experiences. Kiki Engle
Clinical Social Work/Therapist, LCSW, LMSW-C, EXAT-IT Verified Welcome! You deserve good things from life. To feel better when you're hurting. To turn mistakes into growth, not self-hate. To find people who accept you as you are. To become who you truly want to be. Sometimes these things may feel impossible. I'll help you find what you seek, whether it's your path, your people or your passion. I can also help you discover your unique strengths and turn them into superpowers. Welcome! You deserve good things from life. To feel better when you're hurting. To turn mistakes into growth, not self-hate. To find people who accept you as you are. To become who you truly want to be. Sometimes these things may feel impossible. I'll help you find what you seek, whether it's your path, your people or your passion. I can also help you discover your unique strengths and turn them into superpowers. Aimee Harris Children's Wi Madison Office
Licensed Professional Counselor, LPC Verified Our Madison Clinic provides individual and family therapy to children and adolescents struggling with social, emotional and/or behavioral concerns. Our experts work with children and teens, as well as the caregivers, family members and other people important to them. We currently have two licensed therapists, Emily Schwartz, LCSW and Aimee Harris, LPC, who have immediate openings in our clinic. Our Madison Clinic provides individual and family therapy to children and adolescents struggling with social, emotional and/or behavioral concerns. Our experts work with children and teens, as well as the caregivers, family members and other people important to them. We currently have two licensed therapists, Emily Schwartz, LCSW and Aimee Harris, LPC, who have immediate openings in our clinic. Erica Baumer
Madison, WI 53714 (Online Only)
Not accepting new clients
I view my clients as unique individuals. I help them identify their strengths and build on them to solve their core concerns. In my practice, bolstering a client's motivation for change is important. I provide accountability and support during the tough times--knowing that we all have challenges and choices in our lives. I am very well suited to working with LGBTQi persons and those with all levels of ability. I treat many concerns, however, I specialize in anxiety concerns and trauma (PTSD). I also work with those who struggle with Personality Disorders. I view my clients as unique individuals. I help them identify their strengths and build on them to solve their core concerns. In my practice, bolstering a client's motivation for change is important. I provide accountability and support during the tough times--knowing that we all have challenges and choices in our lives. I am very well suited to working with LGBTQi persons and those with all levels of ability. I treat many concerns, however, I specialize in anxiety concerns and trauma (PTSD). I also work with those who struggle with Personality Disorders. Bonnie Dilley (Lubet)
Licensed Professional Counselor, MS, LPC, SAC, RN, EMDR Verified There are many reasons for seeking guidance and today, you have taken the first courageous step by looking for help. I invite you to take the next step and call 608-577-4222 for a NO COST “get acquainted” phone consult. Maybe your current coping strategies are not working, or you haven't healed from emotionally painful life experiences/trauma that are negatively impacting you today. Perhaps you want to Boost your relationship and learn effective communication skills. Together we can work to find effective solutions and coping strategies that work for you. I am honored to partner with you on your journey to your best self. There are many reasons for seeking guidance and today, you have taken the first courageous step by looking for help. I invite you to take the next step and call 608-577-4222 for a NO COST “get acquainted” phone consult. Maybe your current coping strategies are not working, or you haven't healed from emotionally painful life experiences/trauma that are negatively impacting you today. Perhaps you want to Boost your relationship and learn effective communication skills. Together we can work to find effective solutions and coping strategies that work for you. I am honored to partner with you on your journey to your best self. Carissa L. Dietzler
Licensed Professional Counselor, MA, LPC As a Child & Adolescent Therapist with over 10 years of experience, I have had the opportunity to work with hundreds of children and teens experiencing a wide variety of emotional and behavioral health challenges. I am also passionate in my work providing support and training to parents. Perhaps your child is struggling at home, at school or socially. Perhaps your teenager is experiencing strong emotions and when you try to reach out and provide support, it doesn't seem to help. Perhaps you are a parent and you feel like you have tried everything to manage your child's difficult behaviors, but nothing seems to be working. As a Child & Adolescent Therapist with over 10 years of experience, I have had the opportunity to work with hundreds of children and teens experiencing a wide variety of emotional and behavioral health challenges. I am also passionate in my work providing support and training to parents. Perhaps your child is struggling at home, at school or socially. Perhaps your teenager is experiencing strong emotions and when you try to reach out and provide support, it doesn't seem to help. Perhaps you are a parent and you feel like you have tried everything to manage your child's difficult behaviors, but nothing seems to be working. Synergos Counseling & Wellness Center
Licensed Professional Counselor, MA, LPC, NBCC We pride ourselves in providing a safe, inclusive environment for all communities including but not limited to LGBTQIA, body positive, BIPOC, and AAPI. We are ever evolving within our own professional community through self-reflection, ongoing education/training, etc. We pride ourselves in providing a safe, inclusive environment for all communities including but not limited to LGBTQIA, body positive, BIPOC, and AAPI. We are ever evolving within our own professional community through self-reflection, ongoing education/training, etc. Open Space LLC
Licensed Professional Counselor, PhD, LPC, ATR-BC Verified My best fit client is an individual or couple or family that is ready for change. I work best with clients who are ready to embrace themselves or relationships in a nonjudgemental and accountable way. I will at times provide therapeutic homework and I can extend sessions to longer than hour because people need to express themselves in more than 55 minutes sometimes. If you are someone who likes to think outside of the box, you will enjoy my expressive arts background that supports inner wisdom and treats you, the client, as the other expert in the room. My best fit client is an individual or couple or family that is ready for change. I work best with clients who are ready to embrace themselves or relationships in a nonjudgemental and accountable way. I will at times provide therapeutic homework and I can extend sessions to longer than hour because people need to express themselves in more than 55 minutes sometimes. If you are someone who likes to think outside of the box, you will enjoy my expressive arts background that supports inner wisdom and treats you, the client, as the other expert in the room. See more therapy options for Madison Art Therapy
How does art therapy work?The process of making art allows people to express themselves. Art-making can take many forms, such as painting, collage, or sculpting. The therapist asks questions that the work elicits, such as how the person felt while creating their piece, or if any memories surfaced that they can discuss. The therapist will then work with the patient to process their experience, understand themselves better, and work toward change. Does art therapy help with trauma?Art therapy can be a valuable treatment option for those suffering from trauma. Traumatic experiences such as combat, rape, or childhood abuse can be so painful that articulating them can be too scary or painful; creating art allows people to express themselves without words, and tell their story in a different way. The physical nature of creating art can also help people feel rooted in the body, which may benefit those who feel disconnected from their body in the aftermath of trauma.
How long does art therapy last?The duration of art therapy varies, but a common length for treatment is 10 to 15 weekly sessions. Some people may see improvement in just a few weeks, while others may choose to remain in therapy longer term. Patients should periodically discuss their goals with their therapist to make sure the two are aligned on process and progress. What are the limitations of art therapy?Art therapy is helpful for many people, but a limitation is that it doesn’t have as robust an evidence base as other forms of therapy, such as cognitive behavioral therapy or acceptance and commitment therapy. The evidence on art therapy is mixed; some research demonstrates its benefits, while other research suggests that it has little impact on patients. | ||||||||||||
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