KINE-P 246 Teaching Experience
During the first semester of my second year of college, I took a course called Performance and Teaching of Cardiovascular and Resistance Training. In this course, we had the opportunity to lead two different 45-minute workouts with a partner for a class of about 30 students. For the first eight weeks, we spent our time in the weight room at the Natatorium, focusing on resistance training-based workouts. My partner and I designed a lower-body workout for college students. This experience was valuable because, while we were in charge of the workout, the students were still divided into stations, which allowed me more opportunities to provide individual adjustments, encouragement, and to walk around the room to observe.
In the second eight weeks of the class, we moved to the dance studio in the Natatorium and focused on cardiovascular workouts. This time, my partner and I led a teacher-led yoga session. Unlike the first part of the course, where the students were split into smaller groups and I could interact with them individually, we led the entire class from the front. Leading from the front was slightly more intimidating, as all the attention was on us the entire time. However, it was a valuable experience to have the opportunity to lead in both ways, and it definitely made me feel more comfortable in a teaching role than I would have been before.
I found this class to be extremely beneficial, as it gave me a chance to see what it's like to instruct a class or workout. Additionally, it was insightful to participate in my classmates' workouts and gain different perspectives on how to effectively lead a class or workout.
Here are some photos of my yoga session!
Yearlong Training Program
During the second semester of my sophomore year, I was assigned a project to create a yearlong strength training program with a partner in my Progressive Resistance Exercise and Sports Conditioning class. There were basically no strict guidelines, and it felt like a very intimidating assignment at first. The only examples we had were 80–100 page binders outside of Dr. Naugle’s office, and we were told to make sure to include what we’d learned throughout the semester, things like periodization, testing, overload, progression, and intensity levels. Other than that, it was a free-for-all. I had no idea where to even begin.
Luckily, once my partner Lauren and I started brainstorming, things came together. We decided to build a training program for a high school girls' volleyball team. We created a detailed testing plan and mapped out a full year calendar that broke the program into pre-season, in-season, off-season, and post-season phases. Once we started building the program, it all started to flow, and the big, intimidating project didn’t seem so overwhelming anymore.
After a few days of hard work, we finished it and turned it in. Completing something that long, structured, and based entirely on what we had learned made me feel really accomplished. I especially liked this project because it allowed us to apply so many different pieces of knowledge in a new and practical way.
<--- View our work here!
KINE-P 403 Summary
KINE-P 403: Theory and Practices of Cardiovascular Exercise
In this class, we had the opportunity to complete different labs each week, generally focusing on various aerobic workouts and training styles. It was a fairly simple and enjoyable class, but also very valuable in helping us learn different ways to exercise aerobically—and how to teach those exercises to others. Some of my favorite labs were the water aerobics class, the beat-based workout, the cycling session, and even juggling. I also appreciated that each week we got to do Critical Thinking Inquiries (CTIs), which allowed us to research more about that week’s topic or apply it in a meaningful way.
A big part of this course involved designing training programs for different populations, young or old, active or inactive, at home or in the gym. We even got to create a personalized training program for ourselves to prepare for a 5K. I think building those training programs was the most valuable learning experience I had in KINE-P 403. This is especially important to me and my degree, because as I pursue a career in physical therapy, I’ll need to be able to adapt to a wide variety of clients and their specific needs. Being able to create effective training plans for people from all backgrounds is a key skill.
To the right, I’ve attached the training program I created for an older woman who wanted to focus on cardio and resistance training at home as an example.
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Me at the juggling lab!
Down Syndrome Indiana Buddy Walk
For my service learning experience, I worked with Down Syndrome Indiana to help prepare for their annual Buddy Walk fundraiser at White River State Park. Our role was to assist with event setup, including arranging tents, tables, and chairs for registration and event activities.
During the experience, we also had the opportunity to speak with the organizers and learn more about the purpose of the Buddy Walk and the programs they support. It was interesting to hear directly from the staff about the impact their organization has on individuals with Down syndrome and their families.
Even though I did not directly interact with participants during the event, I still gained a better understanding of the importance of community support, inclusion, and fundraising efforts that help sustain these programs. It gave me a new appreciation for the work that goes into organizing events like this and the difference they make.
Overall, this experience helped me understand what service learning really looks like in practice. It showed me how much planning and teamwork goes into supporting community organizations and how even behind-the-scenes roles contribute to a larger impact.
Nutrition Virtual Exchange
For this project in my freshman nutrition course, I participated in a global learning virtual exchange with students from a university in the United Kingdom. The purpose of the project was to compare and discuss similarities and differences in nutrition, eating habits, and dietary guidelines between the United States and the UK.
Throughout the exchange, we attended guest lectures from speakers in both countries who discussed differences in nutritional recommendations and overall health trends. We were then placed into small groups with students from both universities, where we had the opportunity to talk directly about our personal eating habits, food choices, and the reasons behind them through virtual meetings.
One of the main things I learned from this experience was that, despite being from different countries, our eating habits and food choices were very similar. While there are some differences in dietary guidelines and cultural influences, the reasons behind why we choose certain foods were almost the same. Most of us shared similar experiences as college students with comparable access to food and similar daily routines.
Overall, this project helped me realize how connected people can be across different countries and how nutrition is influenced by both personal choice and environment, but is still very similar in many ways.
