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EXECUTIVE SUMMARY

The mission of Southern Adventist University includes nurturing Christ-likeness and encouraging the pursuit of truth, wholeness, and a life of service. To strengthen the pursuit of wholeness, the theme of physical activity was chosen for our quality enhancement plan (QEP) and is supported by university faculty, students, and other stakeholders.
The focus of the “Living in Balance: Physical Activity” QEP is to enhance student learning in cardiorespiratory fitness. Our goal is to increase cardiorespiratory fitness. Two student learning outcomes are identified for improving student behavior in cardiorespiratory fitness with observable measures:

  1. Students will achieve and maintain a level-3 cardiorespiratory fitness rank while at Southern Adventist University.
  2. Students will achieve and maintain the American College of Sports Medicine recommendations for cardiorespiratory physical activity.

These outcomes will be achieved through substantial changes in courses and general education requirements and through co-curricular opportunities that promote cardiorespiratory fitness. Additionally, we are implementing strategies for the assessment, evaluation, and improvement of cardiorespiratory fitness, and are allocating funding to support implementation.
Changes in the curriculum include: (1) increasing the two-hour general education physical activity requirement to four hours, (2) requiring one physical activity course per year, and (3) incorporating two specific assessments into all physical activity courses. New co-curricular opportunities include: (1) organizing and promoting a mid-semester campus-wide cardiorespiratory fitness assessment week, and (2) creating a physical activity website.
The assessment strategy employs two standardized instruments: the Rockport One-Mile Walking Test for assessing cardiorespiratory fitness, and the International Physical Activity Questionnaire (IPAQ) for assessing cardiorespiratory activity.
Funding is allocated for the cost of equipment, supplies, and human resources, including a part-time QEP director to guide implementation and evaluation of the plan and an additional full-time faculty member to teach courses related to the new requirements.