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040-444 ACSM Registered Clinical Exercise Physiologist syllabus |

040-444 syllabus - ACSM Registered Clinical Exercise Physiologist Updated: 2023

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Exam Code: 040-444 ACSM Registered Clinical Exercise Physiologist syllabus November 2023 by team

040-444 ACSM Registered Clinical Exercise Physiologist

Exam: 040-444 ACSM Registered Clinical Exercise Physiologist

Exam Details:
- Number of Questions: The exam consists of approximately 150 multiple-choice questions.
- Time: Candidates are given 3 hours and 15 minutes to complete the exam.

Course Outline:
The ACSM Registered Clinical Exercise Physiologist course is designed to prepare professionals to become knowledgeable and skilled clinical exercise physiologists. The course covers the following topics:

1. Anatomy and Physiology
- Advanced understanding of human anatomy and physiology
- Cardiovascular, respiratory, musculoskeletal, and nervous systems
- Exercise metabolism and energy systems
- Neuroendocrine responses to exercise and stress

2. Exercise Physiology and Pathophysiology
- Physiological responses to exercise in healthy individuals
- Pathophysiological conditions and exercise considerations
- Cardiopulmonary diseases and exercise prescriptions
- Metabolic diseases and exercise interventions

3. Clinical Exercise Testing and Interpretation
- Conducting clinical exercise tests and assessments
- Interpreting exercise test results and physiological data
- Assessing exercise capacity and functional limitations
- Creating exercise prescriptions based on test results

4. Exercise Prescription and Programming
- Designing individualized exercise programs for clinical populations
- Progressive exercise training and periodization
- Considerations for special populations and specific conditions
- Incorporating behavioral and lifestyle modifications

5. Patient Education and Counseling
- Effective communication strategies with patients
- Providing education on exercise, lifestyle, and behavior changes
- Motivational interviewing techniques
- Adherence strategies and goal setting

Exam Objectives:
The exam aims to assess candidates' understanding and proficiency in the following areas:

1. Advanced knowledge of human anatomy, physiology, and exercise metabolism
2. Understanding of pathophysiological conditions and exercise considerations
3. Proficiency in clinical exercise testing and interpretation
4. Competence in designing exercise prescriptions for clinical populations
5. Ability to provide patient education, counseling, and behavior change strategies

Exam Syllabus:
The exam syllabus covers the following topics:

- Anatomy and Physiology
- Advanced human anatomy and physiology
- Cardiovascular, respiratory, musculoskeletal, and nervous systems
- Exercise metabolism and energy systems
- Neuroendocrine responses to exercise and stress

- Exercise Physiology and Pathophysiology
- Physiological responses to exercise in healthy individuals
- Pathophysiological conditions and exercise considerations
- Cardiopulmonary diseases and exercise prescriptions
- Metabolic diseases and exercise interventions

- Clinical Exercise Testing and Interpretation
- Clinical exercise tests and assessments
- Interpretation of exercise test results and physiological data
- Exercise capacity assessment and functional limitations
- Exercise prescriptions based on test results

- Exercise Prescription and Programming
- Individualized exercise programs for clinical populations
- Progressive exercise training and periodization
- Special population considerations and condition-specific programming
- Behavioral and lifestyle modifications

- Patient Education and Counseling
- Effective communication with patients
- Education on exercise, lifestyle, and behavior changes
- Motivational interviewing techniques
- Adherence strategies and goal setting

Candidates are expected to have a comprehensive understanding of these subjects to successfully pass the exam and demonstrate their proficiency as registered clinical exercise physiologists according to ACSM standards.
ACSM Registered Clinical Exercise Physiologist
ACSM Physiologist syllabus

Other ACSM exams

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020-222 ACSM Health/Fitness Instructor
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ACSM Registered Clinical Exercise Physiologist
(From Goldberger AL: Clinical Electrocardiography: A Simplified Approach, 6th ed. St.
Louis, Mosby, 1999, p 70.)
Answer: C
Question: 356
Subendocardial ischemia usually produces
A. ST-segment elevation.
B. ST -segment depression.
C. Q waves.
D. U waves.
Answer: B
Question: 357
In the ECG strip shown below, which arrhythmia is present?
A. Premature ventricular contractions.
B. Ventricular tachycardia.
C. Ventricular trigeminy.
D. Ventricular bigeminy.
(From Goldberger AL: Clinical Electrocardiography: A Simplified Approach, 6th ed. 51.
Louis, Mosby, 1999, p 167.)
Answer: B
Question: 358
In the ECG strip shown below, which arrhythmia is indicated?
A. Atrial flutter.
B. Atrial fibrillation.
C. Premature atrial contractions.
D. Atrial tachycardia.
Answer: A
Question: 359
Abnormally tall and peaked T waves suggest which of the following?
A. Hyperkalemia.
B. Acute pericarditis.
C. Acute MI.
D. Hypokalemia.
Answer: A
Question: 360
Which of the following conditions can prolong the QT interval?
A. Hypokalemia and hypercalcemia.
B. Hyperkalemia and hypercalcemia.
C. Hypocalcemia and hypokalemia.
D. Hypocalcemia and hyperkalemia.
Answer: D
Question: 361
Differentiation between supraventricular and ventricular rhythm is made on the
basis of the
A. Duration (width) of the QRS complex and the presence or absence of P waves.
B. Appearance of the ST segment.
C. Amplitude of the U wave.
D. Duration of the PR interval.
Answer: A
Question: 362
Which of the following is one cause of a wide QRS complex?
A. Hypokalemia.
B. Defective intraventricular conduction.
C. Right atrial enlargement.
D. Abnormal ST segment
Answer: B
Question: 363
In response to various stimuli, movements of ions occur, causing the rapid loss of
the internal negative potential. This process is known as
A. Polarization.
B. Repolarization.
C. Automaticity.
D. Depolarization.
Answer: D
Question: 364
Digitalis effect refers to
A. Scooped-out depression of the ST segment produced by digitalis.
B. Elevation of the PR interval produced by digitalis.
C. Shortening of the QT interval produced by digitalis.
D. Prolongation of the QRS complex produced by digitalis.
Answer: A
Question: 365
Tall, positive T waves may be caused to all of the following EXCEPT
A. Hyperacute phase of MI.
C. Acute pericarditis.
D. Hypocalcemia.
Answer: D
Question: 366
In the ECG strip sho'A I1 below, what abnormalities are indicated?
A. Left atrial enlargement and LVH.
B. Right atrial enlargement and right ventricular hypertrophy.
C. Left anterior fascicular block and left posterior h,scicular block.
D. Subendocardial ischemia and infarction
Avr V1 V4
Avl V2 V5
Avf V3 V6
Answer: A
Question: 367
Right-axis deviation may be caused by
A. Acute pericarditis.
B. Right atrial enlargement.
C. Chronic obstructive pulmonary disease.
D. Cardiomyopathy.
Answer: C
Question: 368
In atrial flutter, the stimulation rate is approximately
A. 75 bpm
B. 125 bpm
C. 200 bpm
D. 300 bpm
Answer: D
Question: 369
Myocardial cells can be excited in response to all of the following stimuli EXCEPT:
A. Electrical
B. Chemical
C. Mechanical
D. Emotional
Answer: D
Question: 370
The P wave on the ECG can be
A. Negative
B. Positive
C. Isoelectric
D. Either positive or negative
Answer: D
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Purdue Syllabus Guidelines

Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.

The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other trial language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.

Tips for creating your syllabus:

Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email

Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.


Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Boost the Academy: A Journal of Educational Development, 33 (1), 14-36.

Thu, 11 May 2023 08:33:00 -0500 en-US text/html Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can supply students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or practicing strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Wed, 14 Jun 2023 00:34:00 -0500 en text/html
Syllabus and Course Development

For a better experience, click the Compatibility Mode icon above to turn off Compatibility Mode, which is only for viewing older websites.

The Teaching and Learning Center (TLC) supports Drexel University instructors in course development, including the development of course learning goals and the design of assessments and learning activities to meet those goals. This site provides links to a number of resources that can assist instructors in that process, as well as links to important policies and information that instructors at Drexel should use in the creation of their syllabi. In addition to these resources, TLC consultants are available for individual consultations at any stage of the course and syllabus development process.

Drexel University Policies and Practices

Drexel University Student Services

Strategies and Best Practices

Fri, 27 Aug 2021 17:07:00 -0500 en text/html
Department of Physical Therapy & Kinesiology


Exercise Physiology; Strength & Conditioning; Exercise Prescription and Programming; Orthopedic Physical Therapy; Clinical Application of Blood Flow Restriction (BFR) Therapy

Research Interests

Blood flow restriction; Human and Sport Performance; Health Promotion and Disease Prevention


Kyle Coffey, PT, DPT, ACSM-EP is an Associate Teaching Professor in the Department of Physical Therapy and Kinesiology at the University of Massachusetts Lowell. He is a proud "Double Riverhawk."

Coffey is a licensed physical therapist in the Commonwealth of Massachusetts and the State of New Hampshire and has extensive clinical experience with a variety of patient and client populations in community, hospital, and private practice settings. He holds credentials as a Certified Exercise Physiologist (ACSM-EP) from the American College of Sports Medicine (ACSM).

Coffey is also a clinical expert in the application of blood flow restriction and has created and teaches continuing education courses on the Topic throughout the country and internationally.

Coffey is an active member in national and regional professional organizations associated with the American Physical Therapy Association (APTA), American College of Sports Medicine (ACSM), and the National Strength and Conditioning Association. He is currently serves on ACSM’s Communications and Public Relations Committee.

Fri, 18 Sep 2015 22:52:00 -0500 en text/html
Clinical Exercise Physiology

Sat, 24 Jul 2021 09:49:00 -0500 en-US text/html
William B. Farquhar

William Farquhar, whose research focuses on blood pressure, particularly hypertension and its interaction with salty diets and exercise, came to UD as an assistant professor after serving as an instructor at Harvard Medical School and assistant scientist at the HRCA Research and Training Institute. At Delaware, he was promoted to associate professor in 2008 and full professor in 2014. His research has been continuously funded by the National Institutes of Health for some 20 years, and he regularly publishes with more than 100 papers appearing in top journals. From 2011-17, he served as chairperson of the Department of Kinesiology and Applied Physiology. During his tenure, the department saw a growth in enrollment, supporting one of the most popular majors on campus. He also worked with leadership to dramatically expand research and teaching space and implemented a strategic plan that prioritized metrics related to rankings. A fellow of the National Academy of Kinesiology and fellow and vice president of the American College of Sports Medicine (ACSM), Farquhar also served on the Board of Directors of the Federation of the American Societies for Experimental Biology and co-chaired ACSM's World Congress on the Basic Science of Exercise and Vascular Health. He earned his bachelor’s and master’s degrees at East Stroudsburg University and his doctorate in exercise and sports science/exercise physiology at Pennsylvania State University.

Leadership Roles

  • Associate Dean of Research, College of Health Sciences, University of Delaware (2020-2022)
  • Department Chair, Kinesiology & Applied Physiology, University of Delaware (2011-2017)
  • Vice-President and Board Member, American College of Sports Medicine (2021-2023)
  • Board of Directors, Federation of the American Societies for Experimental Biology (2017-2021)
  • NIH Study Section Chair, Hypertension and Microcirculation study section (2019-2021)
  • Board of Trustees, American College of Sports Medicine (2016-2019) 
  • Committee Chair, Chairs’ Caucus Steering Committee, University of Delaware (2016-2017) 
  • Co-Chair, Basic Science World Congress on Exercise and Vascular Health, ACSM (2021-2022)
  • Committee Chair, College of Health Sciences Research Advisory Committee (2020-2021) 
  • Associate Director, COBRE in Cardiovascular Health, NIH (PI Dave Edwards), (2021-2022) 
  • Chair, Institutional Review Board, University of Delaware (2018-2022)

Research Interests

  • Cardiovascular Physiology
  • Exercise Physiology


  • Post-Doc Beth Israel Deaconess Medical Center, Harvard Medical School, MA 2001, Integrative Physiology
  • Ph.D Penn State University, PA 1998, Exercise Physiology
  • M.S East Stroudsburg University, PA 1991, Cardiac Rehabilitation & Exercise Science
  • BS East Stroudsburg University, PA , 1989, Exercise Physiology
Fri, 20 May 2016 07:03:00 -0500 en text/html
HBSE Class 10 Syllabus 2023-24: get PDFs for all Subjects

HBSE Syllabus for Class 10: This article covers HBSE Syllabus in full detail for all Class 10 subjects. You can use the PDF get links attached below, to view syllabuses for all your subjects and save them for future reference. The HBSE Class 10 syllabus 2023-2024 is primarily for students of the current academic year 2023-2024 who are also potential aspirants for Class 10 Board exams in 2024. Haryana Board Class 10 Syllabus 2023-2024 will direct students in the right method of preparation. 

Download HBSE Class 10 Syllabus2024

Haryana Board Syllabus Class 10: Haryana Board has now released its Class 10 Syllabus for academic session 2023-24. Here, we have attached detailed syllabuses for all Class 10 subjects. Please, use the PDF get links to save the syllabus for future reference. This syllabus will assist you in your preparation for HBSE Board exam 2024.

In-detail syllabus for subjects along with the question paper design for the BHSE Board exam 2024 are present here. You can view the syllabus in either English or Hindi, at your convenience. The syllabus for the HBSE Class 10 Board exam has been segregated into three parts. The annual examination for all the core subjects will be for 60 marks, practical assignments will be for 20 marks and internal assessments will be for 20 marks. The syllabus will enhance your preparation strategy thus paving the way for getting higher marks in the examination. 

Shiv Khera

The syllabus also known as the curriculum happens to be the most basic and essential study material in preparation for the HBSE Class 10 board exam. It will not only provide students with the right information about what is to be studied but will also assist them in creating a perfect preparation strategy for the exam. 



 Annual Examination


Practical Assessment


Internal Assessment


We have provided you with links to Syllabuses for all Class 10 Subjects. Click on the link beside your subject and get it for future reference. In order to score well in the HBSE Board exam 2024 students will have to perform well in all internal assessments and practical assessments, along with Annual Examinations. 

Preparation for board examinations is a crucial element for scoring good marks. Students should not only focus on the syllabus and trial papers for the current year but previous year question papers should also be looked into. They play an equally important role in perfect preparation for Board Exams. In fact, students should pay attention to all the study resources made available to them by the HBSE education board. 

Also Find:

HBSE Class 10 & 12 Syllabus(2023-2024)

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Laura Williams Bustos, MS, ACSM EP-C

Laura Williams, MS, holds a master’s degree in exercise science from the University of Mary Hardin-Baylor and is a certified exercise physiologist through the American College of Sports Medicine. She’s taught exercise science at the university level and is also a certified yoga instructor, sports nutritionist, and behavioral change specialist through the American Council on Exercise. Her writing has been published online and in print for publications like Men’s Health, Men’s Journal, Reader’s Digest, The Healthy, Verywell Fit, and Runner’s World.

Healthline Editorial Guidelines

Finding health and wellness information is easy. It’s everywhere. But finding trustworthy, relevant, usable information can be hard and even overwhelming. Healthline is changing all that. We’re making health information understandable and accessible so you can make the best decisions for yourself and the people you love. Read more about our process
Wed, 23 Nov 2022 02:39:00 -0600 en text/html
Exercise Physiology


About This Program

Graduate students who specialize within our exercise physiology graduate program can expect to “learn-by-doing”.  Whether this takes place in the laboratory working with in one of our basic and applied human science groups or in the field as part of an internship, our goal is to prepare students for their next step.  Students completing a masters in exercise physiology from the University of Wyoming regularly move on to doctoral degree at some of the most prestigious programs in the country.  Students also frequently move on to other professional programs (e.g., medical school, physical therapy, physician’s assistant) or onto positions in industry.

Currently, the exercise physiology graduate program has experts working in the areas of high intensity exercise, exercise and aging, renal health, hydration, circadian rhythms, toxicology, molecular biology, and cardiovascular physiology.  Students are encouraged to choose a major advisor whose research coincides with their own interests.  However, there are many times when collaborations between multiple faculty occur when overlapping interests make it reasonable.


Why Exercise Physiology?

After enrollment the student/faculty team work together to determine the best course of action for a capstone project (e.g., Thesis, comprehensive paper, experiential learning).  Faculty and students within this concentration regularly attend and present research at conferences regionally (Rocky Mountain Chapter of the American College of Sports Medicine), Nationally (American College of Sports Medicine, Experimental Biology), and Internationally (Hydration 4 Health).

Links to professional organization websites and demonstration of the field in action!


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