BKP108 Benchmark - Kinesiology Schools Australia

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BKP 108 Student Assessment Journal
The student will be required to draw in the finger modes in boxes provided
throughout the journal.
As provided in the class notes
1. History of Kinesiology - page 3
1. Who is regarded as the father of Applied Kinesiology?
Dr George Goodheart
2. The birth of Kinesiology was in: 1930s 1940s 1950s 1960s 1970s
The birth of Touch for health was in: 1940s 1950s 1960s 1970s 1980s
The birth of PKP was in: 1950s 1960s 1970s 1980s 1990s
3. Does your college/institute have a copy of any of Goodheart’s research papers?
Yes / No Why is this?
Answers may include; no, it is only available to chiropractors
Yes, my college bought one from a chiropractor or on ebay
4. How do the AK and PKP models of Kinesiology differ?
Answers can include
AK is still part of the medical model and includes medical tests and chiropractic corrections.
PKP creates the opportunity to work with educational and energy models and does not
involve chiropractic adjustments or medical testing. It works with balancing a person
physically, nutritionally, emotionally and energetically. A person from a non university
background may learn Kinesiology and become a practicing Kinesiologist with appropriate
training.
5. Why might eye movements have caused confusing muscle test results and caused
early researchers problems explaining what was happening?
Answers will describe that the movement of the eyes affect muscle function in other areas
of the body.
6. Why might researchers have been confused with muscle test results when clients
moved their hands onto specific parts of their bodies?
The client may be touching a correction point or connect to an area in the body that is
showing stress.
7. Is there any limitation on who may study AK or PKP? If there is, what is it?
AK: Must be a chiropractor
PKP: must have a keen interest in helping people and be physically and emotionally able to
give a balance.
2. Chain of Life – page 4-5
Draw your own model or diagram that illustrates the chain of life. Label it clearly:
This may vary and calls on a student to be creative. Or the student may simply draw the
model from the class notes
Explain each of the six factors in the chain of life:
1. Diet
2. Digestion
3. Absorption
4. Circulation
5. Assimilation
6. Elimination
Students are expected to give the information from the class notes in their own words.
A. Label this diagram and its parts
as per class notes
B. Test to see if, in general, you are consuming optimal amounts of vitamins,
minerals, enzymes, protein, carbohydrate and essential fatty acids in your daily food
choices to support vibrant health and vitality.
This will look different for each student. The Instructor may discuss a student’s personal
health if the results are poor here.
3. Six Stages of Nutrition – page 6 - 7
Results here will vary, as they are taken from different people’s tests.
Explain each of the six stages of nutrition:
Students will need their own words to explain the stages. It has to be congruent with class
notes.
What supplement might you check to see if it assists a person with a less-than-best
function at stage 5?
Essential Fatty Acids in the form of Tre-en-en, Flax Seeds or Fish Oil. Could also say
Formula IV or Formula IV Plus
How does this work?
Essential Fatty Acids keep the cell membranes soft and allow nutrients into cell more
easily.
4. Food Combining – pages 8 - 9
Do they teach the modern concept of a ‘balanced meal’? Why?
The balanced meal may be the cause of stomach up-sets. Proper food combining will allow
us to digest and utilize food more optimally as we keep certain food groups separate.
What are the four basic rules of food combining?
1. Fruits to be eaten by themselves
2. Proteins and starches are not eaten together
3. Combine protein and vegetables, or starch with vegetables
4. Do not eat more than one protein per meal
Briefly describe the five groups of exceptions to the rules:
1. Pineapple, kiwi fruit and paw paw may be eaten with protein due to their enzyme content
2. Bananas are very high in starch, can be mixed with vegetables
3. Melons need to be eaten alone
4. Tomatoes are classified as fruit and vegetables, mix only with acid fruits and vegetables.
Do not mix with starches or proteins.
5. Beans and lentils mix with vegetables and salads. Vegetarians need to mix with rice or
tahini.
A. Draw up your own chart to illustrate food combining. Do not copy the one from
your notes.
Will be individually different, but has to show basic rules
B. Now, follow this way of eating for three or four days and see how you feel.
Comment below.
Comments will be individually different
5. Construct an eating plan using 5-element
colours and tastes pages 10 -11
A. The 5-Element concept of balanced eating is that it contains either all five colours
or all five tastes.
Students draw up a chart that follows foods grouped according to taste or colours. They
choose foods from the chart in their class notes or their own knowledge of the colours and
tastes in food.
All answers depend on individual results
6. Food Rotation12 - 13
Incorporating food family principles
A. Construct a four day food rotation program:
a. To make this easier for you, you will be rotating only dairy foods, and foods
containing wheat flour.
The student will write a meal plan where they eat dairy only on one day in 4, the same with
foods containing wheat.
Extend the previous plan to 7 days to learn the rotation of foods.
7. C1 sensitivity Test and Ear Acu-Point pages 14-15
The students will test people and record results, will be individually different
C. What conclusions can you draw from your testing?
Responses may include that some foods show a hidden problem. Some foods may show a
stress response on all tested volunteers, some may show ok on one, but not on another
person.
D. Are the two points useful for increasing the sensitivity of the testing? Yes / No
E Why?
Because it will make the results more accurate
F. What did your partner and the group find? (e.g. everyone was OK with chocolate
in clear but not on Acu-Point)
individual answers
8. Balancing Muscle Energy
with Biogenic Food - pages 16 – 17
B. Explain the following terms from a kinesiological perspective:
a. Biogenic: life giving, raises energy
b. Biostatic: life maintaining, neutral effect
c. Biocidic: life ‘killing’, decreases vital energy and impairs muscle balance
D. Which test did you find easiest to use: locked or unlocked?
Individual answers
E. test each food against all 14 muscle tests. If a food tested ok in the clear, against
C1, the Acu-point, did it also check against all 14 muscles?
Individual answers
F. What are your conclusions?
We are looking for an answer that explains that testing against all 14 muscles will refine
and make our testing highly accurate.
G. Why?
Answers may include that a substance may only affect the energy in one meridian, but not
others.
10. Record a one hour balance on your partner and one for a
client following the protocol
The balances will be individually different. The assessor will be able to recognize if a
student needs coaching.

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