Course Profile Health for Life, Grade 11, Open, Catholic
Unit
5: Making the Personal Health Connection
Time: 22 hours
Activity 1 | Activity 2
| Activity 3
This unit
looks at developing a personal philosophy of health and examines theories about
changing to and maintaining a healthy lifestyle. Students examine and reflect
on their personal values, abilities and aspirations influencing life choices
and opportunities in various health-related topics. Students acquire a
knowledge and understanding of exercise behaviour and why people do or do not
exercise. Students also look at what factors or determinants influence people
to exercise and identify strategies for increasing exercise adherence. Students
also develop guidelines for improving their own exercise and healthy eating
routine. Students further their understanding of health connections by visiting
community agencies and organizations (retirement home, health club, the larger
school community). Using interview technique surveys and looking at the media,
students develop their own personal philosophy of vitality and create a video
as a culminating activity.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. Exercise Behaviour Adherence |
240 min |
VIV.01, VIV.02, DHV.02, DH2.01, DH2.02, UI1.03, UI1.04 CGE2b, CGE2c, CGE4g |
Thinking/Inquiry Knowledge/ Understanding Communication Application |
Participate in a class discussion, reading activities on exercise behaviour and adherence Prepare a questionnaire for senior citizens on exercise and lifestyle experiences Visit a retirement home Write a reflection paper |
|
2. Taking Personal Responsibility for My Health |
450 min |
VIV.02, VIV.01, VI1.02, DHV.01, DHV.03 CGE2c, CGE3c |
Knowledge/ Understanding Communication Application Thinking/Inquiry |
Visit a fitness facility Create a collage on the shift to the Vitality approach Complete a lifestyles philosophy chart |
|
3. Make a Personal Health Video |
630 min |
VIV.02, VIV.01, VI2.03, DHV.01, DH1.03 CGE2c, CGE3c |
Communication Application Thinking/Inquiry |
Create a personal health video promoting healthy active living |
Time: 240 minutes
In this
activity, students are introduced to the topic of exercise adherence and why
people start and stop exercise programs. Students gain the necessary knowledge
to recognize determinants of exercise and apply it to their own active living
lifestyle as well as reflect on personal goals and priorities. Students
interview senior citizens to see how life experiences and healthy living (or
lack of) affects us over a lifetime thus furthering their understanding of the Vitality concept and determinants of
health. As a culminating activity, they write a reflection paper on their
findings.
Ontario
Catholic School Graduate Expectations
CGE2b - read, understand and use written materials
effectively;
CGE2c - present information and ideas clearly and
honestly with sensitively to others;
CGE4g - examine and reflect on one’s personal
values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Vitality, Determinants of Health
Overall
Expectations
VIV.01 - demonstrate an understanding of the Vitality concept;
VIV.02 - use strategies to promote the Vitality concept;
DHV.02 - analyse the social factors that influence
personal health.
Specific
Expectations
VI1.03 - describe the stages identified in behavioural change theory as they
relate to modifying personal lifestyle;
VI1.04 - describe barriers to decision making with respect to the Vitality concept;
DH2.01 - describe how family, peers and community influence personal health;
DH2.02 - analyse the social factors that influence personal health.
·
Obtain
current statistics using current publications or websites on participation in
exercise.
·
Contact
a retirement home for people interested in being interviewed and send a copy of
the interview questions to the contact prior to the visit, if possible. Contact
people at the home, (e.g., a recreational therapist or an activity coordinator)
concerning the exercise lifestyle of the resident.
·
Arrange
transportation from school to the retirement home, if necessary.
·
After
class discussion, type up questionnaire for students to bring to interview.
·
Communication
skills;
·
Listening
skills;
·
Note-taking
skills;
·
The
Vitality concept (Unit 1).
1. Review the Vitality concept introduced in Unit 1 and the shift away from a
weight-centred health approach.
2. Initiate discussion by presenting the
following statistics:
·
Of
people who start exercise programs 50% will drop out within six months.
·
In
Canada, among children and adults 25% report no vigorous physical activity.
·
Among
adults only 15% participate in vigorous activity 3 times a week for 20 minutes.
(Health Canada Online – www.hc-sc.gc.ca/english
3. Brainstorm answers to the question. “What are
some reasons people do or do not exercise?” Write answers on the board.
Reasons to Exercise
·
Weight
Control
·
Reduced
Risk of Cardiovascular Disease
·
Reduction
of Stress and Depression
·
Enjoyment
·
Building
of Self Esteem
·
Socializing
·
Other
Reasons for Not Exercising
·
Lack
of Time
·
Lack
of Energy
·
Lack
of Motivation
·
Physical
Disabilities or Limitations and Health Conditioning
·
Other
4. Teachers introduce the topic of behavioural
change and exercise using the transtheoretical model of exercise behaviour.
Teachers hand out Appendix 1A to each student and read it as a class. This
model shows that when people are trying to alter their lifestyle, habit change
is cyclical rather than linear. This would explain why many people do not
succeed in their efforts of establishing and maintaining a lifestyle change.
5. Students examine their own reasons for
exercising by completing Appendix 1B – Active Living – No Excuses. Teachers use
the KWL teaching strategy (Appendix 1C) to review the topic in Strategy 3 and
apply it to their own lifestyle to see what stage of model they are presently
in. Teachers may want to re-create the model in Appendix 1A in a different
format so students can fill in blanks and make notes.
6. For homework, have students poll parents
concerning their lifestyles and things they would like to change.
1. The teacher introduces and has the students
examine the personal and environmental factors (determinants of health) that
influence exercise adherence.
Personal Factors
·
Demographic
Variables - Gender, socio-economic or skill.
·
Cognitive
and Personality - Level of competence or skill.
· Self esteem.
· Motivation.
· Knowledge of health benefits.
·
Behaviour
- Level of family activity.
· Participation in an activity for more than six months increases likelihood of exercising for 1 to 2 years.
Environmental Factors
·
Social
- Spousal support.
· Encouragement from peers.
·
Physical
Environment - Facilities, proximity and convenience.
· Amount of time available.
·
Type
of Activity - High intensity vs. low intensity.
· Group program vs. individual program.
·
Personal
Values.
2. Using
information gathered from parents for homework, students participate in a
teacher-led discussion on Canada’s most popular active living activities and
most popular activities people fit into this schedule (Appendix 1D). Ask
students how these activities and those of their parents fit in with the shift
to Vitality. Emphasize the shift away
from prescriptive exercise to fitting exercise into everyday activities.
3. Students complete the Decision Balance Sheet
(Appendix 1E) and then analyse the potential benefits and costs of an exercise
program and how these lifestyles affect us over a lifetime.
4. Teacher and students collaboratively prepare
a questionnaire to interview senior citizens for the following class. Questions
should ask about seniors’ present and past activity levels and lifestyle and
may ask about things they might change if they could or how they perceive
changes in our culture from when they were teenagers compared with today
(Appendix 1F).
5. Teachers prepare students to cherish each
resident’s life experiences and stories. The questionnaire is just a tool; the
most important goal is to listen. Students should be aware that each resident
might have age-related difficulties (i.e. hearing impairment, loss of
mobility).
Students
participate in a field trip to a retirement home. It is highly suggested, prior
to the visit, that the instructor discuss student sensitivity and appropriate
respectful behaviour.
1. The teacher leads a class discussion on
students’ findings from the previous day. Using the Four-Way Recording and
Reporting (Appendix 1H), divide class into groups of four.
2. Students write a reflective paper on what
they learned about the seniors’ past and present active lifestyle. The paper
should address how/if the senior’s experience affected their decisions
regarding active living and healthy lifestyle. See Appendix 1F for suggested
questions and criteria for evaluation.
1. Formative assessment using a paper-and-pencil
test to assess student’s Knowledge and Understanding of definitions and theory.
2. Formative assessment using Your Shift to Vitality – Appendix 1C to assess Thinking and Inquiry skills.
3. Formative assessment of Decision Balance
Sheet – Appendix 1E. Assess as complete/incomplete.
4. Summative evaluation using a written
reflection paper assignment.
·
Photocopy
notes for insertion into students’ notebooks.
·
Allow
extra time for students to complete activities, if necessary.
·
For
interview, students could be placed in pairs.
·
Implement
strategies recommended in students’ IEPs.
Health
Canada Online – www.hc-sc.gc.ca./english
Roberts,
Weinberg L Gould, Foundations of Sport and Exercise Psychology, 2nd ed.
Human Kinetics Publishers, Champlain Illinois, 1999. (pp. 371-391)
Transtheoretical
Model (Behavioural
Change Theory)
The
Transtheoretical Model (Prochaska, DiClemente, & Norcross, 1992) argues
that individuals progress through stages of change, and movement across the
stages is cyclic rather than linear, because many people do not succeed in
their efforts at establishing and maintaining lifestyle changes. These are the
five stages in the Transtheoretical Model:
Precontemplation
stage. In this
stage individuals do not intend to start exercising in the next six months.
They are “couch potatoes”. People in this first stage may be demoralized about
their ability to change; they may be defensive due to social pressures, or they
may be uninformed about the long-term consequences of their behaviour.
Contemplation
stage. In this
stage people seriously intend to exercise within the next six months. Despite
their intentions, individuals usually remain in this second stage, according to
research, for about two years. So the “couch potato” has a fleeting thought
about starting to exercise but is unlikely to act on that thought.
Preparation
stage. People in
this stage are exercising some, perhaps less than three times a week, but not
regularly. Hence, though our couch potato now exercises a bit, it is not
regularly enough to gain major benefits. In the preparation stage, individuals
typically have a plan of action and have indeed taken action (in the past year
or so) to make behavioural changes, such as exercising a little.
Action
stage. Individuals
in this stage exercise regularly (three or more times a week for twenty minutes
or longer) but have been doing so for fewer than six months. This is the least
stable stage; it tends to correspond with the highest risk for relapse. It is
also the busiest stage, in which the most processes for change are being used.
So our “couch potato’ is now an “active potato” who could easily fall back into
his or her old ways.
Maintenance
stage. Individuals
in this stage have been exercising regularly for more than six months. Once
they stay in this stage for five years, they are likely to maintain regular
exercise throughout the life span except for time-outs because of injury of
other health-related problems. At this stage, one is truly an active potato-and
for a lifetime.
·
Foundations of Sport and Exercise Psychology, 2nd ed. (p. 377)
Active
living encourages everyone, not just people who are young and fit, to make
enjoyable physical activity a part of their everyday life. Active living
includes just about anything, from gardening and walking to badminton and golf.
Excuses,
excuses
Check off the excuses you’ve given for not exercising:
q “I hate the idea of exercise.” Try it, you’ll
like it (though maybe not the first time out).
q “I’m too tired to exercise.” Start out by doing
just a little bit, then gradually build it up. You’ll end up feeling less
tired.
q “A person my age would look ridiculous
jogging.” Who said you have to jog? Would you look ridiculous walking? (Anyway,
people of all ages jog).
q “I feel fine, I don’t need to exercise.” You
may not be ill, but that’s not the same as being positively fit and well. And
if you don’t exercise, your heart and circulatory system cannot be in tiptop
shape.
q “I’m too heavy to exercise.” That’s an
excellent reason to start.
q “I don’t have time.” There are exercises you
can do while shopping, reading and watching T.V., sit-ups and stretching, for
example.
q “Exercise will make me hungrier. I’ll eat more
and put on weight, not lose it.” Exercise doesn’t have to increase your
appetite. Moderate exercise before a meal can even curb an appetite.
Add
any other excuses you’ve made for not being active, as well as good reasons for
being active.
q ______________________________________________________________________________
______________________________________________________________________________
q ______________________________________________________________________________
______________________________________________________________________________
q ______________________________________________________________________________
q ______________________________________________________________________________
Health
Canada, The Vitality Approach: A guide for Leaders 2000.
www.hc-sc.gc./english
Your
Shift to Vitality
|
|
Where you are
now |
Where you want
to be |
How will you
get there |
|
Healthy Eating Take pleasure in eating a variety of foods. Meet the body’s energy and nutrient needs through a lifetime of healthy enjoyable eating. Take control of what you eat by listening to your hunger cues. |
|
|
|
|
Active Living Value and practice activities that are moderate and fun. Be active your way, everyday. Participate for the joy of feeling how your body moves. Enjoy physical activities as part of your daily lifestyle. |
|
|
|
|
Positive Self and Body Image Accept and recognize that healthy bodies come in a range of weights, shapes, and sizes. Appreciate your strengths and abilities. Be tolerant of a wide range of body sizes and shapes. Relax and enjoy the unique characteristics you have to offer. Be critical of messages that focus on unrealistic thinness (in women) and muscularity (in men) as symbols of success and happiness. |
|
|
|
Foundations
of Sport & Exercise Psychology, 2nd ed. (p. 380)
|
Canada’s Most
Popular Active Living Activities |
Most Popular
Activities People Fit Into Their Schedule |
|
1. Walking 2. Gardening 3. Home exercise 4. Social dancing 5. Swimming |
1. Taking the stairs instead of the elevator 80% 2. Choosing to do light chores for exercise 67% 3. Choosing to do heavy chores for exercise 66% 4. Commuting by walking 64% 5. Commuting by bicycle 24% |
www.ha-sc.gc.ca/english
Example – Teacher Reference
|
Gains to self · Better physical condition · More energy · Weight Loss Gains to important others · Healthier so I can play baseball with my kids · Become more attractive to my spouse Approval of others · My children would like to see me be more active · My spouse would like me to lead a healthier lifestyle Self-approval · Feel more confident · Improved self-concept |
Losses to self · Less time with hobbies Losses to important others · Less time with my family · Less time to devote to work Disapproval of others · My boss thinks it takes time away from work Self-disapproval · I look foolish exercising because I’m out of shape |
Student
Name:
|
Gains to self 1. ___________________________ 2. ___________________________ 3. ___________________________ Gains to important others 1. ___________________________ 2. ___________________________ 3. ___________________________ Approval of others 1. ___________________________ 2. ___________________________ 3. ___________________________ |
Losses to self 1. ___________________________ 2. ___________________________ 3. ___________________________ Losses to important others 1. ___________________________ 2. ___________________________ 3. ___________________________ Disapproval of others 1. ___________________________ 2. ___________________________ 3. ___________________________ |
Your
Answers
|
Self-approval 1. ___________________________ 2. ___________________________ 3. ___________________________ |
Self-disapproval 1. ___________________________ 2. ___________________________ 3. ___________________________ |
Retirement
Home Interview
Student’s
Name: ____________________________ and _______________________________________
Resident
Information
1. Demographics
·
Resident
Age:
·
Resident
Gender:
·
Resident
Name:
·
What
was your family’s background, i.e., where were you born and raised? What did your
parents do for a living? Did you think of yourself as poor, fairly well off or
rich?
2. Personality
·
Were
you an active person throughout your life? Yes
/ No
·
When
were you most active? Youth/Mid-Life/ Now
·
Highlight
your fitness strengths and weaknesses:
·
What
were your best sports/activities?
·
Rank
the way you felt about yourself on a scale from 1-10 (1 being the weakest)
during your most active stage in life. Has that changed as you have aged?
·
Were
you ever motivated to IMPROVE your fitness level? What were the key motivators
keeping you active?
·
Can
you identify at least three health benefits of regular fitness activity?
·
While
growing up, did you have sound knowledge of the effects of smoking, drinking
and stress on the body? If yes, where did you gain the appropriate knowledge?
3. Behaviour
·
What
was your family “feeling” on regular activity?
·
At
what age were you most active, least active? Explain why.
·
Did
your parents lead an active lifestyle? What types of activities did they
participate in?
·
Was
nutrition emphasized more when you were: Young/Middle-age/Older/Throughout
4. Social
·
Where
did you receive most of your support/encouragement to participate in physical
activity? Parents/Coaches/Siblings/Teachers/Co-Workers
·
Was
fitness promoted at: Home/School/Outside school
5. Physical Environment
·
What
types of activities were available to you when you were growing up?
·
How
much time a week did you spend participating in fitness activities during the
week?
less than 1 hour/more than 2 hours/about 3
times a week/more than 3 times a week
6. Types of Activities
·
What
types of activities did you most enjoy participating in?
·
How
has that changed NOW?
·
What
do you do now to stay fit?
·
What
are the greatest benefits you receive at this point from regular fitness activity?
7. Other
·
Do
you believe there is a link between fitness and longevity?
·
If
you could, what would you change about your present AND past fitness plans?
·
If
you could send one message to young people today regarding fitness, what would
you say? What would you encourage/discourage them to do?
Nursing
Home Interview and the Vitality Concept
You are
responsible for writing a two-page reflection on your interview experience.
Thinking in terms of the Vitality concept,
what are your thought and insights concerning the individual you interviewed?
Use the
following questions to help guide your thoughts and analysis.
·
What
did you observe in general about the people in the home?
·
What
benefits did you receive from the interview?
·
Did
it make you think about your current lifestyle decisions?
·
Did
it reinforce your decisions or cause you to think about a lifestyle change?
·
Did
this interview make you appreciate your youth and health and give you a better
understanding of the importance of living a Vitality
lifestyle and of continuing it throughout your entire life?
·
Would
you talk to your parents or a family member about Vitality? What would you tell them?
·
Would
this experience cause you to talk to your friends? What would you tell them
about Vitality?
·
Would
you go back to visit the home?
·
In
conclusion what changes are you going to make now?
Evaluation
Criteria
1. Understands the concept of Vitality?
Knowledge/Understanding
2. Reflects, analyses and explains the
experience of the interview with sensitivity and honesty.
Thinking/Inquiry
3. Interprets and assess the information
gathered from the residents and forms conclusions about health, active living
and longevity and aspirations influencing life’s choices and values.
Thinking/Inquiry
4. Communicates ideas logically.
Communication
5. Applies communication skills of language
including spelling, grammar and punctuation.
Communication
6. Sets goals and plans future lifestyle changes
according to their experience(s).
Application
Description:
·
gain
information about students’ learning preferences
·
build
upon or refine students’ recording and reporting skills
·
introduce
new methods of recording and reporting
·
give
students the opportunity to process learning using the method most appropriate
to their learning styles
·
consolidate
information or concepts that have been presented.
1. Divide the class into groups of four. Provide
each student with notepaper to record information.
2. Have each member of the group select a
different aspect of the lesson being taught.
3. Have the students record the information.
They are responsible for using a recording technique of their choice (e.g.,
mind-mapping, listing key points, note-taking).
4. Call upon students to pair off, report to
each other, and record what is being reported using a different technique than
originally used.
5. Have students meet with another group member
to exchange information using a third recording method.
6. Finally have the students meet with a fourth
member of the group to report and record using a fourth method.
Time: 450 minutes
Students
have the opportunity to explore various fitness facilities in the community.
They compare and contrast the differences between the facilities and examine
why the facilities appeal to their particular clientele. This experience, at
fitness facilities, allows the students to further explore the importance of
the Vitality concept. By developing a
collage, students visualize the Vitality
concept as an integrated approach to healthy living that shifts the
focus away from rigid ideals, dieting, and prescriptive exercises towards an
acceptance of a variety of body sizes and shapes and an emphasis on healthy
eating, active living, and a positive self and body image. The collage activity
furthermore challenges students to think reflectively and creatively to
evaluate specific situations and solve problems. The knowledge that students
acquire about the shift to the Vitality
concept will help empower them to make healthy choices about eating, being
active, and feeling good about themselves. Students develop a personal health
lifestyle chart as well as discuss obstacles they may encounter in achieving
healthy lifestyle goals.
CGE2c - present information and ideals clearly and
honestly and with sensitivity to others;
CGE3c - think reflectively and creatively to
evaluate situations and solve problems;
CGE4g - examine and reflect on one’s personal
values, abilities, and aspirations influencing life’s choices and opportunities.
Overall
Expectations
V1V.01 - demonstrates an understanding of the Vitality concept;
V1V.02 - use strategies to develop the Vitality concept;
DHV.01 - analyse the role of the individual
responsibility in enhancing personal health.
Specific
Expectations
VI1.02 - describe a model that reflects a personal
philosophy of health;
VI2.03 - implement plans for attaining personal
health that involve components of the Vitality
concept;
DH1.03 - analyse how various lifestyle choices
affect health.
·
Prepare
and provide students with fitness facility questionnaire.
·
Prepare
and provide students with a personal health chart.
·
Book
fitness facilities in advance for class tours.
·
Prepare
folders including pictures of various people (shapes, sizes).
·
Gather
magazines for collage work.
·
Note-taking
skills
·
Critical
thinking skills
·
Active
listening skills
·
Communication
skills
·
Understanding
of Vitality concept and society’s
(media-influenced) standard of beauty (Unit 1)
·
Reflection
process and skills
·
Emphasis
on gospel values
1. Initiate class discussion regarding what a
good fitness facility has to offer. List student responses on the board.
2. In pairs, have students develop a series of
questions they should ask when examining a fitness facility and its
effectiveness in serving the community (i.e., thinking about the needs of
young, old, family, physically disabled, and issues of income and location).
3. Use (Appendix 2A) to design a fitness
facility questionnaire. Read over the questions, elaborating on their meaning
to provide full understanding. Use Strategy 2 to help design questionnaire.
1. Students visit 3 different facilities within
a three-day period. Upon completion of these visits and the questionnaire,
students are responsible for a 2-page reflection discussing:
·
Likes
and dislikes;
·
The
facility they would choose, and their reasons;
·
Location
and accessibility;
·
Which
best suits the community, not just one or two demographic groups, and their
reasons.
1. In a large group discussion, review and
brainstorm what society’s standard of beauty looks like and what the Vitality approach looks like covered in
Unit 1. The Vitality approach calls for
a shift from negative to positive thinking about how to achieve and maintain
healthy weights. (Appendix 2B)
From a weight-centred approach
Dieting
·
Restrictive
eating
·
Counting
calories, prescriptive diets
·
Weight
cycling (yo-yo diets)
·
Eating
disorders
Exercise
·
No
pain, no gain philosophy
·
Prescriptions
such as three times a week in your target heart rate zone
·
Burn
calories
·
High
attrition rates for vigorous exercise programs
Dissatisfaction with self
·
Unrealistic
goals for body size and shape
·
Obsession
and preoccupation with weight
·
Fat
phobia and discrimination against overweight people
·
Striving
to be a perfect 10 and maintain an impossible ideal (thin or muscular) body
size
·
Accepting
the fashion, diet and tobacco industries emphasis on slimness
To the Vitality approach
Healthy eating
·
Take
pleasure in eating a variety of foods.
·
Enjoy
lower fat and complex-carbohydrate foods more often.
·
Meet
the body’s energy and nutrient needs through a lifetime of healthy, enjoyable
eating.
·
Take
control of how you eat by listening to your hunger cues.
Active Living
·
Value
and practise activities that are moderate and fun.
·
Be
active your way, every day.
·
Participate
for the joy of feeling your body move.
·
Enjoy
physical activities as part of your daily lifestyle.
Positive Self and Body Image
·
Accept
and recognize that healthy bodies come in a range of weights, shapes, and
sizes.
·
Appreciate
your strengths and abilities.
·
Be
tolerant of a wide range of body sizes and shapes (i.e., Endomorph, Ectomorph,
Mesomorph).
·
Relax
and enjoy the unique characteristics you have to offer.
·
Be
critical of messages that focus on unrealistic thinness (in women) and
muscularity (in men) as symbols of success and happiness.
2. Provide magazines for the students to make up
their own collage. On one half of a large piece of paper have them put images
representing the weight-centred approach to health. The other half of the paper
represents the shift to the new way of thinking about health, the Vitality concept approach. Make sure
students label images to identify the weight-centred or Vitality concept characteristic. Teachers have the option of having
students present their collages in class before posting.
1. Provide students with a handout containing a
chart they will use to evaluate their current lifestyle. Students use the chart
to help guide them in making healthier lifestyle choices by prioritizing goals,
maintaining balance, and making a direct link to values that effect decision
making.
(Appendix 2C)
2. Once students have completed the chart they
identify personal obstacles they would encounter when trying to achieve their
healthy lifestyle goals. In pairs, have students brainstorm these obstacles and
work out strategies to overcome them. Teachers lead a large group discussion
examining these obstacles and strategies. (K.WL Course Overview Appendix
1-Strategy 1)
·
Formative
assessment of individual participation in class discussions using a
participation rubric
·
Formative
assessment of the reflective paper concerning fitness facility awareness
·
Formative
assessment of the learning skills of work habits
·
Formative
assessment of collage representing a good understanding of the Vitality concept versus society’s
idealistic standard of beauty
·
Formative
assessment of personal health chart indicating a sound awareness and
understanding of student’s current lifestyle, changes that need to be made, how
they will make these changes, as well as strategies they will use to overcome
personal obstacles
·
Allow
extra time for students to complete the activities if necessary.
·
Implement
strategies recommended in students’ IEPs.
·
Be
aware of safety concerns with off-campus tours and students with special needs.
·
Be
aware of individual comfort level of the students in regards to personal issues
that may arise.
Health
Merki,
Mary Bronson PhD and Don Merki: Ph.D. Glencoe
Health. McGraw Hill, 1999.
The fitness
facility questionnaire involves the following series of questions
·
What
are your facility hours?
·
What
is the cost of a membership?
·
Is
there an initiation fee or are there any hidden costs involved?
·
What
programs do you have to offer in conjunction with use of the gym facilities
(i.e. aerobic classes, stress classes, nutrition classes)?
·
Is
there a cost involved with these programs?
·
What
assistance is available to those who need direction in designing a program? Is
there a cost involved?
·
How
many members currently frequent your facility?
·
Is
there a dominant age group or specific demographic profile for your members
(i.e., 18-25)?
·
If
not, how does your facility appeal to the cross-section of individuals within
our community?
·
Is
your facility wheelchair-accessible?
·
Are
there separate areas for men and women to workout?
·
Is
this a private fitness club, a publicly funded recreation/fitness centre, or a
non-profit health organization?
The
Shift to Vitality
The Vitality approach calls for a shift from
negative to positive thinking about how to achieve and maintain healthy weight.
From a
weight-centred approach to the Vitality Approach
|
Dieting |
Healthy Eating |
|
·
|
·
|
|
Exercise |
Active Living |
|
·
|
·
|
|
Dissatisfaction
with Self |
Positive Self and
Body Image |
|
·
|
·
|
|
Lifestyle
component |
Where I am now |
Where I want
to be |
How will I get
there |
|
Nutrition |
i.e., too much fast food – not enough good food. |
i.e., healthier eating habits. |
i.e., everything in moderation, more time planning
meals. |
|
Rest |
|
|
|
|
Amount of Physical Activity |
|
|
|
|
Level of Stress |
|
|
|
|
Time Management Skills |
|
|
|
Time: 630 minutes
In this
activity, students create their own personal health video promotion that
thoroughly examines the Vitality
concept. They focus on healthy eating and fitness behaviours, body image,
motivation and personal, mental and spiritual factors that affect overall personal
health. Students are challenged to convey a positive and inspiring Vitality message while developing
individual strategies for improvement. Students’ video presentations must use a
variety of media aids, such as music, costume, script and effective videography
techniques. Students are encouraged to explore various media devices i.e.,
humour, interview, sensitivity, seriousness, silence, etc., to convey their
message. The personal health video should be done in groups of two or three students
and should run between two and five minutes in length.
CGE2c - present information and ideas clearly and
honestly and with sensitivity to others;
CGE1i - integrate faith with life;
CGE7d - promote sacredness of life;
CGE3c - think reflectively and creatively to
evaluate situations and solve problems;
CGE5c - develop one’s God-given potential and make a
meaningful contribution to society;
CGE4a - set appropriate goals and priorities in
school, work and personal life.
Overall
Expectations
V1V.01 - demonstrate an understanding of the Vitality concept;
V1V.02 - use strategies to promote the Vitality concept;
DHV.01 - analyse the role of the individual’s
responsibility in enhancing personal health.
Specific
Expectations
VI1.01 - demonstrate an understanding of the Vitality concept;
VI2.04 - demonstrate an ability to influence and
support others in making positive health choices;
DH1.03 - analyse how various lifestyle choices
affect health.
·
Encourage
students to respect individual feelings/opinions.
·
Be
sensitive to balance in student achievement when forming groups.
·
Prepare
a detailed handout of expectations (Appendix 1).
·
Provide
a rubric outlining the Achievement Chart.
·
Photocopy
and review proper videography technique.
·
Determine
how many students require video-camera sign-outs, videotapes.
·
Pre-determine
how many class days are needed (five days are suggested including script
writing).
·
Encourage
students to work to their full potential and create a meaningful video message.
·
It
is recommended to “weight” parts 1 and 2 more since they directly reflect
expectations. You may choose to “weight” other areas to reflect classroom
personalities and knowledge base.
·
Book
editing room for video, if available.
·
Make
sure you have access to a gym facility/drama room/free-classroom for various
videotaping environments. Booking in advance will make things run more
smoothly.
·
Communication
skills
·
Brainstorming
skills
·
Creativity
skills
·
Group
work skills
1. As an opening, ask the students to brainstorm
ways in which the media (specifically television) attempts to gain the
attention of its viewers and sell a product or service, i.e., humour,
role-models, musical jingle, or stars. Once students have identified the major
promotional tactics used by the media, introduce the Personal Health Video
assignment. Students are required to produce a video that conveys a positive
and inspiring Vitality concept
message. Combine students to form heterogeneous groups. Remind students of the
importance of teamwork emphasizing full group cooperation.
Include a discussion that highlights personal fitness values and related stress
issues. Prepare a brief review of the Vitality
concept, so that students are clear about what type of message to send.
Distribute a copy of the video presentation expectation checklist highlighting
each area thoroughly and clarifying any questions the students may have
(Appendix 3A). If the students are clear about the expectations, continue by
giving them in-class time to create their health promotion script (emphasize
the use of proper grammar and spelling). Prepare a brief review of the Vitality concept so that students are
clear about what type of message to send. Circulate to answer questions and
make sure students are on the right track. The script may take one or two
classes to develop.
1. Once the groups have completed and have had
their scripts approved, they proceed to videotaping. Be aware that students may
need to access various environments to make their promotion unique (gym, drama
room, etc.). Flexibility is recommended as well as a mutual trust factor with
equipment. It is highly recommended that students videotape on school premises
only, although some groups may prefer to videotape at home. Remind students
that, each day, you will be giving them a group-work mark (Appendix 3B). The
video should be edited and put to music.
1. Students have one week for the task. After
all assignments have been handed in, the Personal Health Videos are
viewed/assessed by student peer and teacher evaluation (Appendix 3C).
1. Completion of the Personal Health Video
presentations. Themes, media methods and gospel values should be identified
through classroom discussion.
A
summative assessment of the completion of the Video Presentation using a
rubric (Appendix 3C) is suggested, as well as daily in-class group work
assessment (Appendix 2B).
·
Make
modifications to the Personal Health Video (e.g., extend due date,
larger groups).
·
Be
aware of the needs of ESL/ESD students.
·
Implement
strategies recommended in the student’s IEP.
·
Conference
frequently with special-needs students providing additional help where
necessary.
Resources
www.edu.gov.on.ca
(Grade 11 Media Studies)
Group
Members: _________________________________________________________
Expectations: Each presentation must include the
following criteria:
1. Appropriate Content: Your video must
have a positive message focusing on the Vitality
concept. Your main emphasis should be aimed at selling your message to
the public.
2. Group Work: You must attempt to work
cooperatively and effectively with all group members sharing the presentation
assignment fairly. Organization and preparation are also emphasized.
3. Time: Your video presentation must be
a minimum of two minutes in length, a maximum of five minutes in length.
4. Script: Your group must present a
written script upon completion of your video. It is evaluated on clarity,
spelling, grammar, and effectiveness, as well as chosen media form (i.e.,
recast a short story, novel, poem, song, interview or documentary).
5. Props/Music: Props and music are
highly recommended and can make your video unique and effective. A minimum of
three props and one musical aid are suggested.
6. Creativity: Use your imagination! The
more creative you can be, the more effective your presentation (i.e., themes,
lighting, costumes, videography etc).
7. Videotaping: Your video should be easy
to follow and understand. Use different techniques to enhance your video (i.e.
angles, lighting, voice, facial/body language, tone, slow motion, sound
effects, use of headlines, captions etc.).
8. Overall Impression: Did your group sell
your health concept? Was your idea creative, eye-catching or compelling? Were
gospel values clearly evident?
Teamwork
in the Health Class (Brainstorming/Classroom Discussions)
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Works willingly and cooperatively with others |
- rarely works willingly and cooperatively with others |
- sometimes works willingly and cooperatively with others |
- usually works willingly and cooperatively with others |
- always works willingly and cooperatively with others |
|
Listens attentively without interrupting |
- rarely listens attentively without interrupting |
- sometimes listens attentively without interrupting |
- usually listens attentively without interrupting |
- always listens attentively without interrupting |
|
Contributes information and ideas to solve problems and make decisions |
- rarely contributes information and ideas to solve problems and make decisions |
- sometimes contributes information and ideas to solve |
- usually contributes information and ideas to solve |
- always contributes information and ideas to solve |
|
Shows respect for the ideas and opinions of others in the group or class |
- rarely shows respect for the ideas and opinions of others in the group or class |
- sometimes shows respect for the ideas and opinions of others in the group or class |
- usually shows respect for the ideas and opinions of others in the group or class |
- always shows respect for the ideas and opinions of others in the group or class |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
|
Category/
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Communication Script |
- demonstrates limited effectiveness in script design; spelling and grammatical errors are evident |
- demonstrates some effectiveness in script design; moderate spelling and grammatical errors |
- demonstrates considerable effectiveness in script design; minimal spelling and grammatical errors |
- demonstrates thorough effectiveness in script design; no spelling and grammatical errors |
|
Knowledge/ Understanding Application Video Content |
- demonstrates limited awareness of Vitality concept and sacredness of life throughout video |
- demonstrates some awareness of Vitality concept and sacredness of life throughout video |
- demonstrates considerable awareness of Vitality concept and sacredness of life throughout video |
- demonstrates thorough awareness of Vitality concept and sacredness of life throughout video |
|
Communication Props/Music and Scene/character development |
- presents limited character and scene development with no use of music and props |
- presents some character and scene development with minimal use of music and props |
- presents considerable character and scene development with considerable use of music and props |
- presents thorough character and scene development with extensive use of music and props |
|
Thinking/Inquiry Creativity |
- presents limited creativity in fitness promotion |
- presents some creativity in fitness promotion |
- presents considerable creativity in fitness promotion |
- presents a thoroughly creative fitness promotion |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Course
Overview | Course
Profiles Main Menu