Course Profile Health for Life, Grade 11, Open, Public
Unit
1: Vitality
in Action
Time: 27 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Unit Description
This unit
emphasizes a personalized approach to health. Through the development of a Vitality Action Plan, students analyse
their current health behaviours and set goals to make changes related to eating
habits, level of physical activity, and self-concept. This unit is the
foundation for the rest of the course. The Vitality
Action Plan is revisited in each subsequent unit and at the end of the course
with the Community Health Advocacy Task.
Strand(s) & Learning
Expectations
Strand(s): Determinants of
Health, Vitality
Overall
Expectations: DHV.01,
VIV.01.
Specific
Expectations: DH1.01,
VI1.01, VI1.03, VI1.04, VI2.03.
Activity Titles (Time
& Sequence)
|
Activity
1 |
Vitality Concept |
210
minutes |
|
Activity
2 |
Health
Continuum |
150
minutes |
|
Activity
3 |
Behaviour
Change Theory |
150
minutes |
|
Activity
4 |
Healthy
Decision-Making |
210
minutes |
|
Activity
5 |
Vitality Action Plan |
500
minutes |
|
Activity
6 |
Health
Promotion Strategies, Theory, and Tasks |
350
minutes |
Unit Planning Notes
The focus
of this unit is to provide students with the opportunity to begin acquiring and
discussing information related to healthy living. Consider the following when
planning the unit:
·
Due
to the nature of the health topics (e.g., body image, self-concept), be aware
of and sensitive to students’ needs, individual life circumstances, cultural
and religious beliefs, and values. Some topics (e.g., religious fasting) may be
enhanced with additional resource support (e.g., cultural associations, public
health department, community groups). Book and plan visits by community experts
(e.g., speakers from agencies may make presentations or set up displays and/or
information booths for students).
·
Use
media products (e.g., videos, articles) when appropriate and read/preview them
carefully for the presentation of accurate, appropriate, and up-to-date
information.
·
All
websites listed in the course profile were examined at the time of publication.
Check the viability of websites prior to assigning student work. Review
acceptable use policies and procedures for the Internet with students before
any research/investigation assignments.
·
Role
plays and scenarios are useful tools for students to practise skills. Develop
scenarios that are realistic and reflect students’ needs.
·
Where
appropriate, be aware of the legal implications and the consequences of
policies related to the health topics being presented.
·
The
teacher should frame each lesson by identifying the learning expectations and
connecting and clarifying the assessment/evaluation strategies to ensure
students have clear targets to work towards.
·
Develop
some tone-setting activities to help students get to know each other, identify
classroom expectations, and establish rules for discussion at the beginning of
each activity.
Prior Knowledge &
Skills
Students
require prior knowledge and experience to successfully accomplish the
activities in this unit:
·
knowledge
and skills related to health topics as identified in the curriculum of previous
grades (e.g., healthy eating, goal setting, and decision-making);
·
group
work (e.g., jigsaw activity), social skills, and learning skills;
·
note-taking
skills;
·
research,
investigation, and interview skills;
·
self-
and peer assessment (e.g., rubrics , observation checklists, anecdotal
comments);
·
safety
guidelines related to equipment, facilities, and physical activities;
·
debate
procedures;
·
components
of health-related fitness.
Teaching/Learning
Strategies
Focus on
providing students with opportunities to interact, communicate, think, and
apply their knowledge with respect to healthy living. Strategies include Direct
Instruction, Indirect Instruction, Interactive Instruction, and Independent
Instruction, as described in the Course Overview.
Assessment & Evaluation
of Student Achievement
This unit
provides students with the opportunity to reflect on, plan for, and act on
personal choices related to developing a healthy active lifestyle. The thinking
skills and the promotion strategies related to the role of individual
responsibility in enhancing personal health and health promotion within the
community are formatively and summatively assessed throughout the unit in
connection with understanding the Vitality
concept. A variety of assessment techniques that address the individual needs
and different learning styles of students are used. They include Pencil and
Paper (quiz, test, directed written, oral or visual assignment, daily Vitality record, health continuum),
Performance Task (projects/assignments, presentations), and Personal
Communication (instructional questions and answers, classroom discussion,
journals/logs, debates, conferencing). The teacher and students use the
following Assessment Tools: observation checklist, rubrics, answer
sheet/checklist, marking scheme. Ongoing formative and summative assessment
provide students with ample opportunity to demonstrate their knowledge and
skills.
Unit Synopsis Chart
|
Activity |
Expectations and AC Category |
Assessment/Evaluation |
|
1: Vitality Concept |
VIV.01,
K/U; VI1.01, K/U |
Formative
assessment of the information collected on the Personal Vitality Record (Appendix B), using the Personal Vitality Observation Checklist
(Appendix D) Formative
assessment of Personal Vitality
Action Plan – Phase One (Appendix E) to determine students’ understanding of
the components of Vitality (i.e.,
healthy eating, physical activity, and self-concept). The teacher should look
for the relationship between the recording of behaviour, goals set, and
action to be taken. Focus on the Knowledge/Understanding category of the
Achievement Chart to assess students. |
|
2: Health Continuum |
VIV.01, K/U; DH1.01, C; VI1.01, K/U; DHV.01,
T/I |
Formative assessment of the health continuum
placements and justifications, using an observation checklist Summative evaluation of the interrelationship
of health realms, using a short-answer quiz and the Communication category of
the Achievement Chart (see Appendix J) Formative assessment of the Personal Vitality Action Plan revisions, using
the Personal Vitality Observation
Checklist from Activity 1 (Appendix D) |
|
3:
Behaviour Change Theory |
VI1.03,
C; VIV.01, K/U |
Formative
assessment of the stages identified in behaviour change theory as they relate
to modifying personal lifestyle, using the Personal Vitality Action Plan Phase Two (Appendix F) and the Communication
category of the Achievement Chart |
|
4:
Healthy Decision-Making |
VIV.01,
K/U; VI1.04, C |
Formative
assessment of the decision-making process, using a decision-making rubric and
communication rubric |
|
5: Vitality Action Plan |
VIV.01,
K/U; VIV.02, A; VI1.01, K/U; VI1.02, C |
Formative
assessment of the Personal Vitality
Action Plan Phase Four, using an observation checklist Formative
peer assessment of the personal philosophy of health model, using a
communication rubric (see Appendix J) and providing peers with anecdotal
comments as feedback |
|
6:
Health Promotion Strategies, Theory, and Tasks |
VIV.01,
K/U; VIV.02, A; VI2.01, A; VI2.02,
C; VI2.04,
A |
Formative
assessment of the health issues debate, using a communication rubric (see
Appendix J) Formative
peer assessment of the health issues, using a communication rubric and
providing peers with anecdotal comments as feedback Formative
assessment of the Health Promotion Planning Steps, using an observation
checklist |
|
Ongoing
throughout Unit 1 |
VI1.01,
K/U; VIV.02, A |
Formative
evaluation of students’ knowledge of Vitality
concept and strategies to promote the Vitality
concept, through the promotion of physical activity, self-concept, and
healthy eating, in their fitness break leadership, using an observation
checklist |
Accommodations
Consider
the following accommodations to address the needs of all students in your
class:
·
Provide
a visual outline of lessons on the board, an overhead, or a handout.
·
Provide
key visuals or graphic organizers for assignments as an alternative.
·
Partner
students to work with appropriate people or resources.
·
Provide
key vocabulary or reference notes.
·
Allow
students to present written assignments orally or in another format where
applicable.
·
Be
sensitive to cultural and religious norms.
·
Assist
students to recall prior knowledge before introducing new information.
·
Use
contemporary videos rather than print material to convey information.
·
Provide
adaptations as identified in student IEPs, including those for physical
exceptions.
Resources
Print
Health
Canada. Canada’s Food Guide to Healthy
Eating. 1997.
http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid/foodguide.html
Health
Canada. VITALITY Approach: A Guide for
Leaders. 2000. ISBN 0 –662-28677-4
http://www.hc-sc.gc.ca/hppb/nutrition/pube/Vitality/index.html
Health
Canada. Physical Activity Guide to
Healthy Active Living.
http://www.hc-sc.gc.ca/hppb/paguide/main.html
Friedman,
Sandra Susan. When Girls Feel Fat:
Helping Girls Through Adolescence. Toronto: Harper Collins Publishers Ltd.,
1997.
Pipher,
Mary. Reviving Ophelia: Saving the Selves
of Adolescent Girls.
Pope,
Harrison G., Katherine A. Phillips, and Roberto Olivardia. The Adonis Complex: The Secret Crisis of Male Body Obsession.
Websites
Ask
the Dietitian – http://www.askthedietitian.com
Dietitians
of
Local
Public Health Unit –
http://www.gov.on.ca/health/english/contact/phu/phuloc_mn.html
TeenNet:
Engaging Teens in Health Promotion Using Information Technology –
http://www.teennetproject.org/
Activity
1: Vitality
Concept
Time: 210 minutes
Description
Students
examine the concept of Vitality
through a personal investigation of participation in physical activity, eating
behaviour, and self-concept.
Strand(s) & Learning
Expectations
Overall
Expectations
VIV.01-
demonstrate an understanding of the Vitality
concept.
Specific
Expectations
VI1.01 -
demonstrate an understanding of the components of the Vitality concept (i.e., healthful eating, an active lifestyle, a
positive self-concept).
Planning Notes
·
Provide
a chart for students to record daily food intake, activity levels, and feelings
about self (Appendix B – Personal Vitality
Record).
·
Become
familiar with the Weight/Size-centred Approach and Vitality Approach (Appendix A)
·
Inform
students to come to class prepared to be active each day.
·
Prepare
a 5- to 10-minute fitness break.
·
Provide
copies of Canada’s Physical Activity
Guide to Healthy Active Living, Canada’s Food Guide to Healthy Eating, and
the Self-concept Fact Sheet (Appendix C).
·
Emphasize
with students that the Vitality Coach
they select needs to be someone with whom they will be comfortable in sharing Vitality goals and follow-up actions.
·
Provide
each Vitality Coach with a copy of
the Personal Vitality Observation
Checklist
(Appendix D).
·
Stress
that Vitality Coaches can approach
the teacher for support and direction as needed.
·
Emphasize
confidentiality as an expectation of Vitality
Coaches.
·
Provide
each student with a copy of the Personal Vitality
Action Plan Phase One (Appendix E).
·
Remind
students to dress appropriately for the fitness break.
·
Develop
an observation checklist to formatively evaluate the daily fitness breaks (see
Strategy 5).
Prior Knowledge &
Skills
Students
require:
·
experience
in cooperative group learning (jigsaw);
·
brainstorming
skills;
·
prior
knowledge attained in previous grades (e.g., health-related components of
fitness, FITT principles, Canada’s Food
Guide to Healthy Eating, SMART goal-setting).
Teaching/Learning
Strategies
1. The teacher directs and facilitates a
discussion related to factors that contribute to the Vitality concept: healthy eating, participation in physical
activity, and positive self-concept. Using a board outline (gingerbread
person), ask the class to brainstorm factors that are necessary for this figure
to “get in shape” (e.g., changing eating habits, exercise/activity program,
weight loss or gain goals). List student responses under following headings: Physical
Activity, Healthy Eating Behaviours, and Self-concept. Divide the class into
three groups and assign each group one of the headings. Ask each group to
further brainstorm specific and even radical traditional behaviours/actions
that the gingerbread figure might demonstrate to get in shape (e.g., going on a
crash diet, fasting, counting calories, high-protein diets, extensive exercise
sessions – no pain, no gain philosophy; having drastically different body
weight and body shape goals; aspiring to weight and shape ideals of role models
in the media). Record ideas on chart paper. Post the list of ideas from each
group. Connect the term “Weight/Size-centred Approach” to the ideas generated
by the class.
2. The teacher introduces the concept of Vitality as an integrated approach to
healthy living that shifts the focus away from rigid ideas, dieting, and
prescriptive exercise towards an acceptance of various body shapes and sizes
and an emphasis on healthy eating, active living, and positive self and body image.
3. Ask students to apply the “Vitality Approach” to the three
headings. Have each of the three groups take responsibility for the same
heading they were working on and list the behaviours and actions a person would
demonstrate if they were taking a Vitality
Approach. Build on the Weight/Size-centred Approach by adding additional ideas.
Post and summarize students’ ideas in a column entitled Vitality Approach, opposite the Weight/Size-centred Approach. See
Appendix A for a sample summary. Emphasize that the strategies used in the
Weight/Size-centred Approach conflict with the strategies in the Vitality Approach. (This course promotes
the preferred Vitality Approach
strategies.)
4. The teacher leads students in a 10- to
20-minute fitness break. The activity should be fun and highly invigorating
(e.g., a chair routine to music: sitting on chair – alternate high arm swings,
rolling shoulders, ankle rotations, alternate knee tucks, high leg kicks;
standing by chair – step up on chair seat and down, backward heel kicks, side
leg swings). Students describe how they are feeling and changes that they have
noticed as a result of participating in vigorous physical activity (e.g.,
increased breathing rate, increased heartbeat, impact on attention span,
smiling). Indicate that this will be a daily routine for the class and students
should come to class prepared to be active each day.
5. The
teacher explains what is involved in the task of leading a class fitness break.
Students partner with one person (consider partnering Vitality Coaches, Strategy 9) and develop a fitness break activity
for each class. Outline the criteria (e.g., 10 to 20 minutes, safe activity,
limited space, engaging, vigorous, fun, and increased heart rate) and materials
to be used (e.g., music). Consider the criteria used for the Fitness Blasts in
the Grade 10 Course Profile (Unit 2, Appendix D, p. 14). Provide students with
a list of session dates. Students should sign up for one session before the end
of the class.
A
formative evaluation of students’ knowledge of the Vitality concept and strategies to promote the Vitality concept through fitness break leadership takes place
during the unit. Fitness break leaders promote physical activity, self-concept,
and healthy eating. Different students are evaluated when they present their
fitness break. Develop an observation checklist and share it with students to
assist them in developing appropriate and effective fitness breaks. The
checklist is used for formative evaluation.
6. Divide the class into groups of three to
participate in a jigsaw activity. Each member of the group is responsible for
becoming an expert on one of the components of Vitality (i.e., Active Living, Healthy Eating, or Self and Body
Image). Provide reference material for students to investigate and research the
component. Example: Active Living should reference Canada’s Physical Activity Guide to Healthy Active Living; Healthy
Eating uses Canada’s Food Guide to
Healthy Eating; Self and Body Image should refer to the Self-concept Fact
Sheet (Appendix C). Consider providing a note-taking template that includes
three columns: component description, examples to illustrate the concept, and
benefits.
7. Students report back to their home groups,
describing the components with examples to illustrate the concept and benefits
of Active Living, Healthy Eating, or Self-concept. Ask groups to discuss how
their personal lifestyle relates and compares to the information they have
researched/investigated.
8. Students complete the Personal Vitality Record each day for one week
(Appendix B). Students describe foods consumed (meals and in between meals),
noting food groups and quantities (according to measures in Canada’s Food Guide to Healthy Eating).
Students record the amount of time spent on each physical activity and indicate
fitness components addressed. Each day, students describe feelings about self,
how their thoughts and feelings affect behaviour, and ways they have
contributed to the enhancement of the self-concept of another person. Ask the
class to provide examples of how we enhance the self-concept of others. Discuss
the examples before asking students to complete the Personal Vitality Record.
9. The teacher introduces the concept of a Vitality Coach and outlines roles and
responsibilities (Appendix D). Students list the characteristics they would
like to see in a Vitality Coach
(e.g., maintains confidentiality, non-judgmental, active listener, positive,
asks open-ended questions, stays focused on task, assertive). Ask students to
identify one person in the class to act as their Vitality Coach. Every other class for the first week, the Vitality Coach sits down with his/her
assigned peer and assesses the behaviours described in the Personal Vitality record sheet, using the
Personal Vitality Observation
Checklist (Appendix D) and the peer’s Personal
Vitality Record (Appendix B).
10. After one week, the teacher introduces Phase
One of the Personal Vitality Action
Plan. (Appendix E). Students work with their Vitality Coach to reflect on behaviours and set goals related to
the Vitality concept. Students
reference the following resources: Personal Vitality
Record, The Personal Vitality
Observation Checklist, Canada’s Physical
Activity Guide to Healthy Active Living, Canada’s Food Guide to Healthy Eating, and The Self-concept Fact
Sheet. Instruct students to list Vitality
goals on the Personal Vitality Action
Plan (at least one goal for each component). Students determine behaviours in
general terms (e.g., be physically active by walking each day) that they will
implement to address each goal. Consider the prior knowledge of students to
determine whether SMART goal setting and FITT principles should be referenced
(see Grade 9 and 10 Course Profiles, Unit 3) as part of the discussion. Have
students record these behaviours in the Action Plan column of the Personal Vitality Action Plan chart.
Students record actions they can
take at school, at home, and in the community. For each physical activity,
students indicate the fitness component(s) addressed. Inform students that the
tracking sheets are built upon and used as part of their evaluation for the
course.
Assessment &
Evaluation of Student Achievement
Students
maintain a Personal Vitality Record
for one week and participate as a Vitality
Coach in order to provide support for the self-concept of a peer. The
Personal Vitality Record is the
foundation for the development of the Personal Vitality Action Plan, which is the critical assessment strategy
used throughout the course. The teacher and students gather evidence of
learning expectations:
·
a
formative assessment of the information collected on the Personal Vitality Record (Appendix B), using the
Personal Vitality Observation Checklist
(Appendix D);
·
a
formative assessment of Personal Vitality
Action Plan Phase One to determine students’ understanding of the components of
Vitality (i.e., healthy eating,
physical activity, and self-concept). The teacher should look for the
relationships between the recording of behaviour, goals set, and action to be
taken. Focus on the Knowledge/Understanding category of the Achievement Chart.
Resources
Print
Carr,
Rey A. Peer Counseling Starter Kit.
Victoria, BC, 1980.
Carr,
Rey A. The Theory and Practice of Peer
Counseling. Victoria, BC, 1987.
Ontario
Physical and Health Education Association. You
Can Make a Difference: Helping Young Women Choose a Tobacco-Free Lifestyle
Facilitator’s Guide. 1996.
Websites
Mentors/Peers
Resources – www.peer.ca
Peer Helping
Brochure and National Standards – www.mentors.ca/broch.html
Appendices
Appendix
A – The Shift to Vitality
Appendix
B – Personal Vitality Record
Appendix
C – Self-concept Fact Sheet
Appendix
D – Personal Vitality Checklist
Appendix
E – Personal Vitality Action Plan
Phase One
Activity
2: Health Continuum
Time: 150 minutes
Description
Students
apply the components of Vitality to
the World Health Organization’s definition of “health” (Definition: Health is a
state of complete physical, mental and social well-being not merely the absence
of illness or disease.). They investigate the interrelationships among healthy
eating, physical activity, and self-concept as well as the relationship between
these components and the realms of health in general. Students use this
information to determine their location on the health continuum and to make
refinements to their goals in their Personal Vitality Action Plan.
Strand(s) & Learning
Expectations
Strand(s): Vitality, Determinants of
Health
Overall
Expectations
VIV.01 - demonstrate an understanding of the Vitality concept;
DHV.01 -
analyse the role of individual responsibility in enhancing personal health.
Specific
Expectations
VI1.01 -
demonstrate an understanding of the components of the Vitality concept (i.e., healthful eating, an active lifestyle, a
positive self-concept);
DH1.01 -
describe the interrelationship of physical, social, and mental health in
enhancing personal health.
Planning Notes
·
Provide
students with a copy of the research statements and index cards for behaviour
descriptions.
·
Provide
a health continuum worksheet that enables students to describe justifications
for placement on the continuum.
·
Remind
students to dress appropriately for the fitness break.
Prior Knowledge &
Skills
Students
require:
·
group-work
skills (e.g., snowballing);
·
prior
learning attained in previous grades (e.g., healthy eating, physical activity,
mental health).
Teaching/Learning
Strategies
1. The teacher provides students with the World
Health Organization’s definition of health. Students in groups describe at
least one positive health behaviour for each realm of the definition (e.g.,
physical - jogging for 30 minutes a day; mental - quietly listening to music in
stressful situations; social - talking to friends on the phone regularly).
2. Students match the three components of Vitality with the realms listed in the
WHO definition. They create examples to illustrate the connections they have
made (e.g., participating in physical activity helps cope with stress (mental)
and is influenced by social factors: if your peer group is physically active,
you are more likely to be physically active (social)). Students create more
examples to demonstrate that the Vitality
components fit into all the realms of health and that there are numerous
interrelationships between healthy eating, physical activity, self-concept, and
the realms of health.
3. Students further explore the concept of
interrelationships by examining connections among the Vitality components. In pairs, ask students to create a list of
inter-relationships and post on chart paper. Using the snowball strategy,
students form groups of four and then eight. Lists should take into
consideration the following research statements and identify interrelationships
with other Vitality components:
Healthy Eating: Nourishes
the body for health, energy, and strength, enhancing feelings of well-being,
and results in feeling good. Healthy eating is controlled by an internal system
of hunger/satiety cues that regulates the balance of energy intake with
expenditure. Healthy eating is flexible and includes eating for pleasure and
social reasons. With healthy eating, a person usually follows regular habits,
such as eating three meals and snacks to satisfy hunger (Berg, 1997).
Physical Activity: Is any bodily movement that is
produced by the contraction of skeletal muscle and substantially increases
energy expenditure (Physical Activity and
Health: A Report of the U.S. Surgeon General, 1996).
Self-concept: Self-concept is the most inclusive
“self” term. It describes how an individual perceives his or her
characteristics and abilities and how an individual evaluates his/herself.
Self-image is multifaceted and develops gradually as an individual matures and
interacts with significant others. Understanding the self begins at a very
young age, before language is developed. In adulthood, self-image is largely
linked to job or career success and relationships with family and friends.
Unemployment and relationship break-ups make some adults particularly vulnerable
to feeling negatively about themselves (VITALITY
Approach: A Guide for Leaders).
Students
complete a short-answer quiz on the interrelationship of the Vitality health realms.
4. The teacher provides student fitness leaders
time to lead the class in a fitness break. See Activity 1, Strategies 4 and 5.
5. The teacher introduces the Health Continuum
by discussing with students the fact that there are a range of health choices
and behaviours. Illustrate the health continuum on the board or an overhead.
Emphasize with students that people are rarely at one end or the other of the
health continuum.
6. Students focus on the extreme ends of the
continuum, describing specific behaviours that they would see in each of the
three components of Vitality (e.g.,
positive self-concept means loving and accepting yourself, being assertive,
establishing healthy relationships). With each response, students note
behaviours that embrace two or more components of Vitality (e.g., power walking every other day – physical activity,
makes one feel better about himself/herself – self-concept). Students describe
specific behaviours that they would see midway on the continuum.
7. In groups, students prepare index cards with
one behaviour on each card (e.g., over-eating, purging, swimming, cycling,
missing breakfast, diet/vitamin supplements, bulking up, describing self to a
friend in a negative way). Students place index cards on the health continuum
and justify the location.
8. The teacher provides copies of the health continuum.
Students situate themselves on the continuum with respect to the three
components of Vitality and provide
justification for each of the placements.
9. Students determine where on the continuum
they want to be, related to each Vitality
component. They revisit their Personal Vitality
Action Plan (Appendix E) and make revisions to goals and actions.
Assessment &
Evaluation of Student Achievement
The
teacher and students gather evidence of learning expectations outlined for this
activity through:
·
a
formative assessment of health continuum placements and justification, using an
observation checklist;
·
a
summative evaluation of the interrelationship of health realms, using a
short-answer quiz and the Communication category of the Achievement Chart (see
rubric in Grade 10 Course Profile, p. 42);
·
a
formative assessment of the Personal Vitality
Action Plan revisions, using the Personal Vitality
Observation Checklist from Activity 1 (Appendix D).
Resources
Print
The Body Image Coalition of Peel c/o Peel
Health. Every BODY Is A Somebody:
Facilitator’s Guide. Brampton, ON: March 1999.
Berg,
Frances M. Afraid to Eat: Children and
Teens in Weight Crisis. North Dakota: Healthy Weight Publishing Network.
Videos
Get Real. Port Credit, ON: McNabb and Connolly, 1995.
Tel: 905 278 0566
Websites
National
Eating Disorder Information Centre – www.nedic.on.ca
Appendices
Appendix
E – Personal Vitality Action Plan
Phase One
Activity
3: Behaviour Change Theory
Time: 150 minutes
Description
Students
identify the stages outlined in the behaviour change theory and relate the
stages to changes in personal lifestyle behaviours.
Strand(s) & Learning
Expectations
Strand(s): Vitality
Overall
Expectations
VIV.01 -
demonstrate an understanding of the Vitality
concept.
Specific
Expectations
VI1.03 -
describe the stages identified in behaviour change theory (e.g.,
precontemplation, contemplation, preparation, action, maintenance) as they
relate to modifying personal lifestyle.
Planning Notes
·
Be
aware of the fact that behaviour changes for students may be slow and in very
small increments.
·
Provide
an information sheet describing strategies to move through behaviour stages.
·
Provide
copies of Phase Two of the Vitality
Action Plan (Appendix F).
·
Remind
students to dress appropriately for the fitness break.
Prior Knowledge &
Skills
Students require:
·
group-work
skills;
·
note
taking from discussions;
·
reflecting
on the learning (e.g., sentence stems);
Teaching/Learning
Strategies
1. The teacher asks students to identify and
describe a behaviour change they, a family member, or a close friend has made
in their lives (e.g., quit smoking, reduce weekly spending, eat breakfast,
regularly complete homework, arrive to class/school on time). Students list and
describe what was involved when the person was attempting to make the change
(e.g., motivation, information, determination, support).
2. The teacher provides students with the
following definitions of stages in behavioural change:
Precontemplation: Currently not engaging in the target
behaviour and not seriously thinking of change.
Physical
Activity Example- 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: Currently not engaging in the
behaviour, but seriously considering change.
Physical
Activity Example- In this stage, people seriously intend to exercise within the
next six months. Despite their intentions, individuals usually remain in this
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 it.
Preparation: Currently not engaging in the
behaviour, but planning to change in the next while.
Physical
Activity Example- People in this stage are exercising some, perhaps less than
three times a week, not regularly. Hence, though our “couch potato” now
exercises a bit, but 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: Currently engaging in the change behaviour,
but for just a short time frame.
Physical
Activity Example- Individuals in this stage exercise regularly (three or more
times a week for 20 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 “couchly” ways.
Maintenance: Have maintained change behaviour
for long period of time.
Physical
Activity Example- 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 or other health-related problems. At this stage,
one is truly an “active potato” for a lifetime.
3. Using an example from Strategy 1, students
describe the behaviour change at each stage.
4. The teacher introduces “relapse” and asks
students to give relapse examples in behaviour change stages. Provide students
with a behaviour change theory analogy, which includes relapse possibilities
(e.g., think of the stages of change as climbing up a slippery, icy hill. Once
one gets to the top he/she is at the maintenance stage. The process is a
challenging task. The person may slip and fall backwards, but with support and
persistence will make it to the top. Relapse is accompanied by feelings of
discouragement and seeing oneself as a failure. One must expect relapses and
learn from them).
5. Students
examine the following scenarios and determine the stage of change:
·
Jean
Paul is not physically active and does not intend to start being physically
active ever. PRECONTEMPLATION
·
Armance
does not participate in physical activity but is seriously thinking about
starting. CONTEMPLATION
·
Fernando
is physically active sometimes and is planning to try out for the swim team to
be physically active on a regular basis. PREPARATION
·
Linor
has been playing volleyball four times a week for three weeks so far. ACTION
·
Kiyomi
has been running or playing tennis four times a week for three years.
MAINTENANCE
Have
groups of two make up their own examples for each of the stages.
6. Students in groups brainstorm ways to
progress through the stages to modify lifestyle behaviours:
·
Reward
yourself for maintaining your behaviour change. (Token Economy)
·
Use
a log to make sure that you are tracking what you do. (Positive Reinforcement)
·
Make
the change with a friend. (Social Support)
·
Identify
times when you are likely to slip. (Relapse Prevention)
·
Develop
notes with tips to remind yourself to keep trying. (Positive Reinforcement)
·
Develop
the skills to make the change easier. (Skills Development)
·
Replace
a negative behaviour with a positive one. (Stimulus Control, Counter
Conditioning)
As
a summary, provide students with each of the above strategies in order that
students have a complete list of all of the strategy categories. Have students
work in small groups to discuss ways of modifying their lifestyle and provide
concrete examples for each.
7. The teacher provides student fitness leaders
time to lead the class in a fitness break. See Activity 1.
8. Working with their Vitality Coach, students refer to their one-week Personal Vitality Record and identify a physical
activity behaviour they want to change. They ensure that this change is on
their list of goals (on the Personal Vitality
Action Plan Phase One), on their list of related actions in their action plan,
and on their revised actions list (on the Personal Vitality Action Plan Phase One). Students then work with their Vitality Coach to complete the Personal Vitality Action Plan Phase Two (Appendix
F). They describe their present behavioural stage and at least one strategy to
progress further along.
9. Students repeat the process for one
healthy-eating behaviour change and one self-concept change.
10. Students, with the support of their Vitality Coach, revisit this process
once a week or whenever needed in order to monitor the stage of change and the
support strategies related to the behaviours. They may also want to include
additional behaviours they want to focus upon. For additional behaviour
changes, students require another blank copy of the Personal Vitality Action Plan Phase Two. Students
need to consider whether they have moved forward, stayed in the same stage, or
slipped back. Consider using sentence stems (e.g., “I learned…”) at the bottom
of the page (dated) that would assist students in their reflections. See
Appendix F.
Assessment &
Evaluation of Student Achievement
The
teacher and students gather evidence of learning expectations outlined for this
activity through:
·
a
formative assessment of the stages identified in behaviour change theory as
they relate to modifying personal lifestyle, using the Personal Vitality Action Plan Phase Two (Appendix
F) and the Communication category of the Achievement Chart (see Rubric in Grade
10 Public Course Profile, Unit 3, p. 42).
Resources
Diclemente,
C., John Norcross, and James Prochaska. Changing
For Good, Understanding and Using the Stages of Change. New York: Avon
Books, 1994.
Appendices
Appendix
F – Personal Vitality Action Plan
Phase Two
Activity
4: Healthy Decision-Making
Time: 210 minutes
Description
Students
investigate barriers to being physically active and strategies to overcome
these barriers, through an interview assignment. They apply the decision-making
process to a real-life scenario introduced by a guest speaker and determine the
barriers that this person had to overcome in decisions that he/she had to make.
Students apply the decision-making process to personal behaviour changes that
will enhance the Vitality Approach in
their lives.
Strand(s) & Learning
Expectations
Strand(s): Healthy Living and Living Skills
Overall
Expectations
VIV.01 -
demonstrate an understanding of the Vitality
concept.
Specific
Expectations
VI1.04 -
describe barriers to decision-making with respect to the Vitality concept.
Prior Knowledge &
Skills
Students
require:
·
group-work
and social skills;
·
working
with case studies/scenarios;
·
prior
knowledge attained in previous grades (e.g., decision making, goal setting).
Planning Notes
·
Review
decision-making model (Grade 10 Public Course Profile Unit 2, Activity 2, p.
8).
·
Book
guest speaker and provide students with copies of the Interview Organizer
(Appendix G).
·
Provide
students with copies of the decision-making scenarios.
·
Provide
copies of Phase Three of the Personal Vitality
Action Plan (Appendix H).
·
Remind
students to dress appropriately for the fitness break.
Teaching/Learning
Strategies
1. Students investigate physical activity
trends. Using the organizer (Appendix G), students interview a peer, a person
between the ages of 30 and 50, and a person between the ages of 60 and 80. The
interview focuses on physical activity required in household chores, in jobs,
in leisure activities, and in Health and Physical Education classes (if interviewee
is a peer). In small groups, students report their findings and make
observations as to the influences on people today to be less active than their
counterparts from previous generations. Each group summarizes their findings
and reports back to the class. Using class data, students draw conclusions on
the daily challenges of being physically active.
2. Students brainstorm strategies to overcome
barriers to be physically active (e.g., limit time on the computer/Internet,
shovel the driveway instead of using the snow blower, walk to the store instead
of getting a ride, take the stairs instead of the elevator, etc.).
3. The
teacher provides groups of students with the following scenarios and follow-up
questions:
·
Jill
loves watching TV. She unwinds every day after school by watching her favourite
soap opera and eating a bag of potato chips. After her soap opera, she flicks
the channel to the entertainment news to catch up on the latest celebrity
gossip. Her parents do not arrive home from work until after seven o’clock, so
Jill usually throws a frozen dinner into the microwave and eats in front of the
TV. After dinner, Jill goes upstairs to check her e-mail. Her boyfriend is on
an exchange in another country. After an hour of chatting on-line, Jill heads
to her bedroom, turns on the stereo, and begins her homework.
Jill would like to be more physically active but unfortunately never seems to
get around to it. What stage of behaviour change is Jill at? What barriers are
in Jill’s way to becoming more physically active? What could Jill do to
overcome these barriers and become more physically active on a regular basis?
Where would you place Jill on the health continuum related to physical
activity?
·
Andrea
is a figure skater who has grown a lot over the past year. Her Dad and some of
her friends at school have teased her about her weight. Andrea has been
skipping meals and “working out” in addition to skating three times a week. She
is feeling very tired and hasn’t had much time to study. Her parents are
concerned about her drop in grades.
Andrea would like to feel better about herself. What stage of behaviour change
is Andrea at? What barriers are in Andrea’s way to becoming more positive about
herself? What could Andrea do to overcome these barriers and have a more
positive self-concept? Where would you place Andrea on the health continuum
related to self-concept, healthy eating, and physical activity?
·
Jack
is lifting weights every day. He dreams of having washboard ‘abs’ and much
bigger biceps and triceps. However, his body still does not resemble that of
the body builders in magazines. He is attracted to a girl in school and feels
that if he looked better he might be able to build up the nerve to ask her out.
He is eating a high-protein diet. His friend is using protein supplements and
Jack thinks that he may try them too.
Jack would like to feel better about himself. What stage of behaviour change is
Jack at? What barriers are in Jack’s way to becoming more positive about
himself? What could Jack do to overcome these barriers and have a more positive
self-concept? Where would you place Jack on the health continuum related to
self-concept, healthy eating, and physical activity?
4. The teacher provides student fitness leaders
time to lead the class in a fitness break. See Activity 1.
5. The teacher reviews the decision-making
model. See the Grade 10 Public Course Profile, p. 8.
6. The teacher invites a guest speaker into the
class to share a personal behaviour change and discuss barriers that he/she
overcame (e.g., an individual who overcame a physical disability or a serious
illness, a drug abuser who overcame drug use, someone who quit smoking, etc.).
Students should be encouraged to consider the decision-making model as the
guest explains his/her behaviour change.
7. Students: a) write the steps in the
decision-making process that the guest speaker went through in order to make
his/her decision; b) highlight barriers that had to be overcome; c) list
strategies used to overcome the barriers; and d) provide their personal opinion
with an explanation about the decision made. Use a decision-making (see Getting
Assessment Right, p. 33) and communication rubric (see Grade 10 Course Profile,
p. 42) to provide students with feedback.
8. Students complete Phase Three of the Personal
Vitality Action Plan (Appendix H),
describing a decision they need to make related to the goals that they
described in Phase One. They use the decision-making and goal-setting models to
address one physical activity goal, one healthy eating goal, and one
self-concept goal. They list a barrier or barriers to making the changes
involved in the decision and strategies to overcome the barriers. Students
share their completed decision model with their Vitality Coach. Students incorporate any new actions that are
required due to this process into their list of actions in Phase One of their
plan.
Use a decision-making (see Getting
Assessment Right, p. 33) and communication rubric (see Grade 10 Course Profile,
p. 42) to provide students with feedback.
9. As the course progresses, students repeat
this decision-making process for other behaviour changes related to the Vitality approach that they wish to
make.
Assessment &
Evaluation of Student Achievement
The
teacher and students gather evidence of learning expectations outlined for this
activity through:
·
a
formative assessment of the decision-making process related to Personal Vitality Action Plan, using a
decision-making rubric and communication rubric (see Grade 10 Course Profile,
p. 42).
Resources
Amos, Sue
and Susan Orchard. Getting Assessment
Right: Health and Physical Education, Grades 9
and 10. Barrie: Data Based Directions, 2001. ISBN 1-894369-03-3
Appendices
Appendix
G – Physical Activity Interviews
Appendix
H – Personal Vitality Action Plan
Phase Three
Activity
5: Vitality
Action Plan
Time: 500 minutes
Description
Students
participate in a wide range of physical activities within the school setting
and explore physical activity possibilities in the community. They investigate
strategies to enhance healthy eating and self-concept. These new learnings are
incorporated into the final stage of each student’s Vitality Action Plan. Students begin to develop a graphic model
that reflects their personal philosophy of health.
Strand(s) & Learning
Expectations
Strand(s): Vitality
Overall
Expectations
VIV.01 -
demonstrate an understanding of the Vitality
concept;
VIV.02 -
use strategies to promote the Vitality
concept.
Specific
Expectations
VI1.01 -
demonstrate an understanding of the components of the Vitality concept (i.e., healthful eating, an active lifestyle, a
positive self-concept);
VI1.02 -
describe a model that reflects their personal philosophy of health;
VI2.03 -
implement plans for attaining personal health that involve the components of
the Vitality concept.
Planning Notes
·
Provide
students with time (approximately five days) in the gym, the fitness centre, a
weight room, or other facility within your school where physical activity can
take place (e.g., pool).
·
Review
school board policies and procedures about preventing or minimizing the rish of
injuries and accidents and for taking students off site.
·
Book
time in community facilities (e.g., racquet club, fitness club) or invite
community physical activity providers into the class to discuss community
physical activity possibilities.
·
Consider
flexible timetabling/scheduling for the course to accommodate/incorporate
physical activity.
·
Invite
a nutritionist from the health department to speak to the class.
·
Invite
the manager of the school cafeteria to describe cafeteria menus.
·
Invite
a child psychologist, social worker, or other health professional to discuss
adolescent self-concept issues.
·
Provide
students with copies of the Personal Vitality
Action Plan Phase Four (Appendix I).
·
Remind
students to dress appropriately for physical activity.
Prior Knowledge &
Skills
Students
require:
·
group-work
skills;
·
self-
and peer assessment;
·
note
taking from a speaker;
·
prior
knowledge and skills attained in previous grades (e.g., healthy eating,
physical fitness, SOP Principles - specificity, overload, and progression, FITT
Principles - frequency, intensity, time, type).
Teaching/Learning
Strategies
1. In order for students to implement the Vitality approach to health (e.g., the
achievement of Physical Activity goals), they need access to healthy food, a
positive environment, and a wide range of physical activity possibilities that
they can pursue in school, in the community, and at home. The focus of this
activity is to explore the range of physical activities. Teachers need to
familiarize students with physical activities that they could participate in
during class time. When developing a list of possibilities, teachers need to
consider the range of facilities available and the needs/abilities of the class
(e.g., pool, track, gym, weight room/fitness centre). Students will be
selecting activities that meet their individual needs; numerous activities
could be going on at one time. Therefore, teachers need to offer students a
menu of physical activities that are not high risk and do not require constant
visual supervision. Students, with teachers, select physical activities that
enhance the components of fitness. Students provide input into physical
activities in which they would like to participate. The following physical
activities could be introduced at this time and can be pursued by students
throughout the course: Gym: low organization games, 1-on-1, 2-on-2, or 3-on-3
basketball, soccer, floor hockey, volleyball, racquet wall games; Outdoors:
in-line skating, power walking, jogging, cycling; Fitness Centre/Weight Room:
weight program, step aerobics, dance, skipping; Pool: aquarobics, swimming.
Students
participate in these activities for 15 to 30 minutes of each class, approximately
equivalent to the length of time that they have been and will be physically
active in class sessions.
Teachers
may consider working with other health and physical education teachers to
provide supervision for a variety of options within the same time block.
Teachers could also consider flexible timetabling where students participate in
physical activities outside of their regularly scheduled class time. Review the
Physical Education: Ontario Safety
Guidelines: Secondary Curricular Guidelines and Board Policies for
supervision and safety information.
2. Homework assignment: In groups of two or
three, students investigate opportunities to be physically active a) before,
during, and after school; b) in the community; and c) at home. Students report
their findings to the class.
3. Students participate in at least one activity
offered in a community facility (e.g., skating at an arena, squash at a racquet
club, yoga at a community centre).
4. A physical activity community provider visits
the class to introduce activities at his/her facility. Students should take
notes to incorporate the information into their Personal Vitality Action Plan and personal Vitality concept model (Strategy 13).
5. Students examine their physical
activity decision process in their Personal Vitality
Action Plan Phase Three. They determine a list of physical activities that they
will participate in during the course a) at school, b) in the community, and c)
at home and provide a rationale for their choices (e.g., 3-on-3 basketball –
Social, to be with friends; weight program – Fitness muscle strength).
(Appendix I – Personal Vitality Action
Plan Phase Four)
6. A nutritionist speaks to the class regarding
healthy eating behaviours and requirements. Students should take notes to
incorporate the information into their Personal Vitality Action Plan and personal Vitality concept model (Strategy 13).
7. A manager from the school’s cafeteria
provides students with a range of food selections offered in the cafeteria.
Students brainstorm a list of food outlets near the school, and groups visit
these locations to gather menus and/or nutritional fact sheets. Students
consider this information and record their healthy lunch/snack choices in their
Personal Vitality Action Plan Phase
Four.
8. Students examine their healthy eating
decision process in their Personal Vitality
Action Plan Phase Three. They determine a list of healthy eating strategies
that they will implement during the course, applying information they have
learned from Strategies 7 and 8, as well as previous learning from Canada’s Food Guide to Healthy Eating.
Students apply their learning when completing their Personal Vitality Action Plan Phase Four.
9. A health professional (e.g., social worker,
psychologist) speaks to students on issues related to enhancing a positive
self-concept. Students should take notes to incorporate the information into
their Personal Vitality Action Plan
and personal Vitality concept model
(Strategy 13).
10. Students need to examine and assess their own
self-concept through a guided process. Consider the following self-awareness
and self-concept activities to support students in becoming more self-aware.
Self-awareness
Personal Mandala: A
graphic symbol of your personal universe. Ask students to draw a circle and
divide it into 12 equal pies. Each pie should be labelled with the headings:
·
My
greatest strength
·
My
greatest weakness
·
Three
things that I am
·
Three
things that I am not
·
What
I would give my life up for
·
My
greatest fear
·
My
greatest hope
·
Something
I must do before I die
·
Who
and what I love
·
Things
I do very well
·
My
heroes
·
My
favourite places
Students
insert their responses into the Mandala and share it with their Vitality Coach.
Adapted
from: Life Skillbuilders. Kopy Kit
Reproducible Resources, California: Parlay International.
Valuing My Personal Strengths
Students
individually complete the exercise below to identify their strengths.
·
Three
things that I value about myself:
·
Three
things that make me interesting:
·
Three
things that I am good at:
·
Three
things that I believe about myself:
·
Three
things that are important to me and that I need to make me feel good:
·
My
friends can count on me because:
Students then pair up with their
Vitality Coach and share something positive about each other to generate
self-confidence, sometimes it’s hard for us to see ourselves as others see us.
Have students consider the following: Did your coach mention any strengths that
you didn’t know you had? Students can refer to this list throughout the course
to boost their self-confidence.
Adapted
from: Friedman, Sandra. Just for Girls.
Vancouver: Salal Books, 1999.
Curbing Your Inner Critic
Provide students with a handout that includes
the information, instructions, and reflection questions.
Discuss how we feel about ourselves depends a
lot on self-talk about what we do, think, feel, and say. Much of this self-talk
is negative. The first step is to become aware of your self-talk. If you were
as perfect as you wanted to be, how would you describe yourself? Using ten
words or less, write a statement that describes your ideal (e.g., I am a happy,
loving, and valuable person). This statement is called an affirmation. What did
your inner critic say when you wrote your affirmation? Write the criticism to
the right of your affirmation. Write your affirmation again, listen to your
inner critic, and write the negative comments. Repeat this exercise ten times
(e.g., if the negative comment was “you’re stupid and boring” write “I’m
brilliant and a good friend”). Pick three or four of your negative phrases and
turn them into affirmations. Choose the affirmation you like most, write it
down, and tape it to your journal, locker or mirror.
Adapted
from: Life Skillbuilders. Kopy Kit
Reproducible Resources, California: Parlay International
11. Students examine their self-concept decision
process in their Personal Vitality
Action Plan Phase Three. They determine a list of strategies that they will
implement during the course, applying information they have learned from
Strategy 10 and previous learning from the Self-concept Fact Sheet. Have them
apply these strategies to their Personal Vitality
Action Plan Phase Four.
12. Students provide examples to define the term
“model” (e.g., a manner of organizing thought, an image, an example, a
representation such as Appendix C). The teacher shares a “representation” or
graphic model of the elements of the Vitality
concept that have been discussed. The model incorporates the concepts of Vitality Approach, Healthy Eating,
Physical Activity, Self-concept, Self-awareness, Goal-setting, Positive
Behaviour Changes, Decision-Making, and Action Plan.
13. Students modify the graphic to reflect their
beliefs regarding aspects of the model that are personally more important to
them than other aspects (e.g., placing ‘Self’ in the centre of the graphic,
adding Support as an additional aspect). Students analyse and synthesize their
notes from all of the guest speakers and draw conclusions to use in the
creation of their own model.
14. Students share this graphic with their Vitality Coach and describe their
rationale for the design of the model and the components of it.
15. Students have now begun to develop their
personal philosophy (belief, vision) of health by means of a model. Teachers
involve students in revisiting this model in each subsequent unit of the
course, providing students with time to reflect on their personal vision and
make modifications as needed.
Assessment & Evaluation
of Student Achievement
The
teacher and students gather evidence of learning expectations outlined for this
activity through:
·
a
formative assessment of the Personal Vitality
Action Plan Phase Four, using an observation checklist;
·
a
formative peer assessment of the personal philosophy of health model, using a
Communication Rubric (see Grade 10 Public Course Profile, Unit 3, p. 42) and
providing peers with anecdotal comments as feedback.
Resources
Ontario
Physical and Health Education Association. Physical
Education: Ontario Safety Guidelines: Secondary Curricular Guidelines.
Toronto: OPHEA, 1997 – www.ophea.org
Appendices
Appendix
I – Personal Vitality Action Plan
Phase Four
Appendix
C – Self-concept Fact Sheet
Activity
6: Health Promotion Strategies, Theory,
and Tasks
Time: 350 minutes
Description
Students
explore the concept of “promotion”. They research and debate health issues in
their community. They create a health-promotion product, develop a promotional
plan for it, and promote it within the school/community. Students select one
health promotion task that has a direct link to Vitality. They begin planning their promotional task, which is
presented at the end of the course.
Strand(s) & Learning
Expectations
Strand(s): Vitality
Overall
Expectations
VIV.01 -
demonstrate an understanding of the Vitality
concept;
VIV.02 -
use strategies to promote the Vitality
concept.
Specific
Expectations
VI2.01 -
demonstrate a commitment to the promotion of personal health and a healthy
lifestyle within the school community (e.g., by conducting a school fitness
survey or organizing a health fair, by conducting a violence prevention program
for younger students);
VI2.02 -
explain facts, theories, and personal opinions related to health issues (e.g.,
by debating current issues, presenting information);
VI2.04 -
demonstrate an ability to influence and support others in making positive
health choices.
Planning Notes
·
Provide
copies of local newspapers and a selection of popular products (e.g., a brand
name soft drink, a popular running shoe, a CD player, a candy bar, a box of
detergent).
·
Prepare
students with procedures related to debating.
·
Remind
students to dress appropriately for the fitness break.
Prior Knowledge &
Skills
Students require:
·
group-work
skills;
·
debating
skills;
·
organizational
and time-management skills.
Teaching/Learning
Strategies
1. Students identify health issues in the school
or community (e.g., smoking by laws, urban planning of park land, public
activity spaces like in-line skating/biking/jogging paths, handicap access to
physical activity sites). To assist in developing the list, students read local
newspapers, audit local news shows, and interview school staff. After
brainstorming a list of issues, students make connections to healthy eating,
physical activity, and self-concept. In groups, students select one potentially
contentious health issue. They research facts, establish personal opinions, and
prepare to debate the health issue before the class (half of the group will
support one side of the issue and the other half of the group will take the
opposing side).
Provide students with the rules of
debate and a debating rubric (see Grade 9 Catholic Course Profile, Unit 3,
Appendix 3C, p. 19) to assist students in their preparation. The debating
rubric should be used by teacher, peers, and students to provide helpful
communication skills feedback.
2. The teacher provides student fitness leaders
time to lead the class in a fitness break. See Activity 1.
3. The teacher shares a variety of popular
healthy lifestyle products with the class (e.g., vitamin supplements, running
shoes, fitness centre, food product, particular piece of fitness equipment).
Students in groups select one product and discuss ways it is promoted, organizing
their ideas under:
·
What:
is the product?
·
Who:
does it appeal to (e.g., target group…age, gender)?
·
Why:
must the public have this product (want, need)?
·
How:
does the public learn about the product (e.g., media format-TV, symbols on
T-shirts worn by role models)?
·
When:
does the public hear most about this product (e.g., summer, before a holiday)?
4. In groups, students choose/create a
health-promotion product. They must follow the What, Who, Why, How, and When
model in developing their promotional plan for the product. Some groups may
wish to actually make and package a product, while others may want to promote a
health concept (e.g., Active Families, Active Schools). Each group shares its
product or concept with the class, demonstrating the How portion of the plan.
5. Students generate a list of health
promotional tasks, which could be developed to promote the Vitality concept as their Community Health Advocacy Task. Students
choose from these examples to apply the Health Promotion Planning Steps:
·
Health
Fair or School Campaign using media “Eat Breakfast every day”, “Be physically
active most days”;
·
Promotion
of Provincial/National Awareness Weeks. Nutrition Month (March), Summer Active
(May), Winter Active (Dec; Jan);
·
Promotion
of an existing website on Vitality
components or Development of a Vitality
website;
·
Health
promotion calendar for schools;
·
Directory
of Vitality resources in the
community;
·
Vitality Education Session led by student to other
classes;
·
Contest
(physical activity);
·
Assembly
with guest speakers;
·
Dance-a-thon
or “Jump Rope for Heart”;
·
Modification
of cafeteria menus to include healthy menu choices for two weeks;
·
Support
groups or activity groups;
·
Intramural
Tournaments or Fitness Session for elementary or Grade 9 students.
6. Students use the What, Who, Why, How, and
When organizer to begin planning their task. Students require time throughout
the course to continue the work on their promotional task.
7. The teacher provides a Health Promotion
Planning Steps checklist (product, process, and people issues should be
addressed) that will enable them to keep the project “on task” (e.g., GREAT).
G. Goal
Setting: What specifically are you trying to say/do related to the Vitality approach?
R. Reality
Check: Is the task appropriate for your audience? Is there a need?
E. Evaluate:
How will you know if your task is a success? Have you raised awareness of the Vitality approach?
A. Attain:
Can the task be accomplished in the time allotted? Have all the steps been set
out and arrangements been made?
T. Tell:
Have you created ways to inform your audience? How are you promoting the task?
Assessment &
Evaluation of Student Achievement
The teacher and students gather evidence of
learning expectations outlined for this activity through:
·
a
formative assessment of the health issues debate, using a communication rubric
(see Grade 10 Public Course Profile, Unit 3, p. 42) and/or debate rubric (see
Grade 9 Catholic Course Profile, Unit 3, Appendix 3C, p. 19);
·
a
formative peer assessment of the health issues, using a communication rubric
and providing peers with anecdotal comments as feedback;
·
a
formative assessment of the Health Promotion Planning Steps, using an
observation checklist.
Appendix A
The Shift to Vitality
The Vitality Approach requires a shift from
negative to positive thinking regarding how to achieve and maintain healthy
weights.
|
A Weight/Size-centred Approach |
The Vitality Approach |
|
Dieting |
Healthy Eating |
|
·
restrictive eating/high-protein diets ·
counting calories, prescriptive diets ·
weight cycling (yo-yo diets) ·
possible development of eating disorders ·
diet supplements è |
·
enjoy eating a variety of foods ·
enjoy lower-fat and complex-carbohydrate foods more often ·
meet the body’s energy and nutrient needs through consistent healthy
enjoyable eating for a lifetime ·
take control of how you eat by listening to your hunger cues |
|
Exercise |
Active Living |
|
·
no pain, no gain ·
high intensity, cardiovascular exercise and weight training ·
focus on calorie burning/body-building charts when exercising ·
short-term involvement è |
·
value and practise activities that are moderate and fun ·
be active your way, every day ·
participate for the joy of being active ·
enjoy physical activities as part of your daily lifestyle |
|
Dissatisfaction with Self |
Positive Self-concept And Body Image |
|
·
unrealistic goals for body size and shape ·
obsession and preoccupation with weight/size ·
fat phobia and discrimination against overweight or underweight
people è ·
striving to maintain the impossible ideal (thin or muscular) body size
and shape ·
accepting media’s emphasis on the ideal size and shape |
·
accept and recognize that healthy bodies come in a range of weights,
shapes, and sizes ·
appreciate your strengths and abilities ·
relax and enjoy the unique characteristics you have to offer ·
be critical of messages that focus on unrealistic thinness (in women)
and muscular bulk (in men) as symbols of success and happiness |
Health
Canada’s Vitality Approach – A Guide for
Leaders.
Appendix B
Personal Vitality Record
Name:
Instructions:
·
For
each meal, indicate food item and quantity of each food (Q), according to
measures in food guide, and name of food group (F) (e.g., grain products,
vegetables and fruit, milk products, meat and alternatives).
·
For
each physical activity, record amount of time in minutes (T) and fitness
component(s) (C)
·
addressed
(e.g., cardiovascular, flexibility, muscle strength, muscle endurance).
·
For
self-image, describe how you feel (e.g., emotionally: happy, confident;
physically: strong, tired) and what you said or did to support another person’s
self-image.
|
|
Breakfast |
Lunch |
Supper |
Snacks |
Physical Activity |
Emotionally I feel… I encouraged another by… |
|
|
Item: Q & F |
Item: Q & F |
Item: Q & F |
Item: Q & F |
Act: T & C |
|
|
Monday |
|
|
|
|
|
|
|
Tuesday |
|
|
|
|
|
|
|
Wednesday |
|
|
|
|
|
|
|
Thursday |
|
|
|
|
|
|
|
Friday |
|
|
|
|
|
|
|
Saturday |
|
|
|
|
|
|
|
Sunday |
|
|
|
|
|
|
Note: Consider expanding this student worksheet by
placing the above template on both sides of an 8" x 11" (landscape)
sheet of paper.
Appendix C
Self-concept Fact Sheet
Self-concept: how an individual perceives his or her
characteristics and abilities and how an individual evaluates him/herself.
Self-esteem and body image are important components of self-concept.
Self-esteem: is the value someone places on himself or
herself and the image that he or she has of him/herself measured against what
he/she thinks it should be. The beliefs and attitudes about ourselves that we
have learned from birth influence self-esteem. Our self-esteem determines how
valuable, loveable, worthwhile, and competent we feel we are. When students
have healthy self-esteem, they feel more positive about their bodies and find
it easier to make good decisions for themselves that promote health, including
taking care of the needs of their bodies.
Body Image: is a term used to describe how someone
perceives and feels about his or her body. Body image involves:
·
how
you see or picture yourself;
·
how
you feel others perceive you;
·
what
you believe about your physical appearance;
·
how
you feel about your body;
·
how
you feel in your body.
Adapted
from Sandra Susan Friedman, Nurturing
Girl Power: Integrating Eating Disorder
Prevention/Intervention Skills Into Your Practice.
Appendix D
Personal Vitality Observation Checklist
The
student will demonstrate an understanding of the Vitality concept.
Name of Vitality Coach Vitality Partner:
Roles
and Responsibilities of the Vitality Coach
Support
your peer Vitality partner throughout
the week (e.g., contact him/her once or twice during the week, listen to your
partner, encourage him/her with respect to his/her healthy eating and physical
activity goals, remind him/her about the benefits of healthy eating and
physical activity, help him/her identify things that have made him/her feel
good about him/herself). Interview your peer Vitality Partner two or three times this week using the questions
below and his/her Personal Vitality
Record. Use the sample responses as a guide when providing your partner with
feedback. Responses indicate if the Vitality
Partner is demonstrating an understanding of the Vitality concept.
Healthy
Eating
1. Each day, have you been enjoying eating a
variety of foods from the four food groups?
2. Are you making an effort to eat breakfast? What
did you notice about your mood and energy level?
3. Are there other meals during the day that you
are skipping?
4. Are you eating more than the required number
of servings in any of the food groups?
5. Have you selected lower-fat foods more often?
6. Have you eaten the necessary servings from
each food group each day?
7. Are there some eating behaviours that have
started to change?
8. How did your thoughts and feelings affect
your eating behaviour?
Sample Responses:
·
a
variety of foods from the four food groups are consumed each day, with evidence
of consumption of required servings per day (i.e., at least five fruits and
vegetables, three milk products, five grains, and two meat and alternatives)
·
eating
regular meals and snacks, including breakfast each day
·
there
is evidence of lower-fat food choices
·
there
is a connection between eating patterns and feelings
Physical
Activity
1. Have you been physically active for 30
minutes most days?
2. What fitness components have you addressed
and how many days have been dedicated to each?
3. How did your thoughts and feelings affect
your participation in physical activity?
4. What did you notice about your moods/energy
level when you did participate in physical activity?
Sample Responses
·
participation
in physical activity for 30 minutes most days of the week raises the heart
rate, increases the rate of breathing, and causes the person to perspire
·
participation
in activities that address cardiovascular fitness and flexibility four to seven
days per week
·
participation
in strength-building activities on two to four days a week
·
there
is a connection between participation in physical activity and feelings
Appendix D (Continued)
Self-concept
1. What did you do or accomplish this week to
increase comfort with your self-concept?
2 What do you like about yourself?
3. Who have you spent time with this week who
has made you feel good about yourself?
4. Whose self-concept have you supported this
week? How did you do it?
5. How did you cope with stress?
Sample Responses
·
evidence
of positive comments about self, body weight, and body shape
·
evidence
that person accepts self for the way he/she looks
·
evidence
that the person has done or said things to make another feel good about
him/herself
·
evidence
of participation in physical activities that make him/her feel good
·
evidence
of healthy ways to cope with stress (e.g., physical activity, listening to
music)
Appendix E
Personal Vitality Action Plan Phase One
Name
|
Healthy
Eating Goals: SMART |
Healthy
Eating Action Plan: |
Refinements:
(Activity 2) |
|
Physical
Activity Goals: SMART |
Physical
Activity Action Plan: FITT |
Refinements:
(Activity 2) |
|
Self-concept
Goals: SMART |
Self-concept
Action Plan: |
Refinements:
(Activity 2) |
Appendix F
Personal Vitality Action Plan Phase Two
Name:
Date:
|
Healthy
Eating Behaviour to Change |
Present
Stage of Behaviour Change |
Strategies
to Assist in Making Positive Behaviour Change |
|
Physical
Activity Behaviour to Change |
Present
Stage of Behaviour Change |
Strategies
to Assist in Making Positive Behaviour Change |
|
Self-concept
Behaviour to Change |
Present
Stage of Behaviour Change |
Strategies
to Assist in Making Positive Behaviour Change |
Date:
I learned
(feel) that I have __________________________ in my progress in making a
positive behaviour change in __________________________ because
__________________________.
Appendix G
Physical Activity
Interviews
Name:
For each
person being interviewed, ask:
·
As
a teenager, what household chores do (did) you have to do that require(d)
physical exertion?
·
Describe
a job that you have (had) as a teenager and what parts of the job require(d)
you to be physically fit.
·
Describe
leisure activities that you participate(d) in as a teenager.
·
How
many times a week did you participate in Physical Education classes? Describe
some of the activities in which you participated.
For each
of the categories, what machines/appliances/tools do (did) you use as a
teenager?
|
Categories |
Peer |
Person between the ages of 30 and 50 |
Person between the ages of 60 and 80 |
|
House-hold
chores |
|
|
|
|
Job |
|
|
|
|
Leisure/Play |
|
|
|
|
Phys.
Ed. Class |
|
|
|
Conclusions:
Appendix H
Personal Vitality Action Plan Phase Three
Name
Using the
decision-making and goal-setting models, describe one decision you wish to make
related to a physical activity goal that you made in Phase One. List a barrier
or barriers to acting on your decision and strategies to overcome the barriers.
Repeat this process for one healthy eating goal and one self-concept goal. You
will share your completed decision models with your Vitality Coach and will incorporate any new goals into your list of
actions in Phase One of your plan.
|
I. Identify the decision to be made: |
|
D. Describe alternatives and their
consequences: |
|
E. Evaluate the alternatives: |
|
A. Act – describe the decision, barriers to
making it happen, and strategies to overcome these barriers: |
|
L. Learn from the experience: |
Appendix I
Personal Vitality Action Plan Phase Four
|
Actions |
Reasons for Action Choices |
|
Physical Activity In
School At Home In the
Community |
|
|
Healthy Eating Strategies |
|
|
Self-concept Strategies |
|
Appendix J
Developing a Communication
Rubric
Some of
the learning expectations require the teacher to assess the students’
communication skills. Verbs at the beginning of the learning expectation that
ask the student to “describe” or “explain” are asking the student to
demonstrate communication skills in the context of the subject matter. Students
may demonstrate their communication skills verbally, in written form, or
through a presentation. By examining the Achievement Chart, teachers can focus
on the significant aspects of communication that they should be assessing. Use
this as the starting point and work with students to determine the specific criteria
and performance indicators for the demonstration of learning.
|
Achievement Chart Category Communication |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
-
communication of information and ideas |
-
communicates information and ideas with limited clarity |
-
communicates information and ideas with some clarity |
-
communicates information and ideas with considerable clarity |
-
communicates information and ideas with a high degree of clarity |
|
-
communication for different audiences and purposes |
-
communicates with a limited sense of audience and purpose |
-
communicates with some sense of audience and purpose |
-
communicates with a clear sense of audience and purpose |
-
communicates with a strong sense of audience and purpose |
|
- use
of various forms of communication (e.g., interview, short report) |
-
demonstrates limited command of the various forms |
-
demonstrates moderate command of the various forms |
-
demonstrates considerable command of the various forms |
-
demonstrates extensive command of the various forms |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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