Every reflection set should contain in-text citations and a reference page following the style of the American Psychological Association (APA) style 6th edition. The library research quiz will give you some guidance about APA style and some of the basics
. Set 1 and Set 2 should consist of 3 pages where you will reflect on the main points “highlights” of the readings and the activities. Ask yourself: “What have I learned in this unit?” “Why is this important?”, “What does this new knowledge mean to me?”, “How will this knowledge help me in future?” “Why are these concepts important?” You may wish to discuss your answers to these questions online with others in your class before writing your reflection
For Set 3, you will include at least 3 references from Units 6-8 and at least 2 additional references that are not included in the course. One of the additional references MUST be an academic article but the other(s) may be from any other resource
Remember this is a reflection rather than a simple summary so ensure that your writing demonstrates how this unit is applicable to your life. Do not be afraid to offer critique where applicable. You should avoid the presentation of quotes from the reading material unless absolutely critical to illustrate a particular point. This should not be a copy of the text, but rather your personal account of the theoretical material as it relates to your own context. You are not limited to reflecting on the course material alone and are encouraged to include material beyond the course readings and activities. Events from your own experience and insights gained from discussion forum conversations are also encouraged.
Format for Presentation
electronic format
all text material must be typed, double line spacing, 12pt font, Times New Roman or Arial
page size letter with margins set to normal and left align
Rubric for Assessment
Criteria
Marginal
Acceptable
Good
Excellent
Score
Clear and comprehensive writing and understanding of content
1-2 marks
Not appropriately written and does not present an adequate and comprehensive sequence
3-5 marks
Somewhat well written and ideas do not follow an adequate and comprehensive sequence
6-8 marks
Somewhat well written and ideas follow an adequate and comprehensive sequence
9-10 marks
Clearly well written and ideas follow an adequate and comprehensive sequence.
/10 marks
Personal Reflection
1-2 marks
Reflection did not address the topic. It is incomplete and the major point is not clearly stated.
3-5 marks
Reflection somewhat addressed the topic, however some content is inaccurate and the major point is somewhat stated.
6-8 marks
Reflection addressed topic well. The content is somewhat accurate and the major point is somewhat stated.
9-10 marks
Reflection addressed topic well, major point is clearly stated, and it is written in a convincing manner.
/10 marks
Grammar & spelling
0-1 marks
approx. 6 or more grammatical and/or spelling errors
2-3 marks
approx. 4-5 grammatical and/or spelling errors
4 marks
approx. 2-3 grammatical and/or spelling errors
5 marks
0-1 grammatical and/or spelling errors
/5 marks
Citations & formatting
0 marks
No attempt to properly cite or format
1-2 marks
Major errors in citations and/or formatting
3-4 marks
Minor errors in citations and/or formatting
5 marks
Paper followed the correct citations and format.
/5
marks
APA reference page
0 marks
No attempt at APA referencing/not included
1-2 marks
Major errors in APA referencing
3-4
Minor errors in APA referencing
5 marks
No errors in APA referencing
/5 marks
Unit 6
Physical Activity Recommendations and Physical Activity Guidelines
Introduction
Based on the current levels of physical activity among Canadian adults and children, you may be asking yourself: “Are the current levels of physical activity considered adequate?” “How much physical activity is enough for health?”. You should find the answer to these questions here by looking at the major public health messages promoted in North America. The Canadian Physical Activity Guidelines, The American College of Sports Medicine and the American Heart Association publish recommendations for physical activity alongside a simplified rational for these levels. These recommendations have been developed around the concept of “dose-response” but in order to be effective they must be periodically reassessed to determine effectiveness. In order to achieve health benefits, a minimum “amount” of physical activity is required which is related to the type, intensity, duration, and frequency of physical activity undertaken. In addition, a large range of health benefits are attained as a consequence of different amounts and types of physical activity therefore it is important as an individual to understand your own health goals and what the recommendations will mean for you personally.
Learning Objectives
Upon completion of this unit you will have addressed the following learning objectives:
Describe current physical activity guidelines for children, youth, adults and older adults in Canada according to the Canada Physical Activity Guide.
Describe the American College of Sports Medicine/American Heart Association recommendations for physical activity.
Distinguish between physical activity recommendations for fitness benefits and the physical activity recommendation for health benefits.
Identify the main differences between the ACSM/AHA recommendations from 1995 and 2007.
Describe the suggested physical activity recommendations for prevention of chronic diseases.
Identify potential factors that hinder physical activity participation among children and youth.
Assigned Readings
Read
See schedule for reading list
Activity: Couch Potatoes
From the readings and your own experiences share examples of behaviour you have observed in children and youth that prevents them from reaching the recommended amount of physical activity needed to achieve health benefits in the Unit 6 Couch Potatoes discussion forum
Respond to at least one of your classmate’s examples with a proposed cause for this behaviour and a strategy to change it.
Conclusion
Physical activity guidelines are developed as a general guide for a specific population with regard to frequency, duration, type and intensity of activities needed to obtain optimal health. Canada has recently revised and launched new guidelines for a variety of age groups based on empirical evidence gathered since the last revision of the guidelines ten years ago. Recent Statistics Canada reports state that only 15% of adults and 7% of children and youth were meeting previously recommended activity targets and it is hoped that the more explicitly stated activity levels of the revised guidelines will make targets clearer and therefore increase success.
These new guidelines reflect a new “more is better” approach to physical activity. This translates to both an increase in recommended time and intensity of activity for children and youth with minimum levels stated, as opposed to the old guidelines which encouraged a systematised progression from current levels (whatever they may be) to 90 minutes a day regardless of type. Age groups within the guide have been revised to better reflect the different needs of children and youth, as well as Canada’s aging population (instead of 20-55 years of age the adult range now includes 18-64, while older adults are considered to be people 65 years and older). Evidence now clearly shows a relationship between increased levels and intensities of physical activity and increased health benefits but remains unclear with regard to frequency. In response, the new guideline states that activity must be tailored to include bouts of at least 10 minutes of moderate or vigorously intense activity. These shorter more intense bouts have the advantage of allowing individuals to better customise a manageable weekly activity routine. However it is important to understand that different “doses” of physical activity “utilized” will result in different responses, and the dose should change depending on the outcome of interest (e.g. health purposes, fitness enhancement, disease management).
Guiding Questions for Journal Reflection
“Why are physical activity guidelines developed and why are they developed for a variety of age groups?”,
“What is the difference between engaging in physical activity for health benefits and for fitness benefits?”,
“What does physical activity dose-response mean?”
Recommendations of Physical Activity + Physical Activity Guidelines
Warburton, D.E.R., Nicol, C.W., & Bredin, S.S.D. (2006). Health benefits of physical activity: the evidence. Canadian Medical Association Journal, 174(6), 801-809.
(yes-this is a second look at this article but please concentrate on answering the question “How much physical activity is enough?” using pages 805 & 806)
Haskell, W., Lee, I., Pate, R., Powell, K., Blair, S. et al. (2007). Physical Activity and Public Health. Updated recommendations for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, (9),1081-1093.
Canadian Physical Activity and Sedentary Behaviour Guidelines for Children 0-4 years, 5-11 years, Youth 12-17 years, Adults 18-64 years, and Older Adults 65 years and older.
Available at: CSEP Guidelines Handbook(pages 1-12 – please note that pages refer to the PDF viewer. So page 12 corresponds to page 10 on the slide deck)
Unit 7
Factors that Affect Physical Activity Participation
Introduction
Theories and models are widely used as an attempt to understand and explain the complexity physical activity participation. Models are usually a visual representation (eg. diagram) of the phenomenon under study while theories are a text based representation. Models are generally used in specific situations (eg. all the grade 12 students in a particular school) while theories represent more general, possibly universal applications (eg. all 18 year olds). Theories consist of a series of principles or statements that are used to explain a certain phenomenon. Frameworks are a third way to describe a phenomenon. Frameworks are used predominantly by researchers when attempting to define the scope and underlying concepts that describe the researchers assumptions about the research to be conducted. Like the skeleton of a human body a framework adds internal structure and support to research. A framework is a proto-theory to be tested in a research project. After repeated testing or support from the research community a framework may develop into a theory or model. Four main theoretical assumptions will be discussed in this unit: the Ecological Framework, the Self-efficacy Theory, the Theory of Planned Behaviour, and the Transtheoretical Model. Several variables derived from these theories and models have been investigated as determinants of physical activity. You will have a chance to reflect on how these frameworks/theories/models are used to explain physical activity participation.
Learning Objectives
Upon completion of this unit you will have addressed the following learning objectives:
Describe what an Ecological framework is.
Apply the Ecological Framework in order to identify factors affecting physical activity participation at different levels.
Describe the Self-efficacy Theory and discuss how this theory affects physical activity participation.
Describe the Theory of Planned Behaviour and discuss how this theory affects physical activity participation.
Describe the Trans-theoretical Model and discuss how this model affects physical activity participation.
Identify differences between the presented theories and models and discuss its applicability.
Assigned Readings
Read
See schedule for reading list unit 7
Activity: Developing an Intervention
Using the Dallow & Anderson (2003) reading as a guide, briefly develop a physical activity intervention for older adults with osteoporosis.
Post your intervention in the Unit 7 – Intervention discussion forum
Respond to at least one classmates intervention strategy with a question or comment about the application of Dallow & Anderson (2003) principles.
Conclusion
Theories and models can be helpful to understand and explain physical activity behaviour. The Self-efficacy theory may be defined as the belief that the one has the personal ability to perform actions necessary to produce a given outcome. Self-efficacy is important for physical activity because it will influence the final action (e.g. whether or not the activity will be performed).
The Transtheoretical model is based on several constructs that will influence the final outcome. It begins with behaviours that will occur slowly over time through various stages of change that will lead to sustain the new behaviour resisting the temptation to engage in old behaviours. It also considers other constructs such as self-efficacy, decisional balance (finding the balance between advantages and disadvantages of engaging in the new behaviour), the process of change, and temptation.
The Theory of Planned Behaviour states that not only personal factors but also social factors influence behaviour, but before the actual behaviour take place the theory states that an intention needs to occur. However intention may be influenced by various attitude, norms, and behavioural control.
The Ecological perspective has been widely used to explain physical activity participation. This framework goes beyond personal factors and acknowledges that several extra-personal factors also play a significant role on one’s decision to be active. These extra-personal factors are grouped in different levels such as interpersonal, community, and macro level factors such as government. Each factor exists in combination and initiatives to promote physical activity should consider the different levels of influence.
Guiding Questions for Journal Reflection
“Why it is important to know the theories/models?”
“What are the main differences observed in these theories?”
The use of Theory/Models to understand and promote Physical Activity
Fitzgerald, N. & Spaccarotella, K. (2009). Barriers to a healthy lifestyle: From individuals to public policy – An Ecological Perspective. Journal of Extension, 47(1), 1-8.
Available at: http://www.joe.org/joe/2009february/a3.php
Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Theories and Models of Exercise Behavior I. Social Cognitive Approaches. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers. p. 50-56.
Mack, D.E., Sabiston, C.M., McDonough, M.H., Wilson, P. & Paskevich, D.M. (2011). Motivation and Behavioural Change. In; R.E. Crocker (Ed.) Sport and Exercise Psychology: A Canadian Perspective. Toronto, ON: Pearson Canada. p 83-88.Plotnikoff, R.C., Lubans, D.R., Costigan, S.A., Spence, J.C., Downs, S., & McCargar, L. (2013). A test of the theory of planned behaviour to explain physical activity in a large population sample of adolescents from Alberta, Canada. Journal of Adolescent Health, 49(5), 547-549.
Dallow, C.B. & Anderson, J. (2003). Using self-efficacy and transtheoretical model to develop a physical activity intervention for obese women. American Journal of Health Promotion, 17(6), 373-381.
Unit 8
Strategies and interventions that promote physical activity in different settings
Introduction
Strategies and interventions to promote physical activity can assist individuals, communities, and sectors of the government to increase physical activity participation. This may ultimately lead to the acquisition of health benefits for individuals and reduce pressure on health care provisions. You can view strategies in terms of a hierarchy beginning at the individual level and moving upwards through various groups/levels of societal organisation. You will start by examining some behavioural strategies for individuals and then review social strategies designed for specific populations/sites. The World Health Organisation outlines “the seven best investments” a community can make with regard to increasing physical activity but it is important to note that no one single strategy or solution will work for every situation. People’s participation in physical activity is influenced by personal, social and physical environments therefore strategies designed to change behaviour should be based around research with regard to these influences.
Learning Objectives
Upon completion of this unit you will have addressed the following learning objectives:
Explain various behavioural strategies to promote or increase physical activity.
Evaluate self-assessment tools regarding behavioural strategies and to discuss their utility.
Describe social strategies to increase physical activity and to reflect on their utility.
Describe several site-based strategies to promote or increase physical activity.
Reflect on potential barriers that hinder physical activity in specific sites.
Describe community-based strategies to promote or increase physical activity.
Identify whether or not these community strategies are present in your own community, as well as to identify potential barriers for physical activity participation in your own community.
Describe environmental supports for physical activity.
Discuss provincial and national strategies to increase physical activity.
Assigned Readings
Read
See schedule for reading list
Activity: Increasing Canadians Participation
Complete the Project Grad instrument (link to pdf)
In the discussion forum entitled “Unit 8: Project Grad” share your thoughts about the applicability of the Project Grad instruments for individual use. For example, which instrument may be more useful for individuals in certain age groups or for a particular setting (schools, exercise peer group, workplace among others).
With regard to the second part of the Project Grad tool identify some supports and challenges for a physically active lifestyle that you identified in your neighbourhood? You do not need to identify your neighbourhood specifically to complete this task!
Conclusion
Despite the well documented evidence of the benefits of physical activity, many Canadians do not achieve the minimum requirements suggested by the Canadian Society for Exercise Physiology (CESP). At a personal level, individuals benefit most from intervention strategies that target time management and goal setting skills. Additionally individuals need to learn how to identify of opportunities for activity and to develop a support networks in order to optimise engagement and develop sustainable physical activity routines.
Intervention strategies that focus on the community or specific sites (eg. a school or office) have the potential to benefit a large group but need to be implemented over longer time frames than individual interventions and should include participant involvement in the planning of the intervention design. These strategies are not only helpful in decreasing obesity and workplace injuries but also contribute to social cohesion and community well-being.
Finally, at the provincial and national levels, strategies to increase physical activity can promote long-term cultural change towards physical activity attitudes and behaviours. The Pan-Canadian Physical Activity Strategy illustrates how strategies involve changing decisions made about public policy, built and social environments with the aim of providing infrastructure that encourages the integration of physical activity into daily life . It is fundamental to keep in mind that these strategies happen as a result of long-term strategic planning and collaboration among a variety of sectors including public education, different levels of government, transportation systems, community members and researchers.
Guiding Questions for Journal Reflection
“What are the strengths and weaknesses of planning/implementing individual level strategies as compared with site-based or national strategies?”,
“What are some of the barriers that hinder physical activity practice in certain sites such as schools and workplaces?” (In this case you may wish to think about your own work place or a friend’s, or relative’s workplace. You do not need to cite the specific place/ company/ organization etc.)
Interventions to Promote-increase Physical Activity
Week 12 – (Individual and Social Approaches)
Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Physical Activity Interventions. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers.
Week 13 – (Group and Macro levels)
Workplace physical activity. The Research File. Canadian Fitness and Lifestyle Research Institute. Issue 5, 05/2009.
Available at: http://www.cflri.ca/node/496
The influence of after-school programs on children’s physical activity levels. The Research File. Issue 2, 02/2018.
Available at: http://www.cflri.ca/node/303
Levine, J. A. & Miller, J.M. (2007). The energy expenditure of using a “walk-and work” desk for office workers with obesity. British Journal of Sports Medicine, 41, 558-561.
Don’t let this be the most physical activity our kids get after school. Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. (2014). Download the short-form report card.
Available at: AHKC_2014_ReportCard_Short_ENG.pdf
World Health Organization. (2006). Promoting physical activity and active living in urban environments. The role of local governments. (pages 20-46 – please note that pages refer to the pages of the PDF viewer. The corresponding pages in the book are pages 9-35).
Available at: http://www.euro.who.int/__data/assets/pdf_file/0009/98424/E89498.pdf
Non-Communicable Disease Prevention: Investments that Work for Physical Activity. The Toronto Charter for Physical Activity: A Global Call to Action. (2011)
Available at: Investments that work for Physical Activity.pdf
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