Fitness and Wellness iGuide

Introduction

This guide was prepared as a reference for use by instructors teaching this course. It may be used in conjunction with the instructor materials accompanying the course textbook, if there is one.

There are four sections to this guide:

  1. Course Outline
  2. Teaching Tips
  3. Grading Criteria and Answer Keys
  4. Generic Grading Rubrics

The Course Outline is the same as the one presented to students. The Teaching Tips are a collection of all tips provided in the original course design. Tips are organized in a table by order of presentation in the course. The Answer Key is the collection of answers to assignments not covered by the generic grading rubrics located in the Rubrics section. This guide may be used in conjunction with the instructor materials accompanying the course textbook, if there is one.

A.Before the Class Starts

It is important to review this document in its entirety at before teaching this class. Get to know the course navigation, course outline, content (on- and off-line, required and optional), and all assessments. Review the Teaching Tips and think about what additional tips you may want to share with your students. As the course progresses, communicate all grading criteria and expectations to students in a timely manner. Taking the time to prepare and become familiar with the course will ensure a successful experience for both you and your students.

B.Course Description

Fitness and Wellness provides students with a course of action to maximize health-related fitness, quality of life, and overall well-being. Students will assess their health-related fitness and implement behavior modification techniques to plan for a healthy and productive life. The fundamentals of nutrition and weight control will also be examined, as well as the role of physical activity and lifestyle in the prevention of diseases that are associated with a sedentary and unhealthy way of life.

C.Assessment Matrix

Assessment Type / Weight
Journals/Written Assignments / 35%
Discussions / 15%
Quizzes / 15%
Reports / 20%
Final Exam / 15%
Total / 100%

D.Learning Objectives Matrix

Learning Objective (LO) / Assignment
  1. Describe fitness and wellness as they relate to personal well-being.

1.1 Identify the behavioral, cognitive, emotional, and social components necessary to maximize personal well-being. / 6.2, 6.3
1.2 Discuss the Federal Physical Activity guidelines for Americans. / 1.2
1.3 Define wellness and its dimensions. / 1.1, 4.4
1.4 Classify fitness activities as health-related or skill-related. / 1.2
  1. Examinethe behavior modification process and techniques for implementing positive lifestyle choices.

2.1 Discuss the stages and process of behavior change. / 1.1, 1.3
2.2 Identify behaviors to set personal goals for improvement in fitness, lifestyle, tension and stress control and the appropriate techniques for change. / 1.2, 1.3
  1. Assess one’s level of fitness by administering appropriate fitness tests.

3.1 Define cardiorespiratory endurance, muscular strength and endurance, and flexibility. / 3.1, 3.2
3.2 Assess cardiorespiratory fitness through different test protocols. / 3.1
3.3 Assess muscular strength and endurance, and flexibility using a variety of fitness tests. / 3.1
3.4 Identify the antecedents and signs of the build-up of excessive stress and tension. / 5.1, 5.4
3.5 Calculate one’s body mass index (BMI) to estimate fat values. / 2.1, 2.4
  1. Apply the fundamentals of nutrition to energize the body for exercise and to maintain healthy body weight.

4.1 Identify sources of energy in diet. / 2.2
4.2 Explain the role of nutrition in energizing the body for exercise. / 2.2
4.3 Describe strategies for achieving and maintaining recommended body weight considering one’s body composition. / 2.1, 2.3
4.4 Outline a diet plan that meets the nutritional requirements of a healthy body. / 2.2, 2.4
  1. Explain how lifestyle choices can reduce the risk of preventable diseases, including cardiovascular disease, and cancer.

5.1 Identify the lifestyle choices that can lead to addiction and have a negative impact on one’s fitness and wellness. / 5.2, 5.3, 5.4
5.2 Identify lifestyle choices and environmental factors that reduce the risk of disease and premature death. / 4.1, 4.2, 4.3, 4.4, 5.2, 5.4
5.3 Describe the health consequences of sexually transmitted infections including HIV AIDS, and the guidelines for preventing them. / 4.3, 4.4
5.4 Determine one’s risk of developing infections and disease. / 4.1, 4.2
  1. Develop a comprehensive fitness program that includes cardiorespiratory endurance, muscular strength and endurance, flexibility, and stress management.

6.1 Describe the types and intensity of physical activities that best serve individual fitness and wellness needs. / 6.1, 6.3
6.2 Outline methods for increasing and maintaining cardiorespiratory endurance. / 3.2, 3.3
6.3 Outline methods for increasing muscular strength and endurance, and flexibility. / 3.2, 3.3
6.4 Describe the role played by physical activity in the reduction of stress. / 5.1, 5.4
6.5 Discuss safety considerations for exercise. / 6.1, 6.2
6.6 Develop a personalized fitness and wellness program. / 6.3

Course Outline

Unit / Readings / Graded Assignments / Learning Objectives
1. Physical Activity and Lifestyle Changes / Required:
Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 1, “Physical Fitness and Wellness”
  • Chapter 2, “Behavior Modification”
/ 1.1 Quiz
1.2Journal
1.3 Personal Fitness Report / 1.2, 1.3, 1.4, 2.1, 2.2
2. Nutrition, Body Composition, and Weight Management / Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 3, “Nutrition for Wellness”
  • Chapter 4, “Body Composition”
  • Chapter 5, “Weight Management”
/ 2.1 Personal Fitness Report
2.2 Journal
2.3 Discussion
2.4 Quiz / 3.5, 4.1, 4.2, 4.3, 4.4
3. Health-Related Fitness / Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 6, “Cardiorespiratory Endurance”
  • Chapter 7, “Muscular Strength and Endurance”
  • Chapter 8, “Muscular Flexibility”
/ 3.1 Personal Fitness Report
3.2 Quiz
3.3 Discussion / 3.1, 3.2, 3.3, 6.2, 6.3
4. Preventive Measures for Diseases / Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 10, “Preventing Cardiovascular Disease”
  • Chapter 11, “Cancer Prevention”
  • Chapter 14, “Preventing Sexually Transmitted Infections”
/ 4.1Journal
4.2 Journal
4.3 Written Assignment
4.4 Quiz / 1.3, 5.2, 5.3, 5.4
5. Stress and Addiction / Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 12, “Stress Management”
  • Chapter 13, “Addictive Behavior”
/ 5.1 Personal WellnessReport
5.2 Written Assignment
5.3 Discussion
5.4 Quiz / 3.4, 5.1, 6.4
6. Personal Fitness Planning and Lifetime Fitness and Wellness / Lifetime Physical Fitness and Wellness: A Personalized Program
  • Chapter 9, “Comprehensive Fitness Programming”
  • Chapter 15, “Lifetime Fitness and Wellness”
/ 6.1 Discussion
6.2 Journal
6.3 Personal Fitness Report / 1.1, 6.1, 6.5, 6.6

Teaching Tips

Course Location
/
Teaching Tips
Unit 1 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 1 of Fitness and Wellness! Here you will begin the study of fitness and wellness, which can yield positive benefits throughout your life. Widespread interest in health and preventive medicine is motivating people to participate in organized fitness and wellness programs. In this unit, you’ll learn about health-related and skill-related fitness components. In addition, you’ll be introduced to the broad concept of wellness, which encompasses seven different dimensions.
Assignment 1.2 in this unit requires you to maintain a four-day Physical Activity log. You might want to get started on it early so that you have the log completed in time for the assignment.
Tip for Instructor:
Students may not be aware of how toxic many American lifestyles are and that being fit requires one to let go of old habits while embracing new ones.
There may be initial resistance to keeping logs, and some students may not be forthcoming about chronicling their lives, especially if they believe they may be graded, critiqued, or chastised for eating junk food, getting insufficient sleep, and maintaining a sedentary lifestyle.
However, this course could function as a wake-up call for students who are on the road to developing chronic diseases such as diabetes, high blood pressure, and stroke, or who may be at the risk of ”Sedentary Death Syndrome.” What they learn in this course could have a positive effect on their health as well as the health and well-being of family and friends.
Assignment 1.2
Journal / Tip for Instructor:
You may wish to provide the following direct link to the Summary for students:

For the classification of daily/weekly activities into health-related and skill-related activities, the following example can be provided to the students:
If you work at a warehouse and retrieve and return documents stored on shelves - Flexibility and muscular strength and endurance would be health-related fitness components important for the task at hand, and balance and eye-hand coordination would be the pair of skill-related fitness components.
Assignment 1.3
Personal Fitness Report / Tip for Instructor:
In this assignment, students will use the Personal Fitness Report template to record the information from the labs. They will also answer questions mentioned in the template to complete the assessment.
Unit 2 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 2 of Fitness and Wellness! Here you will examine nutrition as it relates to fitness and wellness. You’ll take a personal approach as you apply the concepts to your personal well-being. You’ll begin by looking at the recommended nutritional standards and nutrient needs, and then you’ll compare what Americans should be eating with what they are really eating. This unit gives you an opportunity to look at your own dietary habits and your body composition, and how they relate to fitness and wellness. You’ll be taking a close look at your routines and keeping logs. What you end up discovering may be surprising – be prepared!
Assignment 2.2 in this unit requires you to maintain a three-day Nutrient Analysis log, in which you need to record everything you eat during a three-day period. You might want to get started on it early so that you have the log completed in time for the assignment.
Tip for the Instructor:
As in the first unit, this unit might be a wake-up call to students who may think that their diets are healthy when in reality they are making poor nutrition choices. You may find that students are embellishingtheir logs because they want you to think the best of them. What this means is that you have an opportunity to assure your students that their openness and honesty will serve them in the best way. Students should be reassured that everything they do in this course is confidential and that they are in a judgment-free zone.
A second important wake-up call may take place once they discover their body mass index and body composition. Chances are that many of your students will be surprised to find that they’ve declined physically over the past few years.Encourage your students to keep a positive attitude and to look at all the hard-to-take revelations as opportunities.
Assignment 2.1 Personal Fitness Report / Tip for Instructor:
In this assignment, students will use the Personal Fitness Report template to record the information from the labs. They will also answer questions mentioned in the template to complete the assessment.
Unit 3 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 3 of Fitness and Wellness! This unit introduces you to the ways in which physical activity and lifestyle changes can contribute to one’s health-related fitness. Here you will take a hands-on approach to your fitness as you learn about ways to test your muscular strength and endurance, flexibility, and cardiovascular fitness. You’ll learn the right way to do the assessments and exercises designed to get you in great shape in a way that is both safe and fun. You’ll monitor your progress while you set and achieve goals. What you learn in this unit will be useful for you both now and in the future.
Tip for the Instructor:
Students may not be aware that some of the exercises they’ve been doing may cause more harm than good. Encourage them to discard the “old favorites” and replace them with exercises that will keep their neck, lower back, knees, and other joints out of harm’s way.
There may be initial resistance to getting started. It’s sometimes hard to overcome one’s initial psychological and physical inertia. Be sure to maintain an encouraging, positive tone and to generate excitement and “buzz” by suggesting a variety of fun outdoors activities, such as, hiking, cycling, swimming, etc.
Unit 4 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 4 of Fitness and Wellness! In this unit, you will have a chance to take a look at your life, the behaviors you are involved in every day, and the choices you make - all of which have important implications for your overall wellness. In this unit, you will learn about the importance of a healthy lifestyle in preventing or reducing the risk of diseases. You will begin by determining your own risk for various illnesses like cardiovascular disease, cancer, diabetes, and STIs.
Tip for the Instructor:
Because this unit includes sensitive topics, it could cause individuals to feel uncomfortable, especially if they believe they may be disclosing confidential information. Discussing personal, sensitive issues may be awkward for students who are confronting realities that fill them with shame or regret. The key is to assure all of confidentiality and also tolerance. Maintain a non-judgmental attitude, and encourage the students to take a long, hard, honest look within.
Unit 5 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 5 of Fitness and Wellness! In this unit, you will explore the connection between stress and addiction, and the ways in which you may be able to identify risk factors. You’ll have the opportunity to look at different types of addictive behaviors and reflect on activities in your life that can help prevent you from being at risk for addiction.
Tip for the Instructor:
Students may not be aware of the connections between stress and addiction and the dangers and risks associated with typical behaviors used to cope with stress.
There may be initial resistance to introspection, and there may be a level of denial. This is not intended to be a confessional or a therapy session, however, it is important to be supportive and warm.
Unit 6 Announcement / Post the following unit announcement [For Students]:
Welcome to Unit 6 of Fitness and Wellness! In this unit, you will learn about the benefits of lifelong exercise and how a commitment to a good routine may result in your physiological age being much lower than your chronological age.
You will also learn about the importance of both making plans in orderto integrate exercise into your everyday life and following safe practices when you exercise.
Tip for the Instructor:
Students may not be aware that following a sedentary life and failing to exercise can age them prematurely. They may be shocked and ask for proof.
There may be initial resistance to mapping out a plan that incorporates exercise in one’s daily life. People have busy lives, and they may start to make excuses and explain why their obligations make exercise impossible. Be sure to keep an open mind and be ready to provide examples and give positive suggestions.

Grading Criteria and Answer Keys

The following are the grading criteria and answers keys for all assessments. Students should be made aware of the grading criteria for assessments. If it isn't explicitly stated in an assignment, please be sure to share grading criteria with students before the assignment is due.

Unit 1 Grading Criteria and Answers Keys

Assignment 1.1: Quiz

Grading Criteria
The Quiz will be automatically graded.
Answer Key:

Assignment 1.2: Journal

Grading Criteria
For additional instructions, please refer to the Written Grading Rubric in the iGuide. Students' responses should:
  • Reflect an honest approach by the student in following the instructions of the assignment.
  • Determine whether they are following the Federal Physical Activity guidelines and provide solutions to improving their fitness.

Assignment 1.3: Personal Fitness Report

Grading Criteria
For additional instructions, please refer to the Written Grading Rubric in the iGuide. Students' responses should:
  • Use the template to record their observations from the labs.
  • Reflect an honest approach by the student in completing the labs mentioned in the assignment.
  • Set personal goals for behavior modification thus applying the concepts discussed in the unit.
In this assignment, assign points based on whether the responses given by the student in the Personal Fitness Template reflect practical and achievable goals.
Unit 2 Grading Criteria and Answers Keys

Assignment 2.1: Personal Fitness Report

Grading Criteria
For additional instructions, please refer to the Written (Essay, Case Study, etc.) Rubric in the iGuide. Students' responses should:
  • Use the template to record their observations from the labs.
  • Reflect an honest approach by the student in completing the labs mentioned in the assignment.
  • Set personal goals for achieving and maintaining recommended body weight thus applying the concepts discussed in the unit.
In this assignment, assign points based on whether the responses given by the student in the Personal Fitness Template reflect practical and achievable goals.

Assignment 2.2: Journal

Grading Criteria
For additional instructions, please refer to the Written (Essay, Case Study, etc.) Rubric in the iGuide. Students' responses should:
  • Reflect an honest approach by the student in completing the labs mentioned in the assignment.
  • Include a detailed four-meal diet plan to be followed by the student.
In this assignment, assign maximum points to the diet plan depending on whether it meets the recommended MyPlate number of servings for each food group.

Assignment 2.3: Discussion

Grading Criteria
For additional instructions, please refer to the Cooperative and Collaborative Activities (Discussion) Rubric in the iGuide. Students' responses should:
  • Reflect an understanding of the dietary guidelines.
  • Include a good strategy for achieving recommended body weight.
  • Include factual information and personal experiences (if possible).

Assignment 2.4: Quiz