Lifetime Wellness an Approach to a Better Life

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Lifetime Wellness an Approach to a Better Life

  1. 1. Ed Spooner’s LIFETIME WELLNESS PRINCIPLES OF FITNESS
  2. 2. IT’S A ZOO ?c
  3. 3. HAVE YOU HUGGED SOMEONE YOU LOVE TODAY
  4. 4. SUMMER’S COMING
  5. 5. UNIT I OBJECTIVES- c• INTRODUCTION TO COURSE SYLLABUS • CLASS PROCEDURES-HANDBOOK • CATCH THE MAGIC • PRE-KNOWLEDGE REVIEW • TOOLS FOR LEARNING • STUDENT CONTRACTS • DISCUSSION QUESTIONS #1
  6. 6. UNIT I ASSIGNMENTS • READ: Class Handbook/Syllabus Pp. 1-41 • READ: Covert Bailey Pp. 1-12 • LECTURE DISCUSSION QUESTIONS #1 Handbook Know thy responsibilities Pp. 36-41 • Pre-Wellness/Fitness Review
  7. 7. SCHOOLS GREAT!? IF I DIDN’T HAVE TO GO-C
  8. 8. SUMMER BREAK-C
  9. 9. FIRST ASSIGNMENT? TYPE A 10 PAGE PAPER ON WHAT YOU WILL DO TO GET/STAY IN SHAPE DURING THE SUMMER VACATION
  10. 10. MAKE A NAME SIGN This means you
  11. 11. IT’S A NEW BEGINNING THE IMPORTANCE OF THE NEXT FEW DAYS • Cover material that should make class easier to understand and complete • Insights into: – Importance of class – Class procedures – Introduce some study skills – Get to know classmates – Dispel some of the rumors you may have heard about class – Experience a new and exciting way to learn – Become exposed to new media learning
  12. 12. CLASS INTRODUCTIONS • CLASS INTRODUCTIONS • ESTABLISH DISCUSSION GROUPS
  13. 13. GROUP BRAINSTORMING 3/5 card • WHAT DO YOU THINK EMPLOYERS EXPECT FROM EMPLOYEES?
  14. 14. WHAT EMPLOYER’S EXPECT?1C (3x5 note cards) • Be on time • Dress appropriately-take care of self • Display leadership –Know what you are suppose to do –Exceed established expectations • Listen-talk more at right time • Complete assignments on time • Energy-do you brighten up the room
  15. 15. DRESS APPROPRIATELY
  16. 16. WHAT DO EMPLOYERS EXPECT?-2 • Learn how to deal with criticism • Trust- – Does job-company first – Admit mistakes—don’t lie • High self-esteem-do you like who you are? • Ability to communicate- written/verbal • Emotional intelligence-get along with others
  17. 17. GROUP BRAINSTORMING 3/5 Card WHAT SHOULD INSTRUCTORS EXPECT FROM STUDENTS?
  18. 18. WHAT INSTRUCTOR’S EXPECT • BE PHYSICALLY AND MENTALLY PREPARED • Be on time • Dress appropriately • Know what you are suppose to do • Exceed established expectations • Talk more and Listen more -- better • Admit mistakes—don’t lie • Complete assignments on time • Learn how to deal with criticism
  19. 19. EVERYDAY I’AM FORCED TO ADD A NAME TO THE LIST OF THE PEOPLE WHO PISS ME OFF-C-C PERMAMENT LIST LIST FOR TODAYLIST FOR TODAY
  20. 20. ORDEAL OR ADVENTURE • Do you choose to make school an ordeal? • Would it not be more fun to make school an adventure?
  21. 21. GROUP CRITICAL THINKING • WHAT IS THE MOST IMPORTANT LEARNING TOOLS YOU SHOULD BRING TO CLASS EACH DAY?
  22. 22. PENCIL-c
  23. 23. HANDBOOK
  24. 24. TEXT BOOK “Fit to be well” Thygerson • Key to developing a background of knowledge and the understanding of key concepts in this class
  25. 25. GROUP CRITICAL THINKING • This is the most important class you will take in college? WHY DO I SAY THAT? • Deals with you • Your going to live in this body for the rest of your life • Lets make it the most dynamic and efficient machine possible
  26. 26. HIGHWAY OF LIFE
  27. 27. OH! IT’S JUST A P.E. CLASS • IT’S NOT JUST A P.E. CLASS • I take this class very serious and work very hard to make it a learning situation • I expect you to do the same
  28. 28. QUOTE-c THE CUTTING EDGE OF KNOWLEDGE IS NOT IN THE KNOWN BUT IN THE UNKNOWN What is knowledge? Knowledge is information you do something with
  29. 29. CLASS BRAINSTORMING 3/5 card • WHAT IS THE ROLE OF THE COMMUNITY COLLEGE IN STUDENT LEARNING
  30. 30. ROLE OF COMMUNITY COLLEGE • PROVIDE STUDENTS WITH AN OPPORTUNITY TO LEARN • PROVIDE A SUITABLE AND SAFE LEARNING ENVIRONMENT • PROVIDE A QUALIFIED TEACHING STAFF • PROVIDE ADEQUATE COUNSELING • PROVIDE SOCIAL ACTIVITIES
  31. 31. CRITICAL THINKING 3x5 card IN COMMUNITY COLLEGE EDUCATION WHAT DO YOU FEEL IS THE INSTRUCTOR’S ROLE 3
  32. 32. ROLE OF INSTRUCTOR-1-c • HELP YOU MODIFY BEHAVIOR • ASSIST IN MAKING TRANSITIONS • CREATE CONSISTENT POSITIVE LEARNING EXPERIENCES • PROVIDE COMPREHENSIVE BUT FLEXIBLE INTERACTIVE LEARNING ENVIRONMENT • INSTITUTE SOUND TEACHING METHODOLOGY • By using alternative-innovative methodology • By establishing a Preferred Environment • MOTIVATE PERFORMANCE • MAKE LEARNING FUN • EVALUATE PROGRESS
  33. 33. BRAINSTORMING #3 Class WHAT DO YOU FEEL ARE THE ADVANTAGES OF THE LECTURE APPROACH TO LEARNING?
  34. 34. ADVANTAGE OF LECTURE APPROACH  COVERS MATERIAL TO BE STUDIED MUCH QUICKER  LESS TIME CONSUMING  EASIER TO EVALUATE-GRADE
  35. 35. BRAINSTORMING 4c WHAT ARE THE DISAVANTAGS OF THE LECTURE APPROACH TO LEARNING
  36. 36. DISADVANTAGES OF LECTURE APPROACH TO LEARNING-c/s  INSTRUCTOR CENTERED  REQUIRES YOU TO BE PASSIVE  REGULATES YOUR THINKING  BASED ON IMPUT OF KNOWLEDGE  INFORMATION QUICKLY FORGOTTEN WITHOUT REINFORCEMENT
  37. 37. INPUT OF KNOWLEDGE? THE PRIMARY RESPONSIBILITY OF AN INSTRUCTOR IS NOT TO BE JUST A DISPENSER OF INFORMATION
  38. 38. RATE OF FORGETTING WITH NO REVIEW-1
  39. 39. RATE OF FORGETTING WITH 10 MINUTE REVIEW
  40. 40. PROFOUND Having or showing great depth.-C AA profoundprofound LectureLecture maymay induce ainduce a profoundprofound sleep.sleep.
  41. 41. BRAINSTORMING 3X5 CARD WHAT IS INTELLIGENCE?
  42. 42. WHAT IS INTELLIGENCE? DOES KNOWLEDGE EQUATE TO INTELLIGENCE STUDENT AT BOARD  WHAT FACTORS MAKE UP INTELLIGENCE – Rote memory – Increased knowledge – Creativity – Ability to solve problems-Creative Thinking – See relationships – Make reasonable - rational conclusions – Ability to recall knowledge from long term
  43. 43. INTELLIGENCE QUESTIONS? • Are people smart because the can recite from rote memory—memorize information? • Is intelligence the ability to see relationships and draw conclusions from data? • Are you smart, If you memorize the conclusions drawn by the author of your text book? • Do some well educated people sound intelligent, but are not very knowledgeable? • ANSWER: Intelligence is not a single ability but the successful grouping of many cognitive
  44. 44. BRAINSTROMING 6 • OTHER THAN PRINCIPLES OF WELLNESS AND FITNESS, WHAT SHOULD YOU BE REQUIRED YOU TO LEARN IN ORDER TO SUCCEED:  IN THIS CLASS  COLLEGE  LIFE?
  45. 45. THIS CLASS REQUIRES YOU TO: use the components of intelligence 1-c • REASON ANALYTICALLY to solve problems and develop concepts • THINK CRITICALLY and be creative • SEE RELATIONSHIP between data/concepts and draw reasonable conclusions
  46. 46. THIS CLASS REQUIRES YOU TO:2-c • Understand what you read and apply it • Outline information into an organized format • Develop the ability to listen effectively • Condense-Synthesize information • Put information into your own words
  47. 47. YOU CAN’T UNDERSTAND IF YOU DON’T LISTEN—DUH-C
  48. 48. o You will become more creative- curious- inventive o You will learn to evaluate facts and make rational decisions while drawing reliable conclusions HOWEVER: Having said this” Most decisions you make will be based emotions THE END RESULTS WILL BE:
  49. 49. CRITICAL THINKING WHAT METHODS WOULD YOU LIKE THE INSTRUCTOR USE THAT WOULD MAKE LEARNING MORE EFFECTIVE?
  50. 50. INTERACTIVE-COOPERATIVE- PROLBEM SOLVING- STUDENT CENTER APPROACH • Analytical Reasoning-Critical Thinking • OUTPUT of knowledge instead of input • Instruction is PROCESS rather than SUBJECT MATTER orientated • Requires the ability to THINK on higher levels of intellect • Ability to ask INTELLIGENT questions of yourself—Class
  51. 51. CRITICAL THINKING- cMOST COLLEGE CLASSES OPERATE ON: • Deductive Reasoning- using the knowledge gained by reasoning to draw conclusions • Inductive Reasoning- reasoning from a particular instance to a general conclusion • Output- of knowledge rather than input • Process- rather than subject matter • Evaluate- your own learning
  52. 52. ENTRANCE EXAM CRITICAL THINKING 101-cc
  53. 53. REASONING • Requires the ability to think on higher levels of intellect • Requires the ability to ask intelligent questions – Why does it work that way? – How does what I know relate to other things? – What is the significance of the information?
  54. 54. UNDERSTANDING THE PRINCIPLE OVERLOAD BY DEDUCTIVE REASONING • USING THE KNOWLEDGE GAINED BY REASONING TO DRAW CONCLUSIONS • With the knowledge gained by experience and research, I reasoned that overloading the muscle anaerobically by weight lifting made me stronger (3x5 card) WHAT CONCLUSION CAN I MAKE? If you want to get stronger, you must graduallyprogressively overload the
  55. 55. DEDUCTIVE REASONING-c
  56. 56. UNDERSTANDING AEROBIC OVERLOAD BY INDUCTIVE REASONING • The problem I need to solve is: What must I do in order to get fit aerobically ? • How does what I know about anaerobic fitness relate to aerobic fitness? (Critical Thinking) Example: Anaerobic fitness • We know that when doing anaerobic exercise you will only get stronger by overloading the muscle • What can I deduce from this information You can deduce that in order to get fit aerobically, you must also
  57. 57. MENTAL EXERCISE 1-c CRITICAL THINKING EXERCISES: Consist of questions that requires in-depth thought and analytical reasoning to solve the problem posed by the question PAIR-SHARE-COMPARE:  Students pair-up discuss-compare beliefs on issues assigned  Answers written on board WORD WEBBING:  Key issue place on board.  Student share ideas which are placed in cluster around key word :
  58. 58. MENTAL EXERCISE 2 BRAINSTORMING:  Open discussions that are facilitate by presenting issues on wellness in the form of a question-that requires critical thinking and analytical reasoning to reach a conclusion  No value judgments are made regarding answers recorded on board FORCED CHOICE METHOD  Students called upon to take a side on an issue and defend their opinion
  59. 59. THINK IDEAS
  60. 60. THE ART OF PROBLEM SOLVING DEFINITION: Simply means thinking creatively about the most effective solution when a problem or obstacle blocks your way • Identify the problem/s: List barriers the problem presents • Develop a list of solutions: Brainstorm creatively to reach a solution to the problem • Evaluate your solutions: Select the ideas that appear to be the most realistic solutions • Analyze your results: Put your ideas to work and determine which solution will be most
  61. 61. FRAME GAMES-c
  62. 62. IQ TEST
  63. 63. ROLE OF INSTRUCTOR IN INTERACTIVE LEARNING IS TO ESTABLISH A PERFERRED ENVIRONMENT
  64. 64. THE LEARNING PROCESS IN A PREFERRED ENVIORNMNETInteractive Cooperative Problem Solving STUDENT CENTERED Approach to learning
  65. 65. I AM AN ORGANIZER OF KNOWLEDGE-INFORMATION Major objective is get you to change or modify your behavior
  66. 66. Quote John Wooden-C You don’t treat all students the same You treat all students the way they deserve to be treated
  67. 67. ORGANIZER Major objective is to create inquiry- controversy-discussion • I will say and do things to achieve the objectives of the class – Not based on emotion – Based on facts as I know them • Disagreement is desired and allowed – But it must not be confrontational – Achieves nothing – Closes the mind – Not willing to listen and understand other points of view • Perception – My perception of a student is base on their performance in class – No decisions about students will be made based on looks-
  68. 68.  EMPATHY- The ability to understand the feelings and needs of others SYMPATHY The capacity to share the feelings and interest of others
  69. 69. ORGANIZER MAJOR OBJECTIVE IS TO GET YOU TO MODIFY YOUR ATTITUDE TOWARD SCHOOL/LEARNING
  70. 70. I AM A SYNTHESIZER OF INFORMATION 3x5 card define synthesizer How can you reduce the wording of this sentence Loving your children means taking an interest in them, being available to them, showing affection and guidance-17 words Loving children means showing interest- availability-affection-guidance- 8 words
  71. 71. MY SUGGESTIONS • Try class for one week • Drop class
  72. 72. MY GUARANTEE • Learn a lot about the process of learning • You will increase your knowledge of: – Fitness and wellness – Weight management and Nutrition – Behavior modification – Psychological well being – Life – Yourself • Fun
  73. 73. I AM A FACILITATOR (A GUIDE TO MAKING LEARNING EASIER)
  74. 74. ASSIGNMENTS • Sept. 24 -26 Meet in classroom • Sept. 27 Meet in Weight room • Monday/Wed. meet in weight room • Tuesday/Thursday meet in class • Read syllabus answer Discussion Questions • Discussion question are due Thurs. Sept. 28 • Oct. 22 -25 change in organization
  75. 75. ASSIGNMENTS NIGHT CLASS • Meet in classroom 5:30 TO 6:30 • Meet in gym 6:35 to 7:10
  76. 76. ROLE OF THE STUDENT IN INTERACTIVE LEARNING To determine who is responsible for learning To decide how you are going to comply with class rule and procedures To decide the amount of effort and contribution you will make in class and gym
  77. 77. WHOSE RESPONSIBLE? YOU THE STUDENT MUST ASSUME RESPONSIBLE FOR INTERACTING WITH OTHERS TO ACHIEVE CLASS GOALS
  78. 78. WHOSE RESPONSIBLE FOR LEARNING • IF YOU DON’T DO WELL IN SCHOOL WHO DO YOU BLAME • HOW ABOUT ON THE JOB • HOW ABOUT IN LIFE
  79. 79. "DON'T FORGET THAT SOCIETY IS ALSO TO BLAME."
  80. 80. RESPONSIBILITY • COLLEGE RESPONSIBILITY – Is to give you the opportunity to learn and succeed • INSTRUCTORS RESPONSIBILITY – Is to guide students through the learning process • STUDENT RESPONSIBILITY – Is to do what’s required to learn
  81. 81. CRITICAL THINKING class • DO YOU FEEL A SYLLABUS (That outlines your responsibilities) AND A HANDBOOK (that outlines your assignments) WILL ASSIST AND AID YOU IN DEVELOPING A STUDENT CENTERED APPROACH TO LEARNING • HOW
  82. 82. OBJECTIVES OF SYLLABUS • Helps you understand class procedures • Knowledge acquired will make you a better all round student • Provide you with an avenue to success in this class—college—life • Determines who’s responsible for learning
  83. 83. OBJECTIVE OF HANDBOOK • STUDENT CENTERED DOCUMENT • Organizes format of material to be studied • Outlines student responsibilities
  84. 84. WHAT CAN THE INSTRUCTOR DO TO MAKE LEARNING FUN Group  Fit difficulty of task to skill of Student  Vary activities  Keep every one active  Set realistic performance goals  Give students a say  Have fun
  85. 85. WHAT CAN YOU THE STUDENT DO TO MAKE LEARNING FUN • Come to class prepared • Participate in class activities • Be supportive • Follow class procedures
  86. 86. WHOSE HAVING FUN HOW IS THIS FATHER MAKING EXERCISE FUN FOR HIS SON
  87. 87. WHAT HAPPENS IF FUN IS THE ONLY GOAL  Students are not committed to excellence  Self-worth not a motivating factor
  88. 88. GREAT IDEAS-c
  89. 89. CLASSROOM PROCEDURES • STUDENT RESPONSIBILITIES – Display name tag – Assume Group Seating-assignment – Check out Introduction/Power Point – Contribute to class activities • INSTRUCTOR RESPONSIBILITIES – Take Roll – Announcement – Organize and conduct student activities – Monitor-record class participation/behavior – Evaluate student contributions-progress
  90. 90. DAILY CLASS ACTIVITIES • Critical thinking-Brainstorming • Chapter/Discussion Review • Video Reviews • Discussion Groups • Discussion Presentations • Oral Reports
  91. 91. FITNESS PROCEDURES • MEET IN GYM T-TH • COMPLETE WORKOUT CARD • CHOOSE AN ACTIVITY • DRESS APPROPRATELY • LOCKER ASSIGNMENT
  92. 92. PHYSICAL FITNESS ACTIVITIES • ALL STUDENTS MUST COMPLETE CIRCUIT – Strength Training--Aerobic training – Sports Activity--occasionally – Pilates-Aerobic activities • MUST WORKOUT 30 MIN. INCLUDING WARM-UP AND COOL DOWN • Workout Honor system: – If you are caught CHEATING
  93. 93. WORKOUT CARDS-1-C • Accounts for ½ of you grade in class • Record attendance • Record workout performance • Must be fill out correctly with date— amount lifted-number reps • Failure to do so will count as an
  94. 94. WORKOUT CARD-2-C • Replace cards in proper file with heading at top and facing forward • Do not leave cards on table or take from gym • Grade will be lowered 1-2 grade points for lost cards- • If card is not in file see instructor
  95. 95. BRAINSTORMING DO YOU THINK ANSWERING PROBLEM SOLVING DISCUSSION QUESTIONS IS HELPFUL TO STUDENT LEARNING
  96. 96. DISCUSSION QUESTION OBJECTIVES- 1-c • Provides a basis for class discussion • Functions as a guideline for student inquiry -learning • Forces you to think critically and reason analytically to solve problems
  97. 97. DISCUSSION QUESTION OBJECTIVES-2c • Aids in developing concepts about wellness and fitness • Provides an organized format for information to be learned • Reviews previously learned data
  98. 98. BRAINSTORMING GROUP WHAT ARE THE STRENGTH OF THE DISCUSSION METHOD OF LEARNING
  99. 99. STRENGTH OF DISCUSSION METHOD-1-c  Provides instructor with in–depth knowledge of student ability and effort  Provides student with the ability to evaluate their own performance  Provides higher levels of cognitive learning by:  Integration of ideas  Synthesis of ideas  Improving creative thinking  Improves ability to communicate ideas to others
  100. 100. STRENGTH OF DISCUSSION METHOD-2-C  Provides affective objectives by:  Changing your attitude  Increasing your motivation  Encouraging responsibility  Provides active participation by students in the learning the process  Improves critical thinking and problem solving ability
  101. 101. BRAINSTORMING CLASS WHAT MIGHT BE THE WEAKNESSES OF THE DISCUSSION METHOD OF STUDENT LEARNING
  102. 102. WEAKNESS OF DISCUSSION METHOD-c • Difficult to get student participation • Time consuming • Difficult to cover significant amounts of content • Requires extreme preparation by instructor and student • Instructor has less control of learning process
  103. 103. BRAINSTORMING WHAT STEPS SHOULD STUDENTS TAKE WHEN PRESENTING DISCUSSION QUESTION TO CLASS
  104. 104. STUDENT PRESENTATION • Student must show mastery of content by understanding of facts, concepts, theories • Display good communication skills • Synthesize ideas and develop a clear perspective about the questions • Be able to state your own view point based on research-study • When presenting question: Read question and give your answers to all parts of the question- DO NOT READ THE ANSWER
  105. 105. “I DIDN’T PREPARE A SHOW—AND TELL-- PUT ME DOWN FOR A NO SHOW”
  106. 106. FAILURE TO PREPARE • Each time you are not prepared your GRADE will be lowered one/half a grade point • You will be allowed to participate in discussions but will not be allowed to write in your handbook • Condense answers into as few words as possible • Your handbook will be checked during group meetings SO: – All questions must be answered – Incomplete answers are the same as not answering the question
  107. 107. PREPARATION/RESEARCH (Better known as homework) • How many hours are you supposed to spend outside of class for every hour you spend in class • Answer 2-3 • Results— 15 units equals 3 class hour per day X 4 days per week= 12 class hours times 2 hours of homework for each class hour = 24 hrs per week • LTW- 4hr. In class X 2=8 of P&R
  108. 108. NICE TRY!!! BUT
  109. 109. WORK AND SCHOOL
  110. 110. WHAT’S THE PROBLEMS : A WEEKLY TIME SCHEDULE • Hr. per week -- 168 • Hr. Study 6 -- - 24 • Hr. Sleep 8 -- - 56 • Hr. Work -- - 30 68
  111. 111. IMPOSSIBLE
  112. 112. TENTATIVE SCHEDULE PREPARATION/RESEARCH • Read text-research all discussion questions- 2-3 hrs • Visit Library or internet-1hr • Review questions prior to group meetings- 1 hrs • Misc. OR-Projects-RL-TK 3 hrs • Total 8 hrs. minimum for this class
  113. 113. WORK ETHICS
  114. 114. ABSENT ON GROUP MEETING AND/OR DISCUSSION DAYS-C • Type and turn in all study questions on next class day or you will be given a: Non Participation grade 0r • Given a test over material on your own time • Non Participation lowers grade 1/2 grade pt. • If you come to class late it’s your responsibility to clear absence with me at end of class
  115. 115. HOMEWORK ASSIGNMENTS
  116. 116. FIRST MEETING GROUP ORGANIZATION • Time approximately—15+MIN. • Students are divided into groups • Assign a rememberer-Leader • Briefly review all discussion question • Complete research questions Text-Library- Internet • Form Study Groups
  117. 117. SECOND GROUP MEETING:15 min • Time: 15-20 min • Assign specific questions-Things to know to discussion to groups • Three methods of class presentation a. Rememberer may present answers to question b. Each member of group present an answer to one of the questions c. Instructor asks students to answer questions • Students must ask question-critique-challenge group • Student will evaluate each others individual effort16
  118. 118. QUESTIONS TO ASK • Could you elaborate on that point? • Could express the point more clearly or in another way? • Can you give me an illustration-example of the point? • Do you have any more data? • Can you be more specific?
  119. 119. BRAINSTORMING WHAT WOULD BE THE PURPOSE OF AN INSTRUCTOR USING VISUAL AIDS?
  120. 120. THE GRIM REAPER SAYS: CLASS,YOUR LIFE IS PASSING BEFORE YOUR EYES. NOW WILL YOU PLEASE PAY ATTENTION! I WORKED REAL HARD ON THE POWER POINT PRESENTATIONS.
  121. 121. BENEFITS OF SLIDE PRESENTATIONS • Provide you with about 90% of information needed to succeed in this class • Information-slides can be found on PORTAL and handbook • Use them during class and add comments in space provided • You will be asked to evaluate slide presentation
  122. 122. CLASS WEB SITE-c BIG BEND.EDU/ CLICK MY BIG BEND (Left side) Click the “Student” tab Scroll to the bottom of the page to “class list” Select the class you wish to view. Click on Power Point presentation UNIT
  123. 123. OBJECTIVE OF CARTOONS • To create situations that require analytical reasoning and critical thinking • To make a point—What’s cartoonist trying to say in relation to: – This class – Life – Student behavior • Initiate discussion • Add some humor
  124. 124. CARTOONS • Not meant to be OFFENSIVE or hurt anyone feelings • Often gender specific • Many have to do with student behavior • Some deal with behavior in relation to wellness-fitness • Some are just there
  125. 125. VIDEO REVIEWS OBJECTIVES-c  Used to introduce or concluded a unit  Provide students visual representation of materials being studied  As a motivation mechanism  To reinforce facts introduced by the instructor
  126. 126. VIDEO COVERT BAILEY SMART EXERCISE#1 Pp.
  127. 127. EVAUATIONS • EXAMS: No final or mid-term provided other assignments are completed in a satisfactory manner • I reserve the right to give you an exam at any time in order to determine your knowledge and understanding of material being studied
  128. 128. GRADE BASES ON:-c 1. Overall Group and class participation 2. Attendance 3. Preparation for Group Discussions 4. Class Projects 5. Oral Reports 6. Pre-test-Chapter-Video Reviews 7. Physical Improvement 8. Name tags
  129. 129. SORRY I’M LATE,THE WIND WAS BLOWING TO HARD !!
  130. 130. IT’S DUE WHEN IT’S DUE
  131. 131. OBJECTIVES OF HANDBOOK • Aids in taking notes • Enables you to work ahead • Outline responsibilities
  132. 132. FIX IT, RIGHT
  133. 133. HANDBOOK ORGANIZATION • UNIT 1: Introduction to class-Catch the Magic • UNIT 2: Fitness-flexibility- Body composition assessment • UNIT 3: Behavior Modification • UNIT 4: Lifetime Wellness • UNIT 5: Aerobic Fitness • UNIT 6: Anaerobic Fitness • UNIT 7: Body Composition-Weight Management • UNIT 8: Nutrition • UNIT 9: Psychological Wellbeing • UNIT 10: Addictive Behaviors-STDs • UNIT 11: Fitness Equipment/Fitness injuries
  134. 134. UNIT INTRODUCTORY PAGE • List Unit Objectives • Lists Unit Concepts • Provides a Outline of Importance Subjects to be Covered • Unit assignments – Chapter reading assignments – Discussion questions – References lists-I suggest you read them – Oral reports – Things to know – Various reviews
  135. 135. HANDBOOK
  136. 136. HOW TO USE HANDBOOK • Bring handbook and text to class each day • Complete assignments in handbook as assigned • Evaluation: Handbook will be reviewed during group discussion of discussion questions • Note page
  137. 137. HANDBOOK???
  138. 138. TEXT READ IT!!!!
  139. 139. CONCLUSION-1-C • I consider wellness and Fitness a very important subject • Many of you smarter than I am  I just know more  I know how to use what I know • It is not my objective to hurt anyone’s feelings  However, you must accept and improve your shortcomings  Attempt to maximize your ability
  140. 140. CONCLUSION-2-C • We will talk about fat-obesity-and other sensitive topics • I tend to pick on people in jest and to make a point • Occasionally I will use language to emphasize a point-or gain attention SEX • If I say or do anything that is offensive please let me know • If I offend please let me know
  141. 141. OFFICE HOURS-c • You are always welcome to come to my office any time • Office hours 9:00-1000 T-TH • I will show you my office AT END OF CLASS
  142. 142. CLASS PROCEDURES HANDOUT • Read it • Sign it • Return to me next class meeting • No grade will be given if the following items are not recorded – Contract – Inherent danger – Class procedures – Be sure you put your name and class time upper right hand corner
  143. 143. QUESTIONS-c • What do I mean “Catch the magic” • Why are you here • What do you consider success • How do you plan for success • How do you accumulate knowledge • How do you use this knowledge • How do you measure learning
  144. 144. QUESTIONS-1-c WHAT DO I MEAN “CATCH THE AGIC”? • Get educated • Gain knowledge and information • Become a better person • Establish new relationships • More efficient-effective Transitions in life
  145. 145. QUESTIONS-2-c (3x5 card) oWHY ARE YOU AT BIG BEND • Get a college education • Meet new people • Get a better job • Develop new skills • Learn new things • Have fun oWHY ARE YOU HERE -IN THIS CLASS • To make yourself a better person • To increase knowledge • To learn new social skills • To learn about fitness and wellness
  146. 146. QUESTIONS-2-c o WHY YOU ARE REALLY HERE • Opposite sex-Party Time • Pressure parents-peers • 3 units-credits • It beats the heck out of working • It gives you an excuse for binge drinking
  147. 147. QUESTIONS-3-c (at the board) WHAT DO YOU CONSIDER SUCCESS • Maximizing your ability to achieve self- actualization • Passing grade • How little can I do and still get by? • Wealth • Happiness • Being educated
  148. 148. WHAT A COLLEGE EDUCATION DOES FOR YOU-1-c • EARN 20-30% MORE THAN WITH A HIGH SCHOOL DIPLOMA • COLLEGE EDUCATED HEALTHER • COLLEGE EDUCATED COMMIT LESS CRIMES • 63% OF NEW JOBS REQUIRE POST SECONDARY EDU.
  149. 149. GETTING A GOOD JOB?
  150. 150. COLLEGE EDUCATION • ONLY 45 % OF CC STUDENTS GRADUATE IN 3 YEARS TIME PERIOD • ONLY 41% EARN A DEGREE AND TRANSFER TO 4 YEAR SCHOOL • 52% OF CC STUDENT FAIL TO COMPLETE COLLEGE EDUCATION • 47% OF HISPANICS 25 YEAR OR OLDER DO NOT HAVE A HIGH SCHOOL CREDENTIAL • OTHER STUDENT OF COLOR HAVE HIGHER LEVELS OF EDUCATION
  151. 151. LARRY BIRD ANALOGY LARRY BIRD-GREATEST BASKETBALL PLAYER EVER WHY DO I MAKE THAT STATEMENT? • Lacked some of the genetic physical skills of other players • Tremendous respect as person—player by his peers --Magic Johnson-fans-media • What characteristics made him great? – Athletic I.Q. – Work Ethic and attitude – Great mental strength and SELF-control • How does this analogy relate to your success in life? – Work hard to develop non-genetic skills – Accept instruction – Develop learning skills that make-up for poor study Habits
  152. 152. QUESTIONS-4-c HOW DO YOU PLAN FOR SUCCESS?
  153. 153. FAILING TO PLAN IS PLANNING TO FAIL Does he have a goal-does he have plan
  154. 154. PYRAMID FOR SUCCESS-c IN COLLEGE Have fun Set Goals Attend class Evaluate progress Look for new ideas Be willing to change Strive for improvement Contribute to your classes Develop good study habits Complete class requirements Accumulate and use knowledge
  155. 155. WHAT DOES THE TERM OPPORTUNITY MEAN TO YOU? Picture yourself on a ledge outside the window of OPPORTUNITY • What 3 choices do you have? CATCH THE MAGIC
  156. 156. OPPORTUNITY
  157. 157. WHEN DOES SUCCESS OCCUR SUCCESS OCCURS WHEN PREPARATION MEETS OPPORTUNITY
  158. 158. WHY PEOPLE FAIL-C • Lack of principle • Lack of commitment • Lack of effort • Lack of support • Lack of discipline • Lack of motivation • Lack of preparation
  159. 159. I CAN ALWAYS TEACH
  160. 160. CATCH THE MAGIC -cHOW DO YOU ACCUMULATE KNOWLEDGE (At Board) • GOOD STUDY HABITS • EXTEND THE EFFORT • DISCIPLINE • COMPLETE ASSIGNMENTS • GO TO CLASS • READ • CONTRIBUTE-PARTICIPATE
  161. 161. DID SHE EXTEND THE EFFORT
  162. 162. CATCH THE MAGIC (Individual response) WHAT IS THE PURPOSE OF GOALS • Without goals no learning takes place • They are plans that give you control over your behavior—life
  163. 163. CATCH THE MAGIC GOAL DEVELOPMNET-C • Review your Objectives • Develop Goals • Make a Plan for achieving goals • Evaluate goal achievement • Modify Goals • Set new Goals
  164. 164. QUOTE AFTER ALL, IF YOU DON’T KNOW WHERE YOU’RE GOING (goals) HOW ARE YOU GOING TO KNOW WHEN YOU GET THERE (achievement)
  165. 165. CATCH THE MAGIC--C HOW DO I USE KNOWLEDGE OBTAIN EMOTIONAL CONTROL START A WELLNESS-FITNESS LIFESTYLE QUESTIONS-HOW DO I USE KNOWLEDGE T0 OBTAIN EMOTIONAL CONTROL TO START A WELLNESS-FITNESS LIFESTYLE To MEASURE LEARNING
  166. 166. CONTROL THE MENTAL FACTORS • Make a self-assessment—Who are you • Goal Development—Where are you going • Self-motivation—You have to want it • Self-control—The discipline to follow through NO
  167. 167. EMOTIONAL STABILITY AND MENTAL GROWTH  Develop social relationships  Improve self-esteem • Improve Learning ability • Increase Knowledge • Develop Understanding • Know thy self
  168. 168. START A WELLNESS-FITNESS LIFESTYLE- • Physical Improvement • Nutritional Knowledge • Mental Development • Behavior Modification • Social Relationships
  169. 169. HOW DO YOU MEASURE LEARNING (at the board)  Exams  Projects  Knowledge  Better job  Grades  Awards  Higher self-esteem-confidence  Better social relationships
  170. 170. To accomplish great things we must not Only dream, but also act not only plan but also believe
  171. 171. CATCH THE MAGIC JUST DO  Commit 1% more in effort than others  End result will be 100% improvement in knowledge and ability over what others achieve
  172. 172. CATCH THE MAGIC WILL JUST WANTING IT MAKE IT HAPPEN? (Ask Yourself) • Am I willing to do what ever is necessary? • Am I willing to take the risk? • What’s in it for me if I succeed? • What’s in it for me if I don’t succeed? • If your not jazzed don’t do it
  173. 173. INTRODUCTION TO WELLNESS AND CULTURAL DIVERSITY • BRAINSTORMING • What role does culture play in developing a Wellness and Fitness lifestyle • What problems arise when teaching cultural diversity • Can various health problems be linked to certain cultural groups
  174. 174. A STEPPING STONE OR A STUMBLING BLOCK-C Isn’t it strange that princess and kings And clowns that caper in the sawdust rings Are common folk like you and me Are builders of eternity? To each is given a book of rules A block of stone and a bag of tools For each must shape ere time has flown A stumbling block or a stepping stone
  175. 175. CATCH THE MAGIC • This concludes our discussion into how you “CATCH THE MAGIC” • Remember! You’re in college now and you are responsible for your own motivation and success • For the rest of your college career-life its time for you to take responsibility for your actions • Remember self-motivation is the only motivation that lasts
  176. 176. COOPERATIVE LEARNING DISCUSSION QUESTIONS
  177. 177. DISCUSSION QUESTIONS QUESTIONS • Could you elaborate on that point? • Could express the point another way? • Can you give me an illustration of the point? • Do you have any more data? • Can you be additional specific?
  178. 178. THIS COURSE IS DESIGNED TO ACCOMPLISH WHAT TWO IMPORTANT TASKS? • WHAT ARE THESE TWO TASKS? • WHAT IS THE MAIN REQUIREMENT TO BE ACHIEVED? • WHY ARE THEY IMPORTANT?
  179. 179. COURSE DESIGN • TWO IMPORTANT TASKS 1. Theories-concepts-knowledge needed to achieve wellness/fitness 2. Provide time for developing an fitness philosophy aerobic- anaerobic-flexibility fitness • MAIN REQUIREMENTS 1. Accumulate knowledge needed to make responsible decisions about fitness and wellness 2. Develop the ability to put these decisions into action • IMPORTANCE- 1. Provide the knowledge and tools to succeed in college /life.
  180. 180. STANDARDS
  181. 181. ACCORDING TO SYLLABUS: • WHAT IS THE BEST WAY TO BEGIN YOUR STUDY OF THIS COURSE? • EXPLAIN THE ORGANIZATIONAL FORMAT OF THE HANDBOOK • EXPLAIN THE ASPECTS OF THE HANDBOOK THAT MAKE S LEARNING EASIER
  182. 182. ACCORDING TO SYLLABUS • WHEN BEGINNING THE STUDY OF THIS COURSE 1. Examine the text, syllabus and handbook 2. Learn the class procedures-requirements • HOW DOES THE SYLLABUS MAKE LEARNING EASIER? 1. Tools for learning 2. Supplemental data 3. Establishes an organizational format • EXPLAINS THE ORGANIZATION OF THE HANDBOOK 1. Organized into 11units 2. Each unit contain an introductory page that explains the content of each unit
  183. 183. TOOLS FOR LEARNING-c • Goal development • Self-Time Management • Communication • Reading to learn • Note taking skills • Study skills • Examinations and tests • Written presentation • Oral presentations • Progress analysis
  184. 184. SUPPLEMENTAL DATA • Chapter Reviews • Reference Lists • Things to Know • Video Reviews • Projects • Slides
  185. 185. • EXPLAIN THE PURPOSE AND LEARNING OBJECTIVES OF THIS COURSE • HOW ARE THEY ACHIEVED
  186. 186. PURPOSE OF COURSE -1- c  To encourage regular study habits  To provide an outline of material covered in the text  To prepare of students for daily class activities  To evaluate instruction and student efforts
  187. 187. COURSE OBJECTIVES-2-C  Introduce theories- purposes- methods of learning  Provide basic ideas, concepts and knowledge of lifetime wellness/fitness Provide background knowledge based on research
  188. 188. GOALS OF COURSE-c  To reinforce learning through additional repetition  To involve as many of the senses as possible  To review behavior modification techniques  To teach study and discipline skills  FUN
  189. 189. DECISIONS
  190. 190. HOW ARE CLASS OBJECTIVE ACHIEVED • By accepting responsibility for your action • Completing all assignments • Spending time in Preparation-Planning • Time management
  191. 191. PLANNING TO FAILCC
  192. 192. EACH UNIT OF THE HANDBOOK CONTAINS SEVERAL PROBLEMS SOLVING DISCUSSION QUESTION.  WHAT IS THE PURPOSE OF THESE QUESTIONS?  WHAT STEPS SHOULD YOU TAKE IN RESEARCHING THESE QUESTIONS?  WHAT ARE THE RESULT OF NOT BEING PREPARED FOR GROUP AND/OR CLASS DISCUSSIONS?  WHAT MUST YOU DO IF YOUR ABSENCE ON THE DAY QUESTIONS ARE DISCUSSED AND PRESENTED?  HOW WILL THEY BE GRADED?
  193. 193. PURPOSE OF PROBLEM SOLVING DISCUSSION QUESTIONS • Helps you understand subject matter content • Out lines responsibilities • Provokes discussions • Provides experiences in learning to solve problems through reasoning— critical thinking–to see relationships
  194. 194. RESEARCHING DISCUSSION QUESTIONS • Start by reading Text • Instructor slides • Library • Internet
  195. 195. RESULTS OF BEING UNPREPARED • Each time you are not prepared your GRADE will be lowered one/half grade point • You will be allowed to participate in discussions but will not be allowed to write in handbook • Condense answers into as few words as possible • Your handbook will be checked during group meetings SO: – All questions must be answered – Incomplete answers are the same as not answering the question
  196. 196. I’M SO DEAD
  197. 197. ABSENCE RESPONSIBILITIES • IF YOU ARE ABSENT • You must type and turn in all study questions on next class day or you will be given a: Non Participation grade which will lower your final grade ½ grade point 0r • Given a test over material on your own time IF YOU ARE TARDY YOUMUST TELL ME AT END OF CLASS
  198. 198. GRADING DISCUSSION QUESTIONS IS BASED ON • Participation in group discussions • Participation in class discussions • Preparedness • Accuracy • Do not read answer
  199. 199. • WHAT IS THE PURPOSE OF STUDENT EVALUATIONS? • HOW ARE STUDENTS EVALUATED IN THIS COURSE? • BESIDES THE TEACHER WHO DO THESE EVALUATIONS COMMUNICATE INFORMATION TO?
  200. 200. IT NEVER WORKS
  201. 201. OBJECTIVES OF EVALUATION-C  Measure progress  LEARNING TOOL  Feedback-reinforcement  Show areas of strength-weakness  Communicates information  Predicts future success
  202. 202. HOW GRADES ARE DETERMINED-C  CLASS PROJECTS 35%  Individual projects  Quizzes and Misc. requirements  CLASS PARTICIPATION 35%  Group discussions  Class discussions  Oral reports  ATTENDANCE 30%
  203. 203. WHEN WILL YOU KNOW YOU HAVE BEEN SUCCESSFUL?
  204. 204. TO WHOM DO EVALUATIONS COMMUNICATE INFORMATION • Parents--Professors • School administrators • Employers • Self
  205. 205. EXPLAIN WHAT IS ACCEPTABLE STUDENT BEHAVIOR ONCE CLASS HAS STARTED
  206. 206. ACCEPTABLE IN CLASS STUDENT BEHAVIOR-C • BE IN CLASS ON TIME • BE AT DESK WITH PENCIL AND PAPER • DO NOT WORK ON CLASS DISCUSSION QUESTIONS DURING CLASS TIME (Except during group sessions)
  207. 207. • YOU WILL BE EXPECTED TO DEVELOP AND AGREE TO FULFILL THE TERMS OF THE STUDENT LEARNING CONTRACT: • WHAT IS THE PURPOSE OF THIS LEARNING CONTRACT? • WHAT DO YOU CONSIDER ARE THE MAIN FACTOR/S CONTAINED IN THE CONTRACT?
  208. 208. PURPOSE OF CONTRACT  Provides a vehicle for planning the learning experience • Develops a sense of ownership • Creates a commitment to the learning process • Exercise in using imaginative, reasoning and analytical skills • Outlines the process you will use to achieve your goals • Determines learning objectives and strategies  WHAT ARE THE MAIN FACTORS TO CONSIDER? WHY A CRITICAL THINKING QUESTION
  209. 209. SET THE WORLD ON FIRE-c
  210. 210. • THE METHODS USED IN TEACHING THIS CLASS ARE BASED ON A PROBLEM SOLVING— COOPERTATIVE AND INTERACTIVE-- STUDENT CENTERED APPROACH TO LEARNING: • LIST AND EXPLAIN EACH OF THE ABOVE APPROACHES TO LEARNING • WHAT ARE THE ADVANTAGES OF EACH OF THESE APPROACHES? • WHAT LEARNING CONCEPTS ARE THE BASIS OF THESE APPROACHES TO LEARNING?
  211. 211. ADVANTAGE OF INTERACTIVE STUDENT CENTERED LEARNING • Student must take responsible for learning • Opportunity to learn how to succeed in real life situations • Course content designed to meet student needs • Attainable goals established • Problem solving questions which require- critical thinking and reasoning experience • Provides a process of modifying behavior
  212. 212. LEARNING ADVANTAGES • Students responsible for learning • Opportunity to learn how to succeed • Course meets student needs • Attainable goals are established • Problem solving questions-think critically – reasoning analytically • Modifying behavior
  213. 213. WHAT LEARNING CONCEPTS ARE THE –C BASIS OF THIS APPROACH TO LEARNING? • Problem solving situations and questions • Critical thinking abilities • Communication skills • Translating knowledge from one context to another (aerobic/anaerobic) • Synthesize information into is simplest form • Ability to draw reasonable conclusion and make sound decisions though analytical reasoning
  214. 214. • WHAT ARE THE TWO ASPECTS OF COMMUNICATION THAT YOU MUST MASTER FOR SUCCESS? • DISCUSS THE IMPORTANCE OF LISTENING • LIST SOME STEPS YOU CAN TAKE TO BECOME A BETTER LISTENER
  215. 215. LISTENING
  216. 216. IMPORTANCE OF LISTENING • COLLEGE IS ABOUT COMMUNICATING IDEAS—KNOWLEDGE • 75-90% OF COMMUNICATION IN COLLEGES IS SPENT LISTENING • WHAT ABOUT LIFE?
  217. 217. STEPS TO BETTER LISTENING -1-c • Take listening seriously • Analyze your shortcomings • Prepare to listen • HAVE A SPECIFIC PURPOSE FOR LISTENING • Identify central theme-main points
  218. 218. WHAT MADE YOU THINK I WAS LISTENING
  219. 219. STEPS TO BETTER LISTENING -2-c • Think along with speaker • TAKE ADVANTAGE OF TIME DIFFERENCES • Focus on matter rather than manner • Be an active listener • Practice listening
  220. 220. IS ANYBODY LISTENING?
  221. 221. • A MAJOR TOOL FOR EVALUATION IN THIS COURSE ARE THE WELLNESS PROJECTS? • WHAT IS THE PURPOSE OF THESE PROJECTS? • EXPLAIN THE REQUIRED FORMAT AND WHERE IT CAN BE FOUND IN HANDBOOK • HOW ARE THESE PROJECTS EVALUATED AND WHAT IS THEIR PERCENTAGE OF YOUR GRADE?
  222. 222. QUOTE SUCCESS OCCURS WHEN PREPARATION MEETS OPPORTUNITY
  223. 223. PURPOSE OF PROJECTS • Research the various factors considered important in developing fitness/wellness lifestyle that will lead to self-improvement • Provide you with the information needed to develop life long Wellness/Fitness habits
  224. 224. PROJECT FORMAT-1- c • Personal information at top right corner  Place name, project title and number and class time in upper right hand corner of paper • Outline form • Must have a introduction—body--conclusion • Where can you find the proper format to be used for these projects – End of each unit in handbook – Student slides on web page
  225. 225. PROPER PROJECT FORMAT- 2-c Information must be in SHORT CONCISE an answers  Paper must be in OUTLINE FORM  Use only #12 FONT, 1" MARGINS and SINGLE SPACE the paper.  Use SHORT KEY WORDS to condense and put information in your own words  Be sure to DEFINE ALL COMPLEX terms  Do not list items without giving a BRIEF EXPLANATION
  226. 226. PROJECT LOCATION • Location of proper project format oEnd of each unit oSlides • Project evaluation/percent of grade o Content 50% o Format 35% o MISC. 15% of grade
  227. 227. IN PREPARING TO LEARN: • WHAT ARE THE BEST WAYS TO PREPARE FOR READING THE TEXT? • WHAT ARE THE TECHNIQUES YOU CAN USE TO GET THE MOST OUT OF THE TEXT ONCE YOU HAVE STARTED READING IT?
  228. 228. READING PREPARATION-c • READ WITH A PURPOSE • PREVIEW THE TEXT-CHAPTER- GRAPHS-CHARTS-ETC. • EXAMINE SUPPLEMENTAL DATA • QUESTION THE TEXT
  229. 229. LEARNING TO READ
  230. 230. READING TECHNIQUES-c • Reread to check understanding • Review notes • Underline-highlight the text • Examine supplemental data •Question the text
  231. 231. TEXTBOOK READING
  232. 232. WHEN DEVELOPING AN ORAL REPORT: • HOW SHOULD IT BE ORGANIZED? • WHAT ARE THE THREE MOST IMPORTANT ASPECTS IN PREPARING TO PRESENT AN ORAL REPORT? • HOW ARE THEY EVALUATED?
  233. 233. ORAL REPORT ORGANIZATION- c • Adapt material to audience- • Do not read • Be enthusiastic • Progress from know to unknown--simple to complex— • Remember the KISS principle • Give a background on subject of report – Why did you pick topic – Why is topic important? • Include your own opinion • Introduction-body-Conclusion • Speak loudly
  234. 234. THREE IMPORTANT ASPECT ORAL REPORT PRESENTATION • Practice and rehearse • Research • Preparation
  235. 235. ORAL REPORT EVALUATION-c  CONTENT 1.0  ORGANIZATION 1.0  DELIVERY 1.0  TIME 1.0
  236. 236. STUDENT PRESENTATIONS o Inform others in an intelligent manner o Communicate ideas clearly with persuasion o Be prepared to answer questions o Listen to questions from other students -- respond appropriately o Build on the ideas of others o Accept or reject the opinions of others
  237. 237. QUESTIONS YOU SHOULD BE PREPARED TO ANSWER  What are your experiences  Can you give illustrations or examples  Do you agree or disagree with presenter  Summarize your position
  238. 238. • SLIDE: Proper outline format • SLIDE: UNIT II Assignments • SLIDE: Exit • SLIDE: Happy face
  239. 239. OUTLINE FORMAT TITLE I. INTRODUCTION A. MAIN POINT 1. Sub-point 2. Sub-point a. Sub-point b. Sub-point B. MAIN POINT II. BODY III. CONCLUSION
  240. 240. UNIT II ASSIGNMENTS 1. Readings: Chapter #2 Text “Assessing Your Present Level of Fitness – Check health status Pp.20 – Assessing cardiorespitory fitness endurance Pp. 31:36-40:36 – Assessing flexibility Pp. 52-54 – Assessing muscular/endurance Pp. 65-67 – Assessing and changing diet Pp. 112-113 – Assessing body weight Pp. 122-123 – Assessing fat distribution Pp. 123-125 – Covert Bailey PP 13-71 2. Lecture/Discussion Questions #2 3. Things to Know #1 4. Projects #1 Developing a Fitness Appraisal 5. Goal development/Contract
  241. 241. IT’S A NEW BEGINNING
  242. 242. LEARNING?

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