Lifetime Wellness an Approach to a Better Life

Ed Spooner’s
LIFETIME WELLNESS
PRINCIPLES OF
FITNESS

HAVE YOU HUGGED SOMEONE
YOU LOVE TODAY

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

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

SCHOOLS GREAT!? IF I DIDN’T
HAVE TO GO-C

FIRST
ASSIGNMENT?
TYPE A 10 PAGE PAPER ON WHAT YOU
WILL DO TO GET/STAY IN SHAPE
DURING THE
SUMMER VACATION

MAKE A NAME
SIGN
This means you

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

CLASS
INTRODUCTIONS
• CLASS INTRODUCTIONS
• ESTABLISH DISCUSSION GROUPS

GROUP
BRAINSTORMING
3/5 card
• WHAT DO YOU THINK EMPLOYERS
EXPECT FROM EMPLOYEES?

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

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

GROUP
BRAINSTORMING
3/5 Card
WHAT SHOULD INSTRUCTORS
EXPECT FROM STUDENTS?

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

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

ORDEAL OR ADVENTURE
• Do you choose to make school an
ordeal?
• Would it not be more fun to make
school an adventure?

GROUP CRITICAL
THINKING
• WHAT IS THE MOST IMPORTANT
LEARNING TOOLS YOU SHOULD
BRING TO CLASS EACH DAY?

TEXT BOOK
“Fit to be well” Thygerson
• Key to developing a background of
knowledge and the understanding of key
concepts in this class

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

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

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

CLASS BRAINSTORMING
3/5 card
• WHAT IS THE ROLE OF THE
COMMUNITY COLLEGE IN STUDENT
LEARNING

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

CRITICAL THINKING
3x5 card
IN COMMUNITY COLLEGE
EDUCATION WHAT DO YOU FEEL
IS THE
INSTRUCTOR’S ROLE 3

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

BRAINSTORMING #3
Class
WHAT DO YOU FEEL ARE THE
ADVANTAGES OF THE LECTURE
APPROACH TO LEARNING?

ADVANTAGE OF LECTURE
APPROACH
 COVERS MATERIAL TO BE STUDIED
MUCH QUICKER
 LESS TIME CONSUMING
 EASIER TO EVALUATE-GRADE

BRAINSTORMING 4c
WHAT ARE THE DISAVANTAGS OF THE
LECTURE APPROACH TO LEARNING

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

INPUT OF KNOWLEDGE?
THE PRIMARY RESPONSIBILITY OF AN
INSTRUCTOR IS NOT TO BE JUST A
DISPENSER OF INFORMATION

RATE OF FORGETTING WITH
NO REVIEW-1

RATE OF FORGETTING WITH
10 MINUTE REVIEW

PROFOUND
Having or showing great depth.-C
AA
profoundprofound
LectureLecture
maymay
induce ainduce a
profoundprofound
sleep.sleep.

BRAINSTORMING
3X5 CARD
WHAT IS
INTELLIGENCE?

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

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

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?

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

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

YOU CAN’T UNDERSTAND IF
YOU DON’T LISTEN—DUH-C

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:

CRITICAL THINKING
WHAT METHODS WOULD YOU LIKE
THE INSTRUCTOR USE THAT WOULD
MAKE LEARNING MORE EFFECTIVE?

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

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

ENTRANCE EXAM
CRITICAL THINKING 101-cc

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?

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

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

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
:

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

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

ROLE OF INSTRUCTOR
IN
INTERACTIVE LEARNING
IS TO
ESTABLISH
A
PERFERRED ENVIRONMENT

THE LEARNING PROCESS IN
A PREFERRED
ENVIORNMNETInteractive
Cooperative
Problem Solving
STUDENT CENTERED
Approach to learning

I AM AN ORGANIZER OF
KNOWLEDGE-INFORMATION
Major objective is get you to change
or
modify your behavior

Quote
John Wooden-C
You don’t treat all students the same
You treat all students the way they
deserve to be treated

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-


EMPATHY-
The ability to understand the feelings
and needs of others
SYMPATHY
The capacity to share the feelings and
interest of others

ORGANIZER
MAJOR OBJECTIVE IS TO GET YOU TO
MODIFY YOUR ATTITUDE TOWARD
SCHOOL/LEARNING

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

MY SUGGESTIONS
• Try class for one week
• Drop class

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

I AM A FACILITATOR
(A GUIDE TO MAKING LEARNING
EASIER)

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

ASSIGNMENTS NIGHT
CLASS
• Meet in classroom 5:30 TO 6:30
• Meet in gym 6:35 to 7:10

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

WHOSE RESPONSIBLE?
YOU THE STUDENT MUST ASSUME
RESPONSIBLE FOR INTERACTING
WITH OTHERS TO ACHIEVE CLASS
GOALS

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

"DON'T FORGET THAT SOCIETY
IS ALSO TO BLAME."

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

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

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

OBJECTIVE OF
HANDBOOK
• STUDENT CENTERED DOCUMENT
• Organizes format of material to be
studied
• Outlines student responsibilities

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

WHAT CAN YOU THE STUDENT
DO TO MAKE LEARNING FUN
• Come to class prepared
• Participate in class activities
• Be supportive
• Follow class procedures

WHOSE HAVING FUN
HOW IS THIS FATHER MAKING EXERCISE FUN FOR HIS SON

WHAT HAPPENS IF FUN IS
THE ONLY GOAL
 Students are not committed to excellence
 Self-worth not a motivating factor

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

DAILY CLASS
ACTIVITIES
• Critical thinking-Brainstorming
• Chapter/Discussion Review
• Video Reviews
• Discussion Groups
• Discussion Presentations
• Oral Reports

FITNESS PROCEDURES
• MEET IN GYM T-TH
• COMPLETE WORKOUT CARD
• CHOOSE AN ACTIVITY
• DRESS APPROPRATELY
• LOCKER ASSIGNMENT

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

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

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

BRAINSTORMING
DO YOU THINK ANSWERING
PROBLEM SOLVING DISCUSSION
QUESTIONS IS HELPFUL TO
STUDENT LEARNING

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

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

BRAINSTORMING
GROUP
WHAT ARE THE STRENGTH OF
THE
DISCUSSION METHOD OF
LEARNING

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

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

BRAINSTORMING
CLASS
WHAT MIGHT BE THE
WEAKNESSES OF THE
DISCUSSION METHOD OF
STUDENT LEARNING

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

BRAINSTORMING
WHAT STEPS SHOULD STUDENTS
TAKE WHEN PRESENTING
DISCUSSION QUESTION TO
CLASS

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

“I DIDN’T PREPARE A SHOW—AND
TELL-- PUT ME DOWN FOR A NO SHOW”

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

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

WHAT’S THE PROBLEMS :
A WEEKLY TIME SCHEDULE
• Hr. per week -- 168
• Hr. Study 6 -- - 24
• Hr. Sleep 8 -- - 56
• Hr. Work -- - 30
68

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

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

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

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

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?

BRAINSTORMING
WHAT WOULD BE THE PURPOSE
OF
AN INSTRUCTOR USING VISUAL
AIDS?

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.

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

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

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

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

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

VIDEO COVERT BAILEY SMART
EXERCISE#1 Pp.

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

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

SORRY I’M LATE,THE WIND
WAS BLOWING TO HARD !!

OBJECTIVES OF
HANDBOOK
• Aids in taking notes
• Enables you to work ahead
• Outline responsibilities

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

QUESTIONS-4-c
HOW DO YOU PLAN FOR
SUCCESS?

FAILING TO PLAN IS PLANNING TO FAIL
Does he have a goal-does he have plan

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

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

WHEN DOES SUCCESS
OCCUR
SUCCESS OCCURS WHEN
PREPARATION
MEETS
OPPORTUNITY

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

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

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

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

QUOTE
AFTER ALL, IF YOU DON’T KNOW
WHERE YOU’RE GOING (goals)
HOW ARE YOU GOING TO KNOW
WHEN YOU GET THERE (achievement)

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

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

EMOTIONAL STABILITY
AND MENTAL GROWTH
 Develop social relationships
 Improve self-esteem
• Improve Learning ability
• Increase Knowledge
• Develop Understanding
• Know thy self

START A WELLNESS-FITNESS
LIFESTYLE-
• Physical Improvement
• Nutritional Knowledge
• Mental Development
• Behavior Modification
• Social Relationships

HOW DO YOU MEASURE
LEARNING
(at the board)
 Exams
 Projects
 Knowledge
 Better job
 Grades
 Awards
 Higher self-esteem-confidence
 Better social relationships

To accomplish
great things we
must not Only
dream,
but also
act
not only plan
but also
believe

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

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

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

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

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

COOPERATIVE LEARNING
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?

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?

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.

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

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

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

SUPPLEMENTAL
DATA
• Chapter Reviews
• Reference Lists
• Things to Know
• Video Reviews
• Projects
• Slides

• EXPLAIN THE PURPOSE AND LEARNING
OBJECTIVES OF THIS COURSE
• HOW ARE THEY ACHIEVED

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

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

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

HOW ARE CLASS OBJECTIVE
ACHIEVED
• By accepting responsibility for your
action
• Completing all assignments
• Spending time in Preparation-Planning
• Time management

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?

PURPOSE OF PROBLEM SOLVING
• 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

RESEARCHING DISCUSSION
QUESTIONS
• Start by reading Text
• Instructor slides
• Library
• Internet

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

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

GRADING DISCUSSION
QUESTIONS
IS BASED ON
• Participation in group discussions
• Participation in class discussions
• Preparedness
• Accuracy
• Do not read answer

• WHAT IS THE PURPOSE OF STUDENT
EVALUATIONS?
• HOW ARE STUDENTS EVALUATED IN
THIS COURSE?
• BESIDES THE TEACHER WHO DO THESE
EVALUATIONS COMMUNICATE
INFORMATION TO?

OBJECTIVES OF
EVALUATION-C
 Measure progress
 LEARNING TOOL
 Feedback-reinforcement
 Show areas of strength-weakness
 Communicates information
 Predicts future success

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%

WHEN WILL YOU KNOW YOU
HAVE BEEN SUCCESSFUL?

TO WHOM DO EVALUATIONS
COMMUNICATE INFORMATION
• Parents--Professors
• School administrators
• Employers
• Self

EXPLAIN WHAT IS ACCEPTABLE STUDENT
BEHAVIOR ONCE CLASS HAS STARTED

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)

• 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?

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

• 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?

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

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

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

• 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

IMPORTANCE OF LISTENING
• COLLEGE IS ABOUT COMMUNICATING
IDEAS—KNOWLEDGE
• 75-90% OF COMMUNICATION IN COLLEGES
IS SPENT LISTENING
• WHAT ABOUT LIFE?

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

WHAT MADE YOU THINK I
WAS LISTENING

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

• 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?

QUOTE
SUCCESS OCCURS
WHEN
PREPARATION
MEETS
OPPORTUNITY

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

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

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

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

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?

READING PREPARATION-c
• READ WITH A PURPOSE
• PREVIEW THE TEXT-CHAPTER-
GRAPHS-CHARTS-ETC.
• EXAMINE SUPPLEMENTAL DATA
• QUESTION THE TEXT

READING
TECHNIQUES-c
• Reread to check understanding
• Review notes
• Underline-highlight the text
• Examine supplemental data
•Question the text

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?

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

THREE IMPORTANT ASPECT
ORAL REPORT
PRESENTATION
• Practice and rehearse
• Research
• Preparation

ORAL REPORT
EVALUATION-c
 CONTENT 1.0
 ORGANIZATION 1.0
 DELIVERY 1.0
 TIME 1.0

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

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

• SLIDE: Proper outline format
• SLIDE: UNIT II Assignments
• SLIDE: Exit
• SLIDE: Happy face

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

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

Lifetime Wellness an Approach to a Better Life

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